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MARKET SHARE ANALYSIS
Prepared for Meet AC
February 9, 2015
Prepared by Strategic Advisory Group
Presentation Overview
• Review of current data
• Room block analysis
• Casino/Hotel interviews
• Convention Center activity/space review
• Analysis by type of activity
• Benchmarking - comp set analysis
• Activity level
• Configuration comparison
• Analysis of group market demand
• Mint analysis
• Meeting Planner survey
• Conclusions
Market Share Analysis Process
- Review Current Data
- Hotel Room Block Survey
- Review Convention Center Calendar
- Benchmarking
- Analysis of Available Group Market
- Meeting Planner Survey
- Future Recommendations for Optimal Business Levels
Immersion: Current Data
- SAG reviewed past reports and collected historical data
- Lost business reports
- Convention Center Calendar
- Review of current space
- Review of current production
- City lead log report
- Review of current center bookings
- Space utilization
- Room night production
Casino/Hotel Engagement
Supportive of increased focus on group market
- Most believe group market is more important part of the future
- Appreciate increased communication – need more engagement
Consensus of top vertical markets
- Pharmaceutical
- Sports
- State/Regional Associations
- Government
- Energy
- Insurance
- Automotive
- Financial
- Parts and Services Manufacturing
- Other SMERF
Room Blocks and Rate varied
- Potentially overstated available inventory
- Has market shifted due to recent developments; leisure demand?
AC Room Block Analysis
- Less inventory/ higher rate ranges in the Summer
| Month | Weekday Room Block | Weekday Rates | Weekend Room Block | Weekend Rates |
|---------|--------------------|----------------|--------------------|----------------|
| January | 4000 | $55-155 | 2550 | $90-379 |
| February| 3475 | $55-155 | 2550 | $90-379 |
| March | 4075 | $55-155 | 2550 | $90-379 |
| April | 3100 | $65-189 | 2550 | $90-379 |
| May | 3000 | $65-189 | 2450 | $90-399 |
| June | 3100 | $65-189 | 2450 | $90-399 |
| July | 2750 | $65-229 | 2275 | $90-499 |
| August | 2750 | $65-229 | 2275 | $90-499 |
| September| 3200 | $65-189 | 2500 | $90-399 |
| October | 3100 | $65-189 | 2500 | $90-399 |
| November| 3400 | $65-189 | 2550 | $90-379 |
| December| 4300 | $55-155 | 2650 | $90-379 |
Weekday Room Block and Median Room Rate
- Hotel rates rise and room blocks are reduced in the summer
- Potential for need period strategy in future
Group Hotel and Casino Rates Mid Week
- Atlantic City may be under pricing the group market
- Meeting Planners conveyed that their groups are willing to pay $100-$200 in Atlantic City
Meeting Planner Response to Rates
- AC Low
- AC Mid
- Meeting Planner Response
- AC High
Strategic Advisory Group
Conclusions – Hotels/Casinos
• Appear willing to allocate inventory for group business
• Lowest room blocks and highest rates in summer
• Interest in understanding and aligning with target markets
• Continued communication and reporting important
• Need to report results of all group efforts by segment
• Potential opportunity to re-establish midweek rate strategy
• Initial communication has been successful – needs to continue
CONVENTION CENTER ANALYSIS
Practical Capacity
- PricewaterhouseCoopers – 2014
“It has been recognized industry-wide that the “practical” maximum exhibit hall occupancy rate is approximately 70 percent and the “efficient” range is considered to be approximately 50 to 60 percent. Occupancy levels less than 50 percent generally suggest the existence of marketable opportunities or open dates…”
Convention Center Total Occupancy
SAG analyzed the overall occupancy data from the last two years.
2013
- Total occupancy – 30%
- 95 groups booked
- 5,573 total meeting rooms occupied
2014
- Total occupancy 28%
- 89 groups booked
- 4,527 total meeting rooms occupied
2013 Occupancy Breakdown
- Total Move In/Move Out: 49%
- Total Show Days: 51%
2014 Occupancy Breakdown
- Total Move In/Move Out: 52%
- Total Show Days: 48%
Exhibit Halls Occupancy
2013
- Exhibit Hall total occupancy – 32%
- 312 show days in the exhibit halls
2014
- Exhibit Hall total occupancy – 28%
- 269 show days in the exhibit halls
2013 Exhibit Hall Occupancy
51% Total Show days, 49% Move In/Move Out
2014 Exhibit Hall Occupancy
53% Total Show days, 47% Move In/Move Out
Ballroom Occupancy
Hall A currently serves as the Convention Center’s ballroom/multipurpose space with an available square footage of 29,400.
**2013**
- Ballroom total occupancy – 41%
- 76 total show days in the ballroom
**2014**
- Ballroom total occupancy – 34%
- 68 total show days in the ballroom
---
**2013 Ballroom Occupancy**
- Move In/Move Out: 51%
- Show Days: 49%
**2014 Ballroom Occupancy**
- Move In/Move Out: 55%
- Show Days: 45%
Meeting Room Occupancy
Atlantic City’s Convention Center has 45 total meeting rooms.
2013
- Meeting Room total occupancy – 31%
- 2,340 total show days in the meeting rooms
2014
- Meeting Room total occupancy – 25%
- 1,817 total show days in the meeting rooms
2013 Meeting Room Occupancy
- Move In/Move Out: 48%
- Show Days: 52%
2014 Meeting Room Occupancy
- Move In/Move Out: 52%
- Show Days: 48%
Activity Level by Type
SAG sorted the occupancy by event type to understand the level and type of activity.
2013
- 95 total groups booked the CC
2014
- 89 total groups booked the CC
2013 Bookings by Type
Exam
Expo
Workshop
Special Event
Seminar
Reception
Competition
Public
Conference
Trade
Convention
Meeting
2014 Bookings by Type
Workshop
Expo
Special Event
Seminar
Competition
Reception
Public
Conference
Convention
Meeting
Trade
Strategic Advisory Group
Citywide Activity
SAG analyzed the citywide activity over the last two years
- **2013**
- Four events with 4,500 or more total room nights
- NJ League of Municipalities Annual Conference
- NJSBA/NJASA/NJASBO Workshop and Expo
- AC Pool & Spa Show
- 2013 Institute and Expo
- **2014**
- Five events with 4,500 or more total room nights
- NJ League of Municipalities Annual Conference
- 5LINX National Convention
- Herbalife North American Latin Extravaganza
- Northeast Pool & Spa Show
- NJ School Board Workshop
Space Optimization
• Lack of meeting space inhibits convention potential activity
• The historic ratio of exhibit halls to meeting rooms is 1 hall to 25 meeting rooms
• Based on 2013/2014 AC Convention Center data
• The average past convention uses more than half of the available meeting rooms
• One convention utilizing two halls will consume all meeting rooms
• Two hall conventions use 40 plus break out rooms on average
• True usable Exhibit Space – Two Halls
• Future recommendations – reconfigure space
• Reduce total exhibit and increase number of meeting rooms
Conclusions – Convention Center
• AC Convention Center configuration limits optimal convention activity
• Lacks competitive meeting space for large conventions
• Reconfiguration is necessary to improve occupancy rate
• Additional 52 meeting rooms would have strong impact on potential meeting planners view of AC
• Potential to add meeting space and reduce exhibit space
• Each convention using one exhibit hall needs 25 meeting rooms on average
• A two hall convention creates a practical maximum
• Largest AC can handle based on space
• Roughly 200,000 square feet of exhibit space
• Hall A/Ballroom space is not ideal ballroom use
• New dedicated, divisible space - will increase competitiveness
MEETING PLANNER SURVEY
SAG Surveyed 73 Meeting Planners across the country
Source: Meet AC Database and MINT Search
Meeting Planner Profile
• Type of Planners
• Over 70% of respondents represented the following markets:
• Medical
• Education
• Pharmaceutical
• Religious
• Engineering/Scientific
• Associations/Other
• 30% of respondents had planned an event in Atlantic City in the last 5 years
• Size of largest/annual event
• Average exhibit square footage – 115,000 sq. ft.
• Average ballroom square footage – 41,460 sq. ft.
• Average meeting room square footage – 57,510 sq. ft.
• Average number of breakout rooms per day – 16
• Average number of attendees – 3,760
• Room Block size
• 50% need more than 900 peak hotel room nights
• 20% need between 500-900 peak hotel room nights
• 30% need between 100-500 peak hotel room nights
Airport Drive Preference
- Over 75% of respondents said their groups prefer to drive less than 45 minutes from an airport.
Philadelphia airport 60-75 minutes from ACCC
Airport Drive Preference Breakdown
- 15-30 minutes: 42%
- 30-45 minutes: 32%
- 45-60 minutes: 10%
- 60-75 minutes: 5%
- More than 75 minutes: 10%
Group Travel Preference
- 70% of respondents said their groups will not drive more than 3 hours to a destination
23% - 4 hours or more
6% - between 3 and 4 hours
20% - between 2 and 3 hours
27% - between 1 and 2 hours
23% - 1 hour or less
Group Travel Preference
Destination Drive Time Breakdown
- Less than 1 hour: 15%
- Between 1 and 2 hours: 18%
- Between 2 and 3 hours: 26%
- Between 3 and 4 hours: 25%
- 4 hours or more: 14%
Is Atlantic City Appropriate?
• When asked, 40% of respondents who had planned an event in Atlantic City in the last 5 years believe the destination is not appropriate for their group.
• Additionally 27% said maybe.
• Reinforces the need to drive communication.
Convention Center Needs
• Respondents reviewed a description of the Atlantic City Convention Center’s capabilities, space and size
• Nearly 50% said it did not or only somewhat fit their groups needs
Reason Why
Convention Center Does Not Fit
- Not enough exhibit space
- Need more ballroom space
- Need more meeting space
Room Rate Threshold
- 75% of respondents said their groups are willing to pay between $100-$200 per night year-round for a hotel room.
Nightly Room Rates
- $75-$100: 3%
- $100-$125: 24%
- $125-$175: 24%
- $175-$200: 26%
- More than $200: 8%
Strategic Advisory Group
Headquarter Hotel
- 65% of planners said a headquarter hotel adjacent and attached is important to their group
- 52% of planners said the additional properties do not meet their headquarter hotel and overall needs without the Sheraton as headquarter
Percentage who book based on the headquarter hotel availability
| Percentage | Description |
|------------|--------------------------------------------------|
| 65% | Sheraton meets my needs |
| 48% | If Sheraton is unavailable the additional hotels meet my needs |
23% decline if the Sheraton is not available
Event Timing
- 85% of planners plan their events in the Winter, Spring and Fall
- Atlantic City’s seasonal swing allows more groups to come during these months
- The majority of planners said their events need both weekday and weekend room blocks
Is Atlantic City Appropriate?
- Over 75% of planners who had not previously held an event in Atlantic City believe it is not appropriate for their group
- High percentage cited AC’s image >50%
Why is Atlantic City Inappropriate?
| Reason | Percentage |
|---------------------------------------------|------------|
| Unstable hotel/casino market | 9% |
| Headquarter hotel too small | 9% |
| Distance from PHL | 15% |
| Prefer not to stay in a casino | 39% |
| Cannot stay in a casino | 42% |
| AC's image doesn’t fit | 56% |
Strategic Advisory Group
Why Is Atlantic City inappropriate?
Unfriendly Dirty Run-down
Unstable Casino Economy
Closing Bad Seedy
Awareness Issue – Perception Impact
• Planners were asked if they knew about Atlantic City’s amenities
• Over 50% of planners who had not booked a meeting were unaware of the shopping, dining, and entertainment in Atlantic City
• After reviewing the amenities 30% of planners who had not planned a meeting here would consider Atlantic City for the future
• 5% changed their perception of Atlantic City
Overall Atlantic City Perceptions
Good
Enjoyed
Great
Updating
Positive
Expensive
Difficult
Travel
So-So
Needs Catering
Poor
Meeting Planner Survey – Conclusions
• Atlantic City is primarily a regional, drive-in market within a 4 hour range
• Drive time feedback
• Feedback on airport location
• 60% “not appropriate” of both planners with and without Atlantic City experience is an indicator
• Sales efforts need to be focused
• Importance of continuing to drive communication
• Convention Center configuration is a limitation
• Atlantic City is under pricing the group market
• Increasing overall awareness of Atlantic City amenities is critical
BENCHMARKING
SAG studied 16 competitive facilities
Selection criteria included exhibit square footage and regional competition
Exhibit Square Feet
- Atlantic City is in the mid range of exhibit space size
Ballroom Square Feet
- Atlantic City lacks competitive ballroom space
ACCC’s multipurpose ballroom is 2nd smallest “grand” ballroom smallest overall
Total Breakouts
• AC has a total of 45 meeting/breakout rooms where as most destinations had nearly twice the number of additional breakout spaces.
Facility Rank by Total Number of Meeting Spaces
ACCC has 45 meeting rooms but no additional breakout spaces.
Activity Levels
- SAG compared the regional and national centers to Atlantic City by overall Convention Center events
- Atlantic City is significantly lower in the number of events
Convention Center Activity Level by Type
- Other
- Public
- Exam
- Competition
- Meeting
- Conference
- Trade
- Convention
Strategic Advisory Group
Core Event Comparison
• Comparing Convention, Conference and Meetings Atlantic City is the lowest in this set
Facilities by Core Convention Events
- Atlantic City
- San Diego
- Pittsburgh
- New York City
- Washington DC
- Philadelphia
Meeting
Conference
Convention
Conclusions
• Activity is strong at regional centers
• AC is potentially not getting share
• Reinforces the limitation of the current configuration
• Opportunity to focus TAP report on reporting Atlantic City’s share of regional market
GROUP UNIVERSE
SAG Analyzed national and regional organizations
Available Group Market – Universe
- SAG analyzed a MINT search of the regional states within a 4 hour driving distance to assess the number and size of potential business
- 372 groups
- 529 total meetings
Regional Groups by Market
- Educational: 30%
- Health & Medical: 26%
- Scientific, Engineering, Technical, Computers: 19%
- Religious: 16%
- Medical/Pharmaceutical: 6%
- Insurance: 1%
- High Tech/Electric/Computer Companies/User Groups: 2%
Includes NJ, NY, PA, MD & DE
Final Conclusions
• Meeting planner responses supported focused regional effort
• Airport distance has impact
• Drive time threshold also creates a focused area to impact
• Important step is to saturate region and make a determination of true universe
• More in depth research in future
Definition of Citywide
- Two Exhibit Halls - practical capacity
- 200,000 square feet of exhibit space
- this will maximize current breakouts
- Room block on peak
- 1,500-2,000 rooms
- Total room nights ~ 4,500
- Use of multiple hotels
## Goal Setting – Citywide Business
| Industry Standard Practical Capacity | 60% |
|-------------------------------------|-----|
| Atlantic City Practical Capacity (factors in holidays etc.) | 34 citywide groups |
| AC Current Production | 5 citywide groups |
| Factors to consider in calculating goals | AC negative perceptions (20%)
Regional market (20%)
New group sales effort – sales cycle (10%) |
| Reduction of 50% | |
| AC Aspirational Goal | 17 citywide groups annually |
| First Year Goal – 2016 | 7 citywide groups
31,500 room nights |
Goal Setting Citywide Business Growth
Five Year Growth
- **Citywides**
- 2013: 4
- 2014: 5
- 2015: 5
- 2016: 7
- 2017: 9
- 2018: 11
- 2019: 15
- **Room Nights**
- 2013: 18,000
- 2014: 22,500
- 2015: 22,500
- 2016: 31,500
- 2017: 40,500
- 2018: 49,500
- 2019: 67,500
Strategic Advisory Group
Key Considerations for Growth
• Full Sales Cycle – 5 years
• Average of 2 years from initial contact to group going definite
• Most groups book 3 years out
• Negative PR must be reduced
• No more Casino closings
• No related industry reductions i.e. Retail – Restaurant
• City financial woes stabilized
• Positive PR must resume
• New investment in Casinos and Hotels
• New development in tourism related industries
• Attractions, Retail, Restaurants
• Funding for overall destination PR and marketing
• Loss of ACA funding and effort will slow down growth
• Need to determine most effective use of available resources
• Survey validated the need for concentrated PR effort
Thank You
Daniel Fenton
firstname.lastname@example.org
Bethanie Parker
email@example.com
Strategic Advisory Group
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
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FINGER GUARDS
BENEFITS:
Effective protection: the maximum space between each ellipse of the finger guard respects the values of the norms in use.
MATERIAL:
Nickel-Chrome coated wires.
| Part number | For | Øf | Øp | Ø Wires |
|-------------|------------------------------------------|-----|-----|---------|
| 21360 | RRE-INV Ø250 & Ø280; VGC 200 (Alu) | 240 | 215 | Ø 2,3 |
| 21369 | VGC 250 (Alu) | 295 | 278 | Ø 2,3 |
| Part number | For | Øf | Øp | Ø Wires |
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| 21360 | RRE-INV Ø250 & Ø280; VGC 200 (Alu) | 9,45| 8,46| Ø 0,09 |
| 21369 | VGC 250 (Alu) | 11,61| 10,94| Ø 0,09 |
http://www.ecofit.com - email : email@example.com
Non contractual document. Specifications are subject to change without prior notice. Pictures for information only. MKTG 072007
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<urn:uuid:3e1b5ff5-2f44-478a-9394-1096f9f074c3>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
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COVID-19 Public Health Mandate of the Canton Board of Health
Notice is hereby given that on August 30, 2021 the Canton Board of Health adopted the following emergency regulation under the provisions of MGL Chapter 111, § 31:
Based upon review of current COVID-19 transmission trends the Canton Board of Health held a meeting on August 30 th , 2021 and pursuant to M.G.L. c. 111 §§ 31 and 104; The Board of Health voted to adopt as a public health mandate, the following indoor mask mandate in the Town of Canton.
1. Effective at 12:01am September 1 st , 2021 face coverings are required for all individuals aged two years and above in all indoor public spaces, houses of worship, or private spaces open to the public except where an individual is unable to wear a face covering due to a medical condition or disability.
2. Food service establishment customers may only remove face coverings when seated.
3. Indoor performance venue customers may only remove face coverings in the actual act of eating and drinking, if permitted in the venue.
4. Indoor performers are required to wear face coverings except where they are able to maintain a minimum of 12 feet of distance from members of the audience.
5. Patrons standing or ordering at the bar must be masked.
6. Guest must be masked on indoor dance floors.
7. Lodging guests and workers are required to wear face coverings when inside hallways and common areas.
8. Residents, visitors and employees in multi-unit homes and apartments are required to wear face coverings when inside common hallways and spaces.
9. Fitness Center/Health Club workers, customers, and visitors are required to wear face coverings during fitness activity, including strenuous activity.
10. At Personal Service establishments, including, but not limited to, barber shops, hair and nail salons, all customers and workers are required to wear face coverings, except for skin or beard care that occurs on the face, where the customer may temporarily remove the face covering but must immediately put the face covering back on for the remainder of the visit.
11. Masks remain mandatory for all individuals on public and private transportation systems (including rideshares, livery, taxi, ferries, and buses), in healthcare facilities and in other settings hosting vulnerable populations, such as congregate care settings.
12. All entry doors of businesses open to the public must post notice advising customers that face masks must be worn inside the establishment. Establishment staff must supervise and enforce this requirement.
This mandate will remain in effect until December 7, 2021 at which time it may be rescinded by the Canton Board of Health based on Canton community transmission trends.
Date: August 30, 2021
Anjali Schutt Chair, Chair
Julie Goodman, Vice-Chair
Alan Rapoport, Clerk
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<urn:uuid:2830601e-21e5-40b8-ac3f-5aada3e498a6>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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Ottobre 2011
FIDUCIA DELLE IMPRESE DEI SERVIZI E DEL COMMERCIO
Nel mese di ottobre 2011 l'indice destagionalizzato del clima di fiducia sale nelle imprese dei servizi, ma scende in quelle del commercio al dettaglio. In particolare, l'indice aumenta da 82,6 a 87,3 per le prime e diminuisce da 94,0 a 92,3 per le seconde.
CLIMA DI FIDUCIA DELLE IMPRESE DEI SERVIZI Gen. 2005-Ott. 2011, dati destagionalizzati, indici base 2005=100
Nei servizi migliorano le attese sull'andamento dell'economia italiana e i giudizi sugli ordini, mentre peggiorano le attese sul livello degli ordini.
Migliorano i giudizi sull'occupazione e sull'andamento degli affari e recuperano le attese sul mercato del lavoro; sale il saldo delle attese sulla dinamica dei prezzi di vendita.
Nel commercio l'indicatore scende sia nella grande distribuzione (da 93,0 a 89,8), sia in quella tradizionale (da 97,4 a 96,1).
Nel complesso, peggiorano i giudizi e le attese sulle vendite e sono giudicate in diminuzione le scorte di magazzino.
Prossima diffusione 28 novembre 2011
PROSPETTO 1. CLIMA DI FIDUCIA DEI SERVIZI E VARIABILI COMPONENTI
Indice base 2005=100 e saldi destagionalizzati
CLIMA DI FIDUCIA DELLE IMPRESE DEL COMMERCIO Gen. 2005-Ott. 2011, dati destagionalizzati, indici base 2005=100
PROSPETTO 2. CLIMA DI FIDUCIA DEL COMMERCIO E
VARIABILI COMPONENTI
Indice base 2005=100 e saldi destagionalizzati
La fiducia delle imprese dei servizi nel dettaglio settoriale
Ad ottobre, la fiducia delle imprese dei servizi migliora in tutti i settori, passando da 80,0 a 91,8 nei trasporti e magazzinaggio, da 86,4 a 90,3 nei servizi turistici, da 73,8 a 81,5 in quelli di informazione e comunicazione e da 83,9 a 84,3 nei servizi alle imprese e altri servizi.
Solo nel settore dei servizi turistici si registra un aumento del saldo di tutte le principali variabili rilevate nell'indagine. Gli altri settori sono caratterizzati da risultati eterogenei; in particolare, nei servizi di informazione e comunicazione migliorano sensibilmente le attese sull'andamento dell'economia in generale (da -70 a -34) mentre peggiorano, in misura più rilevante rispetto agli altri settori, quelle relative agli ordini (da 7 a -12). I giudizi sugli ordini recuperano dovunque, tranne che nei servizi alle imprese e altri servizi (da -12 a -13).
PROSPETTO 3. CLIMA DI FIDUCIA DEI SERVIZI E VARIABILI COMPONENTI PER SETTORE Giugno 2011-Ottobre 2011, indice destagionalizzato (base 2005=100) e saldi destagionalizzati
FIGURA 1. CLIMA DI FIDUCIA DEI SERVIZI: DETTAGLIO SETTORIALE Gennaio 2005-Ottobre. 2011, indice destagionalizzato (base 2005=100)
150
|
La fiducia delle imprese dei servizi nel dettaglio territoriale
L'indice della fiducia dei servizi cresce in tutte le ripartizioni territoriali, salendo da 83,4 a 84,3 nel Nord-ovest, da 84,5 a 89,1 nel Nord-est, da 75,5 a 88,0 al Centro e da 87,7 a 89,1 nel Mezzogiorno.
I saldi dei giudizi sugli ordini migliorano al Nord e soprattutto al Centro (da -6 a 12 il saldo) ma peggiorano nel Mezzogiorno; le attese sugli ordini migliorano nel Nord-est e nel Mezzogiorno. Le attese circa l'andamento dell'economia in generale, pur rimanendo su livelli ancora molto negativi recuperano in tutte le ripartizioni e soprattutto nel Centro (dove il saldo passa da -60 a -35).
PROSPETTO 4. CLIMA DI FIDUCIA DEI SERVIZI E VARIABILI COMPONENTI PER RIPARTIZIONE GEOGRAFICA Giugno 2011-Ottobre 2011, indice destagionalizzato (base 2005=100) e saldi destagionalizzati
FIGURA 2. CLIMA DI FIDUCIA DEI SERVIZI: DETTAGLIO TERRITORIALE Gennaio 2005-Ottobre 2011, indice destagionalizzato (base 2005=100)
150
|
3
Domande trimestrali: i fattori di ostacolo all'attività delle imprese di servizi
Nel terzo trimestre 2011, sale dal 37% al 46% la quota di imprese che percepisce l'esistenza di ostacoli all'attività produttiva: all'interno di tale gruppo, resta invariata all'82% la percentuale di imprese che denuncia l'esistenza di vincoli dal lato della domanda e diminuisce lievemente quella che segnala la presenza di vincoli finanziari (da 11% al 10%).
PROSPETTO 5. OSTACOLI ALLA PRODUZIONE IV trimestre 2010- III trimestre 2011, valori percentuali
(*) E' consentita la risposta multipla
FIGURA 3. Fattori di ostacolo all'attività dell'impresa (Totale servizi); Percentuale di imprese che dichiarano l'esistenza di vincoli all'attività
I trimestre 2011-III trimestre 2011, valori percentuali
Attività ostacolata
Nessun ostacolo
|
4
Altri motivi
La fiducia delle imprese del commercio per tipologia distributiva
Nel commercio, l'indicatore di fiducia scende sia nella grande distribuzione (da 93,0 di settembre a 89,8 in ottobre), sia in quella tradizionale (da 97,4 a 96,1). Nel primo caso peggiorano nettamente i giudizi sulle vendite correnti, ma migliorano le attese sulle vendite future (i saldi delle variabili passano, rispettivamente, da -8 a -20 e da 10 a 13). Il saldo delle risposte sul livello delle scorte sale lievemente (da 17 a 18). Nella distribuzione tradizionale, peggiorano sia i giudizi sulle vendite correnti, sia le attese su quelle future (il saldo della prima variabile scende lievemente, passando da -34 a -35; quello relativo alla seconda cala da -2 a -9); infine, scende (da 7 a 3) il saldo delle risposte riguardanti il livello delle scorte di magazzino.
PROSPETTO 5. CLIMA DI FIDUCIA DEL COMMERCIO E VARIABILI COMPONENTI PER TIPOLOGIA DISTRIBUTIVA
Giugno 2011-Ottobre 2011, indice destagionalizzato (base 2005=100) e saldi destagionalizzati
FIGURA 3. CLIMA DI FIDUCIA DEL COMMERCIO: DETTAGLIO SETTORIALE Gennaio 2005-Ottobre 2011, indice destagionalizzato (base 2005=100)
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Glossario
Clima di fiducia dei servizi: l'indice del clima è costruito come media aritmetica semplice dei saldi delle domande sui giudizi e le attese degli ordini e sulla tendenza dell'economia.
Clima di fiducia del commercio: l'indice del clima di fiducia è costruito come media aritmetica semplice dei saldi destagionalizzati (TRAMO-SEATS) di tre domande: giudizi sulle vendite; attese a tre mesi sulle vendite; giudizi sulle scorte (con il segno invertito).
Ripartizioni: comprendono, rispettivamente, le seguenti regioni:
Nord-ovest: Piemonte, Valle d'Aosta/Vallée d'Aoste, Liguria e Lombardia;
Nord-est: Emilia-Romagna, Veneto, Trentino-Alto Adige/Südtirol, Friuli-Venezia Giulia;
Centro: Toscana, Marche, Umbria e Lazio;
Mezzogiorno: Abruzzo, Molise, Campania, Puglia, Basilicata, Calabria, Sicilia e Sardegna.
Saldi: per ogni domanda i risultati sono espressi in termini di frequenze percentuali relative delle singole modalità di risposta (in generale tre, ad esempio: "alto", "normale", "basso"). Indicazioni quantitative sintetiche dei fenomeni osservati sono espresse dai saldi, che consistono nelle differenze fra le modalità favorevoli e sfavorevoli. La modalità centrale (invarianza, stazionarietà) non viene considerata nel calcolo.
Settori dei servizi: i settori economici oggetto d'indagine, individuati con riferimento alla classificazione Ateco 2007, sono di seguito elencati:
Servizi alle imprese e altri servizi, che comprendono Attività immobiliari (68), Attività legali e contabilità (69), Attività di direzione aziendale e di consulenza gestionale (70), Attività degli studi di architettura e ingegneria; collaudi e analisi tecniche (71), Ricerca scientifica e sviluppo (72), Pubblicità e ricerche di mercato (73), Altre attività professionali, scientifiche e tecniche (74), Attività di noleggio e leasing operativo (77), Attività di ricerca, selezione, fornitura di personale (78), Servizi di vigilanza e investigazione (80), Attività di servizi per edifici e paesaggio (81), Attività di supporto per le funzioni di ufficio e altre attività di supporto (82);
Trasporto e magazzinaggio che comprende Trasporto terrestre e trasporto mediante condotte (Ateco 49), Trasporto marittimo e per vie d'acqua (50), Trasporto aereo (51), Magazzinaggio e attività di supporto ai trasporti (52), Servizi postali e attività di corriere (53);
Informazione e comunicazione che comprende Attività editoriali (58), Attività di produzione cinematografica, di video e di programmi televisivi, di registrazioni musicali e sonore (59), Attività di programmazione e trasmissione (60), Telecomunicazioni (61), Produzione di software, consulenza informatica e attività connesse (62), Attività dei servizi di informazione e altri servizi informatici (63);
Servizi turistici dove sono considerati Alloggio (55), Attività dei servizi di ristorazione (56) e Attività dei servizi delle agenzie di viaggio, dei tour operator e servizi di prenotazione e attività connesse (79).
Tipologia distributiva delle imprese del commercio
Grande distribuzione: le imprese che possiedono punti di vendita operanti nella forma di Supermercato, Ipermercato, Discount, Grande magazzino o altra grande superficie specializzata o non, con superficie di vendita superiore ai 400 mq.
Distribuzione tradizionale: le imprese che si configurano come punti di vendita specializzati non appartenenti alla grande distribuzione, caratterizzati da una superficie di vendita non superiore ai 400 mq.
|
|
<urn:uuid:43912c23-37a5-4f1e-8f05-e3a8cdbcc950>
|
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
|
finepdfs
|
ita_Latn
| 9,121
|
Stack 2030
Powerful speed, smooth controls
The Stack 2030 high-speed cutting and stacking solution for lightweight paper includes the Buffer 530, Cutter c20, and the Stacker s30.
Get unprecedented reliability for high performance cutting and stacking from webfed digital printers. Using rotary technology for precise cutting at speeds up to 600 feet per minute, the Stack 2030 is an ideal solution for printers who want to be well positioned, ensuring speed compatibility with both monochrome and color printers for today and tomorrow.
Whatever your printing needs, the versatile Stack 2030 is your solution. Effortlessly produce print on demand applications as 1-up, 2-up or 3-up stacks ready for near‑line binding. For statements or TransPromo applications, create 2-up merged stacks from pinfed or pinless paper. The integrated stacking buffer keeps throughput at maximum levels.
9 9 Speed up to 600 fpm
9 9 Lightweight paper - 40 gsm
9 9 TransPromo and Books
9 9 Flexible control of waste pages
9 9 Document integrity control
Featuring our new Smooth‑Web™ motion technology, the Stack 2030 reliably supports a broad range of media - as light as 40 gsm (11# bond) - without sacrificing production speed. An intuitive, touch-screen control panel and ergonomic design make operator adjustments quick and easy. Non‑data sheets can be automatically diverted to the waste bin or separated on the conveyor.
Global service and around-the-clock support help ensure our reputation as the industry's reliability leader. Our products increase productivity, cut labor and paper costs, and even make new applications possible - Tecnau solutions truly empower digital print to help you do more with less.
Stack 2030
Powerful speed, smooth controls
The Stack 2030 system operates inline with web-fed digital printers at speeds up to 600 ft/min. The system delivers 1-up, 2-up or 3-up offset stacks ready for binding utilizing the Buffer 530, Cutter c20 and Stacker s30 modules. The optional Merger m20 allows 2-up print to be delivered in a single collated stack ready for inserting.
All modules in the Stack 2030 system incorporate Smooth-Web™ motion technology to gently transport paper from the printer to stacked output. This synchronization of the entire web to changes in speed provides unprecedented reliability and drastically reduces the likelihood of any paper jams.
After printing, the Buffer 530 accumulates the paper web and weaves it through rollers that rise and fall, filling the buffer and ensuring that stack deliveries will never stop the printer.
Next, the Cutter c20 utilizes a rotary knife to sheet the web and slit for 2-up or 3-up print streams. Its intuitive, touch-screen display controls the entire line and common operator adjustments are easily accessible even while
Technical Specifications
running. The Cutter c20 instantaneously offsets the entire web horizontally to separate jobs or book blocks before sheets enter the stacker.
The Cutter c20 also features intelligent document integrity control to automatically recognize non-data or waste sheets and can divert these to the waste bin or separate on the delivery conveyor.
Following the Cutter c20, sheets enter the streaming section of the Stacker s30 where they are gently decelerated. In addition, each stream is precisely aligned and separated with sheets gliding smoothly onto the stack. This patent pending design maximizes control of the sheets and enables use of a wide range of media at high speeds. Perfect document quality is maintained by minimizing contact with the printed surface and preventing damage to the paper's sensitive edges.
The Stacker s30 builds up to 10"-tall stacks of sheets and has an integrated buffer for nonstop deliveries. Each job can be delivered to the conveyor one at a time, individually offset within the stack or delivered when the operator- programmed stack height is reached. Stacks created with the Stack 2030 solution are neat, well-spaced apart and precisely trimmed for reliable binding or inserting.
Optional Capabilities
Slit Merge
The Merger m20 option allows a 2-up printed web to be slit and merged into a single, collated paper stream. Positioned before the Cutter c20, the web enters the Merger m20 and is slit in the center. A sensor continuously monitors the web for side-to-side variations or movement and the slitter automatically adjusts to cut precisely at the center of the web. The resulting two webs are then merged right-over-left or left-overright, depending on the requirements of the application.
Conf guration Example
i
Performance / Media
Electrical
Power
10112015
200 - 240 VAC 50/60 Hz, 10A, or 208 VAC, 1 Phase, 15A
©2015 Tecnau. All rights reserved. The Tecnau name logo and Smooth-Web are trademarks of Tecnau. Tecnau reserves the right to make any technical amendments without prior notification.
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<urn:uuid:4fd9f553-900e-4ed0-9a92-b1e693a9af7b>
|
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
|
eng_Latn
| 4,874
|
Spannende Aufgaben im Fachbereich Logistik warten auf Sie
Die LKG ist eine der traditionsreichsten Verlagsauslieferungen Deutschlands und sorgt für die weltweite und reibungslose Distribution der Produkte von 150 renommierten in- und ausländischen Verlagen, Papeterie- und Geschenkartikelanbietern. Als Fullserviceanbieter mit Logistik, Kundenservice und Debitorenmanagement verfügt die LKG in Rötha über 27.000 Quadratmeter Auslieferungsfläche.
Ein spannendes Arbeitsumfeld und herausfordernde Aufgaben reizen Sie? Dann heißen wir Sie herzlich willkommen im LKG-Team. Um zukünftige Anforderungen an unserem Standort in Rötha mit hoher Professionalität zu bewältigen, suchen wir Menschen wie Sie als
Elektriker/Elektroniker(m/w/d) für Betriebs- oder Gebäudetechnik
Das bieten wir Ihnen:
- interessante Aufgaben mit guten Entwicklungsmöglichkeiten
- selbstständiges Arbeiten und große Entscheidungsfreiräume
- Umgang mit einer Technik, die man auch noch anfassen kann
- eine markt- und branchengerechte Vergütung
- attraktive Rabatte auf unsere Produkte
Das erwartet Sie:
- Aufbau und Instandhaltung sämtlicher technischer und elektrischer Betriebseinrichtungen
- Mitarbeit bei der ständigen Verbesserung unserer Abläufe und Prozesse (KVP)
- Erstellen von Dokumentationen und Umsetzung der sicherheitstechnischen Vorgaben
Das sollten Sie mitbringen:
- eine abgeschlossene Ausbildung in Fachrichtung Elektronik/Elektrotechnik und Kenntnisse in programmierbaren Steuerungen
- Kenntnisse im Aufbau und Wartung von Betriebsanlagen und haustechnischen Einrichtungen
- Freude an der Lösung unterschiedlicher Problemstellungen
- Spaß an der Arbeit im Team
Freuen Sie sich auf ein interessantes Arbeitsumfeld in einem wirtschaftlich stabilen Unternehmen mit attraktiven Aufgaben.
Haben wir Ihr Interesse geweckt? Dann freuen wir uns, Sie kennenzulernen! Senden Sie bitte Ihre Bewerbungsunterlagen mit Angaben zum möglichen Eintrittstermin per E-Mail an firstname.lastname@example.org oder auf dem Postweg an
Leipziger Kommissions- und Großbuchhandelsgesellschaft mbH Personalabteilung An der Südspitze 1–12 04571 Rötha
|
<urn:uuid:df1c4b9d-a541-4878-9d90-ec733cb4df8f>
|
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
|
finepdfs
|
deu_Latn
| 2,121
|
Unternehmensprofil
Name des Unternehmens:
Brunel GmbH
Adresse:
Friedrichsplatz 8 34117 Kassel
Internetadresse:
www.brunel.de
Ansprechpartner/in:
Gabriel Fassold
Mail Kontakt:
email@example.com
Telefon:
+49 561 31 05 93-0
Informationen über den Praktikums-/Arbeitgeber:
Brunel ist einer der führenden Ingenieurdienstleister innerhalb der DACH-Region und Tschechiens. Wir stehen für erstklassige Projektlösungen und außergewöhnliche Karrierechancen in der ganzen Bandbreite modernen Engineerings. 3.200 Ingenieure, Informatiker, Techniker und Manager sichern in unterschiedlichsten Branchen den nachhaltigen Erfolg unserer Kunden – vom mittelständischen Hidden Champion bis zum Global Player. Allein in Deutschland verfügen wir über 40 Niederlassungen sowie Entwicklungszentren mit akkreditiertem Prüflabor – und darüber hinaus über das komplette Netzwerk von Brunel International mit mehr als 14.500 Mitarbeitern an 117 Standorten rund um den Globus.
Studierende welcher Fachrichtungen suchen Sie?
Automotive, Maschinen- und Anlagenbau, Bautechnik, Elektrotechnik, Informatik, Medizintechnik, Chemie, Biotechnologie
Was bieten Sie an?
Praktika (X
)
Stud. Werksverträge (X)
Abschlussarbeiten (X)
Einstiegsstellen für B. A.
(X)
Einstiegsstellen für M. A. (X)
www.uni-kassel.de/career
Welche fachlichen Vorkenntnisse/Voraussetzungen erwarten Sie von Praktikanten?
................................................................................................................................
................................................................................................................................
................................................................................................................................
...............................................................................................................................
Welche Aufgabenbereiche/Abteilungen können Praktikanten bei Ihnen kennen lernen?
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
Wie lange sollte die Dauer eines Praktikums bei Ihnen sein?
Mind. zwei Monate ( )
Mind. drei Monate ( )
Mind. sechs Monate ( )
Variabel:
................................................................
................................................................
................................................................
................................................................
Wie viele Monate vor Beginn des Praktikums sollten Interessierte sich bewerben?
...................................................................................................................................................
……………………………………………………………………………………………………………………
………………………………………………………………………………
Gibt es eine Vergütung?
Nein ( )
Ja ( )
Falls ja, in welcher Höhe?
................................................................................................................................
Welche Bewerbungsart wird gewünscht?
1. Auf Ausschreibung (X)
a) eigenes Karriereportal (X)
https://www.brunel.de/de-de/jobs/suche/seite1
b) per E-Mail (X)
c) per Post (X)
2. Initiativbewerbung (X)
www.uni-kassel.de/career
|
<urn:uuid:7fd1cc62-a7c0-453a-9039-e46a45d6a0da>
|
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
|
finepdfs
|
deu_Latn
| 3,662
|
ΠΡΟΚΗΡΥΞΗ - ΚΑΛΕΣΜΑ
Μαζικά δυναµικά στην απεργία στις 15 και 22 του Φλεβάρη! Συνεχίζουµε τον αγώνα µας ! Θα κλιµακώσουµε τη δράση µας µέχρι τη νίκη!
Όλοι στο πανεκπαιδευτικό συλλαλητήριο την Πέµπτη, 15/2, στις 2 µ.µ., στο Πολυτεχνείο
Συµπληρώνονται σχεδόν δέκα θερµοί µήνες µε τα κινήµατα στην εκπαίδευση να χρωµατίζουν τις κοινωνικοπολιτικές εξελίξεις. Η φοιτητική εξέγερση της άνοιξης υποχρέωσε για πρώτη φορά την κυβέρνηση, που έχει κάνει σηµαία της τις «µεταρρυθµίσεις», να αναστείλει την κατάθεση του «Νόµου-Πλαίσιου για τα ΑΕΙ–ΤΕΙ» παρά την επίµονα προβαλλόµενη «µεταρρυθµιστική» του αξία.
Η µεγάλη απεργιακή φθινοπωρινή κινητοποίηση των εκπαιδευτικών έκανε ζήτηµα πρώτης γραµµής την υπεράσπιση της πραγµατικά δωρεάν δηµόσιας Εκπαίδευσης και διαµόρφωσε ευνοϊκούς όρους για τις φοιτητικές κινητοποιήσεις που ακολούθησαν. Ήταν η απεργία που έθεσε και νοµιµοποίησε κοινωνικά το αίτηµα των 1400 € καθαρά κατώτερο µισθό στο νεοδιόριστο, που συγκροτεί µια αντίληψη η οποία σπάζει στην πράξη τον εγκλωβισµό στο «εφικτό» της εκάστοτε κυβερνητικής νεοφιλελεύθερης οικονοµικής πολιτικής και αναγορεύει σε κυρίαρχο κριτήριο των διεκδικήσεων τις σύγχρονες ανάγκες και τα δικαιώµατα του κόσµου της εργασίας. Η απεργιακή αυτή κινητοποίηση δεν κατάφερε, βέβαια, σε αυτή τη συγκυρία να δηµιουργήσει ρωγµή στην κυβερνητική πολιτική της σκληρής και διαρκούς λιτότητας. Παρόλ' αυτά, τίποτε δεν πάει χαµένο, γιατί τα αιτήµατα και οι παρακαταθήκες της αποτελούν το θετικό φορτίο των αγώνων µας από εδώ και πέρα. Ο τρίτος κύκλος είναι αυτός που διαρκεί ακόµη και χαρακτηρίζεται από τις µεγάλης έκτασης και έντασης τωρινές φοιτητικές κινητοποιήσεις. Εδώ σηµειώνεται και η δεύτερη τακτική νίκη του κινήµατος. Η αξιωµατική αντιπολίτευση κάτω από τον καταλυτικό ρόλο των εκπαιδευτικών κινητοποιήσεων αποχώρησε από τις διαδικασίες αναθεώρησης του Συντάγµατος. Η οριστική αποτροπή της αντιδραστικής Συνταγµατικής αναθεώρησης φαίνεται να γίνεται ένας εφικτός κινηµατικός στόχος παρά τη στρατηγική σηµασία της για τους κυρίαρχους κύκλους και τους αρχικά εµφανιζόµενους αρνητικούς πολιτικούς συσχετισµούς. Όλα δείχνουν ότι οι αγώνες, όταν είναι αποφασιστικοί, επιδιώκουν τον ευρύτερο συντονισµό, διεκδικούν το κινηµατικά αναγκαίο, µπορούν να έχουν αποτελέσµατα!
Η αλυσίδα των εκπαιδευτικών και εργασιακών αντι-µεταρρυθµίσεων ούτε αρχίζει ούτε σταµατά στο άρθρο 16
Με το εγχείρηµα της αναθεώρησης του άρθρου 16 παραχωρούνται νέα πεδία κερδοφορίας στο κεφάλαιο, µε τη δυνατότητα ίδρυσης ιδιωτικών πανεπιστηµίων. Είναι παραπάνω από βέβαιο ότι θα επιβληθούν υψηλά δίδακτρα και θα γιγαντωθούν, οι ταξικοί φραγµοί, αφού θα µπορούν να σπουδάζουν σ' αυτά µόνο όσοι έχουν αντίστοιχες οικονοµικές δυνατότητες. Η κυρίαρχη όµως επιδίωξη µέσω της αναθεώρησης του άρθρου 16 δεν είναι η ίδρυση αυτή καθεαυτή των ιδιωτικών πανεπιστηµίων αλλά η υποταγή της δηµόσιας Τριτοβάθµιας Εκπαίδευσης στα επιχειρηµατικά συµφέροντα. Η αναθεώρηση του άρθρου 16 συνδέεται στενά µε το «Νόµο–πλαίσιο για τα ΑΕΙ–ΤΕΙ», ο οποίος προωθεί συνθήκες απροκάλυπτης επιχειρηµατικής λειτουργίας στα Πανεπιστήµια µε µάνατζερ, επιλεκτική κρατική χρηµατοδότηση, περικοπή των δωρεάν συγγραµµάτων καθώς και περιστολή του πανεπιστηµιακού ασύλου και του ελεύθερου φοιτητικού συνδικαλισµού. Η επιχειρούµενη αναθεώρηση του άρθρου 16 συµπυκνώνει, τελικά, τη ριζική αµφισβήτηση της µόρφωσης ως καθολικού κοινωνικού δικαιώµατος και διαµορφώνει, εποµένως, τους όρους υποβάθµισης της δηµόσιας εκπαίδευσης συνολικά σε όλες τις βαθµίδες. Έτσι, το ίδιο στενά συνδέεται και µε την περιβόητη αντίστοιχη «Έκθεση του ΕΣΥΠ», που στο όνοµα της οικονοµικής αυτοτέλειας των σχολικών µονάδων προτείνει τη θεσµοθέτηση οικονοµικών υποδιευθυντών (µάνατζερ στην ουσία) µε στόχο την αυτοχρηµατοδότηση των σχολείων µέσω της εξεύρεσης χορηγών, όπως και τη σύνδεση της κρατικής χρηµατοδότησης µε τα αποτελέσµατα της αξιολόγησης των σχολικών µονάδων.
Στην ίδια κατεύθυνση βρίσκεται και ο αντιεκπαιδευτικός Νόµος 3475/06 για την Τεχνική Επαγγελµατική Εκπαίδευση (ΤΕΕ), ο οποίος ήδη υλοποιείται µε τις πρόσφατες εξαγγελίες του ΥΠΕΠΘ. ∆ιαπιστώνουµε πως το Υπ. Παιδείας επιµένει να προωθεί τη στροφή του µαθητικού δυναµικού στην πρόωρη κατάρτιση, αφενός µέσα, κυρίως, από ένα τετραπλό, ουσιαστικά, δίκτυο επαγγελµατικής εκπαίδευσης και κατάρτισης µετά το γυµνάσιο (ΕΠΑΛ, ΕΠΑΣ, ΕΠΑΣ άλλων Υπουργείων όπως οι σχολές µαθητείας του ΟΑΕ∆, και Μεταγυµνασιακά ΙΕΚ) και αφετέρου µέσα από τον εξοβελισµό από τα ΕΠΑΛ της πλειονότητας των ειδικοτήτων που µέχρι σήµερα υπήρχαν στα ΤΕΕ και τη µεταφορά τους σε σχολές κατάρτισης, τις ΕΠΑΣ. Επίσης, ένα σηµαντικό τµήµα της ΤΕΕ – µεταλυκειακό πτυχίο επίπεδου Γ – παραδίνεται στον ιδιωτικό τοµέα και καταργούνται οριστικά χωρίς µελέτη και τεκµηρίωση, ορισµένες ειδικότητες από το δηµόσιο σχολείο, καθώς δεν προβλέπεται να λειτουργούν ούτε στα ΕΠΑΛ ούτε στις ΕΠΑΣ . Ετσι
θα έχουµε την εκ νέου υποβάθµιση της ΤΕΕ µε την κυριαρχία της πρόωρης κατάρτισης και του κατακερµατισµού των µορφωτικών και εργασιακών αντικειµένων και δικαιωµάτων των αποφοίτων της.
Είναι γνωστό πως οι αναδιαρθρώσεις στην εκπαίδευση προετοιµάζουν αλλά και συνδέονται πάντοτε µε τις αντίστοιχες αναδιαρθρώσεις στην εργασία. Από την άποψη αυτή είναι χαρακτηριστικό ότι η αντιδραστική αναθεώρηση του Συντάγµατος αφορά και το άρθρο 103 µε στόχο την κατάργηση της σταθερής και µόνιµης εργασίας για τους νεοεισερχόµενους στο δηµόσιο, γενικεύοντας την είσοδο των συµβασιούχων, δηλαδή τις επισφαλείς εργασιακές σχέσεις. Είναι µια ρύθµιση µε παράπλευρες ασφαλιστικές απώλειες, αφού θα οδηγήσει στην κατάρρευση των ασφαλιστικών µας ταµείων, που µε τη σειρά της ευνοεί τα γνωστά σενάρια των αντιασφαλιστικών αναδιαρθρώσεων και ανατροπών.
Η κατάλληλη συγκυρία για το νέο κύκλο των αγώνων µας είναι τώρα!
Οι νοµοθετικές πρωτοβουλίες και τα µέτρα της κυβέρνησης πυκνώνουν διαρκώς διαµορφώνοντας έναν κλοιό που περιορίζει ασφυκτικά το εισόδηµα, τον εκπαιδευτικό µας ρόλο, την ίδια την υπόθεση της δηµόσιας παιδείας, τα εργασιακά, τα ασφαλιστικά, µέχρι και τα δηµοκρατικά µας δικαιώµατα, όπως αποδεικνύει τελευταία και ο αυταρχικός κατήφορος της Κυβέρνησης και των κυρίαρχων ΜΜΕ. Ειδικότερα, η εισοδηµατική πολιτική προβλέπει «αυξήσεις» 3,5% περίπου επί των βασικών µισθών (2% στο σύνολο των αποδοχών µας), συνεπώς οδηγεί σε νέα µείωση του πραγµατικού µας εισοδήµατος, αν συνυπολογιστεί και η µη τιµαριθµοποίηση της φορολογικής κλίµακας.
Η ανάγκη της συλλογικής συσπείρωσης και της αγωνιστικής διεκδίκησης γίνεται αυτονόητη πράξη, αν δε θέλουµε να ηττηθούµε. Το κρίσιµο ερώτηµα είναι αν µπορούµε. Η πρόσφατη ΓΣ των προέδρων των ΕΛΜΕ της χώρας έκρινε πως µπορούµε και πως τώρα είναι η κατάλληλη στιγµή. Μέσα στην αγωνιστική δίνη και τη δυναµική των φοιτητικών κινητοποιήσεων, που ασκούν εξαιρετική πίεση στην κυβέρνηση, έχοντας αναπτύξει τους δικούς µας δεσµούς µε το φοιτητικό κίνηµα, πρέπει να πάρουµε τώρα τη σκυτάλη των αγώνων που ξεκίνησαν από το Φθινόπωρο, διεκδικώντας το σύνολο των δίκαιων και ώριµων αιτηµάτων µας.
Οι 24ωρες απεργιακές κινητοποιήσεις στις 15 και 22 του Φλεβάρη δεν είναι αποσπασµατικές ούτε κινήσεις εκτόνωσης ή γραφειοκρατικής έµπνευσης. Αντίθετα, συµπίπτουν µε κρίσιµες ηµεροµηνίες της διαδικασίας αναθεώρησης του Συντάγµατος, που αποτελούν ταυτόχρονα σηµαντικούς κόµβους κινηµατικών γεγονότων. Είναι στο χέρι µας να µετατραπούν οι κινητοποιήσεις αυτές σε γέφυρα προετοιµασίας, συσπείρωσης και συγκέντρωσης δυνάµεων µε στόχο την κορύφωση των αγώνων µας από το Μάρτιο και µέχρι το τέλος της σχολικής χρονιάς.
Η κεντρικά εκφρασµένη βούληση είναι αναγκαίο να γίνει τώρα ώριµη απόφαση του ίδιου του κλάδου µας, ενός έµπειρου αγωνιστικά κλάδου, που µπορεί και πρέπει µέσα από τις γενικές συνελεύσεις να πάρει τον αγώνα στα ίδια του τα χέρια και να διαµορφώσει µέχρι τέλους τις εξελίξεις. Η συµβολή, όµως, όλων µας, όχι µόνο του συνδικαλιστικού δυναµικού, αλλά του κάθε καθηγητή και καθηγήτριας, είναι η κρίσιµη προϋπόθεση, όρος εκ των ων ουκ άνευ, για την επιτυχή έκβαση του αγώνα µας!
ΑΓΩΝΙΖΟΜΑΣΤΕ
Για την οριστική αποτροπή της αντιδραστικής αναθεώρησης του άρθρου 16 και του Συντάγµατος συνολικά.
∆ΙΕΚ∆ΙΚΟΥΜΕ
Οικονοµικά: 1400 € καθαρές αποδοχές στο εισαγωγικό κλιµάκιο. Αύξηση των κρατικών δαπανών για την Παιδεία τουλάχιστον στο 5% του ΑΕΠ µε αναµόρφωση τώρα του Κρατικού Προϋπολογισµού.
Εργασιακά: µόνιµη και σταθερή εργασία για όλους, διορισµό αποκλειστικά µόνιµων εκπαιδευτικών. Κατάργηση του ωροµισθίου και του αναπληρωτή µε εξαίρεση τις περιπτώσεις πραγµατικής αναπλήρωσης. Κατάργηση του νόµου για την επιλογή των στελεχών της εκπαίδευσης. Άµεση κατάρτιση, ψήφιση και εφαρµογή νέου νόµου, αντικειµενικού και αξιοκρατικού.
Ασφαλιστικά: Πλήρη σύνταξη µε 30 χρόνια υπηρεσίας. Κατάργηση όλων των αντιασφαλιστικών νόµων.
Εκπαιδευτικά: ∆ηµόσια Εκπαίδευση πραγµατικά δωρεάν σε όλες τις βαθµίδες. Άµεση καθιέρωση 12χρονης υποχρεωτικής εκπαίδευσης µε προοπτική το ενιαίο 12χρονο σχολείο. Κατάργηση της βάσης του «10», που θεσµοθετήθηκε ως προϋπόθεση για την εισαγωγή στα ΑΕΙ–ΤΕΙ. Παιδαγωγική ελευθερία και δηµοκρατία στο σχολείο. Κατάργηση του θεσµικού πλαισίου της αξιολόγησης, που προωθεί το σχολείο της αγοράς. Κατάργηση του Νόµου 3475/06 για την ΤΕΕ και εφαρµογή της µεταβατικού χαρακτήρα πρότασης της ΟΛΜΕ σχετικά µε τοµείς και ειδικότητες στα ΕΠΑΛ και τη δηµιουργία Μεταλυκειακού Έτους Ειδίκευσης. Καµιά κατάργηση σχολικής µονάδας. ∆ιασφάλιση της µόνιµης εργασίας όλων των εκπαιδευτικών.
ΌΛΟΙ ΜΑΖΙ ΜΠΟΡΟΥΜΕ ΤΩΡΑ ΝΑ ΝΙΚΗΣΟΥΜΕ!
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<urn:uuid:11a850d8-2680-40dd-bfc9-0797cd298cb7>
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HuggingFaceFW/finepdfs/tree/main/data/ell_Grek/train
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finepdfs
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ell_Grek
| 9,366
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Tatiana Kastoueva-Jean
Chercheur, directrice du Centre Russie/NEI, Ifri
Tatiana Kastouéva-Jean dirige le Centre Russie/NEI de l'Ifri depuis janvier 2014. Elle est diplômée de l'Université d'état de Ekaterinbourg (1994), du Master franco-russe des relations internationales (Sciences Po de Paris/Institut des relations internationales de Moscou – MGIMO-Université, 1998) et de l'Université de Marne-la-Vallée (1999). Avant de rejoindre l'Ifri en 2005, elle a enseigné les relations internationales au Master franco-russe au MGIMO-Université à Moscou.
Au début de son travail à l'Ifri, elle a développé une riche expertise sur les problématiques liées à la jeunesse, à l'éducation supérieure et à l'innovation en Russie : elle est auteur du livre « Les universités russes sont-elles compétitives ? », CNRS Editions, 2013.
Ses recherches actuelles portent sur les politiques intérieure et extérieure russes, le soft power, évolution de la société russe. Elle dirige également la collection électronique trilingue Russie.Nei.Visions.
En 2018, elle a publié un ouvrage intitulé La Russie de Poutine en 100 questions (Paris, Tallandier, 2018).
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<urn:uuid:1ab33421-1477-4dd6-a407-92a3d1670bea>
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HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
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finepdfs
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fra_Latn
| 1,142
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Southeast Community Health Worker Network Agenda
January 9 th , 2023
11:00-12:00 pm EST/ 10:00-11:00 am CST
Meeting Recording:
https://youtu.be/gK6F0noPnhc
1. Welcome and instructions for chat box introductions (Name, state, CHW or ally)
* Please be sure to share Name, State, CHW or Ally in the chat at the beginning of our meetings. This helps assist in reporting accurate attendance numbers about our network reach. Total meeting attendance was 76.
2. Discussions with Federal Partners & Multi-Regional CHW Sustainability Webinar Series: Dr. Roshunda Ivory, DrPH, CHES®, Regional Minority Health Analyst, Office of Regional Health Operations, Region 4 (slides attached)
* New HHS-ORHO Priorities for FY 2023 include Community Health Workers
* CHW Conversations with Federal Partners have been taking place and will conclude with SAMSHA this week. All are invited to attend the unique opportunity to have your voice be heard.
o SAMSHA (1/11/23 at 10am EST) - Register: https://www.zoomgov.com/meeting/register/vJIsdO-pqD4pHQNkIfiN7 R3rJRjBZpgsNnQ
* Please join the Office of the Assistant Secretary for Health (OASH) in a four-part webinar series aimed at demonstrating how regions, states, tribal nations and territories are advancing the CHW workforce by moving towards sustainability. This series will cover a range of topics from a national overview and history of CHWs to tools and resources that are being developed by and with Community Health Workers and allies from across the country. This multi-region webinar series is hosted by OASH Regions 1, 2, 4, 6 and 7. Sessions will be held on the 4 th Thursday of the month from 3:00PM to 4:30PM ET. (flyers attached)
o Session 2: February 23 rd Early Implementation Strategies: Building the Infrastructure for the CHW Workforce
o Save the Date: Session 1: January 26 th A National Overview and History of CHWs
o Session 3: March 30 th CHW Sustainability Strategies: Advancing Practice and Policy
o Session 4: April 27 th Sustaining Efforts for the Long-term: The Implementation of Resources and Tools from Across the Regions
3. Committee Updates
* SE CHW Network Summit Recap (Mike Young)
- The SE CHW Network Summit hosted in Birmingham, AL was a monumental success!
- We kicked off the summit with a reception at the Birmingham Civil Rights Insituite! Commissioner Tyson gave the welcome and recognized the importance of the work CHWs are doing. This was a powerful way to learn about the rich civil rights history of the area and appreciate how far we have come, but also how much work we still have to do!
- Over 130 attendees were present, which was the capacity for our venue.
- Our keynote speaker was Floribella Redondo-Martinez, a longstanding and well renowned CHW with over 30 years of experience as a leader in this field in addition to being the President of the Arizona Community Health Workers Association.
- We had two unique and innovative breakout sessions composed of seven different areas with a total of over 25 speakers.
- We were also able to offer Continuing Education Credits to those who participated to ensure the conference contributed toward individual certifications and professional development.
- Need your CEU certificates? Please forward your completed evaluation emails to email@example.com and you will receive your certificates in 7-10 business days.
- Public Inc., hired by J&J, provided headshots and captured video and photo footage of the event. We heard from numerous participants that they had never had the opportunity to have a professional headshot taken. Additionally, many CHW leaders were ecstatic to have their voices heard during the various interviews that took place, which brought visibility to the important work being done by CHWs.
- This event is "for us by us" so if you are interested in serving on the SE CHW Network Summit Planning Committee, please drop your name and email in the chat or email firstname.lastname@example.org.
- Wilma Moore, Letricia Mobley, Tajuana Barnes, Shanteny Jackson, Amber Mullen, Ada Webb, Mike Diaz, Anne Sanderson, Erin Caple, Kelssy Ambrosio.
o SE CHW Network Members Event Experiences:
- Dr. Dunn – The food was really good! The energy was wonderful! I personally was able to meet people that I had only met over zoom. The information share was absolutely wonderful. My suggestion would be to have more time and more information. It was well organized, fun, and informative!
- Amber – I had a blast! Loved networking! What really inspired me was the young man giving the tour at the Birmingham Civil Rights Insituite. With all the things going on the youth today – he was so inspiring, knowledgeable, and passionate!
- Ada – Had such a blessed meeting! The energy in the room, Zumba, and being able to connect with everybody! It really just feels like a wonderful family within our own family of CHWs. Having those different informational sessions were so helpful!
- Summit Experience Menti Word Cloud:
* SE CHW Network Strategic Plan (Ami Patel)
o Today we have Ami Patel from The Weathers Group to go over the final strategic plan draft. This is just the beginning of this process, and we will plan to take the draft back to the Strategic Planning Committee for review. This is a living document and our next steps will be to identify goals and objectives to work towards and to vote on the plan as a network.
o Five Priorities were identified:
- Collective Knowledge – rational: The profession can be strengthened through the sharing of knowledge and diverse lived experiences.
- Workforce Development – rational: The standardization of training and certifications for CHWs is not reciprocal across state lines and affects the access to developmental opportunities.
- Policy and Advocacy – rational: Policy efforts commonly undervalue or disregard CHWs, which contributes to the need for greater advocacy of the CHW profession.
- Intentional Partnerships – rational: There are other agencies that work in aligned fields or sectors who collaborating with would be benefit the advancement of the network and the CHW profession.
- Governance – rational: As a new initiative, the network requires a more defined and enhanced governance structure to ensure capacity as it grows.
o If anyone is interested in joining the Strategic Planning Committee, please drop your name and email in the chat.
4. This Month's State Updates
*Please note: we decided to divide the group in two and ask states to give updates every other month because of time and frequency of meetings. Please try to keep updates to 2-3 minutes*
* Arkansas (Judy Pile: Executive Director) –
- Certification work is taking place, we have a stakeholder advisory committee from across the state. With their guidance and recommendations, we created a certification commission. AR offers two different tracks: experiential and traditional training track. About 20 certified CHWs in the state so far!
- Will be holding a two-day CHW summit in Little Rock on April 26 th & 27 th – the theme is building Healthier Communities. Everyone is welcome!
- We have also launched a new website and linkedin page!
- 2023 NWA Health Summit: Integrating CHWs to Drive Health
Equity - The University of Arkansas for Medical Sciences, Northwest Arkansas Council, Arkansas Blue Cross Blue Shield, and Whole Health Institute are hosting the 2023 NWA Health Summit on January 27, 2023, at The Jones Center in Springdale. The summit will focus on the importance of integrating Community Health Workers to drive health equity. We would like to invite you to join the summit and learn more about an important part of healthcare in Arkansas – the role our Community Health Workers play in ensuring our underserved populations receive the health care they need. Register here:
https://www.eventbrite.com/e/northwest-arkansas-health-summit-2 023-tickets-479209968917
* Florida (Romona Jackson) –
- 2022 we created a CHW Reimbursement Workgroup to help CHWs in Florida. Looking forward to expanding these strategies and pushing this initiative forward.
- 12 annual CHW Summit is in the planning process in May of 2023.
* Mississippi (Kizmet Cleveland) –
- Had our first CHW summit in Jackson, MS on December 6 th . We had 127 registered with about 90 in attendance. It was also our membership registration drive – 25 people joined! Have had many conversations following the event with more people that would like to learn about CHWs!
- Our next meeting will be in February
- Robert Lee will give a quick update about what the MS Health Department is doing. Is working in alignment with MSCHWA and will be launching their CHW course certification pilot.
* South Carolina (Donna Mack) –
- APHA CHW Section – wonderful information and powerful stories were shared.
- Annual Membership meeting – we recognize the CHW of the year at this event. This was also an opportunity to identify what was learned at our annual conference help in October.
- Certification, recertification, & legacy – the credentialing council has been working diligently to provide opportunities for CEUs.
- Kicked off the New Year with wellness Wednesday
* Tennessee (Nikayla Boyd: Executive Director) –
- TN is having a program launch for our HRSA training program if you are interested, please email Nikayla Boyd at email@example.com
* Virginia (Shanteny Jackson) –
- VACHWA has certified over 300 CHWs and first re-certification
- Free and affordable training opportunities have increased
- Civic Awareness Day is January 17 th
- Offering CE's for CHWs
- Relaunching CHW ambassador program & CHW toolkit
5. Future 2023 SE CHW Network Meetings
* A Zoom Poll was taken to determine the best date for our 2023 reoccurring monthly meetings. A Doodle Poll has already been distributed to those that were unable to attend today's meeting (results below).
Zoom Poll Results
Doodle Poll Results
* SE CHW Network members indicated interest in increasing our meeting time from 1 hour to 1.5 hours.
* The top two meeting days collected from the Zoom Poll and Doodle Poll were the first Monday of the month or the third Tuesday of the month. We want to make sure this works for the majority of members and that we have the necessary time to engage and share at these important meetings!
* Please complete the survey by COB on 1/24 to indicate your availability: https://forms.gle/YPqqCNrYJnYU2Dbj7
6. Final Discussion
* Anne Sanderson from Family Connection of SC encourages members to check out their trainings open to all CHWs
- https://www.familyconnectionsc.org/
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<urn:uuid:ab25f3a3-d318-4a3d-9eef-744f7a9a7c73>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
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eng_Latn
| 10,556
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Z każdej e-książki może korzystać jednocześnie 5 użytkowników
Aby skorzystać z publikacji na platformie NASBI należy:
1. Wejść na stronę nasbi.pl.
2. Założyć osobiste konto w bazie (Zarejestruj się).
3. Potwierdzić założenie konta klikając link aktywacyjny przesłany na podany w formularzu rejestracyjnym adres email.
4. Zalogować się do NASBI.
5. Wyszukać publikację do wypożyczenia - jest to możliwe wg następujących kryteriów: tytułu, autora, ISBN oraz wydawcy. Publikacje można również wyszukiwać poprzez Kategorie (menu z lewej strony).
6. Po odnalezieniu właściwej publikacji wybrać opcję Pożycz widniejącą obok tytułu (przed wypożyczeniem można zapoznać się z częścią tekstu publikacji wybierając opcję Czytaj fragment). Po kliknięciu opcji Pożycz książka wędruje na półkę Użytkownika (górne menu). Pozostanie tam przez 7 dni (Użytkownik może ją wcześniej "zwrócić" używając opcji Oddaj).
Dostęp do tytułów zamieszczonych w bazie nasbi.pl możliwy jest z komputerów sieci uczelnianej oraz z komputerów domowych po autoryzacji za pomocą specjalnego jednorazowego kodu przydzielanego przez pracownika Biblioteki Wydziału Nauk Ścisłych lub Oddziału Informacji Naukowej Biblioteki Głównej.
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<urn:uuid:762e5430-2797-420a-b37d-c085ddaab13a>
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HuggingFaceFW/finepdfs/tree/main/data/pol_Latn/train
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finepdfs
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pol_Latn
| 1,204
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| Výzva k podání nabídek a zadávací dokumentace | | |
|---|---|---|
| Název veřejné zakázky: | | Oprava potrubí a trubek pro vojenskou pásovou techniku – 2 části |
| | Číslo veřejné zakázky | OVZ/031/2/2024 |
| | v evidenci zadavatele: | |
| Druh veřejné zakázky: | | podlimitní veřejná zakázka v oblasti obrany a bezpečnosti dle § 187 zákona zadávaná ve zjednodušeném zadávacím řízení dle § 53 zákona č. 134/2016 Sb., o zadávání veřejných zakázek, ve znění pozdějších předpisů (dále jen „zákon“) |
| Zadavatel: | | |
| Název: | | VOP CZ, s. p. |
| Sídlo: | | Dukelská 102, 742 42 Šenov u Nového Jičína |
| | IČO: | 00000493 |
| ID datové schránky: | | rkga8r5 |
| Bankovní spojení: | | UniCredit Bank Czech Republic and Slovakia, a.s., pobočka Ostrava |
| Číslo účtu: | | 5540150520/2700 |
| Státní podnik je zapsán v obchodním rejstříku vedeném Krajským soudem v Ostravě, oddíl AXIV, vložka 150 | | |
| Profil zadavatele: | | URL: https://verejnezakazky.vop.cz/ |
| | Osoba oprávněná | Ing. Vlastimil Navrátil, MBA, ředitel podniku |
| | za zadavatele jednat: | |
| Kontaktní osoba: | | Ing. Vladimíra Nězgodová, oddělení veřejných zakázek |
VOP CZ, s. p. jako veřejný zadavatel ve smyslu ustanovení § 4 odst. 1 písm. e) zákona zadává tímto podlimitní veřejnou zakázku na provedení oprav potrubí a trubek pro vojenskou pásovou techniku, podrobněji článek (dále jen „čl.") III., IV. zadávací dokumentace.
1
tel.: +420 556 783 111
fax: +420 556 701 734
e-mail: firstname.lastname@example.org
IČO: 00000493
DIČ: CZ00000493 www.vop.cz
Obsah
tel.: +420 556 783 111
fax: +420 556 701 734
e-mail: email@example.com
IČO: 00000493
I. Elektronický certifikovaný nástroj E-ZAK
Tato veřejná zakázka (dále jen „VZ") je zadávána pomoci elektronického certifikovaného nástroje E-ZAK, který je dostupný na profilu zadavatele: https://verejnezakazky.vop.cz/. Informace týkající se E-ZAKu jsou zpracovány v příručkách pro uživatele: https://verejnezakazky.vop.cz/document_download_4059.html - manuál dodavatele; https://verejnezakazky.vop.cz/document_download_4060.html - podepisovací aplet.
V případě jakýchkoli otázek týkajících se uživatelského rozhraní E-ZAK (jako zapomenuté přihlašovací údaje, registrace nové organizace do katalogu organizací, přidání dalších uživatelů nově založené či již existující organizace, přidání práv těmto osobám atd.) kontaktujte provozovatele toho nástroje: e-mail: firstname.lastname@example.org, tel: +420 538 702 719.
Zadavatel upozorňuje účastníky zadávacího řízení (dále jen „účastník"), že úkony v podobě: žádosti o vysvětlení Výzvy k podání nabídky a zadávací dokumentace, podání nabídky, předložení dokladů potvrzující kvalifikaci nebo veškerá komunikace, která se týká výběrového řízení, probíhá pouze elektronicky prostřednictvím E-ZAKu a nikoliv emailem!
Za účelem komunikace se zadavatelem je účastník povinen provést registraci na E-ZAKu. Zadavatel doporučuje dodavateli provedení kontroly uživatelského účtu, který je potřebný pro přihlášení. Registrace do nástroje E-ZAK probíhá přes systém FEN.cz, o čemž E-ZAK informuje po kliknutí na „Registrovat dodavatele" v levém menu: „E-ZAK – elektronický nástroj pro VZ". V případě komplikací, kontaktujte podporu E-ZAK na výše uvedeném tel. čísle.
II. Kvalifikovaný elektronický podpis
V rámci komunikace účastníka se zadavatelem bude E-ZAK po účastníkovi vyžadovat udělení kvalifikovaného elektronického podpisu (dále jen „elektronický podpis"). Elektronický podpis je zaručený elektronický podpis uznávaný všemi úřady v ČR, založený na kvalifikovaném certifikátu. Kvalifikovaný certifikát slouží k vytváření elektronického podpisu a jeho ověřování. V České republice existuje několik subjektů s oprávněním vydávat kvalifikované certifikáty: Česká pošta, s. p. 1, eIdentity a. s. 2, První certifikační autorita, a. s. 3
Podepsání může být na E-ZAKu vyžadováno zejména u těchto úkonů:
- žádost o ověření identity organizace při registraci do systému FEN;
- odeslání zprávy v rámci komunikace na E-ZAKu – tj. žádosti o vysvětlení zadávací dokumentace, žádosti o zpřístupnění zadávací dokumentace, odpovědi na zprávy;
- podání elektronické nabídky, žádosti o účast, podání předběžné nabídky či návrhu;
přičemž zadavatel požaduje po dodavatelích, aby při udělení elektronického podpisu volili jako metodu podepisování „s použitím Java aplikace".
1 Česká pošta, s.p. - http://www.postsignum.cz/postup_pro_ziskani_certifikatu.html
2 eIdentity a.s. - http://www.eidentity.cz/CustomerSupport.html
3 První certifikační autorita, a.s. - http://www.ica.cz/Zadost-o-certifikat
3
VOP CZ, s. p., Šenov u Nového Jičína Dukelská 102, PSČ 742 42 Czech Republic
tel.: +420 556 783 111
fax: +420 556 701 734
e-mail: email@example.com
IČO: 00000493
DIČ: CZ00000493
www.vop.cz
III. Základní informace
Zadávací dokumentace (dále jen „ZD") je soubor specifikovaných dokumentů, údajů, požadavků a technických podmínek zadavatele, vymezujících předmět VZ v podrobnostech nezbytných pro zpracování nabídek účastníků.
Zadavatel rozděluje ve smyslu § 35 zákona předmětnou VZ na 2 části, přičemž jednotlivé části VZ jsou vymezeny v níže uvedené tabulce. Účastník může podat nabídku pouze na jednu část nebo na obě částí VZ současně. Po uplynutí lhůty pro podání nabídek vystupuje každá z částí VZ jako samostatná VZ.
Předmět VZ je vymezen dle hlavního slovníku jednotného klasifikačního systému pro účely VZ podle přímo použitelného předpisu Evropské unie dle číselníku Common Procurement Vocabulary (dále jen „CPV"):
| Část VZ | Název části VZ | CPV kód | Název CPV kódu | Číslo |
|---|---|---|---|---|
| | | | | rámcové |
| | | | | dohody |
| 1 | Provedení oprav hadic s potrubím pro vojenskou pásovou techniku | | | |
Jedná se o VZ bez obnovené soutěže v souladu s § 134 zákona.
IV. Vymezení předmětu VZ
Cílem tohoto zadávacího řízení je uzavření Rámcové dohody (dále jen „RD") s jedním účastníkem pro každou část VZ za účelem zabezpečení provedení oprav hadic s potrubím pro vojenskou pásovou techniku (u části 1 VZ) a oprav potrubí a trubek pro vojenskou pásovou techniku (u části 2 VZ), to vše v souladu s přílohou č. 2 příslušné RD – Technickou specifikací a ceníkem (dále jen „Ceník"), a to po celou dobu účinnosti dané RD.
Veškeré závazné požadavky zadavatele týkající se předmětu VZ a podmínek jejího plnění jsou podrobněji specifikovány v závazných návrzích RD (příloha č. 6 a č. 7 ZD).
Množství požadované v RD má pouze informativní a rámcový charakter, nicméně odráží reálné potřeby zadavatele. Z důvodů uvedených v předcházející větě tedy zadavatel není povinen využít celkové množství zadavatelem požadovaných děl uvedené v ZD a dané v RD.
Zadavatel dle předmětu VZ nepřipouští varianty nabídek podle § 102 odst. 1 zákona.
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V. Doba a místo plnění VZ
Pro část 1 a 2 VZ platí, že RD se uzavírá na dobu určitou, a to na dobu 1 (slovy: jednoho) roku ode dne nabytí účinnosti dané RD, tj. od uveřejnění RD v registru smluv, nebo do vyčerpání celkového množství děl za období platnosti RD, podle toho, která z těchto skutečností nastane dříve.
Zadavatel však může ještě poslední den účinnosti RD zaslat dodavateli výzvu k poskytnutí plnění.
Místo plnění předmětu VZ: opravy budou probíhat mimo areál zadavatele, tj. ve výrobním areálu dodavatele.
VI. Prohlídka místa plnění
Vzhledem k předmětu plnění VZ zadavatel organizuje prohlídku místa plnění, která se uskuteční v následujícím termínu dne 01. 11. 2024 v 09:00 hod. Sraz účastníků prohlídky místa plnění je na boční vrátnici – jedná se o vrátnici směrem k vlakové stanici: Šenov u Nového Jičína – VOP CZ, s.p., Dukelská 102, 742 42 Šenov u Nového Jičína.
Kontaktní osobou pro prohlídku místa plnění je Bc. David Baroň, e-mail: email@example.com, tel. +420 773 765 428 a Ing. Petr Jurečka, e-mail: firstname.lastname@example.org, tel. +420 771 298 207. Prohlídky místa plnění se mohou zúčastnit maximálně 2 osoby za účastníka.
Vzhledem k probíhajícímu provozu v dotčeném objektu žádá zadavatel zájemce o prohlídku místa plnění, aby svou účast na prohlídce nahlásili nejpozději 2 (slovy: dva) pracovní dny předem, a to prostřednictvím zaslání e-mailu na výše uvedené kontaktní osoby, případně odeslání zprávy na profil zadavatele E-ZAK.
Zadavatel upozorňuje:
Pokud z prohlídky místa plnění vyplynou jakékoliv dotazy mohou účastníci podat žádost o vysvětlení ZD dle čl. VIII. této ZD.
VII. Dílčí objednávky po účinnosti RD
Pro část 1, 2 VZ platí, že ode dne nabytí účinnosti RD č. S198/24 (příloha č. 6 ZD) a č. S199/24 (příloha č. 7 ZD) bude docházet k uzavírání dílčích smluv o dílo, a to okamžikem doručení objednávky dodavateli za dodržení všech obchodních a platebních podmínek v daných RD. Dodavatel je po přijetí objednávky povinen písemně potvrdit její přijetí.
VIII. Žádost o vysvětlení ZD
Účastník je oprávněn podat žádost o vysvětlení ZD, a to prostřednictvím E-ZAKu.
Zadavatel může ZD vysvětlit, pokud takové vysvětlení uveřejní nejméně 4 pracovní dny před uplynutím lhůty pro podání nabídek. Zadavatel není povinen vysvětlení poskytnout, pokud žádost o vysvětlení ZD není zadavateli doručena na E-ZAK nejméně 3 pracovní dny před uplynutím lhůty dle věty prvé tohoto odstavce (to znamená 4 dny + 3 dny = celkem 7 pracovních dní před uplynutím lhůty pro podání nabídek).
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V rámci dodržení principu rovného zacházení se všemi účastníky nemůže být vysvětlení ZD poskytováno telefonicky. Zadavatel může poskytnout účastníkům vysvětlení ZD k zadávacím podmínkám i bez předchozí žádosti.
IX. Obchodní a platební podmínky
Všechny obchodní a platební podmínky jsou uvedeny v závazném návrhu RD (příloha č. 6 a č. 7 ZD).
X. Požadavky na způsob zpracování nabídkové ceny
Veškeré cenové údaje je účastník povinen uvádět v Kč bez DPH, zaokrouhlené na dvě desetinná místa.
Účastník vyplňuje v Ceníku (příloha č. 2 RD) pouze šedě podbarvené buňky té části VZ, na kterou podává nabídku.
Pro část 1 VZ – účastník doplní do Ceníku:
- jednotkovou nabídkovou cenu v Kč bez DPH za MJ (sloupec „I"), kde MJ představuje 1 (slovy: jednu) sadu hadic s potrubím, přičemž seznam jednotlivých dílů je uveden pod tabulkou;
- nabídková cena v Kč bez DPH za maximální počet (sloupec „J") bude vypočtena automaticky jako násobek sloupce „G" a „I";
- celková nabídková cena v Kč bez DPH bude vypočtena automaticky na základě výše uvedeného.
Pro část 2 VZ – účastník doplní do Ceníku:
- jednotkovou nabídkovou cenu v Kč bez DPH za MJ (sloupec „I"), kde MJ představuje 1 (slovy: jednu) sadu palivového nebo vzduchového potrubí, přičemž seznam jednotlivých dílů v sadě je uveden v záložce „List 2" Ceníku;
- nabídková cena v Kč bez DPH za maximální počet (sloupec „J") bude vypočtena automaticky jako násobek sloupce „G" a „I";
- celková nabídková cena v Kč bez DPH bude vypočtena automaticky jako součet výše uvedeného.
Jednotková cena bude obsahovat veškeré náklady účastníka spojené s plněním VZ a bude stanovena jako cena nejvýše přípustná po celou dobu účinnosti RD. Účastníku nenáleží účtovat si další náklady spojené s plněním VZ.
Celkovou nabídkovou cenu v Kč bez DPH účastník uvede do Krycího listu nabídky (příloha č. 1 ZD) u té části, na kterou podává nabídku.
Celková nabídková cena musí být u Krycího listu nabídky a Ceníku stejná / totožná. V případě nesouladu mezi Krycím listem a Ceníkem bude zadavatel hodnotit celkovou nabídkovou cenu uvedenou v Krycím listu nabídky.
Zadavatel upozorňuje:
Účastník je povinen nacenit všechny položky uvedené v Ceníku (příloha č. 2 RD) té části, na kterou podává nabídku.
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Nebude-li některá z položek Ceníku vyplněna, případně účastník nacení jakoukoliv položku uvedenou v Ceníku nulovou hodnotou, bude tato skutečnost považovaná za porušení zadávacích podmínek zadávacího řízení, takový účastník bude vyloučen z dalšího průběhu zadávacího řízení.
Jakýkoliv zásah do struktury nabídkového souboru Ceníku (příloha č. 2 RD) je považován za nedodržení zadávacích podmínek a důvod pro vyloučení účastníka ze zadávacího řízení. Tímto zásahem se rozumí zejména, nikoliv však pouze, odstraňování vzorců, řádků, sloupců, zasahování do textu, změna textu, úprava požadovaného množství apod.
XI. Hodnotící kritéria a způsob hodnocení nabídek
Zadavatel provede posouzení splnění podmínek účasti v zadávacím řízení dle § 39 odst. 4 zákona před hodnocením nabídek nebo až po hodnocení nabídek. U vybraného dodavatele musí zadavatel provést posouzení splnění podmínek účasti v zadávacím řízení a hodnocení jeho nabídky vždy, a to v souladu s pravidly pro zákaz zadávání VZ dle § 48a zákona.
Nabídky budou v souladu s § 114 zákona hodnoceny dle jejich ekonomické výhodnosti v souladu s § 114 odst. 2 zákona dle nejnižší celkové nabídkové ceny za celý koš položek bez dopravy v Kč bez DPH u každé části VZ.
V případě, že po hodnocení nabídek bude na prvním, druhém nebo třetím místě u jakékoliv části VZ více nabídek se stejnou nabídkovou cenou, rozhoduje o pořadí nabídek termín doručení nabídek.
Zadavatel posoudí výši celkové nabídkové ceny u jednotlivých částí VZ dle § 113 zákona, tj. zda se nejedná o mimořádně nízkou nabídkovou cenu ve vztahu k předmětu VZ.
RD bude uzavřena s účastníkem, jehož nabídka byla vyhodnocena jako ekonomicky nejvýhodnější, a který zároveň prokáže splnění podmínek účasti v zadávacím řízení požadované zákonem a splní podmínky požadované zadavatelem v ZD.
XII. Kvalifikace dodavatele
Předpokladem uzavření RD s účastníkem zadávacího řízení je splnění stanovených podmínek pro účast, tedy mj. také požadavků na kvalifikaci.
Splněním kvalifikace se rozumí prokázání základní způsobilosti dle § 74 zákona, kterou prokáže dodavatel dle § 75 zákona předložením dokladů:
a) výpis z evidence rejstříku trestů fyzických a právnických osob ve vztahu k § 74 odst. 1 písm. a) zákona 4 (tj. výpis z rejstříku trestů právnické osoby, výpis z rejstříku trestů fyzických osob – všech členů statutárního orgánu);
b) potvrzení příslušného finančního úřadu ve vztahu k § 74 odst. 1 písm. b) zákona (dále jen „Potvrzení FÚ") 5 ;
c) písemné čestné prohlášení ve vztahu ke spotřební dani ve vztahu k § 74 odst. 1 písm. b) zákona (příloha č. 2 ZD);
4 Účastník můře vyžádat např. na pobočce České pošty – Czech Point.
5 Účastník může vyžádat prostřednictvím jeho datové schránky.
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d) písemné čestné prohlášení ve vztahu k nedoplatku na pojistném nebo penále na veřejné zdravotní pojištění ve vztahu k § 74 odst. 1 písm. c) zákona (příloha č. 2 ZD);
e) potvrzení příslušné územní správy sociálního zabezpečení ve vztahu k § 74 odst. 1 písm. d) zákona (dále jen „Potvrzení ČSSZ") 6 ;
f) výpis z obchodního rejstříku, nebo písemné čestné prohlášení v případě, že není v obchodním rejstříku zapsán, ve vztahu k § 74 odst. 1 písm. e) zákona (nebo příloha č. 2 ZD) 7 .
Dle § 53 odst. 4 zákona doklady o kvalifikaci předkládají dodavatelé ve svých nabídkách v kopiích a mohou je nahradit písemným čestným prohlášením k prokázání kvalifikace (příloha č. 2 ZD) nebo jednotným evropským osvědčením pro VZ dle § 86 odst. 2 a § 87 zákona. Zadavatel si přesto může v průběhu zadávacího řízení vyžádat předložení originálů nebo úředně ověřených kopií dokladů.
Doklady prokazující základní způsobilost podle § 74 zákona musí prokazovat splnění požadovaného kritéria způsobilosti ve smyslu § 86 odst. 3 zákona nejpozději v době 3 měsíců PŘEDE DNEM ZAHÁJENÍ ZADÁVACÍHO ŘÍZENÍ.
XIII. Podmínky a požadavky na zpracování nabídky
Zadavatel v rámci zadávacích podmínek stanovuje následující požadavky na způsob zpracování nabídky. Nabídka bude zpracována pouze v elektronické podobě v českém nebo slovenském jazyce, přičemž účastníkem předložená nabídka musí obsahovat:
1. vyplněný krycí list nabídky (příloha č. 1 ZD) - v podobě originálu účastník doplní identifikační údaje dodavatele, celkovou nabídkovou cenu v Kč bez DPH příslušné části, datum a podpis osoby oprávněné jednat jménem či za účastníka;
2. vyplněný Ceník (příloha č. 2 dané RD) účastník předloží Ceník (na tu část, na kterou podává nabídku) v editovatelné podobě – tj. formát xls;
3. čestné prohlášení o prokázání způsobilosti (příloha č. 2 ZD) – v podobě originálu účastník čestně prohlašuje, že splňuje základní způsobilost;
4. čestné prohlášení o neexistenci mezinárodních sankcí ve vztahu k dodavateli (příloha č. 3 ZD) – v podobě originálu, účastník čestně prohlašuje, že se na něj nevztahují mezinárodní sankce;
5. čestné prohlášení o odpovědném zadávání (příloha č. 4 ZD) – v podobě originálu, účastník čestně prohlašuje, že při plnění této VZ bude dodržovat zásady uvedené v čestném prohlášení;
6. čestné prohlášení o vlastnictví akcií (příloha č. 5 ZD) – v podobě originálu, informace o formě vlastnictví akcií předkládá pouze účastník s právní formou a.s.;
7. vyplněnou a podepsanou RD včetně příloh (příloha č. 6 a 7 ZD) – v podobě originálu
6 Účastník může vyžádat prostřednictvím jeho datové schránky.
7 Účastník může stáhnout výpis z obchodního rejstříku - https://or.justice.cz/ias/ui/rejstrik.
VOP CZ, s. p., Šenov u Nového Jičína Dukelská 102, PSČ 742 42 Czech Republic
tel.: +420 556 783 111
fax: +420 556 701 734
e-mail: firstname.lastname@example.org
IČO: 00000493
DIČ: CZ00000493
www.vop.cz;
účastník vyplní RD té časti, na kterou podává nabídku, na těch místech, kde se jejich vyplnění předpokládá (podrobnější informace k postupu udělení elektronického podpisu RD jsou uvedeny v čl. XIII této ZD);
8. platnou plnou moc (příloha č. 8 ZD) – v podobě prosté kopie
pouze v případě, kdy odesílatel nabídky (např. pan X) podává na E-ZAKu nabídku s el. podpisem odlišné osoby (např. pana Y) - tato plná moc umožňuje odesílateli nabídky disponovat s elektronickým podpisem jiné osoby.
V případě, že dokumenty bodu 1., 3. až 7. podepisuje osoba, která není statutárním orgánem, ale je oprávněná jednat za dodavatele, požaduje zadavatel v nabídce předložit Plnou moc (případně Pověření) vystavenou jeho společností v podobě prosté kopie. Originál této Plné moci / Pověření bude zadavatelem vyžádán před podpisem RD.
Zadavatel upozorňuje:
Účastník v nabídce předloží příslušnou vyplněnou RD včetně příloh podepsanou zaručeným elektronickým podpisem osoby oprávněné jednat jménem či za účastníka (statutární orgán) nebo osoby na základě plné moci / pověření.
Zadavatel upozorňuje, že jakékoliv změny ve znění RD po uplynutí lhůty pro podání nabídek či před podpisem RD zadavatelem jsou nepřípustné! V případě, že nebude součástí nabídky podepsaná RD, bude toto vnímáno jako porušení podmínek zadávacího řízení a bude takový účastník vyloučen z dalšího průběhu zadávacího řízení.
XIV. Postup udělení elektronického podpisu RD
Po vyplnění požadovaných údajů v RD účastník převede danou RD (u té části VZ, na kterou podává nabídku) a Ceník (příloha č. 2 dané RD) do podoby PDF - tj. každý z těchto dvou dokumentů samostatně "uloží jako" – PDF. Následně jednotlivé PDF dokumenty (tj. celkem 3 ks: RD + její přílohy) sloučí dohromady prostřednictvím elektronického programu (například aplikace PDF Merge) do jednoho souboru PDF. Zadavatel požaduje, aby při sloučení jednotlivých PDF dokumentů byla zachována logická posloupnost dokumentů: RD, příloha č. 1 RD a příloha č. 2 RD. Sloučený PDF soubor zadavatel požaduje elektronicky podepsat na str. 6 dané RD.
Zadavatel upozorňuje, že RD je potřeba podepsat až po sloučení RD s přílohami, nikoliv před sloučením, jinak nebude elektronický podpis platný.
Zadavatel bude akceptovat pouze RD se zaručeným elektronickým podpisem.
XV. Místo a lhůta pro podání nabídek
Zadavatel v souladu s § 54, odst. 1 zákona stanovuje lhůtu pro podání nabídek která končí:
dne 15. 11. 2024 ve 13:00 hodin
Zadavatel požaduje nabídku vložit do elektronického nástroje v souboru s názvem:
„NABÍDKA – OVZ/031/2/2024 Oprava potrubí a trubek pro vojenskou pásovou techniku – část 1, 2 (účastník doplní tu část, na kterou podává nabídku) – název dodavatele"
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tel.: +420 556 783 111
fax: +420 556 701 734
e-mail: email@example.com
XVI. Otevírání elektronických nabídek
Otevírání elektronických nabídek se uskuteční bez zbytečného odkladu po uplynutí lhůty pro podání nabídek. Vzhledem k tomu, že zadavatel přijímá nabídky pouze v elektronické podobě (nikoliv v jiné formě, např. listinné), je otevírání nabídek v souladu s § 109 zákona neveřejné.
XVII. Výsledek zadávacího řízení
O výsledku zadávacího řízení budou informováni ti účastníci, jejichž nabídka byla hodnocena a účastník zadávacího řízení nebyl vyloučen. Oznámení o vyloučení účastníka ze zadávacího řízení nebo Oznámení o výběru dodavatele zadavatel uveřejní prostřednictvím profilu zadavatele http://verejnezakazky.vop.cz. všem účastníkům. V takovém případě se oznámení považují za doručené všem účastníkům zadávacího řízení okamžikem jejich uveřejnění.
XVIII. Podmínky pro uzavření RD
Platí, že zadavatel požaduje dle § 104 písm. a) zákona od vybraného dodavatele jako nutnou podmínku pro uzavření RD předložení dokladů prokazující splnění kvalifikace dodavatele.
Zadavatel dle § 122 odst. 3 písm. a) a odst. 4 zákona vyzve vybraného dodavatele k předložení dokladů o jeho kvalifikaci, které zadavatel požadoval a nemá je k dispozici (tj. čestného prohlášení o prokázání kvalifikace) a jejichž předložení je podmínkou uzavření RD.
V případě, že dodavatel nedoloží doklady prokazující splnění kvalifikace, čestná prohlášení nebo plnou moc, bude toto považováno za porušení zadávacích podmínek a takový dodavatel bude vyloučen z dalšího průběhu zadávacího řízení.
XIX. Další podmínky zadavatele
Zadavatel může vyloučit účastníka zadávacího řízení, pokud je akciovou společností nebo má-li obdobnou právní formu a má vydány jiné než zaknihované akcie. V případě vybraného dodavatele bude zadavatel postupovat dle § 48 odst. 9 zákona, tj. vybraný dodavatel, který bude českou akciovou společností a nebude mít akcie emitované v zaknihované podobě, bude vyloučen ze zadávacího řízení.
Bude-li však vybraným dodavatelem zahraniční akciová společnost s jinými než zaknihovanými akciemi, vyzve jej zadavatel k doložení písemného čestného prohlášení o majitelích akcií s podílem vyšším než 10 %. V případě, že tato zahraniční akciová společnost nedoloží čestné prohlášení, bude vyloučena dle § 48 odst. 2 písm. b) zákona.
Na akciové společnosti, jejichž akcie v souhrnné jmenovité hodnotě 100 % základního kapitálu jsou ve vlastnictví státu, obce nebo kraje, se výše uvedené nevztahuje.
XX. Ostatní
Náklady spojené s účastí v zadávacím řízení nese každý účastník sám.
Účastník může podat pouze jednu nabídku a nesmí být současně poddodavatelem jiného účastníka zadávacího řízení.
Zadavatel si vyhrazuje právo dodatečně změnit či doplnit ZD.
tel.: +420 556 783 111
fax: +420 556 701 734
e-mail: firstname.lastname@example.org
Nabídka účastníka musí být podána v souladu s ustanoveními této ZD a v souladu s ustanoveními závazného návrhu RD.
Zadavatel si vyhrazuje právo ověřit informace obsažené v nabídce u třetích osob a účastník je povinen mu v tomto ohledu poskytnout veškerou potřebnou součinnost.
Zadavatel si vyhrazuje právo zrušit zadávací řízení v souladu s platnou právní úpravou.
Dle § 2 písm. e) zákona č. 320/2001 Sb., o finanční kontrole ve veřejné správě, ve znění pozdějších předpisů, je vybraný dodavatel osobou povinnou spolupůsobit při výkonu finanční kontroly.
XXI. Přílohy ZD
Příloha č. 1 – Krycí list nabídky
Příloha č. 2 – Čestné prohlášení o prokázání způsobilosti
Příloha č. 3 – Čestné prohlášení o neexistenci mezinárodních sankcí ve vztahu k dodavateli
Příloha č. 4 – Čestné prohlášení o odpovědném zadávání
Příloha č. 5 – Čestné prohlášení o formě vlastnictví akcií
Příloha č. 6 – Závazný návrh RD včetně příloh – část 1
Příloha č. 7 – Závazný návrh RD včetně příloh – část 2
Příloha č. 8 – Plná moc
ZD přístupná na URL: https://verejnezakazky.vop.cz/vz00002588
V Šenově u Nového Jičína dne 23. 10. 2024
Ing. Roman Dudaš ředitel nákupu a logistiky
Ing.
Roman
Dudaš
Digitálně podepsal Ing. Roman Dudaš Datum: 2024.10.24 08:59:45 +02'00'
VOP CZ, s. p., Šenov u Nového Jičína
Dukelská 102, PSČ 742 42 Czech Republic
tel.: +420 556 783 111
fax: +420 556 701 734
e-mail: email@example.com
IČO: 00000493
DIČ: CZ00000493
www.vop.cz
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HuggingFaceFW/finepdfs/tree/main/data/ces_Latn/train
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finepdfs
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ces_Latn
| 24,504
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TORRE PELLICE (TO) - Corso Lombardini
PIANO SECONDO
scala 1:50
CLASSE ENERGETICA "B"
PIANO MANSARDATO
scala 1:50
Indice di prestazione energetica globale:
66,03 kWh/m²
Le presenti planimetrie sono puramente indicative
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HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
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finepdfs
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ita_Latn
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COMUNICATO STAMPA n.16/2018
VINCONO ASTI, NIZZA E SAN DAMIANO IL BANDO "L'AMBIENTE IN BIBLIOTECA"
Sostegno di GAIA per la cultura della sostenibilità e dell'economia circolare
Mercoledì 18 Luglio, durante la conferenza stampa convocata da GAIA presso la Fondazione Biblioteca Astense di via Goltieri 3 ad Asti, sono state premiate le Biblioteche di Asti, Nizza Monferrato e San Damiano d'Asti che hanno ricevuto rispettivamente 2.500€, 1.000€ e 500€ con cui sostenere la cultura dello sviluppo sostenibile e dell'economia circolare.
Hanno risposto in cinque al bando inviato da GAIA a tutte le biblioteche dei Comuni Soci: oltre ai vincitori anche Castello di Annone e Valfenera. La richiesta era di stilare un catalogo delle attuali pubblicazioni in possesso delle Biblioteche su tematiche "ambientali", indicare il numero di tessere attive e soprattutto il numero di prestiti nell'anno appena trascorso.
La Biblioteca Astense "Giorgio Faletti" con le sue 4.680 tessere e oltre 24.000 prestiti ha confermato di essere il punto di riferimento per la Provincia di Asti per quanto riguarda la capacità di diffondere la cultura attraverso il prestito dei testi, a seguire Nizza Monferrato con 800 tessere attive e 4.800 prestiti nel 2017, San Damiano con 1.421 tessere e 1.895 prestiti, Castello di Annone con 154 tessere e 851 prestiti, a chiudere Valfenera con 85 tessere e 514 prestiti.
Le pubblicazioni a tematica ambientale possedute da ogni biblioteca vede Asti con 63 testi, la Umberto Eco di Nizza con 50, la "Pinin Pacot" di Castello di Annone con 49 titoli, la Civica di Valfenera 22 e la "Gesualdo Nosengo" di San Damiano 11. GAIA vincola il 50% del contributo all'acquisto di testi a carattere ambientale per diffondere la cultura dell'economia circolare e ha consegnato un timbro con cui verranno contraddistinti i nuovi volumi. Le Biblioteche saranno chiamate a rendicontare l'elenco dei testi acquistati ma soprattutto ne dovranno incentivare il prestito, promuovendo la lettura di questo piccolo tesoro utile a corroborare una cultura impegnata a preservare le risorse per il futuro delle prossime generazioni.
GAIA fornirà anche materiale divulgativo che riguarda la gestione dei rifiuti e lo sviluppo sostenibile da tenere nelle sale delle Biblioteche "Ogni anno meno del 40% dei rifiuti prodotti dalla provincia di Asti viene smaltito, tutto il resto viene completamente recuperato. Noi testimoniamo la cultura dell'economia circolare innanzitutto con i risultati del nostro lavoro" commenta il presidente di GAIA, ing. Luigi Visconti "gli impianti da anni sono a pieno regime per recuperare carta, plastica, organico, metalli. Oggi ne stiamo ampliando le capacità perché in prospettiva la raccolta differenziata è destinata ad aumentare e solo garantendo un corretto recupero potremo raggiungere l'obiettivo di uno sviluppo sostenibile".
"Con il bando L'Ambiente in Biblioteca apriamo un canale di collaborazione diretta con le biblioteche della provincia di Asti, nella speranza di poterlo consolidare nei prossimi anni. Da sempre GAIA investe nella formazione, sensibilizzazione, informazione dei cittadini perché senza elaborazione culturale e scientifica non possono arrivare risultati operativi che durino nel tempo" conclude il presidente di GAIA.
Comunicato stampa 16/2018
Asti, 18 luglio 2018
Prot. n. 2018-08065
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finepdfs
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ita_Latn
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Quelles sont ces jolies fleurs ? Attention aux plantes toxiques
Savez-vous ce qu'ont en commun la Datura, la Digitale pourpre et la Colchique d'automne ? Elles sont toxiques, en particulier pour le porc (et l'homme !).
Prenons l'exemple de Datura stramonium, que l'on peut retrouver dans les cultures (de maïs notamment). Avec ses fleurs blanches en forme d'entonnoir et ses fruits verts ronds piquants de 4 cm contenant des graines noires, elle est facilement reconnaissable. Histoire vraie vécue par l'une d'entre nous : question d'un éleveur : "est-ce que je peux ensiler ce maïs pour mes vaches ou le moissonner pour mes cochons ?". Et bien, un pied de cette plante dans 25 m² de maïs ensilé peut être mortel pour les vaches et un gramme de graines de datura par kg de céréales est toxique pour les animaux, entraînant sécheresse des muqueuses, troubles de l'équilibre et tremblements, pouvant aller jusqu'à la mort.
Autre plante très toxique répandue, la digitale pourpre (Digitalis purpurea) est présente dans certaines pâtures. Sa toxicité concerne donc surtout les vaches et les porcs de plein air qui peuvent ingérer ses feuilles. Ses jolies fleurs violettes en cloches sont moins concentrées en toxine, mais sont tout de même nocives. Utilisée comme plante médicinale pour ses propriétés tonicardiaques, elle peut, en cas d'ingestion, provoquer de la diarrhée mais également entraîner la mort, même en petites quantités. Prenez donc garde de ne pas en ramasser sur les bords des chemins lors de vos balades avec les enfants.
Quelles sont ces jolies fleurs ? Attention aux plantes toxiques
Enfin, la colchique d'automne, aussi appelée "tue chien" ou "tue loup", que l'on peut confondre avec le crocus ou encore avec l'ail des ours, fleurit, comme son nom l'indique, en automne ! Ses fleurs et ses graines sont surtout nocives, mais l'ingestion de feuilles peut aussi faire apparaître des signes cliniques chez les bovins (et l'humain !). Si l'animal survit, une partie du poison restera à vie dans son organisme. Tout animal ayant ingurgité de la colchique d'automne sera donc écarté de la chaîne alimentaire !
Une multitude d'autres plantes peuvent être toxiques : if, laurier cerise, ricin… Ouvrez l'œil dans vos champs, et dans vos jardins !
La nature est belle mais il faut la connaître. Ne consommez jamais, ni ne distribuez à des animaux, des plantes que vous ne pouvez identifier avec certitude.
Ensemble, protégeons notre santé et la nature.
Dr Vétérinaire Fanny BRUN.
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Destinataire
Animateur
Public et adultes
Adolescents
Thème
Théâtre
Fiche techniq ue
Par Janine Madej
Explorer un texte : l'émotion
Au théâtre, l'émotion est vécue comme une communion entre les spectateurs et le comédien. Celui-ci vit son texte, le fait sien, l'interprète. Son vécu, sa culture, sa personnalité enrichissent son point de vue, mais peuvent être aussi un frein pour l'imagination.
* Ces exercices proposent des manières d'aborder le texte sans a priori, de déconstruire les idées toutes faites, d'éviter les clichés. L'interprète fera son chemin pour ouvrir son imaginaire, trouver son expression propre, et ainsi créer un vrai moment de rencontre et d'émotions collectives.
Matériel
* Un texte théâtral (monologue ou dialogue).
Sans émotions
Le but
* Lire ou dire le texte sans mettre d'intention.
L'exercice
* Le comédien est debout, les pieds plantés au sol, le regard au lointain. Il cherche un état de neutralité. Il peut au préalable avoir pratiqué des exercices de relaxation, de respiration et des exercices vocaux.
* Il lit le texte en essayant des rythmes différents : rapidité, lenteur, d'abord sur tout le passage concerné, puis sur certains endroits du texte choisis arbitrairement. Il ajoute des silences.
* Il lit le texte en articulant, d'une façon totalement neutre, sans y mettre d'intention, puis reprend sans s'arrêter sur la ponctuation, comme si le texte était tout attaché.
* Pour terminer, le comédien place dans son texte des silences, des accélérations et ralentissements, et dit son texte en faisant des essais différents.
Conseil
* Le comédien évite de coller une interprétation immédiate au texte et se sépare de toute
Le Journal de l'Animation • MARS 2012 • N° 127 •www.jdanimation.fr 1
idée préconçue. En effet, il est difficile d'enlever un réflexe acquis lors de l'apprentissage. Une approche neutre permet de pouvoir chercher plusieurs interprétations et non une seule.
D'un état à l'autre
Le but
* Rechercher des états émotionnels à partir de recherches techniques.
L'exercice
* Le comédien lit le texte sur différents registres de voix : médium, grave, aigu. Il passe du grave à l'aigu et de l'aigu au grave sur tout le texte, puis sur des passages ou des phrases. Il cherche ensuite une intention de lecture.
* Pour terminer, il place des silences, des accélérations et ralentissements, dit son texte, puis recommence en les plaçant ailleurs.
* Il procède de même sur la puissance de la voix, passant du chuchotement au parler porté et inversement.
* Il mélange les procédés de tons, de rythmes, de silence, cherche plusieurs façons de pouvoir dire le texte et l'état émotionnel correspondant. C'est le moment de faire des essais d'interprétations auxquelles il n'aurait pas pensé.
Conseil
* Pendant ces lectures, il reste à l'écoute de lui-même, observe ce qu'il ressent et ce que ressent le public. Il passe par une phase de déconstruction puis de reconstruction de sens.
Sens dessus-dessous
Le but
* Rechercher des états émotionnels à partir de recherche de sens.
L'exercice
* Le comédien choisit des mots dans le texte sur lesquels il insiste en lisant, puis fait des essais avec d'autres mots.
* Il remplace les virgules et les points :
* Il essaie des accents ou intonations régionaux, étrangers ou imaginaires, des manières de prononcer.
– Par des sons : se racler la gorge, rire, soupirer, bailler.
* Le comédien fait ensuite des choix sur les mots importants, l'intonation, l'accent, les rythmes, les silences pour interpréter son texte. Les petits mots réflexes à ce moment-là ne sont plus dits, mais joués comme intention.
Émotions
Le but
* Travailler l'interprétation à partir d'émotions différentes.
L'exercice
* Plusieurs possibilités sont offertes au comédien :
– passer d'une émotion à l'autre durant la même lecture,
– lire le texte avec au moins quatre émotions différentes,
– pousser une émotion à son comble.
* Les comédiens marchent dans l'espace en se tenant droit, le regard au lointain. Le meneur nomme un participant et dit un « Top ». Immédiatement tout le monde s'arrête et regarde la personne nommée qui dit son texte avec une émotion forte tout en continuant à marcher.
* Dans un dialogue : deux comédiens lisent en poussant une émotion (une différente pour chacun) à son comble, puis inversent.
Conseils
* Une fois les exercices effectués, le comédien réfléchit sur le sens du texte et les intentions, il choisit un parti pris. Ce travail de maturation s'associe à la justesse du jeu corporel, à l'expression des sens. L'émotion peut ensuite émerger et être partagée.◗
L'émotion
Denis Marleau, metteur en scène canadien :
« L'émotion, je l'aborde de biais, jamais de front, parce que je crois que ce n'est pas possible d'en faire un objectif en tant que tel. Pourtant, je tourne sans cesse autour, en m'appuyant sur des notions concrètes comme l'intensité ou la justesse : justesse de la pensée, justesse de la voix, du geste, etc.(…). L'émotion n'est pas forcément signe de vérité.
– Par des onomatopées.
– Par un petit mot ou une expression : zut, enfin, je n'sais pas, encore, maman, d'abord, ou tout autre mot réflexe.
En fait l'émotion au théâtre n'advient que dans cette relation de l'acteur avec le spectateur. Et cela va dans les deux sens, l'émotion étant aussi un travail du spectateur. »
Le Journal de l'Animation • MARS 2012 • N° 127 •www.jdanimation.fr
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Werkenden in het aanvullend en particulier onderwijs
Twee groepen werkenden hebben de overhand in het aanvullend onderwijs: de basisschoolleraar die als zelfstandige bijles, huiswerkbegeleiding of remedial teaching aanbiedt en de bachelorstudent met een bijbaan bij een studiebegeleidingsinstituut. Werk in het aanvullend onderwijs is voor beide groepen meestal een aanvullende bezigheid. We vinden geen aanwijzingen voor grootschalige verdringing van leraren uit het publieke onderwijs. Privescholen vormen een kleine arbeidsmarkt.
Met een nieuwe dataset brengen we de aanbodzijde van het aanvullend en particulier onderwijs in kaart. Welke aanbieders zijn er en wie werken er in de sector? Ontstaat er verdringing op de arbeidsmarkt voor leraren?
CPB - oktober 2024
Lily Davies, Esther Hamelink, Timo Verlaat
Werk in het aanvullend onderwijs lijkt in de meeste gevallen een aanvullende bezigheid te zijn. We vinden geen aanwijzingen voor grootschalige verdringing van leraren uit het publieke onderwijs.
O = 100 werkkenden
**Onderwijzend personeel publiek onderwijs:** 240.000
- **Werkenden in het aanvullend onderwijs:** 17.100
- **Met lerarenopleiding:** 5600
- **Overlap:** 1500
---
### Zelfstandigen
- **4500**
- **Lerarenopleiding:** 57%
- Vooral basisschoolleraren die als zelfstandige bijles, huiswerkbegeleiding of remedial teaching aanbieden
38% van de zelfstandigen werkt ook bij een school
---
### Werknemers bij studiebegeleidingsinstituten
- **5300 niet-studenten**
- **Lerarenopleiding:** 15%
- Vooral werknemers zonder lerarenopleiding
- **7300 studenten**
- **Lerarenopleiding:** 12%
- Vooral bachelorstudenten met een bijbaan bij een studiebegeleidingsinstituut
82% van de studenten volgt een hbo- of wo-bachelor
---
### Totaal lerarentekort
- **13.600 fte (in 2023)**
- **5%**
- **3%**
In het aanvullend onderwijs beslaat de *stille reserve* circa 8% van het totale tekort in 2023.
700 fte onder zelfstandigen in het aanvullend onderwijs
450 fte onder werknemers in het aanvullend onderwijs
*Stille reserve: mensen met een lesbevoegdheid die momenteel niet in het publieke onderwijs werken*
---
Er zijn ook risico’s voor de kansengelijkheid in het onderwijs; deze vallen buiten de scope van dit onderzoek.
Samenvatting
Dit onderzoek brengt middels een nieuwe dataset de aanbodzijde van het aanvullend en particulier onderwijs in Nederland in kaart. In de afgelopen jaren is het aanvullend onderwijs in Nederland gegroeid. Denk daarbij aan bijles, huiswerkbegeleiding en examentraining. Bestaand onderzoek richt zich met name op de gebruikers en hun motieven, terwijl er nog weinig bekend is over werkenden in de sector. Door een nieuwe dataset te verrijken met gegevens van het Centraal Bureau voor de Statistiek, kunnen we het aanvullend en particulier onderwijs in Nederland voor het eerst gedetailleerd en kwantitatief in kaart brengen. We richten ons daarbij in het bijzonder op personen met een onderwijsbevoegdheid en studenten van lerarenopleidingen, omdat er zorgen spelen dat de groei van het aanvullend onderwijs voor verdringing zorgt op de arbeidsmarkt voor leraren.
We kunnen grofweg twee groepen onderscheiden: de basisschoolleraar die als zelfstandige aanvullend onderwijs aanbiedt en de bachelorstudent met een bijbaan bij een studiebegeleidingsinstituut. Er zijn veel eenmanszaken actief binnen de sector, naast een aantal grote studiebegeleidingsinstituten. In lijn daarmee zien we een grote groep werkenden die actief is als zelfstandige. Deze zelfstandigen hebben vaak een pabodiploma en zijn door een vervolgopleiding gespecialiseerd in Educational Needs. Veel zelfstandigen bieden remedial teaching aan, wat aansluit bij deze studieachtergrond. Een andere grote groep bestaat uit bachelorstudenten in loondienst bij een studiebegeleidingsinstituut. Deze studenten zijn vaak geen toekomstige leraren, maar volgen een andere opleidingsrichting, zoals sociale wetenschappen, (bedrijfs)economie of rechten.
Werk in het aanvullend onderwijs blijkt in de meeste gevallen een aanvullende bezigheid te zijn. Meer dan de helft van de zelfstandigen in de sector werkt ook in loondienst elders. Twee derde daarvan combineert zelfstandigheid met werknemerschap aan een school. De rest werkt ergens anders in de sector onderwijs of in een aanverwante sector. Vaak gaat het om substantiële banen met een stabiele arbeidsrelatie. Zo hebben degenen die ook voor een school werken vaak een vast contract en gemiddeld een 67%-aanstelling. Dat is niet veel minder dan het sectorgemiddelde voor het publieke onderwijs. Studenten doen dit werk vooral als bijbaan. Zij werken weinig uren, verdienen rond het minimumloon en hebben meestal een tijdelijk contract.
De primaire arbeidsvoorwaarden voor onderwijsbevoegden lijken minder goed te zijn bij studiebegeleidingsinstituten dan in het publieke onderwijs. Onder de niet-studenten bij studiebegeleidingsinstituten zijn er maar weinig werknemers met een lerarenopleiding. De personen met een lerarenopleiding bij een studiebegeleidingsinstituut verdienen gemiddeld circa 20% minder per uur dan leraren in het publieke onderwijs met dezelfde demografische kenmerken en opleidingsachtergrond. Ook hebben zij veel vaker een tijdelijke aanstelling. Mogelijk spelen er andere factoren een rol in de keuze voor een aanstelling in het aanvullend onderwijs, zoals de werkdruk, andere werkoosters of meer een-op-eencontact met leerlingen.
We vinden geen aanwijzingen voor grootschalige verdringing op de arbeidsmarkt voor leraren door het aanvullend onderwijs. In 2022 telde het CBS 240 ddz leraren en overig onderwijzend personeel in het publieke onderwijs. Hiervan heeft 0,6% in de periode januari 2022 tot en met maart 2023 (ook) in het aanvullend onderwijs gewerkt, als zelfstandige of werknemer. In totaal werken er in het aanvullend onderwijs rond de 3600 personen met een lerarendiploma. Dat is 1,5% vergeleken met de totale groep onderwijsgevend personeel in het publieke onderwijs. In het kader van het lerarentekort kan er ook worden gekeken naar de stille reserve in de sector: mensen met een lesbevoegdheid die momenteel niet in het publieke onderwijs werken. In het aanvullend onderwijs beslaat de stille reserve circa 8% van het totale tekort in 2023. Hoewel de
meest nijpende tekorten al door een kleine groep terugkerende docenten kunnen worden opgelost, speelt ook de vraag hoeveel docenten kunnen en willen terugkeren.
In tegenstelling tot het aanvullend onderwijs, lijkt het particulier onderwijs wel een vervangende arbeidsmarkt te zijn, maar deze is klein qua omvang. Werknemers bij privéscholen hebben vaak een band met het publieke onderwijs. Ongeveer de helft van de werknemers heeft in de afgelopen tien jaar een keer in het publieke onderwijs gewerkt. Dit betreft zowel leraren als ander personeel. 10% van de werknemers bij een privéschool heeft ook een aanstelling in het publieke onderwijs. Het particulier onderwijs is echter een relatief kleine arbeidsmarkt: vergeleken met het aantal werknemers in het publieke onderwijs, is de omvang minder dan 0,5%.
Er is aanvullend onderzoek nodig om de toekomstige ontwikkeling van de sector te blijven monitoren. De resultaten van dit onderzoek zijn een momentopname en beschrijven de situatie begin 2023. Naarmate de sector groeit of meer complexe onderwijstaken vervult, kan ook de groep werkenden toenemen en veranderen. De vraag naar mogelijke verdringing op de arbeidsmarkt voor leraren blijft dan relevant. Daarnaast zijn er risico’s voor de kansengelijkheid in het onderwijs. Deze risico’s vallen buiten de scope van dit onderzoek, maar zijn een belangrijk onderwerp om aandacht aan te schenken.
1 Inleiding
De afgelopen jaren is het aanvullend en particulier onderwijs in Nederland gegroeid. Huishoudens gaven in 2022 ruim 472 mln euro uit aan bijles, huiswerkbegeleiding en examentraining (CBS, 2024a). Dat is ruim drie keer meer dan tien jaar eerder. De sterke groei van de sector blijkt ook uit omzetschattingen: tussen 2015 en 2017 steeg de omzet met 43% naar circa 62 mln euro (Bisschop et al., 2019). Deze groei is deels het gevolg van de coronapandemie. Via het Nationaal Programma Onderwijs (NPO) hebben scholen geld ontvangen om onderwijsachterstanden in te lopen. De extra ondersteuning bieden ze vaak in samenwerking met private partijen (Van den Berg et al., 2022). Ook het particulier onderwijs is de afgelopen jaren gegroeid, al gaat het om een klein deel van het totale onderwijsaanbod (Inspectie van het Onderwijs, 2021).
Er zijn zorgen dat de toenemende privatisering van het onderwijs de kansengelijkheid onder druk zet. Aanvullend onderwijs is niet toegankelijk voor iedereen, omdat meestal een financiële bijdrage vereist is. Zie kader 1 voor een toelichting wat aanvullend onderwijs precies behelst. Het gebruik van aanvullend onderwijs hangt dan ook vaak samen met de sociaaleconomische status van ouders (Jansen et al., 2023). Wanneer het volgen van aanvullend onderwijs tot betere schoolprestaties leidt, kunnen niet-gebruikers op achterstand raken (Elffers, 2019). Naarmate meer leerlingen aanvullend onderwijs volgen, wordt deze achterstand groter. Daarnaast zijn scholen mogelijk geneigd om taken af te schuiven, zoals extra ondersteuning (Elffers, 2019). Of ze verwachten dat leerlingen voor extra of andere uitleg hulp elders inschakelen (Onderwijsraad, 2021). Dit kan de afstand tussen gebruikers en niet-gebruikers van aanvullend onderwijs verder vergroten.
Bestaand onderzoek richt zich vooral op de risico’s voor de kansengelijkheid, door gebruikers van aanvullend onderwijs en hun motieven te bestuderen. Sinds 2018 rapporteert de Monitor aanvullend onderwijs trends in het gebruik. In het schooljaar 2022/’23 ligt de deelname aan aanvullend onderwijs in het voortgezet onderwijs op 29% en in het primair onderwijs op 17% (Van den Berg et al., 2023). Ouders kiezen voor aanvullend onderwijs voor ondersteuning die zij thuis niet kunnen bieden, of omdat de school te weinig passende ondersteuning of persoonlijke aandacht biedt. Deelname hangt niet af van de sociaaleconomische achtergrond, alhoewel ouders met een wetenschappelijke opleiding relatief vaker voor betaalde vormen kiezen (Diris et al., 2023; Van den Berg et al., 2023). Op dit moment loopt er een wetenschappelijk onderzoek naar de effectiviteit van aanvullend onderwijs in het basisonderwijs. De eerste resultaten suggereren dat er geen effect is op schoolresultaten (Fairley, 2023).
Er zijn echter ook zorgen dat het aanvullend onderwijs voor verdringing zorgt op de arbeidsmarkt voor leraren, wat het lerarentekort verder zou kunnen vergroten. Leraren wisselen mogelijk van het publieke naar het aanvullend onderwijs of naar privéscholen, bijvoorbeeld vanwege persoonlijke voorkeuren of betere arbeidsvoorwaarden en -omstandigheden. Ook studenten kiezen na hun lerarenopleiding mogelijk voor een aanstelling in de private onderwijssector. Als deze verdringing plaatsvindt, zou dit voor een groter lerarentekort kunnen zorgen. Het lerarentekort in het primair en voortgezet onderwijs wordt geschat op rond de 13.600 fte in 2023 (Adriaens et al., 2023; Den Uijl et al., 2023).
Er is tot nu toe nog weinig bekend over aanbieders en werkenden in het aanvullend en particulier onderwijs, mede doordat de benodigde data hiervoor ontbraken. De Monitor aanvullend onderwijs rapporteert ook schattingen over het aantal aanbieders (Bisschop et al., 2019; De Geus & Bisschop, 2017; Van den Berg et al., 2023). In 2019 telde de monitor 595 bedrijven die actief zijn op het gebied van huiswerkbegeleiding, bijles en examentraining. De meest recente monitor rapporteert echter een brede onzekerheidsmarge: de auteurs
schatten het aantal aanbieders in 2022 op 1500 tot 3300.\(^1\) Over werkenden in de sector bestaat alleen anekdotisch en kwalitatief bewijs. Zo onderzoekt Camphuijsen (2024) bijvoorbeeld middels diepte-interviews de motieven van leraren om aan de slag te gaan in het aanvullend onderwijs.
**Door een nieuwe, unieke dataset samen te stellen, kunnen we de aanbodzijde van het private onderwijs voor het eerst uitvoerig bestuderen.** Voor dit onderzoek hebben we een eigen dataset samengesteld. Hiervoor selecteren we aanvullend onderwijsaanbieders uit het handelsregister van de Kamer van Koophandel (KvK). De dataset is aangevuld met privéscholen. Door koppeling met geanonimiseerde microdata van het Centraal Bureau voor de Statistiek (CBS) kunnen we zowel bedrijfsgegevens koppelen als werknemers bij deze aanbieders identificeren. Voor zover we weten, is dit de eerste integrale dataset van aanbieders en werkenden in de private onderwijssector in Nederland. Hierbij is de kanttekening te plaatsen dat we alleen formele activiteiten en dienstverbanden observeren. Ook kunnen we geen onderscheid maken tussen wie er gebruikmaakt van welke aanbieder, wie voor de diensten betaalt, of welke diensten een aanbieder precies aanbiedt (bijvoorbeeld bijles of examentraining).
**Dit onderzoek brengt in kaart hoe de het aanvullend en particulier onderwijs in Nederland eruitziet: welke aanbieders zijn er en wie werken er in deze sector?** Het onderzoek is descriptief van aard. We zijn geïnteresseerd in de kenmerken van werkenden in de sector, zoals demografie, studieachtergrond en werkvaring, maar ook in hun banen. De focus ligt vooral op (voormalige) leraren en studenten van een lerarenopleiding die in de sector werken. Dit om te kunnen bepalen of en in welke mate er verdringing plaatsvindt op de arbeidsmarkt voor leraren door het aanvullend onderwijs. Het onderzoek bevat geen historische analyse, omdat we geen data hebben over aanbieders die in het verleden actief waren. We berekenen ook geen marktomvang in termen van omzet, omdat deze gegevens onvolledig zijn.\(^2\)
**Deze publicatie is als volgt opgebouwd.** In hoofdstuk 2 bespreken we onze onderzoeksmethode en dataset. In hoofdstuk 3 beschrijven we de groep werkenden in het aanvullend onderwijs. Hoofdstuk 4 richt zich op werkenden in het particulier onderwijs. In hoofdstuk 5 gaan we in op verdringing op de arbeidsmarkt voor leraren.
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\(^1\) De resultaten zijn voorzien van een onzekerheidsmarge, omdat de auteurs op basis van een aselecte steekproef hebben ingeschat hoeveel bedrijven in de doelpopulatie diensten in aanvullend onderwijs aanbieden.
\(^2\) Bijles en huiswerkbegeleiding zijn meestal vrijgesteld van de btw, waardoor omzetgegevens kunnen ontbreken in de microdata van het CBS.
Wat is aanvullend en particulier onderwijs?
Onder aanvullend onderwijs verstaan we educatieve activiteiten buiten schooltijd, die leerlingen volgen om het leren en hun prestaties te verbeteren. Vaak kost het geld om aanvullend onderwijs te volgen, maar soms is het aanbod ook gratis, bijvoorbeeld op scholen of in een buurthuis (Elffers et al., 2019). In onze data kunnen we niet zien wie voor de onderwijsactiviteiten betaalt. Daarom selecteren we alle aanbieders die staan ingeschreven in het handelsregister, zonder een onderscheid te maken tussen betaalde en onbetaalde activiteiten. Aanbieders die zich uitsluitend op het hoger onderwijs richten, laten we buiten beschouwing. Alhoewel de term ‘schaduwonderwijs’ in de wetenschappelijke literatuur gebruikelijk is, hanteren wij de term ‘aanvullend onderwijs’, in lijn met andere Nederlandstalige literatuur.
We richten ons op de meest gangbare vormen van aanvullend onderwijs: bijles, huiswerkbegeleiding, examentraining en studievaardighedentraining. Instellingen bieden soms verschillende (onderwijs)diensten aan, bijvoorbeeld aanvullend onderwijs in combinatie met talentontwikkeling. Wij beschouwen een instelling als aanbieder van aanvullend onderwijs zodra ten minste een van de gangbare vormen tot het aanbod hoort. Ook nemen we aanbieders van remedial teaching en ondersteuning bij leerbehoeften mee, omdat deze activiteiten steeds meer verweven raken met andere vormen van aanvullend onderwijs. We laten aanbieders buiten beschouwing die zich uitsluitend richten op talentontwikkeling, studiekeuzeadvies en kindercoaching.
Particulier onderwijs vindt plaats op privéscholen. We richten ons op zogenoemde B3-scholen. Dit zijn basis- en middelbare scholen die niet door de overheid bekostigd worden. Ze reiken zelf geen diploma uit, maar bieden leerlingen de kans om staatsexamen te doen. Er valt een diverse waaier aan instellingen onder deze categorie: van zeer kleine scholen met drie leerlingen of minder, tot grotere schoolgroepen. Vaak hebben deze scholen een ander onderwijsconcept dan de door de overheid bekostigde scholen. B3-scholen zijn de grootste groep privéscholen. Er zijn weinig zelfstandige exameninstellingen (B2-school) en internationale of buitenlandse scholen (B4-school). Zondagscholen en dergelijke horen niet bij de groep privéscholen.
2 Onderzoeksmethode en dataset
2.1 Selectie van aanvullend onderwijsaanbieders en privéscholen
Er bestaat geen zuiver afgebakende dataset met aanbieders van aanvullend onderwijs. Aanbieders van aanvullend onderwijs hebben geen eigen code binnen de standaard bedrijfsindeling (SBI), maar staan geregistreerd onder SBI-code 85599 ‘studiebegeleiding, vorming en onderwijs (rest)’. Deze categorie bevat een breed palet aan activiteiten, waaronder persoonlijke ontwikkeling, politieke educatie, sportdocenten, volwasseneneducatie en bedrijfstrainingen. Een eenvoudige selectie op basis van de SBI-code is daarom niet mogelijk. Landelijke brancheorganisaties, zoals de Landelijke Vereniging van Studiebegeleidingsinstituten (LVSI), onderhouden alleen lijsten met eigen leden.
Daarom hebben we zelf relevante bedrijven geselecteerd, met als uitgangspunt het handelsregister van de KvK. De KvK biedt de mogelijkheid om een lijst met inschrijvingen uit het handelsregister op te vragen. Alle actieve inschrijvingen met SBI-code 85599 zijn opgevraagd op het peilmoment in maart 2023. In totaal gaat het om ongeveer 42 dzd inschrijvingen. Hier zitten geen bedrijven bij die in het verleden actief waren, maar voor het peilmoment gestopt zijn. Met de handelsnaam en de omschrijving kan in veel gevallen de activiteiten van een bedrijf worden bepaald. Met behulp van deze informatie, aangevuld met informatie van bedrijfswebsites, hebben we zelf een lijst met aanbieders van aanvullend onderwijs samengesteld. Figuur 2.1 toont het selectieproces in detail.
Figuur 2.1 Stroomschema selectie aanvullend onderwijsaanbieders en privéscholen
Voor de selectie maakten we gebruik van een machinelearningprogramma. De KvK-lijst bevat te veel inschrijvingen om allemaal handmatig te labelen. Ter ondersteuning hebben we daarom het machinelearningprogramma ASReview gebruikt.\(^3\) Dit programma maakt zelf geen selectie, maar rangschikt de lijst. De rangschikking zorgt ervoor dat bedrijven die het meest waarschijnlijk tot de selectie behoren bovenaan de lijst komen te staan. ASReview gebruikt hiervoor tekstuele informatie, in dit geval de handelsnaam en de bedrijfsomschrijving. Door de rangschikking is het niet nodig om de hele lijst te bekijken en labelen. Na enige tijd verschijnen alleen nog niet-relevante bedrijven en kan de selectie worden gestopt. Het programma leert voortdurend en past met elke nieuwe label de rangschikking van de resterende lijst aan.
Vooraf hebben we een groep willekeurig gekozen bedrijven gelabeld om het programma te trainen. ASReview heeft een initiële dataset nodig om te leren welke bedrijven relevant zijn en bovenaan de lijst horen. Om het algoritme te voeden, labelden we vooraf 2 dzd willekeurig gekozen inschrijvingen. Om het labelen te standaardiseren, maakten we gebruik van een labelschema en hebben we de labels achteraf steekproefsgewijs gevalideerd. Twijfelgevallen zijn extra uitvoerig bekeken. Voor het labelen hebben we ook de websites van instellingen geraadpleegd, indien beschikbaar. Aanbieders van remedial teaching kregen een aanvullende label om deze later te kunnen onderscheiden. Zie bijlage B voor meer informatie over het gehele proces.
De resterende lijst is met hulp van het programma gelabeld, met als eindresultaat een selectie van circa 5 dzd instellingen die aanvullend onderwijs aanbieden. Voor het labelen van de resterende inschrijvingen hebben we dezelfde systematiek gehanteerd als voor de initiële dataset. We zijn gestopt met labelen nadat we vijftig keer achter elkaar een niet-relevant bedrijf getoond kregen. Op dat moment hadden we een vijfde van de totale lijst inschrijvingen onder SBI-code 85999 bekeken. De resulterende lijst vergeleken we met de LVS-ledenlijst, die op dat moment 352 aanbieders bevatte. Op basis van deze vergelijking hebben we nog een kleine 19 bedrijven toegevoegd aan onze lijst. Samen met de initiële dataset komen we op een finale lijst van 4967 aanbieders, als we unieke KvK-nummers tellen.
We identificeerden privéscholen met een lijst van de Inspectie van het Onderwijs. De Inspectie van het Onderwijs houdt op haar website een overzicht van B3-scholen bij. We hebben het overzicht geraadpleegd in mei 2023. Via het handelsregister hebben we handmatig de KvK-nummers van de betreffende scholen opgezocht. De uiteindelijke lijst bevat 103 scholen in termen van unieke KvK-nummers. Van veertien scholen konden we geen KvK-nummer achterhalen. Hierbij gaat het vaak om zeer kleine instellingen.
De lijst met aanbieders van aanvullend onderwijs en privéscholen hebben we geüpload bij het CBS voor een koppeling met microdata. CBS-microdata zijn koppelbare en geanonimiseerde data op persoons- of bedrijfsniveau voor statistisch onderzoek. Het CBS kan externe bestanden koppelen aan hun microdata, in dit geval via het KvK-nummer. Het KvK-nummer wordt hierbij door het CBS versleuteld. In de microdata zien onderzoekers dan alleen een betekenisloos volgnummer. Via het versleutelde KvK-nummer is het mogelijk om andere informatie uit de microdata te koppelen, bijvoorbeeld over bedrijfseigenaren of werknemers. Zie bijlage A voor een beschrijving van de gebruikte data.
\(^3\) ASReview is ontwikkeld om te helpen bij het screenen van grote hoeveelheden tekst, bijvoorbeeld bij literatuuronderzoek (Van de Schoot et al., 2021). Het programma gebruikt active learning-technieken, wat inhoudt dat het programma continu nieuwe informatie verwerkt om het algoritme te verbeteren. ASReview is een opensourcesoftware. Zie ook https://asreview.nl.
2.2 Dataset
Onze finale dataset bevat 4597 aanbieders van aanvullend onderwijs. Onze finale dataset is om twee redenen kleiner dan de bronlijst die we bij het CBS hebben geüpload. Ten eerste hanteert het CBS voor zijn bedrijvenregister een indeling in zogeheten statistische bedrijfseenheden (BEs). Deze eenheden zijn soms een bundel van meerdere KvK-nummers, bijvoorbeeld als verschillende bedrijfsonderdelen aparte KvK-nummers hebben. Ten tweede kunnen we een kleine 7% van de KvK-nummers op de bronlijst niet koppelen aan CBS-data. Dit komt meestal doordat bedrijven in het bedrijvenregister ontbreken als zij niet marktgericht zijn. In kader 2 staan we uitgebreider stil bij de beperkingen van onze dataset.
De overgrote meerderheid van de aanbieders bestaat uit eenmanszaken. Figuur 2.2 rapporteert het aandeel bedrijven per rechtsvorm. Van alle aanbieders in onze dataset bestaat 92% uit eenmanszaken. Dit hoge percentage is niet uitzonderlijk. De hele sector onderwijs kent een vergelijkbare verhouding, met een aandeel van 89%. Over alle sectoren genomen is het gemiddelde 69% (CBS, 2024b). Van de overige aanbieders is zo’n 60% een vennootschap onder firma (vof) en 30% een besloten vennootschap (bv), respectievelijk 5% en 2% van het totaal. Het resterende deel bestaat uit maatschappen en stichtingen. De overgrote meerderheid opereert lokaal: slechts 16% van de niet-eenmanszaken heeft twee of meer vestigingen (zie figuur 2.5).
Figuur 2.2 Aanbieders en werkenden naar type in het aanvullend onderwijs
Rechtsvorm aanbieders
- Eenmanszaak: 92%
- Vof: 5%
- Bv: 2%
Type werkenden
- Werknemer: 74%
- Zelfstandige: 26%
Het aantal aanbieders per leerling is het hoogst in de Randstad, Noord-Brabant en Arnhem/Nijmegen. Figuur 2.3 laat per COROP-gebied zien wat het aantal aanbieders is per duizend leerlingen in het primair en voortgezet onderwijs.\(^4\) Voor deze analyse beschouwen we elke vestiging als een aanbieder, omdat we anders bij grote aanbieders alleen het hoofdkantoor zouden meetellen. De gebieden Agglomeratie Haarlem en Delft en Westland hebben met om en nabij de 3,5 aanbieders per duizend leerlingen de hoogste aanbiedersdichtheid. In de meeste andere Randstedelijke gebieden, Noord-Brabant en Arnhem/Nijmegen ligt de verhouding tussen de 2 en 3 aanbieders per duizend leerlingen. De dichtheid is het laagst in Noordoost-Nederland.
\(^4\) De COROP-indeling is een indeling op regionaal niveau tussen gemeenten en provincies, ontworpen voor regionaal onderzoek. De gegevens voor COROP-gebied Delfzijl en omgeving zijn weggelaten vanwege te weinig waarnemingen.
In totaal observeren we circa 17 dzd werkenden in het aanvullend onderwijs, waarvan een kwart zelfstandigen en drie kwart werknemers. Figuur 2.2 toont de exacte verhouding. Zelfstandigen zijn de eigenaren van eenmanszaken, vof’s en maatschappen. Werknemers zijn alle personen die tussen januari 2022 en onze peilmaand maart 2023 ooit in loondienst hebben gewerkt bij een aanvullend onderwijsaanbieder. We kiezen voor deze referentieperiode om aan te sluiten bij de groep zelfstandigen. Van zelfstandigen weten we namelijk alleen dat zij in deze tijdspanne actief zijn geweest, maar niet in welke maanden. In 2022 waren er ruim 360 dzd werknemers in het publieke onderwijs, meer dan twintig keer de totale groep werkenden in het aanvullend onderwijs.\(^5\)
De meerderheid van de werknemers is in dienst bij een groot studiebegeleidingsinstituut. Ruim 300 aanbieders hebben werknemers in dienst; dat is zo’n 7% van het totaal. Figuur 2.4 laat voor deze aanbieders een indeling qua grootteklasse zien. Vooral bv’s hebben mensen in loondienst, gezamenlijk ruim driekwart van alle werknemers. Het overige kwart werkt met name bij eenmanszaken en vof’s, en in mindere mate bij stichtingen en maatschappen. De arbeidsmarkt in het aanvullend onderwijs is geconcentreerd: 60% van alle werknemers werkt bij de 5% grootste bedrijven (exclusief bedrijven zonder personeel).
Onze dataset bevat 34 privéscholen en hier zijn ruim 1100 personen werkzaam. Ook bij de privéscholen is de finale dataset kleiner dan de bronlijst, deels door de bundeling van KvK-nummers. Daarnaast kunnen we rond de helft van de instellingen op de bronlijst niet koppelen aan CBS-data. Bij scholen kan het zo zijn dat het personeel op een afzonderlijk KvK-nummer geregistreerd staat, dat niet via openbare gegevens te achterhalen is. In dit geval ontbreekt het KvK-nummer van de school in het bedrijvenregister. Ook kleine scholen kunnen ontbreken in het bedrijvenregister. Vermoedelijk is de onderschatting van het aantal werkenden bij privéscholen echter beperkt. Ongeveer de helft van de niet koppelbare instellingen bestaat uit zeer kleine scholen met vijftien leerlingen of minder. Nog eens 15% was al niet meer actief op het moment van koppeling. De instellingen die we wel konden koppelen zijn voornamelijk grotere instellingen.
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\(^5\) Dit cijfer baseren we op de onderwijspersoneelbestanden van het CBS. Werknemers zijn inclusief directie en ondersteunend personeel.
Figuur 2.4 Ook aanbieders met personeel zijn vaak klein en opereren lokaal
| Aantal werknemers | % |
|-------------------|---|
| | |
| 100 | |
| 80 | |
| 60 | |
| 40 | |
| 20 | |
| 0 | |
| | |
| N = 309 | |
| exclusief bedrijven zonder personeel |
- 1 werknemer: 18%
- 2-9 werknemers: 36%
- 10-49 werknemers: 32%
- >100 werknemers: 7%
Bron: CPB, CBS-microdata
| Aantal vestigingen | % |
|--------------------|---|
| | |
| 100 | |
| 80 | |
| 60 | |
| 40 | |
| 20 | |
| 0 | |
| | |
| N = 379 | |
| exclusief eenmanszaken |
- 1 vestiging: 84%
- 2 vestigingen: 10%
- >2 vestigingen: 6%
Bron: CPB, CBS-microdata
Beperkingen
In onze dataset ontbreken instellingen met een onduidelijke bedrijfsomschrijving, wat kan leiden tot een onderschatting van de omvang van de sector. Om aanbieders van aanvullend onderwijs te selecteren, gebruiken we de informatie in de handelsnaam en de bedrijfsomschrijving. De KvK stelt geen formele eisen aan de bedrijfsomschrijving in het handelsregister. In onze selectie ontbreken instellingen die hun activiteiten onduidelijk beschrijven. We denken echter dat de mogelijke onderschatting die hierdoor kan ontstaan beperkt is. Er zijn geen instellingen waar de omschrijving ontbreekt en de overgrote meerderheid beschrijft haar activiteiten gedetailleerd.
Instellingen zitten ook in de dataset als zij verschillende diensten aanbieden, met mogelijk een overschatting van de omvang van de sector tot gevolg. We selecteren instellingen zodra een van de bedrijfsactiviteiten onder het aanvullend onderwijs valt. In de data kunnen we echter niet zien wat de omvang van de verschillende activiteiten is en voor welke activiteiten welke werknemers in dienst zijn. We tellen dus mogelijk personen mee die volledig of gedeeltelijk andere diensten verlenen bij een aanbieder, wat kan leiden tot een overschatting. We weten evenmin wie er betaalt voor de diensten. Daarom zitten aanbieders ook in onze dataset als zij door scholen worden ingehuurd.
Een aantal groepen werkenden in de sector blijft buiten beeld, bijvoorbeeld werknemers zonder arbeidsovereenkomst, ingehuurde werknemers en informeel werkenden. Een vaak voorkomend dienstverband binnen de sector is een overeenkomst van opdracht. Hierbij verricht iemand werkzaamheden zonder in dienst te zijn bij het bedrijf. Soms huren bedrijven werknemers ook in via een payrollconstructie. In beide gevallen kunnen we werknemers niet identificeren in de CBS-data. We gaan er echter van uit dat het vooral studenten zijn die via dergelijke constructies werken en niet (voormalige) leerkrachten, de groep waar zorgen over verdringing spelen. Ook personen die informeel onderwijsdiensten aanbieden, zonder KvK-registratie of dienstverband, nemen we niet waar.
Betrouwbare diplomagegevens zijn pas vanaf 1990 beschikbaar, wat tot een onderschatting van het aantal leraren in de sector kan leiden. Leraren die voor 1990 hun diploma hebben behaald kunnen we dus niet als zodanig identificeren. Dit betreft leraren die ouder zijn dan grofweg 50 jaar. Personen die na 1990 nog een ander diploma hebben behaald, nemen we wel waar. Als het hierbij gaat om een diploma van een aanvullende lerarenopleiding, zoals de master *Educational Needs*, kunnen we deze personen ook als leraren aanmerken. Door meerdere onderwijsbestanden bij elkaar te voegen, missen we uiteindelijk maar voor 4% van de groep werkenden diplomagegevens. Als we specifiek kijken naar personen boven de 50 jaar zonder diplomagegevens, dan gaat het om 2,5% van het totaal. In onze analyses geven we aan hoe de resultaten zouden veranderen als deze personen allemaal een lerarendiploma zouden hebben.
3 Werkenden in het aanvullend onderwijs
3.1 Kenmerken van zelfstandigen
Zelfstandigen in het aanvullend onderwijs zijn voor driekwart vrouw en meestal ouder dan 40 jaar. Een kwart van de zelfstandigen biedt (ook) remedial teaching aan. Binnen deze groep ligt het aandeel vrouwen op 96%. Er is maar een kleine groep die zelfstandigheid vermoedelijk als een overgang naar hun pensioen gebruikt: maar 8% van de groep is ouder dan 65 jaar. Tabel 3.1 rapporteert demografische kenmerken.
Tabel 3.1 Demografische kenmerken werkenden in het aanvullend onderwijs
| | Vrouw (procent) | Gemiddelde leeftijd (jaar) | Ouder dan 65 jaar (procent) | Jonger dan 25 jaar (procent) | N |
|------------------------|-----------------|----------------------------|-----------------------------|------------------------------|-----|
| Zelfstandigen | 76,3 | 46 | 7,8 | 7,1 | 4489|
| Werknemers | 67,8 | 26 | 1,0 | 67,7 | 12.580|
| Studenten | 65,4 | 21 | Niet relevant | 90,5 | 7272|
| Niet-studenten | 71,1 | 32 | Niet relevant | 36,6 | 5308|
Noot: Demografische gegevens ontbreken voor 9 werknemers.
Twee op de drie zelfstandigen heeft een lerarenopleiding gevolgd. Voor het classificeren van opleidingen gebruiken we de internationale onderwijsindeling van UNESCO (ISCED-F13). Figuur 3.1 toont de opleidingsachtergrond. Van de zelfstandigen heeft 57% een diploma van een lerarenopleiding. We tellen elk lerarendiploma, ook als dat niet het hoogst of laatst behaalde diploma is. Voor de resterende groep kijken we naar het hoogst behaalde diploma. Een kleine 4% heeft een diploma van een aanverwante educatieve opleiding, zoals pedagogiek of onderwijswetenschappen. 23% heeft een andere opleidingsrichting afgerond. Van 8% hebben we geen diplomagegevens.
Het meest voorkomende lerarendiploma is de pabo, vaak in combinatie met een masteropleiding Educational Needs. Van de zelfstandigen met een lerarendiploma heeft 29% alleen een pabodiploma. Voor 28% is het hoogste diploma een master Educational Needs, vaak als vervolg op een pabodiploma. De master Educational Needs is een hbo-opleiding met focus op speciale onderwijszorg en bevat onder andere de leerweg remedial teaching, wat veel zelfstandigen aanbieden. Ongeveer 20% van de zelfstandigen heeft een lerarendiploma gericht op het voortgezet onderwijs en zo’n 5% gericht op het beroepsonderwijs.
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6 Voor lerarenopleidingen onderscheidt de UNESCO-indeling twee richtingen: (1) lerarenopleiding basisonderwijs, speciaal onderwijs en basiseducatie (code 113); en (2) lerarenopleiding algemene en beroepsgerichte vakken (code 114). We merken alle diploma’s van deze twee richtingen aan als lerarendiploma. Voor meer informatie, zie UNESCO Institute for Statistics (2015) en CBS (2022).
7 Als we veronderstellen dat alle personen boven de 50 jaar waar geen diplomagegevens van beschikbaar zijn een lerarendiploma hebben, zou het aandeel zelfstandigen met lerarendiploma stijgen van 57% naar 63%.
Ruim een derde van de zelfstandigen werkt ook in loondienst in het publieke onderwijs. Figuur 3.2 toont informatie over andere werkzaamheden. Meer dan de helft van de groep combineert zelfstandigheid met werk in loondienst. 38% is werknemer bij een school, voornamelijk als groepsleerkracht, wat past bij de onderwijsachtergrond van de groep.\(^8\) De overige 20% werkt in loondienst buiten het publieke onderwijs. Dit zijn met name banen in de sectoren onderwijs (maar niet op scholen), arbeidsbemiddeling, gezondheidszorg, maatschappelijke dienstverlening en verpleging.
Zelfstandigen die ook in het publieke onderwijs werken, hebben daar vaak substantiële banen. Tabel 3.2 rapporteert de kenmerken van deze banen. Deze zelfstandigen hebben gemiddeld een wat kleinere baan dan de gemiddelde baan in het publieke onderwijs, al is het verschil niet groot: hun gemiddelde deeltijdfactor is
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\(^8\) We rekenen zelfstandigen tot deze groep als zij minstens één keer in de periode januari 2022 tot en met maart 2023 werknemer zijn geweest bij een publieke school.
67% vergeleken met een sectorgemiddelde van 73%. Het gaat in de meeste gevallen om stabiele arbeidsrelaties. De groep zit gemiddeld al bijna vijf jaar bij hun huidige werkgever; een vast contract komt met 70% bijna even vaak voor als in het publieke onderwijs als geheel. Het gemiddelde uurloon is 28 euro bruto en daarmee vergelijkbaar met het gemiddelde voor onderwijzend personeel binnen het publieke onderwijs.
### Tabel 3.2 Baankenmerken werkenden in het aanvullend en particulier onderwijs
| Baan | Deeltijdfactor (procent) | Uurloon (euro) | Vast contract (procent) | Oproepcontract (procent) | Bij werkgever (jaar) | N |
|------|--------------------------|---------------|------------------------|-------------------------|---------------------|-----|
| Zelfstandigen met baan in het publieke onderwijs | 66,6 | 28,0 | 70,1 | 2,2 | 4,5 | 1726|
| Werknemers | | | | | | |
| Leraren | 48,9 | 20,0 | 43,9 | 33,2 | 1,9 | 756 |
| Studenten | 15,9 | 12,4 | 9,9 | 89,9 | 0,6 | 7271|
| Overig | 45,0 | 15,9 | 33,4 | 52,1 | 1,4 | 4449|
| Werkenden privéscholen | | | | | | |
| Leraren | 53,5 | 25,8 | 55,3 | 21,5 | 2,2 | 508 |
| Studenten | 35,1 | 16,3 | 11,7 | 52,0 | 1,1 | 196 |
| Overig | 54,3 | 21,6 | 42,2 | 27,5 | 2,0 | 448 |
| Sector publiek onderwijs | | | | | | |
| Onderwijzend | 72,9 | 25,2 | 74,1 | 1,8 | - | 358.945|
| Onderwijzend | 75,7 | 28,0 | 83,2 | 0,9 | - | 209.477|
**Noot:** Alle baangegevens zijn exclusief directeur-grootaandeelhouders (dga). Bij meerder banen per persoon aggregeren we de gegevens. Baankenmerken van zelfstandigen hebben betrekking op hun banen in het publieke onderwijs. Leraren zijn personen met een lerarendiploma, exclusief studenten. Studenten zijn personen met een inschrijving in het hoger onderwijs in het academische jaar 2022/23. Sectorgemiddelden gebaseerd op werknemers in het primair, speciaal en voortgezet onderwijs volgens de Pollsadministratie in de periode januari 2022 tot en met maart 2023. Gegevens hebben betrekking op de laatste beschikbare maand. Informatie over functies in het publieke onderwijs onttrekt voor 13% van deze werknemers, waardoor gemiddelden voor onderwijzend personeel niet de volledige groep beschrijven. Onderwijzend personeel bestaat uit groepsleerkrachten, vakleraren en overig onderwijzend personeel, maar niet uit leraren in opleiding of onderwijsondersteunend personeel.
### 3.2 Kenmerken van werknemers
**We onderscheiden twee groepen werknemers in het aanvullend onderwijs: studenten en niet-studenten.** Voor studenten is hun aanstelling bij een studiebegeleidingsinstituut meestal een bijbaan; de gemiddelde deeltijdfactor is 16% (zie tabel 3.2). In de regel vinden de werkzaamheden plaats als oproepkracht met een tijdelijk contract en ligt het uurloon dicht bij het minimumloon. Werknemers die niet studeren hebben vaak een grotere baan en een stabielere arbeidsrelatie met hun werkgever. Een op de drie werknemers heeft een vast contract en de gemiddelde deeltijdfactor bedraagt 46%.
**Bijna twee derde van de werknemers is student, waarvan er weinig toekomstige leraren zijn.** Figuur 3.3 toont opleidingsinformatie voor de groep studenten. Van alle studenten volgt slechts 12% een opleiding tot leerkracht. Een kleine groep van 7% volgt een aanverwante educatieve opleiding, zoals onderwijswetenschappen of pedagogiek. Het grootste deel volgt een maatschappelijke studie, zoals sociale wetenschappen, (bedrijfs)economie of rechten. De grootste groep bestaat uit bachelorstudenten: 55% volgt een wo-bachelor en 28% een hbo-bachelor. Daarbij moet worden opgemerkt dat er überhaupt meer bachelorstudenten zijn in het hoger onderwijs, aangezien deze groep langer studeert. Mogelijk speelt het ook een rol dat er voor masterstudenten aantrekkelijkere bijbanen beschikbaar zijn op de universiteit, zoals teaching assistant.
Figuur 3.3 Werknemers zijn vaak bachelorstudenten, maar geen toekomstige leraren
Opleidingsgroep studenten
- wo-bachelor: 55%
- hbo-bachelor: 28%
- wo-master: 15%
N = 7272
Opleidingsrichting studenten
- lerarenopleiding: 81%
- educatieve opleiding: 12%
- anders: 7%
N = 7272
Bron: CPB, CBS-microdata
Van de niet-studenten heeft 15% een lerarenopleiding gevolgd. Daarvan heeft de helft een lesbevoegdheid voor het basisonderwijs en de andere helft een bevoegdheid voor het voortgezet of beroepsonderwijs. We kunnen niet zien welke functie werknemers vervullen binnen de organisatie waar zij werkzaam zijn. Onder de niet-studenten zal bij grote bedrijven ook een deel werkzaam zijn in een ondersteunende functie, zoals personeelszaken, administratie of binnen de directie. Wanneer we niet-studenten met en zonder lerarendiploma vergelijken, valt op dat het gemiddelde uurloon bij die eerste groep ongeveer 4 euro hoger ligt: 20 euro tegenover 16 euro per uur.
Personen met een lerarenopleiding verdienen gemiddeld minder bij een studiebegeleidingsinstituut dan in het publieke onderwijs. Werknemers met een lerarendiploma verdienen gemiddeld 6 euro per uur minder dan vergelijkbare personen in het publieke onderwijs, een relatief verschil van 20%. Bij deze vergelijking corrigeren we voor verschillen in demografische kenmerken, gevolgde opleiding, en de maand van de observatie. Onder de werknemers met een lerarendiploma is een op de drie een oproepkracht en een vast contract komt half zo vaak voor als onder leraren in het publieke onderwijs (zie tabel 3.2). Er kunnen echter andere factoren spelen die de keuze voor het aanvullend onderwijs aantrekkelijk maken, zoals minder werkdruk of andere werkoosters. Uit kwalitatief onderzoek blijkt verder dat leraren het aanvullend onderwijs ingaan voor meer professionele voldoening en meer een-op-eencontact met leerlingen (Camphuijsen, 2024).
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9 Als we veronderstellen dat alle personen boven de 50 jaar waar geen diplomagegevens van beschikbaar zijn een lerarendiploma hebben, zou het aandeel niet-studenten met lerarendiploma stijgen van 15% naar 18%.
4 Werkenden bij privéscholen
Privéscholen vormen een kleine arbeidsmarkt. We observeren 1158 werknemers bij privéscholen in onze dataset. Dat is nog geen 0,5% van de totale groep werknemers in het publieke onderwijs. Ongeveer de helft van de instellingen is niet te koppelen aan CBS-data (zie paragraaf 2.2). Als deze scholen evenveel werknemers zouden hebben, was de omvang van de arbeidsmarkt nog steeds beperkt: rond de 1% van de totale groep werknemers in het publieke onderwijs. De groep zelfstandigen in het particulier onderwijs is kleiner dan tien waarnemingen, daarom rapporteren we voor privéscholen geen gegevens over deze groep.
Ongeveer de helft van de werknemers aan privéscholen heeft een lerarenopleiding gevolgd. 48% heeft een diploma van een lerarenopleiding. Dat is minder dan het vergelijkbare aandeel onderwijsgevend personeel in het publieke onderwijs, wat rond de 66% ligt.\(^{10}\) Van de leraren heeft 40% een diploma voor het voortgezet onderwijs en 29% een pabodiploma. Een derde van de privéscholen biedt zowel basis- als voortgezet onderwijs aan. Mogelijk zijn vooral leerkrachten met een bevoegdheid voor beide interessant voor deze onderwijsinstellingen. Personen met een diploma gericht op het voortgezet onderwijs zijn ook vakbevoegd voor het primair onderwijs. Een dergelijke docent kan bijvoorbeeld wiskunde geven aan een voklas en rekenen aan een po-klas.
De aanstellingen voor leraren aan privéscholen zijn kleiner en flexibeler dan in het publieke onderwijs. De gemiddelde deeltijdfactor is 54%, waar dat in het publieke onderwijs op 73% ligt (zie tabel 3.2). Bovendien heeft bijna de helft van de werknemers met een lerarendiploma een tijdelijk contract. In het publieke onderwijs heeft slechts 17% van het onderwijsgevend personeel een tijdelijke aanstelling. Het gemiddelde uurloon voor personen met een lerarendiploma is 26 euro, wat lager is dan het gemiddelde uurloon voor onderwijsgevend personeel in het publieke onderwijs.
Rond de 10% van de werknemers aan privéscholen combineert particulier en publiek onderwijs. Figuur 4.1 toont informatie over andere werkzaamheden. Ook van de overige werknemers hebben velen een band met het publieke onderwijs. 43% hebben in het verleden, dat wil zeggen in de afgelopen tien jaar, een keer in het publieke onderwijs gewerkt. Het gaat daarbij niet alleen om docenten. Van de personen die eerder in het publieke onderwijs hebben gewerkt, heeft zo’n 22% geen lerarendiploma. Dat kunnen mensen zijn die werken in een ondersteunende of managementfunctie binnen het onderwijs.
\(^{10}\) Op basis van de onderwijspersoneelbestanden van het CBS.
Figuur 4.1 Meerderheid werknemers privéscholen heeft band met het publieke onderwijs
Werkzaamheden naast privéschool
- ook werkzaam in publiek onderwijs: 10%
- eerder werkzaam in publiek onderwijs: 43%
- nooit werkzaam in publiek onderwijs (sinds 2013): 47%
N = 1158
Bron: CPB, CBS-microdata
5 Verdringing op de arbeidsmarkt voor leraren
In het aanvullend onderwijs werkt weinig onderwijsgevend personeel uit het publieke onderwijs. De onderwijspersoneelbestanden van het CBS rekenen in 2022 circa 240 dzd personen tot onderwijsgevend personeel in het publieke onderwijs.\(^{11}\) Het gaat hierbij om leraren en overig onderwijzend personeel. Door een koppeling met onze dataset kunnen we nagaan wie van deze groep (ook) in het aanvullend onderwijs heeft gewerkt, als zelfstandige of als werknemer. Ruim 1500 personen hadden in onze referentieperiode van januari 2022 tot en met maart 2023 (ook) werk in het aanvullend onderwijs. Dat is slechts 0,6% van de totale groep onderwijsgevend personeel (zie figuur 5.1). De resultaten zijn vergelijkbaar voor het onderwijsgevend personeel uit 2021. In totaal werken er rond de 3600 personen met een lerarendiploma in het aanvullend onderwijs. Dat is 1,5% vergeleken met de totale groep onderwijsgevend personeel in het publieke onderwijs.
Figuur 5.1 Weinig tekenen van verdringing op de arbeidsmarkt voor leraren
Ook werken er weinig recent afgestudeerde leraren in het aanvullend onderwijs. Dit blijkt uit de diplomabestanden van het CBS. In 2022 studeerden er circa 10 dzd nieuwe leraren af. Van deze groep zien we 91 personen als zelfstandige of werknemer terug in onze dataset. Dat is maar een kleine 0,9% van alle afstuderende leraren in 2022.
In verhouding tot het lerarentekort zijn er weinig zelfstandigen in het aanvullend onderwijs die tekorten zouden kunnen oplossen. Onder de zelfstandigen kunnen we 1038 personen tot de stille reserve rekenen, omdat zij een lerarendiploma hebben, onder de 65 jaar zijn en volledig buiten het publieke onderwijs werken.\(^{12}\) Dat vertaalt zich in grofweg 700 fte, als deze groep net als andere zelfstandigen met een baan in het publieke onderwijs een 67%-aanstelling zouden hebben (zie tabel 3.2). In 2023 is het geschatte lerarentekort grofweg 13.600 fte in het primair en voortgezet onderwijs (Adriaens et al., 2023; Den Uijl et al., 2023).
\(^{11}\) De onderwijspersoneelbestanden hebben als peilmoment de maand oktober van het betreffende jaar.
\(^{12}\) In het onderwijs beschrijft de term ‘stille reserve’ personen met een lesbevoegdheid die momenteel niet in het publieke onderwijs werken.
Vergeleken met het totale tekort gaat het om ongeveer 5% (zie figuur 5.2). Enerzijds zou ook een kleine groep docenten die terugkeert naar het publieke onderwijs verlichting kunnen bieden waar de tekorten het meest nijpend zijn. Anderzijds is het de vraag welk aandeel van de stille reserve kan en wil terugkeren.
**Figuur 5.2** Weinig personen die lerarentekort kunnen oplossen zijn werkzaam in het aanvullend onderwijs
Ook het aantal werknemers bij studiebegeleidingsinstituten dat mogelijk in het publieke onderwijs zou kunnen werken is relatief klein. 904 werknemers onder de 65 jaar hebben een lerarendiploma en werken niet al in het publieke onderwijs. Dat komt neer op circa 450 fte, als deze personen het bij hun huidige 49%-aanstelling zouden houden. Doordat er vooral studenten bij studiebegeleidingsinstituten werken, is het aantal mensen met een lerarendiploma beperkt. De omvang van de stille reserve is daarmee ook relatief klein, iets meer dan 3% van het totale tekort. Zelfstandigen en werknemers bij elkaar genomen, gaat het om circa 8% van het totale tekort.\(^{13}\) We hebben in dit onderzoek niet kunnen kijken of dit aandeel is veranderd over de tijd.
Het beeld verandert niet bij een regionale beschouwing: ook in de regio’s met de hoogste tekorten zitten er verhoudingsgewijs weinig potentiële leraren in het aanvullend onderwijs. Sommige arbeidsmarktregio’s kampen meer met tekorten dan andere (Adriaens et al., 2023; Den Uijl et al., 2023). Voor deze regio’s is de omvang van de groep potentiële leerkrachten in het aanvullend onderwijs bijzonder relevant. Figuur 5.3 toont per regio het percentage van het lerarentekort dat opgelost zou kunnen worden door een beroep te doen op werkkenden in het aanvullend onderwijs woonachtig in dezelfde regio. De geruite regio’s hebben de hoogste tekortpercentages.\(^{14}\) Slechts in één tekortregio, Flevoland, zitten er bovengemiddeld veel potentiële leerkrachten in het aanvullend onderwijs. Hier is de omvang van de stille reserve in het aanvullend onderwijs ongeveer 20% van het totale regionale tekort. Het is echter mogelijk dat een deel van de aanbieders die zich richt op Amsterdam in Almere woont. Dat zou het beeld kunnen vertekenen.
\(^{13}\) Dit percentage verandert weinig als we primair en voortgezet onderwijs apart bekijken. Het lerarentekort in het voortgezet onderwijs is circa 3800 fte. De stille reserve in het aanvullend onderwijs met een onderwijsbevoegdheid voor het voortgezet onderwijs is rond de 400 fte, ruim 11% van het tekort. Als alle personen zonder diplomagegevens boven de 50 jaar een lerarendiploma zouden hebben, neemt de stille reserve in het aanvullend onderwijs toe tot 10% van het totale tekort.
\(^{14}\) Tekortpercentages geven het tekort aan leraren ten opzichte van de werkgelegenheid voor leraren weer. We selecteren respectievelijk de vijf regio’s met de hoogste tekortpercentages in het primair onderwijs (Flevoland, Gooi en Vechtstreek, Groot Amsterdam, Haaglanden, Rijnmond) en voortgezet onderwijs (Achterhoek, Amersfoort, Haaglanden, Midden-Holland, Zaanstreek/Waterland). De regio Rijk van Nijmegen heeft een uiterst laag lerarentekort, wat de cijfers vertekent. De regio is daarom weggelaten. Zie bijlage C voor alle tekortpercentages.
In totaal beslaat de stille reserve in het aanvullend onderwijs maar 3% van de totale stille reserve. De omvang van de totale stille reserve in het onderwijs wordt geschat op 62 dzd personen in 2022 (Somers et al., 2024). We kunnen om en nabij 2 dzd personen in het aanvullend onderwijs tot de stille reserve rekenen, als we zelfstandigen en werknemers bij elkaar nemen. Dat is ongeveer 3% van de totale omvang van de stille reserve.
Deze resultaten zijn een momentopname; naarmate de sector groeit of verandert, kan de verdringing toenemen. Dit onderzoek beschrijft de situatie op peilmoment maart 2023. Op dit moment treedt er geen grootschalige verdringing op, maar dat zou kunnen veranderen als de sector en daarmee de groep werkenden groeit. De vraag naar geschoold personeel in het aanvullend onderwijs kan ook toenemen, als aanbieders in het aanvullend onderwijs complexere diensten willen gaan leveren. Vervolgonderzoek is nodig om de ontwikkelingen in de sector over een langere periode te beschrijven.
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15 Een eerdere studie uit 2017 in opdracht van het ministerie van Onderwijs, Cultuur en Wetenschap schat de stille reserve in het onderwijs op minimaal 83 dzd personen (Hoffius & De Vos, 2017a, 2017b).
Adriaens, H., Elshout, M., & Elshout, S. (2023). *Personeelstekorten primair onderwijs*, Peildatum 1 oktober 2023. Centerdata.
Bisschop, P., Van den Berg, E., Van der Ven, K., De Geus, W., & Kooij, D. (2019). *Aanvullend en particulier onderwijs. Onderzoek naar de verschijningsvormen en omvang van aanvullend en particulier onderwijs en motieven voor deelname*. SEO Economisch Onderzoek en Oberon.
Camphuijsen, M. (2024, 13 juni). Waarom ook leraren schaduwonderwijs geven. *Didactief*. Geraadpleegd op 13 juni 2024, van [https://didactiefonline.nl/artikel/waarom-ook-leraren-schaduwonderwijs-geven](https://didactiefonline.nl/artikel/waarom-ook-leraren-schaduwonderwijs-geven)
CBS. (2022). *Standaard Onderwijsindeling* 2021.
CBS. (2024a). *Uitgaven van huishoudens aan onderwijsondersteuning* [Dataset]. Geraadpleegd op 22 mei 2024, van [https://www.cbs.nl/nl-nl/maatwerk/2024/09/uitgaven-van-huishoudens-aan-onderwijsondersteuning](https://www.cbs.nl/nl-nl/maatwerk/2024/09/uitgaven-van-huishoudens-aan-onderwijsondersteuning)
CBS. (2024b). *Bedrijven; bedrijfsgrootte en rechtsvorm* [Dataset]. Geraadpleegd op 15 juli 2024, van [https://opendata.cbs.nl/statline/#/CBS/nl/nl/dataset/81588NED/table?ts=1722428987231](https://opendata.cbs.nl/statline/#/CBS/nl/nl/dataset/81588NED/table?ts=1722428987231)
De Geus, W., & Bisschop, P. (2017). *Licht op schaduwonderwijs. Onderzoek naar deelname aan en uitgaven voor schaduwonderwijs*. SEO Economisch Onderzoek en Oberon.
Den Uijl, M., Adriaens, H., Elshout, M., & Elshout, S. (2023). *Personeelstekorten voortgezet onderwijs*. Peildatum 1 oktober 2023. Centerdata.
Diris, R., Fairley, K., & Pietersma, S. (2023). Gebruik van aanvullend onderwijs op basisschool niet ongelijk verdeeld. *Economisch Statistische Berichten*. Geraadpleegd op 22 maart 2023, van [https://esb.nu/gebruik-van-aanvullend-onderwijs-op-basisschool-niet-ongelijk-verdeeld/](https://esb.nu/gebruik-van-aanvullend-onderwijs-op-basisschool-niet-ongelijk-verdeeld/)
Elffers, L. (2019). Het kopen van kansen: De inzet van schaduwonderwijs in de onderwijscompetitie. In H. van de Werfhorst & E. van Hest (Reds.), *Gelijke kansen in de stad* (pp. 55–66). Amsterdam University Press.
Elffers, L., Fukkink, R., Jansen, D., Helms, R., Timmerman, G., Fix, M., & Lusse, M. (2019). *Aanvullend onderwijs. Leren en ontwikkelen naast de school. Een verkennende schets van het landschap van aanvullend onderwijs in Nederland*. Nationale Wetenschapsagenda.
Fairley, K. (2023, 17 april). Van een luttele bijles per week ga je niet beter presteren. *NRC*. Geraadpleegd op 17 april 2023, van [https://www.nrc.nl/nieuws/2023/04/17/van-een-luttele-bijles-per-week-ga-je-niet-beter-presteren-a4162282](https://www.nrc.nl/nieuws/2023/04/17/van-een-luttele-bijles-per-week-ga-je-niet-beter-presteren-a4162282)
Hoffius, R., & De Vos, K. (2017a). Stille reserve aan leraren in het voortgezet onderwijs en middelbaar beroepsonderwijs. Ministerie van Onderwijs, Cultuur en Wetenschap.
Hoffius, R., & De Vos, K. (2017b). Stille reserve aan leraren in het primair onderwijs. Ministerie van Onderwijs, Cultuur en Wetenschap.
Inspectie van het Onderwijs. (2021). *De Staat van het Onderwijs* 2021.
Jansen, D., Elffers, L., & Jak, S. (2023). A cross-national exploration of shadow education use by high and low SES families. *International Studies in Sociology of Education*, 32(3), 653-674. [https://doi.org/10.1080/09620214.2021.1880332](https://doi.org/10.1080/09620214.2021.1880332)
Onderwijsraad. (2021). *Publiek karakter voorop*.
Somers, M., Groot, W., & Van Merode, F. (2024, 28 februari). Stille reserve voldoende om personeelstekort onderwijs op te lossen. *Economisch Statistische Berichten*. Geraadpleegd op 8 juni 2024, van https://esb.nu/stille-reserve-voldoende-om-personeelstekort-onderwijs-op-te-lossen/
UNESCO Institute for Statistics. (2015). *International standard classification of education. Fields of education and training 2013 (ISCED-F 2013) – Detailed field descriptions*.
Van de Schoot, R., De Bruin, J., Schram, R., Zahedi, P., De Boer, J., Weijdemra, F., Kramer, B., Huijts, M., Hoogerwerf, M., Ferdinands, G., Harkema, A., Willemsen, J., Ma, Y., Fang, Q., Hindriks, S., Tummers, L., & Oberski, D. L. (2021). An open source machine learning framework for efficient and transparent systematic reviews. *Nature Machine Intelligence, 3*(2), 125-133. https://doi.org/10.1038/s42256-020-00287-7
Van den Berg, E., Van Eijkern, I., Van den Broek, & Van der Wel, J. (2022). *Implementatiemonitor Nationaal Programma Onderwijs. Derde meting in het funderend onderwijs*. Regioplan.
Van den Berg, E., Prins, H., Jepma, I., Waaijer, C., & Haagsma, A. (2023). *Trends in aanvullend onderwijs. Monitor aanvullend onderwijs 2023*. SEO Economisch Onderzoek & Sardes.
Bijlage A: Gebruikte data
Voor bedrijfsgegevens raadplegen we het Algemeen Bedrijven Register (ABR). Het ABR bevat onder andere gegevens over oprichtingen of opheffingen, de bedrijfsstructuur en de rechtsvorm. Met de bestanden *inpheidtab* en de *koppeltabelzelfstandigen* kunnen we de eigenaren van eenmanszaken, vennootschappen onder firma (vof’s) en maatschappijen traceren. Van deze zelfstandigen weten we alleen wanneer hun bedrijf actief is geweest, maar niet hoeveel uren zij hebben gewerkt.
Met de Polisadministratie identificeren we de werknemers van deze bedrijven en krijgen we inzicht in hun banen. Het ABR is te koppelen aan het bestand *spolisbus*, dat gegevens over werknemersbanen bevat. Zo kunnen we nagaan welke personen in loondienst werken bij aanbieders van aanvullend onderwijs. Het bestand bevat ook informatie over lonen, gewerkte uren en contractvormen. We kunnen ook nagaan waar personen in het verleden in loondienst hebben gewerkt. Hiervoor kijken we tien jaar terug, tot en met 2013.
We combineren verschillende onderwijsbestanden voor informatie over diploma’s en inschrijvingen. De bestanden *diplomahotab* en *diplomambotab* bevatten informatie over behaalde diploma’s in het hoger en middelbaar beroepsonderwijs in de periode 2000 tot en met 2022.\(^{16}\) Deze data vullen we aan met informatie uit oude diplomabestanden voor het hoger onderwijs die teruggaan tot 1990.\(^{17}\) Als laatste optie gebruiken we het bestand *hoogsteoplab*, dat het hoogste opleidingsniveau bevat op basis van gegevens uit diverse registers. Met het bestand *onderwijsinschrtab* identificeren we lopende inschrijvingen in het hoger onderwijs.
Aanvullend koppelen we ook demografische en geografische kenmerken. Het bestand *gbapersoonstab* bevat persoonskenmerken uit de Basisregistratie Personen (BRP). We gebruiken informatie over het geslacht en het geboortejaar. Met adresbestanden bepalen we de regio van het woonadres. We richten ons op het woonadres, omdat we niet kunnen achterhalen bij welke vestiging van een bedrijf een persoon werkt wanneer een bedrijf vestigingen in meerdere regio’s heeft. Voor zelfstandigen gebruiken we wel het bedrijfsadres.
Tot slot maken we gebruik van de onderwijspersoneelbestanden van het CBS. Deze bestanden bevatten baangegevens van personen die in het publieke onderwijs werken in de maand oktober van het betreffende jaar. In de bestanden zijn zowel leraren als ander personeel opgenomen. Ook bevatten de data een indeling in verschillende categorieën leraren, waaronder vakleraar, groepsleraar en leraar in opleiding. De informatie is beschikbaar voor de periode 2016 tot en met 2022.
\(^{16}\) Het bestand *diplomambotab* start in 2004.
\(^{17}\) Vanaf 1990 is het bestand volgens het CBS voldoende betrouwbaar om diplomagegevens te presenteren.
Bijlage B: Aanvullende informatie over labelen
Om het labelen te standaardiseren, gebruiken we een labelschema. Tabel B.1 toont het schema. We hebben bedrijven gelabeld als aanvullend onderwijsaanbieder zodra minstens een van hun activiteiten overeenkomt met een activiteit in het schema. De activiteiten van een bedrijf zijn bepaald op basis van de handelsnaam en de bedrijfsomschrijving. Indien beschikbaar is ook de bedrijfswebsite geraadpleegd. Bij onduidelijke omschrijvingen en het ontbreken van een website hebben we het bedrijf niet meegenomen in de selectie.
Tabel B.1 Labelschema aanbieders aanvullend onderwijs
| Wel aanbieder | Geen aanbieder |
|-------------------------------------------------------------------------------|-----------------------------------------------------|
| Bijles | Studiekeuzeadvies |
| Huiswerkbegeleiding | Zzp-docent |
| Examen-/toets-/eindtoetstraining | NT2 of taalles (behalve bijles voor taalvakken) |
| Studiebegeleiding | Coaching |
| Studievaardighedentraining | Onderwijsadvies |
| Leren leren / leerstrategieën | Onderwijsassistent / leerlingenbegeleider / leerondersteuner |
| Overstapbegeleiding / brugklastraining | Motorisch remedial teaching |
| Extra ondersteuning bij leerbehoeften | Kindercoach (behalve in combinatie met activiteiten linke kolom) |
| Remedial teaching | Bijles internationaal baccalaureaat |
| Orthopedagogo | Gericht op hoger onderwijs |
| Begeleiding bij hoogbegaafdheid, indien gericht op schoolprestaties | Gericht op peuters |
Het handmatige labelen zorgt voor een nauwkeurigere selectie dan een selectie op basis van trefwoorden. Tabel B.2 zet de handmatige labels af tegen labels op basis van trefwoorden, zoals ‘bijles’ en ‘huiswerkbegeleiding’. De aanpak met trefwoorden identificeert maar 84% van de handmatig geselecteerde aanbieders. Van alle middels trefwoorden geselecteerde bedrijven is 17% geen aanbieder volgens de handmatige labels. Trefwoorden kunnen bijvoorbeeld een verkeerd positief resultaat geven als een aanbieder bijles aanbiedt, maar dit alleen gericht is op studenten. Een verkeerd negatief resultaat kan bijvoorbeeld ontstaan als de bedrijfsactiviteiten op de website staan, maar niet in de bedrijfsomschrijving van de KvK.
Tabel B.2 Vergelijking handmatige en trefwoorden-labels
| Label trefwoorden | Geen aanbieder | Wel aanbieder | Totaal |
|-------------------|----------------|---------------|--------|
| Geen aanbieder | 36.416 | 794 | 37.210 |
| Aanbieder | 844 | 4261 | 5105 |
| Totaal | 37.260 | 5055 | 42.315 |
Noot: De gebruikte trefwoorden zijn huiswerkbegeleiding, bijles, studiebegeleiding, examentraining, toetstraining, studievaardigheden, remedial teaching en variaties hierop.
### Tabel C.1 Tekortpercentages en aandeel stille reserve in het aanvullend onderwijs, regionaal
| Arbeidsmarktregio | Tekortpercentage primair onderwijs | Tekortpercentage voortgezet onderwijs | Stille reserve aanvullend onderwijs ten opzichte van totaal tekort |
|------------------------------------|-----------------------------------|--------------------------------------|---------------------------------------------------------------------|
| Achterhoek | 2,3 | 12,9 | 11,6 |
| Amersfoort | 8,6 | 9,2 | 12,4 |
| Drechtsteden | 11,5 | 5,7 | 4,7 |
| Drenthe | 3,5 | 2,9 | 13,2 |
| Flevoland | 17,6 | 6,9 | 20,9 |
| Foodvalley | 7,4 | 5,2 | 12,7 |
| Friesland | 8,5 | 3,0 | 6,5 |
| Gooi en Vechtstreek | 14,5 | 3,5 | 11,3 |
| Gorinchem | 12,2 | 3,2 | 4,5 |
| Groningen | 3,8 | 3,9 | 12,6 |
| Groot Amsterdam | 17,1 | 6,2 | 4,6 |
| Haaglanden | 18,0 | 9,5 | 4,1 |
| Helmond-De Peel | 5,2 | 6,1 | 5,4 |
| Holland Rijnland | 8,2 | 7,5 | 10,2 |
| Midden-Brabant | 8,0 | 4,0 | 11,3 |
| Midden-Gelderland | 5,1 | 2,0 | 19,6 |
| Midden- Holland | 6,8 | 12,0 | 8,6 |
| Midden-Limburg | 5,1 | 4,5 | 9,4 |
| Midden-Utrecht | 10,2 | 4,4 | 13,7 |
| Noord-Holland Noord | 5,1 | 5,7 | 11,4 |
| Noord-Limburg | 4,3 | 6,3 | 18,4 |
| Noordoost-Brabant | 7,6 | 3,6 | 14,9 |
| Regio Zwolle | 3,5 | 8,7 | 9,7 |
| Rijk van Nijmegen | 2,7 | 1,7 | 63,5 |
| Rijnmond | 15,2 | 6,5 | 4,5 |
| Rivierenland | 9,0 | 5,9 | 9,0 |
| Stedendriehoek en Noordwest Veluwe | 6,5 | 4,5 | 13,5 |
| Twente | 4,4 | 6,7 | 9,5 |
| West-Brabant | 5,8 | 4,4 | 11,2 |
| Zaanstreek/Waterland | 12,4 | 10,1 | 5,6 |
| Zeeland | 4,6 | 5,5 | 9,4 |
| Zuid-Holland Centraal | 12,1 | 7,2 | 8,0 |
| Zuid-Kennemerland en IJmond | 11,5 | 4,8 | 9,2 |
| Zuid-Limburg | 6,9 | 3,5 | 11,2 |
| Zuidoost-Brabant | 8,7 | 5,0 | 9,8 |
**Noot:** Tekortpercentages geven het tekort aan leraren in fte ten opzichte van de werkgelegenheid voor leraren in fte weer. Tekorten in het voortgezet onderwijs zijn afkomstig van Den Uijl et al. (2023). Tekorten in het primair onderwijs zijn gebaseerd op Adriaens et al. (2023), maar op verzoek opgesplitst naar arbeidsmarktregio’s. Hierbij is een andere weging gehanteerd dan in het oorspronkelijke rapport. De cijfers in de laatste kolom zijn de stille reserve in het aanvullend onderwijs in fte gedeeld door het totale lerarentekort in fte. De stille reserve in het aanvullend onderwijs bestaat uit zelfstandigen of werknemers in de sector die een lerarendiploma hebben, onder de 65 jaar zijn en op dit moment volledig buiten het publieke onderwijs werken.
|
60bbb93f-f368-4199-beb4-adf637abe56f
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HuggingFaceFW/finepdfs/tree/main/data/nld_Latn/train
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finepdfs
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nld_Latn
| 71,369
|
VERPEKA DOLLING
A truly bespoke yachting company, genuinely encompassing a client’s every need and desire...
Rest assured whether for sale and purchase, charter, management, construction or beyond, you are always supported by unparalleled experience both at sea and ashore.
VERPEKA DOLLING
A truly bespoke yachting company, genuinely encompassing a client’s every need and desire...
Rest assured whether for sale and purchase, charter, management, construction or beyond, you are always supported by unparalleled experience both at sea and ashore.
VERPEKA DOLLING
A truly bespoke yachting company, genuinely encompassing a client’s every need and desire...
Rest assured whether for sale and purchase, charter, management, construction or beyond, you are always supported by unparalleled experience both at sea and ashore.
We have a wide network that spans the globe both in terms of direct clients and brokers to ensure that your yacht is marketed effectively and worldwide.
Your vessel will be attended to and marketed individually and not lost in the mass production as with the large brokerage houses.
When searching for that perfect yacht, we will work with you to determine the exact type of yacht that you like and ensure that it will suit your specific needs. Our team will then search the globe finding suitable vessels that match the your specific parameters and send you selection presentations for your review. Once the selection is shortlisted we will then set up viewings of the yachts you have chosen, so that together, we can find the perfect vessel for you.
After the yacht is found and an agreement has been reached, we will then assist you in pre-purchase sea-trails and surveys, handle the negotiation and closing stages of the purchase, making the purchase of your dream yacht as smooth as possible.
After the sale has been concluded, we remain at your disposal for any additional help you may need from us. Our services simplify the details of yacht ownership whether it is just the initial assistance you need to get your new yacht into operation or continued yacht management, charter management or simple shore side support.
Chartering a luxury yacht allows you to explore endless stunning destinations while having the service and amenities of a luxury villa on the sea at your disposal.
For those clients who prefer the luxury and freedom of chartering a yacht, we can provide the widest and finest collection of motor and sailing yacht solutions, in destinations all around the globe. Whether you prefer a classic sailing yacht or a modern state of the art motor yacht we have the widest selection available and can find the perfect vessel for you. With bespoke hand crafted itineraries to satisfy the most discerning of clients, we are able to fulfil your dreams in the World’s most beautiful, exciting and exotic locations:
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If you are an owner and have yet to consider entering your yacht into the charter market, then we provide professional consultation and a boutique service for those who wish to optimise their investment.
This additional revenue stream helps offset various running costs associated with ownership and operation of a luxury yacht. We have extensive experience in this field and a client base that is second to none.
Located in Monaco, the internationally recognised centre of luxury yachting, we offer all the professional services needed to effectively market your yacht for charter.
With a private database full of satisfied clients, you can be assured your yacht is in good hands and your investment is being maximized efficiently.
VERPEKA DOLLING operates a complete bespoke yacht management division offering the Owner and the Captain a full range of management services individually customized to each client’s requirements.
This is headed up by a fully licensed and experienced large yacht captain with nearly 20 years of experience in building and operating yachts all over the world. This will ensure that the collaboration between the owner, management and captain is seamless and that day-to-day operations run smoothly.
Services Provided:
- Financial & Accounting
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- New Construction Project Management
Choosing to build the yacht of your dreams is an important decision and we are here to support and guide you through the process from inception all the way into final operation.
VERPEKA DOLLING has a strong team of ex-captains, engineers and a worldwide network of the best project managers, designers, surveyors and lawyers to ensure that the delivery is on time and on budget.
We are there from the concept and negotiate the best possible build contract and highest specification to ensure you, the client, is protected and your investment is maximised.
Our team will monitor and manage every facet of the build throughout and see your yacht through to delivery and into full operation.
We will also be happy to take your new yacht into out fleet of managed boats to ensure trouble free operation and to assist with any warranty issues that may arise.
Sales central agency : AXANTHA II
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VERPEKA DOLLING Yacht Brokerage
Le Ruscino - 14, Quai Antoine 1er - MC 98000 MONACO
Tel. +377 97 70 27 30
**Charter**
Nataliya Verpeka
email@example.com
**Charter Management**
Svetlana Wielinga
firstname.lastname@example.org
**Sales & Purchase Yacht Management**
Rob Dolling
email@example.com
**Administrative Assistant**
Olga Logvina
firstname.lastname@example.org
|
4d62ed46-bfdd-4daf-b734-f8d98deda403
|
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
|
eng_Latn
| 5,864
|
Návrh VZN zverejnený na vyhláškovej tabuli Obecného úradu Komjatice dňom 11.9.2015 Dňom vyvesenia návrhu VZN začína plynúť 10-dňová lehota počas, ktorej môžu FO a PO uplatniť pripomienku k návrhu v písomnej podobe, elektronicky alebo ústne do zápisnice na Obecnom úrade Komjatice v kancelárii prednostu OCÚ.
Návrh VZN zvesený z vyhláškovej tabuli dňa 08.10.2015.
Všeobecne záväzne nariadenie
č. 2/2015
o prevádzkovom poriadku pohrebiska a domu smútku.
záväzné č.2/2015 obce
Všeobecne nariadenie Komjatice
o prevádzkovom poriadku pohrebiska a domu smútku.
Obec Komjatice na základe ust. § 6 v spojení s ust. § 4, ods. 3 písm. f) a n) zák. č. 369/1990 Zb. o obecnom zriadení v znení neskorších predpisov vydáva toto Všeobecne záväzné nariadenie o Prevádzkovom poriadku pohrebiska a domu smútku v obci Komjatice.
Čl. 1
Predmet úpravy
Prevádzkový poriadok určuje podmienky, zásady a opatrenia, ktoré treba rešpektovať a dodržiavať pri prevazdkovaní pohrebiska v súlade zo zákonom č. 131/ 2010 Z.z o pohrebníctve a o zmene a doplnení zákona č. 455/1991 Zb. o živnostenskom podnikaní v znení neskorších predpisov a zákon č. 126/2006 Z.z o verejnom zdravotníctve o zmene a doplnení niektorých zákonov.
Čl. 2
Prevádzkovateľ domu smútku a pohrebiska
Dom smútku a pohrebisko prevádzkuje obec K O M J A T I C E IČO : 00308994 (ďalej len prevádzkovateľ). V prípade, že dom smútku je prenajatý, prevádzkuje ho prenajímateľ. Správcom pohrebiska je Obecný úrad Komjatice.
Čl. 3
Rozsah služieb poskytovaných v dome smútku
Prevádzkovateľ poskytuje v dome smútku služby:
b. priestory na sedenie pre pozostalých
a. chladiace zariadenie na dočasné uloženie ľudských pozostatkov,
c. zariadenie na odloženie vencov určených k pietnemu aktu
e. sociálne priestory
d. audiovizuálne zariadenie na zabezpečenie so zosnulým pred domom smútku
Čl. 4
Správa domu smútku
1) Prevádzkovateľ domu smútku zabezpečuje správu domu smútku a funkčnosť chladiaceho zariadenia.
2) Dom smútku slúži na:
a / dočasné uloženie ľudských pozostatkov v miestnosti vybavenej chladiacim zariadením, b / vykonávanie cirkevných a občianskych smútočných obradov.
3) Cirkevné a občianske smútočné obrady zabezpečuje obstarávateľ pohrebu.
4) Dom smútku sa otvára pre smútiacu rodinu 1 hodinu pred začatím smútočného obradu alebo podľa dohody s obstarávateľom pohrebu.
5) Údržbu domu smútku zabezpečuje prevádzkovateľ resp. prenajímateľ domu smútku.
6) Poplatky za dom smútku je povinný zverejniť prevádzkovateľ resp. prenajímateľ.
Užívanie hrobového miesta
1) Obstarávateľ pohrebu je povinný požiadať prevádzkovateľa pohrebiska o uzatvorenie nájomnej zmluvy na užívanie hrobového miesta alebo urnového miesta.
2) Prevádzkovateľ je povinný s obstarávateľom pohrebu ako nájomcom, spísať zmluvu o nájme užívania hrobového miesta (ďalej len „nájomná zmluva").
3) Po predložení platnej nájomnej zmluvy obstarávateľom pohrebu prevádzkovateľ určí hrobové miesto na vybudovanie hrobu v súlade s plánom miest na pochovávanie v prípade novootváraného hrobového miesta.
4) Prevádzkovateľ prenajíma hrobové miesto na uloženie ľudských pozostatkov minimálne na 10 rokov.
5) Prevádzkovateľ je povinný viesť evidenciu hrobových a urnových miest podľa §-u 17 odst.4 písm. a zák.131/2010 Z.z o pohrebníctve / Evidencia a plán hrobov sa vedie v elektronickej podobe program WinCity a taktiež je sprístupnená na internete www.cintoriny.sk /
Čl. 6
Povinnosti nájomcu hrobového miesta
1)
Odpad z hrobového alebo urnového miesta nájomca je povinný roztriediť a uložiť do príslušných kontajnerov na to určených.
2) Zakazuje sa nájomcovi hrobového miesta:
b.fajčiť v cintoríne,
a.vysádzať stromy a ostatné dreviny v cintoríne bez písomného súhlasu prevádzkovateľa cintorína,
c.odhadzovať odpadky mimo zberných nádob na to určených,
e.robiť hluk v cintoríne,
d.vodiť psov do cintorína,
f. neoprávnene zasahovať do iného hrobového miesta,
h.s užívaním domu smútku.
g.je povinný platiť nájomné za hrobové miesta a úhrady za služby poskytované
Čl. 7
Povinnosti návštevníkov pohrebiska
1) Návštevníci pohrebiska sú povinní:
b.dbať o poriadok, čistotu a starostlivo zaobchádzať so zariadeniami, ktoré slúžia verejnému záujmu.
a.na pohrebiska a v dome smútku správať sa spôsobom, ktorý nenarušuje pietu a dôstojnosť miesta,
c.zakazuje sa návštevníkovi pohrebiska:
e.fajčiť v cintoríne,
d.vjazd motorových vozidiel a motocyklov do cintorína bez písomného súhlasu prevádzkovateľa cintorína,
f. odhadzovať odpadky mimo zberných nádob na to určených,
h.robiť hluk v cintoríne,
g.vodiť psov do cintorína,
i. zasahovanie neoprávnenou osobou alebo nemajiteľom do iného hrobového miesta,
j. vstup deťom do 10 rokov do cintorína bez sprievodu dospelej osoby.
Čl. 8
Prístup cintorína
1 / Cintorín je prístupný verejnosti celoročne od 06.00 hod. do 22.00 hod.
3 / Vstup motorovým vozidlom do areálu cintorína povoľuje správca cintorína na dobu nevyhnutnú vykonania prác :
2 / Prístup zriaďovateľovi nového hrobového miesta resp. obnovenie hrobového miesta je v čase od 8:00 – 16:00 hod. Pondelok –Štvrtok a od 8,00 - 13,30 hod. Piatok
Pondelok – Štvrtok od 8.00 hod. do 16.00 hod.
Piatok od 8.00 hod. do 13.00 hod.
Čl. 9
Spôsob ukladania ľudských pozostatkov a plán miest na pochovávanie
1) Pochováva sa uložením ľudských pozostatkov do zeme alebo spopolnením.
2) Ľudské pozostatky a ľudské ostatky sa ukladajú do zeme na cintoríne.
3) Spopolnené ostatky sa ukladajú na pohrebisku v urne.
4) Ľudské pozostatky sa spravidla ukladajú po jednom do každého hrobu, ak dôležitý všeobecný záujem nevyžaduje uloženie do spoločného hrobu. Ďalšie ľudské pozostatky sa môžu do toho istého hrobu uložiť, len ak sú splnené podmienky stanovené zákonom.
5) Ukladanie ľudských pozostatkov a exhumácia ľudských ostatkov:
Hrob na ukladanie ľudských pozostatkov musí spĺňať tieto požiadavky:
a) hĺbka pre dospelú osobu a dieťa staršie ako 10 rokov musí byť najmenej 1, 6 m; pre dieťa mladšie ako 10 rokov najmenej 1, 2 m,
c) bočné vzdialenosti medzi jednotlivými hrobmi musia byť najmenej 0, 3 m,
b) dno musí ležať najmenej 0, 5 m nad hladinou podzemnej vody,
d) rakva s ľudskými pozostatkami musí byť po uložení do hrobu zasypaná skyprenou zeminou vo výške minimálne 1, 2 m.
Ľudské ostatky musia byť uložené v hrobe najmenej do uplynutia tlecej doby, ktorá podľa zloženia pôdy musí trvať najmenej 10 rokov. Dĺžku tlecej doby pre pohrebisko ustanoví prevádzkovateľ pohrebiska v prevádzkovom poriadku pohrebiska.
Pred uplynutím tlecej doby sa môžu do toho istého hrobu uložiť ďalšie ľudské pozostatky, ak je ich možné umiestniť nad úroveň naposledy pochovaných ľudských ostatkov a vrstva uľahnutej zeminy nad rakvou bude najmenej 1 meter.
Do hrobky je možné uložiť aj viacero rakiev s ľudskými pozostatkami a s ľudskými ostatkami. Rakva uložená do hrobky musí byť zabezpečená pred únikom zápachu do okolia a musí byť vyrobená tak, aby chránila ľudské ostatky pred hlodavcami.
Pred uplynutím tlecej doby možno ľudské ostatky exhumovať na žiadosť
b) obstarávateľa pohrebu alebo
a) orgánov činných v trestnom konaní, 11)
c) blízkej osoby, ak obstarávateľ pohrebu už nežije alebo ak obstarávateľom pohrebu bola obec.
Žiadosť podľa odseku 5 musí mať písomnú formu a musí obsahovať
b) list o prehliadke mŕtveho a štatistické hlásenie o úmrtí,
a) posudok úradu,
c) nájomnú zmluvu vydanú prevádzkovateľom pohrebiska, kde budú ľudské ostatky uložené.
(6) Ukladanie ľudských pozostatkov môže vykonávať iba osoba odborne spôsobilá na túto činnosť
v zmysle platného zákona.
(7) Náklady na exhumáciu uhradí ten, kto o ňu požiadal.
Čl. 10 Úprava a výzdoba výklenku kolumbária
1/ Po uložení urny do výklenku sa tento uzatvorí epitafnou doskou
b. do výklenku sa ukladajú spopolnené ostatky výhradne v úradných schránkach
a. epitafná doska je súčasťou kolumbária
c. k ucteniu pamiatky zosnulých je možné dať pod výklenok kytičku z prírodných alebo umelých kvetov
e. pokiaľ nájomca umiestni v priestore výklenku alebo epitafnej dosky predmety v rozpore s ustanovením článku 10, bude správcom pohrebiska vyzvaný na ich odstránenie. Ak tak neurobí, odstráni ich správca na náklady nájomcu. Správca následne vyzve písomne nájomcu na prevzatie odstránených vecí.
d. sviečky je možné zapaľovať len na miestach na ten účel vyhradených správcom
f. je vydaný prísny zákaz vŕtania, pribíjania a iného pripevňovania predmetov do stien kolumbária.
g. v prípade poškodenia, alebo znečistenia výklenku správca vykonaná opravu na náklady nájomcu.
Čl. 11 Dĺžka tlecej doby
1 / Ľudské ostatky musia byť uložené v hrobe najmenej do uplynutia tlecej doby, ktorá musí trvať najmenej 10 rokov odo dňa uloženia ľudských pozostatkov do hrobu, okrem pozostatkov, ktoré boli spopolnené.
2 / Po uplynutí nájomnej zmluvy hrobového miesto zanikne, ak:
a. napriek oznámeniu a písomným výzvam prevádzkovateľa, oprávnená osoba nepožiada o predĺženie doby prepožičania hrobového miesta a nezaplatí za toto predĺženie,
b. hrobové miesto nie je preukázateľne riadne udržiavané a ak oprávnená osoba toto miesto neuvedie ani po výzve prevádzkovateľa do stavu zodpovedajúcemu cintorínskemu poriadku,
c. sa cintorín alebo jeho časť vo všeobecnom záujme zruší,
d. kapacita cintorína neumožňuje prepožičanie miesta na ďalšiu dobu.
3 / Prevádzkovateľ upozorní oprávnenú osobu na skutočnosti podľa odseku 2 vyvesením oznámenia na pohrebnom mieste na to určenom, že uplynula doba prepožičania hrobového resp. urnového miesta a že za jeho prepožičanie na ďalšiu dobu treba v určenej lehote zaplatiť, inak právo na prepožičanie miesta zanikne. Oznámenie musí visieť na cintoríne na mieste na to určenom 6 mesiacov.
4 / Prevádzkovateľ po upozornení podľa odseku 3, užívacie právo na hrobové alebo urnové miesto zruší po uplynutí 6 mesiacov od zániku tohto práva.
Čl. 12 Spôsob nakladania s odpadmi
1) Nájomníci hrobového miesta a návštevníci cintorína ukladajú odpad z hrobového miesta do
2) zberných nádob na to určených.
3) Prevádzkovateľ cintorína zabezpečuje na zber odpadu z cintorína zbernú nádobu, ktorú vyváža pravidelne podľa potreby.
4) Je zakázané vhadzovať do kontajnerov stavebný odpad pri rušení a budovaní hrobového miesta. Tento odpad je povinný na vlastné náklady odstrániť zriaďovateľ nového miesta.
Čl. 13
Cenník služieb
1) Za poskytovanie služieb v dome smútku prevádzkovateľ určuje ceny.
2) Za poskytovanie služieb a nájomné miesto na obdobie 10 rokov v cintoríne prevádzkovateľ určuje ceny nasledovne:
za dočasné užívanie hrobového miesta nájomca platí prevádzkovateľovi nájomné a úhrady za služby (správa a údržba cintorína, údržba komunikácie a zelene v cintoríne, zber a odvoz odpadu z cintorína, dodávka vody) poskytované s užívaním hrobového miesta za :
Čl. 14
Záverečné ustanovenie
1. Pri prevádzke pohrebiska prevádzkovateľ postupuje v súlade so zákonom č. 131/2010 Z.z o pohrebníctve a o zmene a doplnení zák. č. 455/91 Zb. o živnostenskom podnikaní (živnostenský zákon) v znení neskorších predpisov.
2. Na zmenu prevádzkového poriadku pohrebiska potrebuje prevádzkovateľ súhlas obecného zastupiteľstva.
3. Toto Všeobecne záväzné nariadenie č. 2/2015 o prevádzkovom poriadku pohrebiska a domu smútku bolo schválené na zasadnutí Obecného zastupiteľstva dňa 08.10.2015, s účinnosťou 15 dňom po schválení OZ.
4. Dňom nadobudnutia účinnosti tohto VZN č. 2/2015 o prevádzkovom poriadku pohrebiska a domu smútku sa zrušuje VZN č. 1/2012 o prevádzkovom poriadku cintorína a domu smútku obce Komjatice, schválené na zasadnutí OZ dňa 01.03.2012 s účinnosťou od 16.03.2012.
Peter Hlavatý Starosta obce
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HuggingFaceFW/finepdfs/tree/main/data/slk_Latn/train
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slk_Latn
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What Is the Role of Electrical Stimulation Therapy?
Abstract
The burden of hard-to-heal wounds continues to grow and has a disproportionate impact on resources\(^1\). Chronic wounds account for two-thirds of the total cost of wound care within the U.K. (£6.5 bn) and costs continue to increase\(^1\). Despite following best practice, many wounds do not heal. New innovative technologies should be considered in everyday clinical practice, to expedite healing and improve the quality of life for the patient. Often it is wound pain which affects patients’ quality of life most significantly and its management should avoid the use of analgesics where possible.
This article will explore how electrical stimulation therapy (EST) has a unique combined effect of reducing wound pain and stimulating wound healing and is in fact one of the most evidence-based modalities in wound management today. A new device, Accel-Heal Solo, is now available that supports much easier adoption into frontline clinical practice. Accel-Heal Solo provides the benefits of EST, delivered by a single-use, pre-programmed, wearable, easy to use device. Observational studies on the predecessor device, Accel-Heal, report significant reductions in wound pain within 2 weeks of treatment and accelerated healing rates, which translate into significant cost savings and improved patient quality of life. Improved outcomes are also shown in real-life settings and individual case studies will be shared.
Introduction
Despite the huge number of dressings currently available, there has been surprisingly little real innovation in wound management over the last 20 years\(^2\) and the financial burden of hard-to-heal wounds on the UK’s National Health Service (NHS) continues to grow\(^1\). Recent prevalence of wounds was estimated to be 3.8 million among the adult population of the UK, increasing year on year\(^2\). Guest et al (2020) determined that 51% of chronic wounds remained unhealed in the study year, accounting for two-thirds of the total cost of wound management, which is estimated to be $8.3bn per annum. The majority of patients are managed in the community setting, with health care professionals (HCPs) accounting for 53% of the costs. With prevalence and costs increasing, this will continue to have a significant effect on an already depleted NHS workforce and resources. Some expert panels\(^3\) have even suggested that globally ‘wound care is in crisis’.
The impact for patients and their family of living with a chronic non-healing wound is also well documented\(^4-9\), many of whom live without any hope of improvement, whilst suffering pain, non-healing, infection, sepsis, risk of amputation and death\(^10-11\).
Challenges in management centre upon achieving healing and the avoidance of adverse events such as infection, sepsis and amputation, together with symptom management, including pain, exudate and irritation, to improve quality of life. Best practice should be instigated to include: holistic management of the wider factors that delay healing; prevention of wounds; revascularisation; lifestyle changes such as smoking cessation and nutrition; reducing and
managing infection; wound bed preparation/management; pressure off-loading/reduction and pain management\textsuperscript{10,12-19}.
However, despite following best practice, many wounds still fail to heal. Alternative approaches need to be considered, rather than by simply applying yet another topical dressing, many of which have been around for 50 or 60 years\textsuperscript{2}, and in the main, focus on exudate and antimicrobial management, to facilitate the body to self-heal, rather than being an interactive treatment to stimulate cell processes and promote wound healing. Most wounds fail to heal due to underlying conditions of the patient and within the wound itself, and the primary dressing alone is unlikely to address this.
The National Wound Care Strategy Programme (NWCSP) has been commissioned by NHS England and NHS Improvement for pressure ulcers, lower limb and surgical wounds, and seeks to improve care for people with wounds, to reduce patient suffering, improve healing rates and prevent wound occurrence and recurrence.
Leg ulcer assessment, diagnosis and treatment are included in the 2022/2023 Commissioning for Quality and Innovation (CQUIN)\textsuperscript{20}, in the community setting, in order to increase the number of patients receiving high compression therapy if indicated. However, despite compression therapy being one of the most evidence based therapies for venous leg ulcers, it is often not tolerated by patients due to the pain\textsuperscript{21}, with evidence suggesting that 40% of HCPs would remove or reduce compression if the patient had significant pain\textsuperscript{22}.
How can we do things differently to reduce patient suffering, promote healing, improve clinical outcomes and meet the new CQUIN targets?
Innovation is being supported for use across the healthcare system in the NHS Long Term Plan\textsuperscript{23}, and will be central to securing transformation and improved patient outcomes. Fast adoption of cost-effective new technologies will be accelerated\textsuperscript{23}, so that proven innovations get to patients faster.
So, the green light has been given to HCPs, to use alternative approaches in managing hard-to-heal wounds, rather than just using another dressing.
This article will explore EST and the compelling evidence base behind it. EST has been used for many years for wound management, but widespread adoption has previously been challenging due to the format it was available in.
Whilst very efficacious, devices were complicated clinic based units, requiring specialist training and could not be used in conjunction with preferred dressing regimes and compression therapy if indicated.
The innovative treatment (Accel-Heal Solo) has now made frontline adoption of EST possible. Accel-Heal Solo is a single-use wearable device that delivers a fixed 12-day programme of subsensory electrical stimulation therapy to hard-to-heal wounds to relieve pain and accelerate healing. The article will further discuss the mode of action, benefits, application, indications and contra-indications for using Accel-Heal Solo together with the growing evidence that is available.
**Electrical Stimulation Therapy (EST)**
Human physiology is electrochemical in nature. Within the skin, a stream of Na+, K+ and Cl- ions moving in opposite directions create a difference in voltage between the surface of the epidermis and the deeper layers, establishing a stored electrical potential or ‘skin battery’.
After wounding, microcurrents flow into the wound site, establishing a ‘current of injury’\textsuperscript{24}, which stimulates cellular activity such as migration and activation of gene expression in macrophages, endothelial cells, fibroblasts and keratinocytes\textsuperscript{25}, as part of normal wound healing (see Figure 1). The current of injury extends up to a radius of 2-3mm around the wound\textsuperscript{26}. As the wound closes, the current of injury progressively reduces.
Due to adverse events occurring within the wound such as the presence of foreign bodies; accumulation of slough and necrotic tissue or following the development of biofilms and/or infection, many wounds become stuck in the inflammatory phase. In chronic non-healing wounds, microcurrents are thought to dissipate and become dysfunctional or completely absent\textsuperscript{27}.
Application of electrical stimulation therapy is effectively restoring a normal process in wound healing to mimic the current of injury, which has become “exhausted” due to the chronicity of the wound (see Figure 2). So, far from being a sideshow or a curiosity, electric fields are established as part of the fundamental mechanisms of cell and tissue growth and control\textsuperscript{28}.
EST has been used in medicine for many years, for example; in cochlear implants, cardiac pacemakers, spinal cord nerve stimulation and facial therapies for aging skin. The level of electricity delivered varies, depending on the type of stimulation required.
Where strength-duration of the stimulus exceeds the threshold for nerve activation, electrical stimulation causes either a sensory effect (that can range from tingling to ‘pins and needles’), or a motor effect such as a muscle twitch, some of which can be painful for the patient\textsuperscript{25}. Electrical stimulation devices for wound healing can be effective at a much lower level of stimulus (see Figure 3).
**Figure 1:** EST stimulates many aspects of the healing pathway.
**Figure 2:** Wound Healing relies on ‘a current of injury’.
**Figure 3:** EST: Where strength-duration of the stimulus exceeds the threshold for nerve activation electrical stimulation causes either a sensory effect (that can range from tingling to ‘pins and needles’) or a motor effect such as muscle twitch.
The electrical impulses of Accel-Heal Solo remain in the subsensory domain.
Electrical stimulation therapy (EST) is one of the most widely evidence-based therapy areas in wound management. The extensive evidence base includes nine meta-analyses, eight systematic reviews, and over 35 RCTs, that describe the efficacy of EST in wound management. Although the EST described in these studies is delivered via a variety of formats and stimulation parameters, this evidence base does provide a high level of validity and confidence in the science, mode of action and clinical effect of this technology platform, to reduce pain and stimulate wound healing.
Electrical stimulation has been recognised for use internationally in guidelines and recommendations from the European Wound Management Association and the National Pressure Ulcer Advisory Panel for a range of chronic wounds, such as pressure ulcers, leg ulcers and diabetic foot ulcers.
**Accel-Heal Solo**
Accel-Heal Solo is a class IIa medical device which delivers low voltage biphasic monophasic pulsed current (LVBMPC) electrical stimulation therapy to the wound, mimicking levels seen in the body’s natural systems. The device delivers repeated treatment sessions, each lasting 28 minutes and 40 seconds, with a resting period repeated several times daily throughout the 12-day treatment period. Meta-analyses have shown that EST devices, like Accel-Heal Solo, that deliver a “pulsed current” stimulation are more efficacious than other types of devices.
Accel-Heal Solo is small and discreet, about the size of a car key fob, and can be worn unobtrusively by the patient in all settings, without the need to attend specialist clinics. Accel-Heal Solo is worn continuously over the therapy period and is used alongside standard therapy to ensure wound bed preparation strategies are continued according to best practice, and compression therapy if indicated for leg ulcers.
Accel-Heal Solo (see figure 4), is the next generation of Accel-Heal and offers all the benefits of the original device (which needed changing every 48 hours) while providing the therapy using one device which runs for the duration of the 12-day treatment. While the 12-day programme of electrical stimulation is identical, the use of a single device ensures a more regulated and controlled delivery of the therapy and simpler management by clinicians, carers and patients alike. Accel-Heal Solo also provides a new LED light feature, to provide the patient/ carer/ clinician information regarding the operational status, and a clip and strap to secure the device.
Accel-Heal Solo is recommended for:
- Any wounds not healing as expected including leg ulcers, DFUs, post-operative wounds, pressure ulcers and burns.
- Patients with unmanaged pain.
- Patients who are unable to tolerate any or high compression therapy due to pain.
- Patients who are unable to tolerate treatment regimes such as debridement.
- Patients with high risk of delayed healing such as immunocompromised, diabetes, ischaemia; recurrent wounds.
**Figure 4: Accel-Heal Solo**
Indications and contraindications for use are provided in the IFU:
tinyurl.com/3748m4h9
What Is the Role of Electrical Stimulation Therapy?
“In chronic wounds, there is strong and growing evidence demonstrating that Accel-Heal Solo can reduce pain, kick start the healing process, improve quality of life for patients, and provide economic benefits.”
Application of Accel-Heal Solo
Accel-Heal Solo is a current controlled device, which monitors current flow through the electrodes and automatically adjusts the voltage to ensure the required current program is delivered, regardless of variables, such as skin texture and distance of electrode pads. This enables the electrode pads to be placed at some distance from the wound edges, and the device will still deliver the prescribed dose of EST™, thus enabling the pads to be placed away from pressure points, for example sacral wounds and diabetic foot ulcers to the foot plantar (see figure 5).
Application Of a Second Accel-Heal Solo Treatment
Hard-to-heal wounds may have an initial response to Accel-Heal Solo therapy, but as with any wounds, can then deteriorate or become stalled again. This can be due to untoward events in the wound such as infection, or a general deterioration in the general health of the individual. In the author’s experience, and that of key opinion leaders, although the majority of cases only require one Accel-Heal Solo therapy to expedite complete healing of the wound, those patients who had a positive response to the initial treatment, which then become stalled or exacerbated, might benefit from a second application of the Accel-Heal Solo therapy. It is recommended to wait approximately 4 weeks after initiating the first therapy, to enable the wound to kick start and demonstrate the early clinical signs of improvement that is so frequently observed.
How Does Accel-Heal Solo Improve Clinical Outcomes?
In chronic wounds, there is strong and growing evidence demonstrating that Accel-Heal Solo can reduce pain, kick start the healing process, improve quality of life for patients, and provide economic benefits.
Pain Reduction
NICE advocates to consider using alternative non-pharmacological approaches to manage chronic pain. Analgesia is known to have many adverse effects, and often patients are reluctant to take them, or they are ineffective.
One widely used device for pain management across a range of co-morbidities, is transcutaneous electrical nerve stimulation (TENS), involving the use of milliamp current to reduce pain and muscle spasms. The stimulus exceeds the threshold to cause a deliberate sensory effect (see Figure 3), so is an intentionally high stimulus, adjusted by the individual, to interfere with/block the gate control for pain signals in nerve fibres. It can take some time for tolerance to be established, and causes tingling through to throbbing and even discomfort.
However, TENS is not a cure for the pain, and often only provides short-term relief while the TENS machine is being used. Alternatively, a microcurrent device, such as Accel-Heal Solo, acting at a much lower level of stimulation, (1000 times weaker than TENS\textsuperscript{71}), restores the natural endogenous current to tissue, in order to provide a healing effect, and in doing so also has an analgesic impact at the localised level by dampening down the inflammatory response\textsuperscript{71}. Evidence has highlighted that Accel-Heal reduces pain within a few days and sometimes even within a few hours of application, and this pain reduction is sustained following the 12-day therapy.
The exact mechanism of pain reduction using EST is unknown, but it appears that the pain reduction is often noted well before wound healing is achieved, indicating a more active and specific effect\textsuperscript{25}.
A randomised gene expression analysis\textsuperscript{72}, demonstrated that after 48 hours of stimulation, Accel-Heal was found to affect gene expression in human skin. In particular, Accel-Heal down-regulated 25 pro-inflammatory genes that are implicated in painful, chronic ulcers and in inflammation. This change in gene expression may represent a dampening effect and may be of benefit to wounds. This supports the hypothesis that Accel-Heal can help move a wound from the inflammatory phase into a healing phase. As inflammation is linked to pain, this study may also suggest a mechanism behind the pain reduction that is seen in clinical practice.
The evidence demonstrating the positive clinical outcomes regarding pain reduction using Accel-Heal therapy is significant. Information has been extrapolated from previous studies, to include any patients/ wounds who had their pain score recorded (visual analogue score (VAS) range 0-10), prior to Accel-Heal therapy, at the end of the 12 day treatment and at the end of the study period\textsuperscript{28,51,53,55,58,62,66-69}.
71 patients from 11 studies were included in the analysis, and had been evaluated for usage of Accel-Heal EST for a period of between 4.3 to 21 weeks. Many patients had pain scores >5, and were taking several types of analgesia, and suffering sleeplessness and social isolation.
The data demonstrated a mean pain score of 6.81 (VAS) prior to therapy, reducing to a mean of 2.62 (61.5% reduction) after the 12 day therapy and reducing to a mean of 0.4 (94.2% reduction) by the end of the evaluation (see Figure 6).
This pain reduction had a significant impact on many patient’s lives, with many reducing their analgesia, reporting improvements in their mobility and social lives and sleeping.
**Healing and Wound Size Reduction**
A range of evidence has demonstrated the positive impact Accel-Heal has on wound size in hard-to-heal wounds. In three observational studies\textsuperscript{28,51,58}, involving 37 non-healing wounds, healing was achieved in 84-90% within 20 weeks. 27% (n=10) of wounds had been present for over one year prior to Accel-Heal therapy.
To validate the healing potential even further, information has been extracted from several previous studies to include any patients’ wounds who had their wound dimensions recorded prior to Accel-Heal therapy, following the treatment and at the end of the study.
period\(^{28,46,51,53,55,58,60,62,65-69}\). 120 patients/wounds from 14 studies were analysed. The studies included a range of complex non-healing wounds, including venous leg ulcers (failed to heal despite compression therapy), DFUs, post-operative wounds and arterial ulcers. Some wounds were extensive and had been present for many years. Patients had been seen for the evaluation process for a period of between 12 days to 182 days. The analysis demonstrated a mean wound size of 17.25 cms square (range 0.04 - 133), prior to Accel-Heal therapy. Following the therapy (assessed between 12 days to 8 weeks), the mean wound size was reduced to 12.8 (reduction of 25.8%). At the end of the evaluations, the mean size was 4.97 (reduction of 71.2%) (see Figure 7).
**Pain Reduction and Wound Healing**
The combined effect of the pain relief and wound size reduction results are illustrated (see Figure 8) to demonstrate how applying Accel-Heal to static wounds results in immediate and significant pain reduction followed by wound healing over a 12 week period. Accel-Heal restores the normal wound healing process, which relieves the pain and stimulates healing.
**Cost Effectiveness**
Several economic studies have demonstrated the cost effectiveness of using Accel-Heal\(^{16-19}\). One study\(^{51}\) demonstrated a decrease of 74% in district nursing time over the 20 week study period (see Figure 9), resulting in cost-efficiencies in nursing time and cost savings in dressings and bandages. Analysis of a previously reported RCT\(^{17}\) determined that wounds being treated with Accel-Heal, healed on average 3.6 weeks faster vs standard care, resulting in cost savings of £936 per patient on average.
**Examples in Practice Using Accel-Heal to Reduce Pain and Stimulate Healing in Hard-To-Heal Wounds**
An observational study (n=14) was undertaken in a community trust in Scotland, to demonstrate the effectiveness in pain reduction and wound size reduction for patients with hard-to-heal wounds using the 12-day Accel-Heal therapy. Data was collected prior to the application of
Accel-Heal, following the 12-day therapy, and every 4 weeks, for up to 20 weeks. Wound aetiology included venous leg ulcers (VLUs) (n=13) and unknown aetiology leg ulcers (n=1).
57% (n=8) patient’s wounds had pain, with a mean pain score of 3.14 (range 0-10), and 29% (n=4) had a pain score >5. On completion of the Accel-Heal therapy, the mean pain score was reduced to 2.79 (range 0-10) demonstrating an 11.4% reduction. At the end of the study period, the mean pain score was reduced to 0.14 (range 0-2), demonstrating an overall pain reduction of 95.5% during the study period (see Figure 10). The study also demonstrated a mean wound size reduction of 29% and 87% within 2 weeks and 20 weeks of commencing the therapy respectively. 71.4% (n=10) of all wounds healed within the study period.
**Case Studies, 1**
A 66 year old gentleman was in hospital in Kuala Lumpur with a DFU to the lateral aspect of the right foot, which had been present for 2 years. Past medical history included Diabetes Mellitus and renal transplantation.
Despite multiple sessions of wound debridement, the wound showed no improvement. Treatment with Accel-Heal therapy commenced (day 0) on 21/04/21, and the wound measured 105 cm square with approximately 90% slough and exposed tendon (see Figure 11) and moderate purulent exudate. Dressings continued with protective absorbent dressings. His pain score was 4/10 (VAS), which was affecting his sleeping.
On day 9, the wound had reduced in size, measuring 97.5 cm square (see Figure 12). The pain score reduced to 2/10 (VAS), with a significant improvement with his sleeping.
Fourteen weeks after commencing Accel-Heal therapy, the wound had improved considerably and measured 40 cm square with 50% slough, demonstrating a 62% reduction in size (see Figure 13), and a pain score of 1/10 (VAS).
**Case Studies, 2**
A 90 year old female was being seen at home by community nurses in the UK, for a non-healing VLU to her tibial crest following a traumatic injury 4-6 months previously. Past medical history included dementia. Her ankle brachial pressure index (ABPI) was within normal limits, but she had a history of intolerance to compression therapy due to the presence of...
high pain levels. Prior to Accel-Heal therapy (day 0), the wound measured 24.75 cm square, with 30% slough and evidence of friable tissue (see Figure 14), requiring twice weekly visits for application of honey dressings and high compression therapy. Her pain score was 5/10 (VAS).
Following the 12-day Accel-Heal therapy (day 14), the wound measured 10.25 cm square (reduction of 58.5%), and dressings were reduced to weekly. The pain score reduced to 1/10 (VAS).
Within 12 weeks of commencing Accel-Heal, the wound healed with no pain (see Figure 15).
**Patient Feedback**
Patient feedback has been significantly positive\(^{63,61-63,66-67}\). Patients who were previously taking opiates have been able to remove their analgesia and reported improved sleeping and mobility. Some testimonials from patients include:
“If I hadn’t had the device put on I think I would have been struggling.”
*Patient in UK*
“I would recommend it to anybody… If I had to have the treatment again I would have it willingly because I couldn’t stand to have that pain again.”
*Patient in UK*
“For a long time we were getting nowhere, I feel like because of that I lost a few years as it was a real struggle, so now I’m delighted to start improving… I have a great family around me who are all so pleased with the progress, just ask my daughter in law, she’s thrilled.”
*Patient in UK*
**Conclusion**
EST needs to be considered for use by clinicians, in order to replenish the diminished/absent microcurrent signalling in chronic wounds, which is so vital in the complex healing cascade.
There is a wealth of evidence to demonstrate the significant improved clinical outcomes and economic benefits of using Accel-Heal Solo for hard-to-heal wounds. Benefits include early relief of pain, reduced inflammation, oedema and exudate and stimulation of the healing cascade. These benefits result in improved mood, reduced anxiety and sleeplessness and improved mobility for patients, many of whom have given up any hope of their wound/s healing and suffer endless unmanaged pain.
Accel-Heal Solo also enables tolerance to other gold standard treatments such as debridement, wound cleansing and compression therapy, which are frequently poorly accepted by patients due to the pain and inflammation.
Accel-Heal Solo is a cost effective, easy to use EST, which is readily available for use in the UK, for use in hard-to-heal wounds to relieve pain and accelerate healing. The unique, compact device is ideal for use in a variety of settings, and the ease of use enables it to be accessible for patients, carers and clinicians.
“The unique, compact device is ideal for use in a variety of settings, and the ease of use enables it to be accessible for patients, carers and clinicians.”
References
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2. Finkler J (2021). Has anything changed? Wounds UK, 17(4): 6-9.
3. Morgan M, O’Neil P, Fuller G (2018). The burden of chronic wounds in the UK: a cross-sectional dataset. Drilling into hard-to-heal wounds with early multidisciplinary intervention strategy. Wound Progress, 1: Wound Care, 29 (Suppl 1): S1-S10.
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20. NHS (2022a). Commissioning for Quality and Innovation (CQUIN): 2022/23. NHS England and NHS Improvement. Available online at: https://www.england.nhs.uk/wp-content/uploads/2022/02/CQUIN-2022-23-Consultation-Response-2022-02-24.pdf
21. Diacronne F (2020). A multi-professional approach to improving healing rates of complex patients under the care of an interprofessional team. Wounds UK, 16(1): 1-10.
22. Atkins L and Martin R (2020). An audience survey of practice relating to pain in the management of chronic venous leg ulcers. Wounds UK, 16(1): 11-16.
23. Atkins L, Martin R, O’Neil P (2020). Pain management in chronic venous leg ulcers. Wounds UK, 16(1): 17-22.
24. Atkins L, Martin R (2020). An audience survey of practice relating to pain in the management of chronic venous leg ulcers. Wounds UK, 16(1): 11-16.
25. Atkins L, Martin R (2020). Pain management in chronic venous leg ulcers. Wounds UK, 16(1): 17-22.
26. Ovseja L, Young S, Hampton S (2010). Acel-Hi-Heat: a new therapy for chronic wounds. Conn Wound Care, 24(5): 16-20.
27. Ovseja L, Young S, Hampton S (2010). Acel-Hi-Heat: a new therapy for chronic wounds. Conn Wound Care, 24(5): 16-20.
28. Ovseja L (2019b). Application of Acel-Hi-Heat for patients with chronic venous leg ulcer: an evaluation in a community setting. Wounds UK, 15(1): 1-6.
29. Hocker D, Preville W (2002). OLTs: Therapeutic Modalities in Rehabilitation, 4th Edition. Mosby, St Louis, Missouri.
30. Nwondume-Coy I, Lamo-Manso P, Nwondume-Mabuza E et al (2021). Electrical microcurrent stimulation therapy for wound healing in adults. Cochrane Database Syst Rev, 12: CD014027. https://doi.org/10.1002/14651858.CD014027.pub2
31. Arora M, Harvey L, Ghiasi J et al (2020). Electrical stimulation for treating pressure ulcers. Database Syst Rev, 1(1): 1-10.
32. Chen Z, Chen Y, Li Y, Gu Q (2021). Electrical stimulation as an adjunctive therapy for Diabetic Foot Ulcer. A Meta-analysis. J Clin Med, 10(1): 1-10. https://doi.org/10.3390/jcm1001001
33. Gupta B and Dhar S (2021). High Voltage Monophasic, Pulsed Current (HVMP) for stage II-IV pressure ulcer care: A systematic review. J Clin Exp Dermatol Res, 12(1): 1-10.
34. Kibera C, Kotsis S, Rosati M et al (2021). Efficacy evaluation of electrical stimulation protocols for chronic wounds: a systematic review. Int Wound J, 18(1): 1-10.
35. Kibera C, Kotsis S, Rosati M et al (2021). Efficacy evaluation of electrical stimulation protocols for chronic wounds: a systematic review. Int Wound J, 18(1): 1-10.
36. Lata D, Spaulding S, Burke S, Houghton P (2016). Electrical stimulation therapy for the treatment of pressure ulcers in children. J Pediatr Nurs, 31(1): 1-10.
37. Liu X, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
38. Li X, Zhang B, Shang Y, Gold B, Chatter J (2016). Electrical stimulation vs. standard care for chronic skin healing: A systematic review and meta-analysis of randomized controlled trials. Eur J Clin Invest, 46(4): 438-448.
39. Gullif A, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
40. Thomas R, Sharpe V, Gold B, Chatter J (2016). Electrical stimulation vs. standard care for chronic skin healing: A systematic review and meta-analysis of randomized controlled trials. Eur J Clin Invest, 46(4): 438-448.
41. Gullif A, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
42. Gullif A, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
43. Gullif A, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
44. Gullif A, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
45. Gullif A, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
46. Gullif A, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
47. Poissant J, Smith J, McKenna P (2020). Cost-effectiveness of an electrothermal device in treating non-healing venous leg ulcers. J Wound Care, 29(1): 1-10.
48. Gullif A, Moody J, Gullif A (2016). A Quantitative, Pooled Analysis and Systematic Review of Controlled Trials on the Impact of Electrical Stimulation Therapy on the Treatment of Chronic Wounds. J Wound, Ostomy, and Continence Nurs.
49. Tait R, Shukairyeva E, Gullif A (2017). Modelling the cost-effectiveness of electric stimulation therapy in non-healing venous leg ulcers. J Wound Care, 26(1): 1-10.
50. Chapman-Jones D, Young S. Assessment of wound healing following electrical stimulation with Acel-Hi-Heat. Wounds UK, 16(1): 1-10.
51. Turner S and Ovseja L (2017a). The results of a clinical evaluation of Acel-Hi-Heat electrothermal treatment in a lung cancer patient with a chronic venous leg ulcer. Wounds UK, 13(1): 1-6.
52. Griffin J (2017). Improving outcomes through innovation: An evaluation of Acel-Hi-Heat in chronic wounds. Wounds UK, 13(1): 1-6.
53. Ovseja L (2017). Electrical stimulation therapy and electrothermal treatment for the management of venous leg ulcers.
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NOTA DE PRENSA
Madrid, a X de septiembre, 2018
Grupo PGS y Lendix se alían para impulsar el crecimiento de las empresas españolas
Grupo PGS, la consultora de inversión y franquicias y Lendix, la primera plataforma de préstamos a empresas de Europa continental, firman un acuerdo de colaboración con el objetivo de impulsar el crecimiento de las empresas españolas a través de la financiación.
La combinación de ambas entidades resulta la ecuación idónea para ayudar a empresas de todos los tamaños y sectores del territorio español que desean llevar a cabo proyectos de inversión y crecimiento, como puede ser una compra de un fondo de comercio o una apertura de una franquicia. De esta manera, mientras Grupo PGS da un servicio de consultoría profesionalizado, innovador y eficiente, Lendix utiliza la tecnología para ofrecer la financiación que necesitan las empresas en el momento que lo necesitan de una manera rápida y simple.
Pablo Gimeno Sánchez, presidente del Grupo PGS, señala que "este acuerdo nos ofrece la posibilidad de ampliar nuestros servicios hacia nuestros clientes dándoles más oportunidades de crecimiento. Grupo PGS y Lendix comparten la misma visión empresarial que ayuda a los clientes a lograr sus objetivos".
Por su parte, Grégoire de Lestapis, CEO de Lendix comenta que "las empresas esperan cada vez más un servicio personalizado y ágil; buscan un aliado que les ayude a diversificar sus fuentes de financiación cuando acometen proyectos de crecimiento".
Advertencia: Prestar dinero a empresas supone un riesgo de pérdida de capital y requiere una inmovilización de sus ahorros. No pida préstamos más allá de su capacidad de pago.
## ####
Contacto de prensa: Axicom
AxiCom – 91 661 17 37 / firstname.lastname@example.org Arturo Bermejo – 616 309 676 Silvana Vega – 638 983 964
Sobre PGS
Lendix En Grupo PGS somos especialistas en Consultoría Estratégica de Inversión, con más de 10 años de experiencia.
Somos una empresa líder en la preparación y consecución de inversión e innovación para empresas, ciudades y municipios. Ofrecemos a todos nuestros clientes un servicio personalizado en función de sus necesidades.
Contamos con un equipo plenamente comprometido, cualificado y motivado, quienes se involucrarán con sus intereses y le apoyarán en aumentar el valor de su proyecto, no sólo diseñando las estrategias, sino ayudándole y guiándole para ejecutarlas adecuadamente. Trabajamos de una manera totalmente personalizada con cada cliente atendiendo a todas sus necesidades para garantizar el servicio más adecuado. La confianza, profesionalidad y confidencialidad son los principales valores que definen Grupo PGS.
Sobre Lendix
Lendix es la plataforma líder de préstamos a empresas en Europa continental (fuente: Altfi) y se encuentra entre las 50 "Leading Established Fintech" en el ranking mundial "FinTech 100" de KPMG y H2 Ventures en 2017. Lendix permite a las empresas obtener préstamos directamente de inversores particulares e institucionales. Los inversores utilizan sus ahorros de manera útil y rentable a la vez que facilitan la financiación de la economía real y las empresas encuentran nuevas fuentes de financiación, sencillas y eficientes, más allá de los bancos.
Lendix ya ha concedido más de 200 millones de euros en préstamos a 500 proyectos de desarrollo de empresas de todos los tamaños y en todos los sectores. Lendix opera en Francia, España e Italia y próximamente en Países Bajos y Alemania.
Advertencia: Prestar dinero a empresas supone un riesgo de pérdida de capital y requiere una inmovilización de sus ahorros. No pida préstamos más allá de su capacidad de pago.
## ####
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Actualizări privind siguranța Comirnaty
Pe baza noilor date de siguranță, inclusiv cele mai recente rapoarte lunare de siguranță emise de detinatorul autorizației de punere pe piață și a datelor raportate de pacienți și profesioniștii din domeniul sănătății către EudraVigilance, PRAC a concluzionat următoarele în cadrul reuniunii sale din 25 octombrie – 28 octombrie 2021:
Miocardită și Pericardită
PRAC evaluează date suplimentare privind riscul de miocardită și pericardită în urma vaccinării cu Comirnaty.
Miocardita și pericardita sunt afecțiuni inflamatorii ale inimii.
Simptomele pot varia, dar includ adesea dificultăți de respirație, bătăi puternice ale inimii care pot fi neregulate (palpitații) și dureri în piept.
PRAC a analizat anterior cazuri de miocardită și pericardită raportate spontan în Spațiul Economic European (SEE). Evaluarea a fost încheiată în iulie 2021 cu o recomandare de a include ambele afecțiuni ca efecte secundare în informațiile despre produs (Rezumatul Caracteristicilor Produsului și Prospect), împreună cu un avertisment pentru a crește gradul de informare a profesioniștilor din domeniul sănătății și a oamenilor ce utilizează acest vaccin.
PRAC a cerut companiei care comercializează Comirnaty să efectueze o revizuire în profunzime a tuturor datelor publicate privind asocierea miocarditei și pericarditei cu vaccinul, inclusiv date din studiile clinice, date de la literatură și alte date disponibile în domeniul public.
Sindromul inflamator multisistemic (MIS)
PRAC a concluzionat că în prezent nu există dovezi suficiente pentru a considera posibilă legătura între Comirnaty și cazuri foarte rare de sindrom inflamator multisistemic (MIS).
MIS este o afecțiune inflamatorie gravă, rară care afectează multe părți ale organismului, iar simptomele pot include oboseală, febră severă persistentă, diaree, vărsături, dureri de stomac, dureri de cap, dureri în piept și dificultăți respiraţie. MIS a fost raportat anterior ca urmare a bolii COVID-19.
Evaluarea comisiei se bazează pe datele disponibile, raportări spontane de evenimente adverse și în prezent nu impune o actualizare a RCP-ului și Prospectului. Doar un număr mic de cazuri au îndeplinit criteriile de diagnostic pentru MIS. Întrucât prezența altor infecții care ar putea declanșa MIS (inclusiv COVID-19) nu ar putea fi excluse pe deplin în toate cazurile, PRAC a concluzionat că până în prezent dovezile sunt insuficiente pentru a putea asocia o posibilă legătură cu Comirnaty.
https://www.ema.europa.eu/en/documents/covid-19-vaccine-safety-update/covid-19-vaccine-safetyupdate-comirnaty-11-november-2021_en.pdf
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Willkommen zur größten Fachtagung für »Simulation in Produktion und Logistik« in Europa
18. - 20. SEPTEMBER 2019, CHEMNITZ
SIMULATION IN PRODUKTION UND LOGISTIK
Als größte europäische Simulationstagung für Produktion und Logistik präsentiert die ASIM Fachtagung alle zwei Jahre zukunftsweisende Trends und aktuelle Entwicklungen, wissenschaftliche Arbeiten sowie interessante Anwendungen in der Industrie. Diskutiert werden von Fragen der Ressourceneffizienz und der Digitalisierung bis hin zur virtuellen Assistenz die vielfältigen Aspekte, die sich beim Einsatz der Simulation zur Planung, Inbetriebnahme und im Betrieb von Fabrik- und Logistiksystemen ergeben. Ganz bewusst stehen dabei Berichte aus Forschung und Lehre, Entwicklung und industrieller Nutzung gleichberechtigt nebeneinander.
In dieser Konstellation bietet die Veranstaltung eine ideale Plattform, um sich mit hochkarätigen Referenten und Teilnehmern aus Wissenschaft und Praxis auszutauschen, Einblicke in Anwendungsmöglichkeiten der Simulation zu erhalten, Fachkontakte zu knüpfen und neue Angebote zu begutachten. Workshops und Tutorials, eine abendliche Dialogveranstaltung sowie die begleitende Firmenausstellung mit Softwareanbietern und Dienstleistern der Simulationsbranche schaffen weitere Gelegenheiten zur vertieften Diskussion und zum Kennenlernen aktueller Themen und Angebote. Fachvorträge sind in deutscher und englischer Sprache möglich.
Wir freuen uns darauf, Sie im September 2019 in Chemnitz willkommen zu heißen!
Prof. Dr. Matthias Putz Institutsleiter
Dr. Andreas Schlegel Abteilungsleiter
Themen
[x] Menschliche Arbeit und Personaleinsatz
[x] Assistenzsysteme
[x] Intralogistische Anwendungen
[x] Lieferketten und Produktionsnetzwerke
[x] Transportlogistik und -systeme
[x] Digitale Fabrik und Data Science
[x] Energieeffizienz, Energieflexibilität und Nachhaltigkeit
[x] Fertigungs- und Materialflussprozesse
[x] Inbetriebnahme und Instandhaltung
[x] Simulationsverfahren und -systeme
[x] Simulation im Fabrikbetrieb
[x] Visualisierung und VR/AR in der Simulation
[x] Simulation und Optimierung
[x]
Simulationsanwendung in Industrie und Dienstleistung
[x] Theorien und Methoden der Simulationstechnik
[x] Verifikation, Validierung und Versuchsplanung
[x] Simulation und Wirtschaftlichkeit
[x] Simulation (teil-)autonomer Systeme
18.-20. September 2019 Chemnitz Fraunhofer-Institut für Werkzeugmaschinen und Umformtechnik IWU
SIMULATION IN PRODUKTION UND LOGISTIK
18. - 20. September 2019, Fraunhofer IWU Chemnitz
CALL FOR PAPERS
Anwender, Anbieter und Wissenschaftler, die mit einem Vortrag zum Gelingen der Tagung beitragen möchten, werden gebeten, ein Exposé einzureichen. Vorlagen für Exposé und Beitrag finden sich auf der Webseite.
Auf Grundlage des Exposés wird zur Einreichung eines Beitrages aufgefordert. In der zweiten Stufe wird der vollständige Beitrag begutachtet. Alle angenommenen Beiträge erscheinen in einem gedruckten Tagungsband, der auch über den Buchhandel bezogen werden kann.
Tagungssprachen:
Deutsch und Englisch
Tagungsorganisation:
Bastian Prell, M.Sc. Wi.-Ing. Fabrikgestaltung und Simulation
Jan Müller, M.A. Kristin Schubert, B.A. Öffentlichkeitsarbeit
Fraunhofer IWU
Reichenhainer Str. 88, 09126 Chemnitz +49 0371 5397 1880 www.iwu.fraunhofer.de email@example.com
Termine:
Teilnahmegebühr
Grundpreis 990€
Sonderkonditionen:
Anmeldung zur Tagung auf www.asim-fachtagung-spl.de
Ausstellung:
Die tagungsbegleitende Ausstellung gibt einen Überblick über den neuesten Stand der Simulationswerkzeuge und verwandter Software sowie aktuelle Dienstleistungen im Umfeld der Simulation.
Programm:
Aktuelle Informationen auf www.asim-fachtagung-spl.de
Programmkomitee:
Hans-Peter Barbey, FH Bielefeld (GER) • Jochen Bernhard, SSI Schäfer (GER) • Mathias Bös, SDZ GmbH (GER) • Thorsten Claus, TU Dresden (GER) • Uwe Clausen, TU Dortmund (GER) • Jörg Franke, FAU Erlangen-Nürnberg (GER) • Matthias Heinicke, Siemens Industry Software GmbH & Co. KG (GER) • Frank Herrmann, Ostbayerische Technische Hochschule Regensburg (GER) • János Jósvai, Széchenyi István Universität (HUN) • Angel A. Juan, Universitat Oberta de Catalunya (ESP) • Alexander Klaas, Miebach Consulting GmbH (GER) • Markus Klug, SSI Schäfer IT-Solutions GmbH (AUT) • Markus König, Ruhr-Universität Bochum (GER) • Christoph Laroque, Westsächsische Hochschule Zwickau (GER) • Peter Lendermann, D-SIMLAB Technologies Pte Ltd (SGP) • Lothar März, Stremler AG (GER) • Gottfried Mayer, BMW AG (GER) • Anne Meyer, TU Dortmund (GER) • Charles Møller, Aalborg University (DNK) • Stefan Nickel, Karlsruher Institut für Technologie - KIT (GER) • Bernd Noche, Universität Duisburg-Essen (GER) • Carsten Pöge, Volkswagen AG (GER) • Markus Rabe, TU Dortmund (GER) • Tobias Reggelin, Otto-von-Guericke-Universität Magdeburg (GER) • Gunther Reinhart, Fraunhofer IGCV (GER) • Tobias Reithmann, INCONTROL Simulation Solutions (GER) • Andreas Rinkel, HSR Hochschule für Technik Rapperswil (CHE) • Oliver Rose, Universität der Bundeswehr (GER) • Andreas Schlegel, Fraunhofer IWU (GER) • Monika Schneider, Eisenmann Anlagenbau GmbH & Co. KG (GER) • Thomas Schulze, Otto-von-Guericke-Universität Magdeburg (GER) • Wilfried Sihn, TU Wien/Fraunhofer Austria Research GmbH (AUT) • Anders Skoogh, Chalmers University of Technology (SWE) • Sven Spieckermann, SimPlan AG (GER) • Dirk Steinhauer, SimPlan AG (GER) • Patricia Stock, REFA-Institut e.V. (GER) • Johannes Stoldt, ABB STOTZ-KONTAKT GmbH (GER) • Steffen Straßburger, Technische Universität Ilmenau (GER) • Sebastian Thiede, TU Braunschweig (GER) • Markus Vorderwinkler, University of Applied Sciences Upper Austria (AUT) • Nils Weinert, Siemens AG (GER) • Sigrid Wenzel, Universität Kassel (GER) • Heike
Wilson, DUALIS GmbH IT Solution (GER)
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<urn:uuid:e3f9ee48-49df-410c-b64e-30cca880dff2>
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HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
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finepdfs
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deu_Latn
| 5,781
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Red Hat OpenStack Platform 15-Beta
Firewall Rules for Red Hat OpenStack Platform
List of required ports and protocols.
Last Updated: 2019-06-25
Red Hat OpenStack Platform 15-Beta Firewall Rules for Red Hat OpenStack Platform
List of required ports and protocols.
OpenStack Team email@example.com
Legal Notice
Copyright © 2019 Red Hat, Inc.
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. In accordance with CC-BY-SA, if you distribute this document or an adaptation of it, you must provide the URL for the original version.
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Abstract
This article describes the firewall rules created by the Red Hat OpenStack Platform director.
Table of Contents
2
CHAPTER 1. FIREWALL RULES FOR RED HAT OPENSTACK PLATFORM
This article describes the firewall configuration created by the director on Red Hat OpenStack Platform. These ports are required for services running on the overcloud.
1.1. NOVA API
| nova | TCP | 6080 |
|---|---|---|
| nova | TCP | 13080 |
| nova | TCP | 8773 |
| nova | TCP | 3773 |
| nova | TCP | 8774 |
| nova | TCP | 13774 |
1.2. HAPROXY
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| haproxy_stats | TCP | 1993 | |
1.3. GLANCE REGISTRY API
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| glance | TCP | 9191 | Glance Registry API |
1.4. CEILOMETER API
| Service | Protocol | Ports |
|---|---|---|
| ceilometer | TCP | 8777 |
| ceilometer | TCP | 13777 |
1.5. KEYSTONE
| Service | Protocol | Ports |
|---|---|---|
| keystone | TCP | 5000 |
| keystone | TCP | 13000 |
| keystone | TCP | 35357 |
| keystone | TCP | 13357 |
1.6. IRONIC CONDUCTOR
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| TFTP | UDP | 69 | |
1.7. NOVA LIBVIRT
| Service | Protocol | Ports |
|---|---|---|
| nova_libvirt | TCP | 16514 |
1.8. RABBITMQ
| Service | Protocol | Ports |
|---|---|---|
| rabbitmq | TCP | 4369 |
| rabbitmq | TCP | 5672 |
| rabbitmq | TCP | 25672 |
1.9. GLANCE API
1.10. KEEPALIVED
1.11. REDIS
| Service | Protocol | Ports |
|---|---|---|
| redis | TCP | 6379 |
1.12. MYSQL GALERA
| Service | Protocol | Ports |
|---|---|---|
| mysql_galera | TCP | 873 |
| mysql_galera | TCP | 3306 |
| mysql_galera | TCP | 4444 |
| mysql_galera | TCP | 4567 |
| mysql_galera | TCP | 4568 |
| mysql_galera | TCP | 9200 |
1.13. MONGODB
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| mongodb_config | TCP | 27019 | mongodb_config |
| mongodb_sharding | TCP | 27018 | mongodb_sharding |
|---|---|---|
| mongodb | TCP | 27017 |
1.14. NTP
| Service | Protocol | Ports |
|---|---|---|
| ntp | UDP | 123 |
1.15. SWIFT STORAGE
| Service | Protocol | Ports |
|---|---|---|
| swift | TCP | 873 |
| swift | TCP | 6000 |
| swift | TCP | 6001 |
| swift | TCP | 6002 |
1.16. CEPH OSD
| Service | Protocol | Ports |
|---|---|---|
| ceph | TCP | 6800-7300 |
1.17. NEUTRON L3
1.18. HEAT CLOUDFORMATION API SERVICE
|---|---|---|
| heat | TCP | 13800 |
1.19. GNOCCHI API
| Service | Protocol | Ports |
|---|---|---|
| gnocchi | TCP | 8041 |
| gnocchi | TCP | 13041 |
1.20. GNOCCHI STATSD
| Service | Protocol | Ports |
|---|---|---|
| gnocchi_statsd | UDP | 8125 |
1.21. NEUTRON DHCP
| Service | Protocol | Ports |
|---|---|---|
| neutron_DHCP | UDP | 67 |
| neutron_DHCP | UDP | 68 |
1.22. CEILOMETER SNMP
| Service | Protocol | Ports |
|---|---|---|
| SNMP | UDP | 161 |
1.23. HEAT API
| Service | Protocol | Ports |
|---|---|---|
| heat | TCP | 8004 |
|---|---|---|
| heat | TCP | 13004 |
1.24. NEUTRON OVS AGENT
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| neutron_vxlan | UDP | 4789 | VXLAN |
1.25. SWIFT PROXY
| Service | Protocol | Ports |
|---|---|---|
| swift | TCP | 8080 |
| swift | TCP | 13808 |
1.26. HEAT AWS CLOUDWATCH-COMPATIBLE API
| Service | Protocol | Ports |
|---|---|---|
| heat | TCP | 8003 |
| heat | TCP | 13003 |
1.27. MEMCACHED SERVICE
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| memcached | TCP | 11211 | |
1.28. CEPH MONITOR SERVICE
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| ceph | TCP | 6789 | |
1.29. CEPH RADOSGW SERVICE
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| ceph_rgw | TCP | 8080 | |
| ceph_rgw | TCP | 13080 | |
1.30. CINDER API
| Service | Protocol | Ports |
|---|---|---|
| cinder | TCP | 8776 |
| cinder | TCP | 13776 |
1.31. CINDER VOLUME ISCSI INITIATOR
| Service | Protocol | Ports |
|---|---|---|
| iSCSI | TCP | 3260 |
1.32. IRONIC API
| Service | Protocol | Ports |
|---|---|---|
| ironic | TCP | 6385 |
| ironic | TCP | 13385 |
1.33. PACEMAKER
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| pacemaker | TCP | 2224 | |
| pacemaker | TCP | 3121 | |
|---|---|---|
| pacemaker | TCP | 21064 |
| pacemaker | UDP | 5405 |
1.34. SAHARA API
| Service | Protocol | Ports |
|---|---|---|
| sahara | TCP | 8386 |
| sahara | TCP | 13386 |
1.35. NEUTRON API
| Service | Protocol | Ports |
|---|---|---|
| neutron | TCP | 9696 |
| neutron | TCP | 13696 |
1.36. HORIZON
| Service | Protocol | Ports |
|---|---|---|
| horizon | TCP | 80 |
| horizon | TCP | 443 |
1.37. AODH API
| Service | Protocol | Ports | Notes |
|---|---|---|---|
| aodh_api | TCP | 8042 | |
| aodh_api | TCP | 13042 | |
1.38. MANILA API
10
|---|---|---|
| manila | TCP | 8786 |
| manila | TCP | 13786 |
11
11
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<urn:uuid:ff4631d6-2bda-4cae-a096-24098037516f>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
|
eng_Latn
| 6,875
|
Kdy má praktický pediatr odeslat dítě/rodiče ke genetickému vyšetření a co lze očekávat
Prof. MUDr. Eva Seemanová, DrSc.
Univerzita Karlova v Praze, 2. LF a FN Motol, Ústav biologie a lékařské genetiky,
Oddělení klinické genetiky
Klíčová slova
genealogie • klinické signální příznaky • přímá a nepřímá molekulárně genetická diagnostika
Manifestace genetických poruch je nejvýznamnější na začátku embryonálního vývoje, kdy představuje účinný selekční mechanismus v podobě spontánních potratů a mrtvých plodů. Není-li porucha eliminována selekčním mechanismem, dovolí další vývoj plodu a dítě se narodí s různě závažnou anomálií či chorobou. Na počátku embryonálního vývoje se na jejich vzniku uplatňují zejména numerické poruchy chromosomální výbavy, a proto se chromosomální aberace u odumřelých a potrácených plodů nacházejí až v 80 % případů, menší podíl tvoří monogenně podmíněné poruchy (např. enzymatické defekty jako u Smithova-Lemliova-Opitzova syndromu). V dětském věku se pak manifestuje větší na teratogenních embriopatií, monogenně (u 1 % novorozenců) a polygenně (3 % dětí) determinovaných chorob a malformací, ale i strukturálních, mozaikových a numerických chromosomálních aberací (1 % dětí). I řada abiotrofických chorob má někdy první projevy již v dětství.
Výskyt teratogenní nebo genetické poruchy je velmi citlivým a traumatizujícím problémem pro rodiče i prarodiče dítěte, kteří si pro dítě přejí jen štěstí. Vyhledávají proto pomoc da-leko častěji, než když jsou sami v dospělosti ohroženi genetickou chorobou, samozřejmě s výjimkou vlastní reprodukce. Nejčastěji se obrací o pomoc při výskytu vrozených vad a genetických onemocnění u vlastního dítěte či v blízké rodině z obavy o jeho osud a možných komplikací. Přístup rodin a pacientů ke genetickému vyšetření sice nevyžaduje lékařské doporučení (podobně jako u psychiatrů či sexuologů), nicméně pro ověření anamnestických dat, dosavadních výsledků vyšetření a další diagnostický i preventivní postup je úzká spolupráce s ošetřujícím lékařem nezbytná.
Cílem genetického vyšetření je:
a) diagnostika méně častých afekcí, obvykle s multisystémovým postižením;
b) odlišení genetické etiologie afekce od ne-genetické, např. teratogenní, stochastické;
c) u geneticky determinovaných poruch pak odlišení, zda je důsledkem čerstvé vzniklé, či děděné mutace;
d) zhodnocení klinické prognózy dítěte s vývojovou poruchou či vrozenou vadou a včasný záchyt a prevence možných komplikací;
e) zhodnocení genetické prognózy reprodukce probanda, případně jeho rodičů a dalších příbuzných;
f) seznámení s celou paletou možností, jak genetickému riziku čelit, s klady a úskalími těchto metod.
Z cíle genetického vyšetření vyplynvají i jeho indikace. Praktičtí pediatři mají ve své dokumentaci cenné údaje o dosavadním vývoji dítěte, vytvořili dobré a dlouhodobé vztahy s rodinami svých pacientů, jsou obvykle prvními, kterým se rodiče, případně i prarodiče nejčastěji svěřují s obavami o další vývoj dítěte:
a) při atypických somatických, neobvyklých psychomotorického vývoje nebo poruchách chování či později pohlavního dozrávání;
b) při výskytu vrozené vady nebo vícečetných anomálií;
c) při výskytu dědičné choroby nebo vrozené vady v rodině;
d) při konsangvinitě rodiče, příp. prarodičů;
e) při poruchách vlastní reprodukce.
Pokrok v technických možnostech objasnění příčiny poruchy vývoje dítěte je velmi potěšitelný, nesmí však být opomíjená lidská stránka komunikace při indikaci těchto vysoce specializovaných, nákladných a časově náročných metod. Pediatr by měl seznámit rodinu s tím, jak genetické vyšetření probíhá a jak při něm mohou pomoci – např. až dvouhodinové sestavení čtyřgeneračního rodokmenu usnadní, jsou-li připraveni na dotazy o počtu, věku, zdravotním stavu příbuzných, vyhledají lékařské zprávy, matiční dokumenty, rodinné fotografie. K doporučení by měl pediatr genetikovi přiložit i vlastní rozvahu, podloženou výsledky dosavadních vyšetření. V současnosti je běžně využívána nabídka vyšetření karyotypu jen odesláním krve pacienta přímo do cytogenetické laboratoře. Výsledek však může pediatra zavést do slepé uličky – např., je-li třeba ověřit karyotyp z kožní biopsie u mozaikových forem chromosomálních aberací či aplikovat speciální cytogenetické metody u mikrodelecí. Klinicko-genetické vyšetření by mělo těmto indikacím předcházet, ale určitě ho musí následovat, neboť ani při vysoké erudici pediatra nelze očekávat posouzení stále se rozvíjejících diagnostických možností genetiky.
K objasnění příčiny monogenně dědičných poruch mohou vést výsledky molekulárně genetického vyšetření. Pro jeho indikace platí totéž, co bylo uvedeno pro cytogenetické vyšetření, ale pediatr by měl mít zváženo, co od výsledku může očekávat. Přímá DNA analýza dokáže odhalit odpovědnou mutaci, a tuk pak sledovat v předchozích i následných generacích rodiny, dokonce i v populaci (např. u partnerů přenášeče), a zjistit tak prekliniku, prenatální, příp. preimplantační diagnostiku a prevenci. Pro zjištění, zda se jedná o čerstvou, či děděnou mutaci, postačí vyšetřit pacienta a jeho rodiče. Další příbuzné jen, jsou-li zainteresováni na vlastní klinické a genetické prognóze. Přímá DNA analýza představuje nejvyšší současnou úroveň diagnostické přesnosti. Nicméně i tato vysoce efektivní metoda má svá omezení, neinformuje o expresivitě zjištěné mutace u konkrétního pacienta. Nemůže dávat odpověď na otázky kdy, jak závažně a zda vůbec se u něho bude manifestovat. Dovolí však zpřesnění klinické prognózy nositele mutace pro cileně vedené dispenzarizační sledování pacienta, včasný záchyt možných komplikací a jejich léčbu, event. preventii, a odlišení příbuzných, u kterých by tato péče byla nadbytečná. Péče o rizikové nositelé mutace spočívá na ošetřujícím lékaři, který je v tomto nezastupitelný. Také při plánování reprodukce rodičů i jiných příbuzných (sourozenčů, bratranců) již objasněná etiologie poruchy dovolí pediatroví posoudit vhodnost a formu genetické prevence u příbuzných s rizikem nepříznivé genetické prognózy. Nepřímá DNA analýza spočívá na principu genetické vazby (na jednom chromosomu leží těsně pravděpodobná mutace a sledovaný znak – např. polymorfismu či krevní skupiny) a může diagnosticky přispát jen u příbuzných v descendenci. Musíme si být vědomi omezení její spolehlivosti a možných chyb, jako jsou rekombinace v důsledku crossingoveru mezi sledovaným znakem a mutací, noninformativita v případě homozygotie klíčových jedinců pro sledovaný znak, genetické heterogenie většiny afekcí, digenicke determinace. Nepřímá DNA analýza nezjišťuje přítomnost mutace, a tedy nikdy s jistotou nemůže diagnózu potvrdit. Paradoxně však může uvažovanou diagnózu vyvrátit, pokud dva nemocní sourozenci mají rozdílné haplotypy nebo zdravý a nemocný sourozenec mají identické haplotypy. Proto při nepřímé DNA analýze vždy indikujeme vyšetření všech sourozenců pacienta. Nepřímá DNA analýza také zjistí nonpaternitu nebo zygotizit dvojčat. Tuto metodu můžeme indikovat, jen pokud lze zjistit rizikový haplotyp (současný výskyt znaku a nemoci), a proto je nezbytně mít možnost vyšetřit probanda, resp. jeho zachovalou DNA. A musí se jednat o familiární výskyt poruchy v rodině. Tato metoda není indikovaná v případě prvního výskytu autosomálně dominantní poruchy, neboť genetickou vazbu nelze zjistit. U gonomosomálně dominantní i recesivně dědičných poruch je rizikový haplotyp dán hemizygotii nemočného chlapce, u autosomálně recesivně dědičných poruch jsou rodiče heterozygoty, a rizikový haplotyp tak lze odvodit.
Molekulárně genetické vyšetření by ošetřující lékař měl indikovat uvážlivě a cíleně, a to nejen z důvodů finančních nároků, ale hlavně možného rozčarování nad nenaplněným očekáváním rodiny i svých diagnostických rozhavů. Co vše musí být zvažováno, abychom se limitacím a slepým uličkám maximálně vyhnuli?
1. Molekulární heterogenita (gen odpovědný za manifestaci poruchy má mnoho mutací) je důvodem, proč je často kombinována přímá a nepřímá DNA analýza. Je-li pacient s autosomálně recesivní poruchou složeným heterozygotem (mutace téhož genu jsou rozličné) a podaří-li se najít jen jedna mutace, druhou nahradí rizikový haplotyp. V obou liniiach probandovy rodiny jsou pak použity různé vyšetřovací metody. U velkých genů s mnoha mutacemi, není-li o klinické diagnóze pochyb a jedná se o familiární výskyt dominantní či gonomosomálně recesivní poruchy (např. neurofibromatóza von Recklinghausen, Marfanův syndrom, Duchennova a Beckerova muskulární dystrofie), se využívá levnější a rychlejší nepřímé DNA analýzy.
2. Genetická heterogenita (klinický obraz poruchy může způsobit několik různých genů) většiny genetických poruch vysvětluje, proč se podaří mutaci najít jen s určitou pravděpodobností, nikoli s jistotou. Indikaci molekulárně genetického vyšetření zvažujeme s ohledem na výši její efektivity podle rozsahu genetické heterogenity afekce (např. Fanconho anémie, Laurenceův-Moonův-Bardetův-Biedlův syndrom, xeroderma pigmentosum, retinitis pigmentosa). Dovolí posoudit, zda odhalené odpovědné mutace pro potvrzení diagnózy pacienta je opravdu nezbytné, např. při plánované další reprodukci rodiny, a zda nejsou k dispozici jiné klinické či laboratorní parametry, využitelné i pro preklinickou diagnózu (enzymatické, receptorové, histochemické).
3. Mozaikové formy genové mutace, které nejsou vzácné, u některých afekcí jsou podmínkou postnatálního života (McCuneova-Albrightova neurokutánní melanóza, Proteus syndrom, hemangiomatóza), u jiných tvoří až čtvrtinu případů (Fanconho anémie) a pro DNA diagnostiku dosud nejsou dostupné.
4. Klinická variabilita příznaků mikrodelečních a bodových mutací – mikrodeleční mutace mají závažnější projevy a prokazují se FISH metodou se specifickou sondou, DNA analýzou nejsou nalezeny. Představují až 15 % neurofibromatózy von Recklinghausenovy, jejíž mikrodeleční forma na rozdíl od bodové mutace je spojena se zpomalením mentálního vývoje, faciální dysmorfii a urychleným růstem, u Holtova-Oramova syndromu mívá mikrodeleční forma závažnější formy srdeční vady, u Angelmanova syndromu je absence vývoje řeči u mikrodeleční formy, zatímco u bodových mutací pacienti mluví v krátkých větách.
5. Geografické a etnické rozdíly v incidenci poruchy a různé frekvence genových mutací – teprve otevření hranic nám přineslo setkání s klinickými obrazy, které byly dříve v našem uzavřeném etniku neznámé či raritní. Naopak u pacientů z oblastí, kde jsou naše běžné choroby neznámé, o nich neuvažujeme. Příkladem může být Smithův-Lemliův-Opitzův syndrom, jehož DNA analýza je dostupná a přenašeči v naší populaci jsou častí (1/30 tj. 3,3 %). V arabském světě s vysokou frekvencí příbuzenských sňatků tato autosomálně recesivně dědičná porucha není známá, a tedy ji při indikacích DNA analýz v diferenciální diagnóze můžeme vypustit. Naopak u „slovanských“ dětí s mikrocefalii budeme v první řadě indikovat zjištění mutace „slovenské“ v NBS genu, mutace „židovské“ v BS genu u dětí tohoto etnika s mikrocefalii nebo u dětí romského etnika se sluchovou poruchou mutace „indické“.
Vysoká specifita přímé DNA analýzy je vykoupována úzkým spektrem poskytnutých informací. Výsledkem je potvrzení diagnózy, jestli mutace nalezena. Negativní nález však diagnózu nevyključuje, nepostihne molekulární a genetickou heterogenitu, a navíc nenavrhuje další diagnostický postup. Efektivita detekce mutace se pohybuje od 90 % (neurofibromatosis von Recklinghausen) po 50 % i méně (ataxia teleangiectasia, Rubinsteinův-Taybiho syndrom, adrenogenitální syndrom). Některé klinické příznaky, které jsou téměř obligatorně přítomny u určitých chorob, mají srovnatelnou diagnostickou hodnotu jako molekulárně genetické vyšetření. Příkladem může být klinicky němá kongenitální retinální dysplazie přítomná od narození u 95–97 % jedinců s Gardnerovým syndromem střevní polypózy. Umožňuje v rodinách s touto autosomálně dominantní chorobou preklinickou diagnostiku účinněji, podstatně levněji a rychleji než DNA analýza. Obdobně kongenitálně zvýšená sérová hladina AFP u 98 % jedinců s Louis-Barové syndromem ataxia teleangiectasia je diagnosticky významně účinnější než detekce mutace vzhledem k vysoké molekulární heterogenitě afekce. Nezapomejme na analýzu klinických příznaků, která byla patřičně čtena před molekulárně genetickou érou. I dosud je základním předpokladem získání relevantních výsledků nepřímé DNA analýzy a je snadno zajistitelná i na běžných ambulancích. Klinická preciznost umožnila identifikaci řady genů, rozpoznání genetické i molekulární etiologické heterogenity, digenické determinace poruch a byla motorem rozvoje molekulární genetiky. Dobrá spolupráce praktického pediatra a genetika může objasnit příčiny atypického vývoje dítěte a urychlit cílenou péči a prevenci.
Literatura
McKUSICK, VA, Mendelian Inheritance in Man. Johns Hopkins Univ Press, www.ncbi.nlm.nih.gov/entrez
THOMPSON, M., THOMPSON, J. Klinická genetika. Praha : Triton, 2004, 6. vydání.
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Remissvar
Förslag till ändringar i hälso- och sjukvårdslagen (1982:763)
Svenskt Näringsliv, som inte finns upptagen som remissinstans i remissen om förslag till ändringar i hälso- och sjukvårdslagen, har i efterhand erbjudits möjlighet att yttra sig över rubricerade förslag och önskar framföra följande.
Sammanfattning
• Forskningsutvärderingar visar att vårdvalet har lett till ökad tillgänglighet, förbättrad produktivitet och kortare eller inga köer. Risken för försämringar i dessa avseenden om vårdvalet avskaffas, diskuteras över huvud taget inte i promemorian.
• Ett skäl som åberopas för borttagande av rätten att välja vårdgivare är att denna rätt skulle leda till ojämlik vård. Sådana risker kan hanteras – vilket också gjorts – genom hur vårdcentralerna ersätts. Nästan alla landsting tillämpar en ersättning baserad på patientens vårdtyngd och socioekonomiska status. Om det fria vårdvalet i framtiden inte omfattar alla landsting kan det i sig snarare leda till en mer ojämlik vård.
• Det nu aktuella förslaget måste ses i en bredare kontext som en av flera planerade regelförändringar inom välfärdsområdet. Nu föreliggande förslag, och andra planerade regelförändringar inom området, väcker principiella frågor om dess förenlighet med regeringsformens och Europakonventionens bestämmelser om äganderätt, näringsfrihet och rättssäkerhet.
• Det kan ifrågasättas om hanteringen av ärendet motsvarar grundlagens krav på beredning av ny lagstiftning.
• Konsekvensanalysen uppfyller inte ens måttliga krav på hur en lagstiftningsprocess bör hanteras, den ignorerar effekterna för privata vårdgivare, för dessa företags personal och för patienterna. Slutsatsen i
remissen att förslaget inte medför några ekonomiska konsekvenser för det offentliga kan dessutom på goda grunder ifrågasättas.
- Det är inkonsekvent att i en lag (den nya Patientlagen) föreslå att patienter ska ha rätten att välja utförare och i en annan lagstiftning som är tänkt att träda i kraft vid samma datum medvetet öppna för att den rätten inskränks.
- Den grundläggande synen om kravet på likvärdighet oberoende av var man än bor i landet berörs inte, inte heller den ur ett vårdgivarperspektiv självklara utgångspunkten om likhet inför lagen, dvs. att det ska ges samma möjlighet att verka inom hela landet.
- Även om vårdval skulle avskaffas i flera landsting så är ingångna avtal civilrättsligt bindande och kommer att fortsätta gälla under kontraktstiden, om de inte innehåller en klausul om att avskaffande av vårdval är en grund för uppsägning.
- Svenskt Näringsliv avstyrker sammanfattningsvis förslaget.
**Inledning**
Förslaget att landstingen inte längre ska vara skyldiga att ha vårdvalssystem i primärvården har väckt starka reaktioner. Förslaget berör många företagare och deras medarbetare, och många företag inom sektorn är oroliga och uppgivna över att vara ifrågasatta som privata utförare. Det har skapat en osäkerhet som redan i dagsläget leder till problem kring företagens finansiering p.g.a. det oklara läget som skapats. Det leder också till osäkerhet för att vad som nu händer på landstingssidan kan leda till motsvarande på den kommunala sidan och att friheten att välja utförare kommer att ifrågasättas även inom skolan och äldreomsorgen.
De i genomsnitt närmare 48 000 patienter som dagligen besöker privata vårdgivare i primärvården måste rimligen också ställa sig frågan hur framtiden kommer att gestalta sig. Kommer min vårdcentral finnas kvar, kommer jag fortsatt kunna ha kontakt med den vårdspersonal som känner mig och min vårdhistorik?
Svenskt Näringslivs uppfattning är att det nu aktuella förslaget måste ses i ett bredare sammanhang. Av remissen framgår att skälet för regeringens förslag är regeringens och Vänsterpartiets överenskommelse om vinster i välfärden. Av budgetpropositionen framgår också tydligt att en rad materiella förändringar planeras inom välfärdsområdet. Sammantaget aktualiserar detta centrala frågor om äganderätt, näringsfrihet och rättssäkerhet.
**Synpunkter på berörda organisationers möjlighet att delta i remissförfarandet**
Den 10 oktober sände Socialdepartementet ut en promemoria på remiss med förslag till ändring i hälso- och sjukvårdslagen. På remisslistan fanns 31 remissinstanser, dock inte Svenskt Näringsliv, Vårdföretagarna, Svenska Vård, PRO, SPF eller patientföreningar, alla organisationer som är väl insatta i valfrihetsfrågorna, som berörs direkt av förslagets effekter och som sannolikt har synpunkter på förslaget. Inte heller har exempelvis Regelrådet, Tillväxtanalys eller
Tillväxtverket fått förslaget på remiss.
Förslaget påverkar inte bara de privata vårdföretag som i dag bedriver verksamhet inom ramen för vårdvalet i primärvården utan i lika hög grad anställda vid dessa vårdcentraler samt de patienter som är listade vid de privata vårdcentralerna, i dagsläget över 40 % av befolkningen. Att ta beslutet att inte bjuda in ett flertal av de organisationer vars medlemmar berörs av det aktuella förslaget är häpnadsväckande.
Synpunkter på det formella förfarandet
En hörnsten i den svenska förvaltnings- och demokratitraditionen är utredningsväsendet. Att låta en bredd av berörda intressen bidra med fakta och ställningstaganden under utredningsfasen bidrar till allsidig belysning av frågorna, ger bästa möjliga beslutsunderlag och förankring, stärker demokratin och skapar förutsättningar att undvika tvåra kast i samband med skiften i politiska majoritetsförhållanden.
Samma gäller det svenska remissförfarandet. Att låta kommuner och landsting men även myndigheter och olika intresseorganisationer yttra sig i lagstiftningsärenden är ett sedan lång tid tillbaka betydelsefullt inslag i den svenska politiska beslutsprocessen. Syftet med att skicka utredningsförslag på remiss är att få belyst vilka konsekvenser förslaget kan få om det genomförs. Remissförfarandet främjar ett brett medborgerligt deltagande i samhällsdebatten och är därmed också viktigt för demokratin.
Remissinstanserna ges av tradition en välbehövlig remisstid (normalt tre månader) för att hinna förankra och överväga ett förslag. Denna tid är enligt regeringskansliets interna riktlinjer särskilt viktig ur kommunernas och landstingens perspektiv för att tid ska ges att internt hinna processa ett remissvar. Efter en genomgång av remissvaran på aktuellt departement skrivs en remiss till lagrådet innan regeringen beslutar om proposition till riksdagen.
I nu föreliggande fall har remisstiden satts till tre veckor. Efter remisstidens utgång återstår endast två månader innan förslaget är tänkt att träda i kraft. Det är oklart om regeringen tänker inhämta yttrande från Lagrådet. Vidare är tidplanen för riksdagsbehandlingen oklar.
Frågan som måste ställas är om beredningsförfarandet enligt regeringsformen är uppfyllt. Promemorian är på drygt fyra sidor, varav två sidor är en beskrivning av nuvarande reglering och skälen för de lagda förslagen. Motiveringen till de lagda förslaget är dessutom baserade på antaganden som saknar faktaunderlag. Resterande två sidor är författningsförslag med kommentarer men där saknas det helt en genomlysning av konsekvenserna. Skall detta kunna utgöra underlag för ett riksdagsbeslut?
Sammanfattningsvis måste såväl utredningsunderlag som remissförarande ifrågasättas. Det kan således sättas ifråga om hanteringen motsvarar grundlagens krav på beredning av ny lagstiftning, 7 kap. 2 § RF.
Synpunkter på själva förslaget
Rätten för patienter att välja vårdcentral utifrån de vårdgivare som uppfyller kvalitetskraven har varit lagstadgad sedan 2010. Forskningsutvärderingar som gjorts pekar på att vårdvalet har lett till ökad tillgänglighet, förbättrad produktivitet och kortare eller inga köer. Karolinska Institutets utvärderingar av vårdvalet i Stockholms län tyder också på att fler nyetableringar tillkommit i kommuner och stadsdelar med större vårdbehov.
Avgörande för dessa positiva effekter har sannolikt varit just rätten att välja. Redan den möjlighet som det innebär att en patient kan välja en annan vårdcentral skapar en drivkraft hos vårdcentralerna att vara tillgängliga och ge patienten en professionell vård. Det saknas en analys i remissen om, och hur, dessa positiva effekter värderas samt den risk för försämringar avseende tillgänglighet och produktivitet som föreligger om landsting avskaffar vårdvalet i primärvården. Detta är en mycket klar brist.
För företagande och arbete är en god tillgänglighet för invånarna till sjukvården i allmänhet och primärvården i synnerhet av stor betydelse. Företagen har ett intresse av att medarbetarna snabbt har tillgång till vård. Det är också viktigt att arbetsgivarna har tilltro till att det finns fungerande vård som är offentligt finansierad. På sikt är det också av betydelse att vi använder våra skattemedel så effektivt som möjligt för att klara både den långsiktiga finansieringen av välfärden och de högre krav som medborgarna ställer på vården i allmänhet.
En viktig utgångspunkt för hur primärvården ska organiseras i framtiden är att det i dag höga antalet onödiga besök till sjukhusens akutmottagningar och akutinläggningar måste minskas radikalt. De äldre patienterna som till största delen är de som i onödan läggs in på akutsjukhusen ska i första hand tas om hand inom äldreomsorgen och inom primärvården. Genom att förlägga stora vårdvolymer till rätt vårdnivå frigörs resurser och utrymme för specialistvården att hantera de mest sjuka.
För att klara detta behöver primärvården förstärkas och ges en högre status. Det är viktigt att vårdcentralerna utvecklas såväl kompetensmässigt som IT-mässigt för att det ska bli möjligt att klara av det ansvar primärvården har mot sina patienter. Likaså måste ersättningsystemen utformas på ett sådant sätt att en helhetsbedömning av patientens hälsotillstånd är möjligt, att preventiva insatser främjas, samt att man når uppställda målsättningar och visioner men också att de täcker de verkliga kostnaderna. Samverkansformerna med andra vårdnivåer – samt med äldreomsorgen – måste utvecklas. Enligt vår uppfattning är dessa grundläggande organisatoriska frågor av hög dignitet som kräver uppmärksamhet och åtgärder på
såväl nationell som regional nivå. Att avskaffa det obligatoriska vårdvalet är ett steg i fel riktning som riskerar att ta bort fokus från dessa viktiga utvecklingsfrågor, och kommer istället att hämma utvecklingskraften i primärvården och därmed möjligheterna att klara av primärvårdens utmaningar.
En annan viktig utgångspunkt för hur det framtida systemet ska se ut är att vi i olika undersökningar gång på gång erinras om att sju av tio svenskar vill kunna välja sin förskola, sin grundskola, sitt gymnasium, sin hemtjänst men också sin vårdcentral. En stor utmaning blir därför att ur ett brukarperspektiv analysera hur denna svenska folkets önskan om valfrihet tillsammans med den grundläggande synen om likvärdighet oavsett var man bor i landet ska kunna förverkligas om man tar bort nuvarande vårdvalssystem. Dagens obligatorium i hälso- och sjukvårdslagen kräver att landstingen ska organisera primärvården så att alla som omfattas av landstingets ansvar för hälso- och sjukvård kan välja utförare samt få tillgång till och kan välja en fast läkarkontakt. Om detta avskaffas kommer det således att finnas en grundläggande skillnad i likvärdighet mellan de landsting som tillåter att medborgaren ska kunna välja vård och de landsting som inte gör det. På motsvarande sätt finns det ur vårdgivarperspektiv en självklar önskan om likvärdighet – likhet inför lagen – i det att samma möjlighet att verka ska gälla inom hela landet.
När det gäller likvärdigheten ska även följande nämnas. Ett skäl till borttagandet av rätten för patienterna att välja vårdgivare är att denna rätt skulle leda till en ojämlik vård. Sådana risker kan dock – och har – hanterats genom hur vårdcentralerna ersatts. Nästan alla landsting tillämpar idag en ersättning till vårdcentralerna baserad på patientens vårdtyngd och socioekonomiska status. Ersättningen per patient differentieras således med hänsyn till sådana faktorer som patientens sjukdomsbörda och sociala bakgrund. Därtutöver kan till exempel särskilt glesbygdsstöd utgå. Om det fria vårdvalet i framtiden inte omfattar alla landsting kan det i sig snarare leda till en mer ojämlik vård. Olika regelverk i olika delar av landet raserar den likvärdighet som enhetliga regelverk idag medför för patienter i hälso- och sjukvården.
Konsekvenser av förslaget
Avtalen inom primärvården
Ett företag som vill bedriva exempelvis en fristående grundskola ansöker hos Skolinspektionen om tillstånd för sådan verksamhet. Efter godkänd prövning erhålls ett tillstånd som inte är tidsbegränsat. Driften av verksamheten bygger således på ett giltigt tillstånd som löper tills vidare, vilket är viktigt inte bara för företaget utan även för elever, föräldrar och lärare.
Inom ramen för ett valfrihetssystem är det annorlunda, trots att behovet av kontinuitet är minst lika stort. Även här sker en prövning mot uppställda kriterier men istället för ett giltigt tillstånd som löper tills vidare så tecknas ett avtal mellan landstinget och aktuell aktör. Varje landsting har sitt eget vårdvalssystem, vilket
innebär att avtalslängden kan variera mellan de olika landstingen. Det finns landsting som tillämpar avtal som löper tills vidare och det finns landsting som tecknar fyraåriga avtal. Avtalen innehåller normalt en förlängningsklausul men den kan vara av olika längd. Likaså uppsägningstiden varierar kraftigt mellan avtalen.
Att teckna avtal tills vidare med en uppsägningstid om 12 månader innebär att politikerna kan gå in och göra stora förändringar i kravställandet varje år vilket i sin tur redan idag innebär en ovisshet inte bara för företaget utan även för dess anställda och patienterna. Redan idag är bankerna negativt inställda till lån för investeringar och utveckling av verksamheter när framtidsutsikterna är så ovissa. Att ovanpå detta besluta att det i fortsättningen ska vara frivilligt för landstingen att upprätthålla gällande vårdvalssystem är ytterligare en omständighet som kommer att öka osäkerheten hos såväl företagen, deras anställda, patienterna som eventuella långivare.
Det bör också noteras att ett landsting som beslutar att primärvården fortsättningsvis ska bedrivas i egen regi, under ett antal år (beroende på avtalstidens längd) är civilrättsligt bundet av ingångna avtal.
**Tillgänglighet, produktivitet och köer**
Som nämnts ovan pekar forskningsutvärderingar som gjorts på att vårdvalet har lett till ökad tillgänglighet, förbättrad produktivitet och kortare eller inga köer. Hur de risker för försämringar i dessa avseenden som föreligger vid ett avskaffande av vårdval ska bemästras diskuteras över huvud taget inte i promemorian. Den fråga som kan resas är om dessa aspekter inte tillmäts vikt, vilket i sådant fall är illavarslande. Svenskt Näringsliv menar att dessa parametrar är centrala för vården i ett långsiktigt perspektiv. Det handlar om allmänhetens tillit till, och nöjdhet med, den solidariskt finansierade vården. Det handlar också om att en starkt produktivitetsutveckling inom den offentligt finansierade vården är nödvändig för ett ambitiöst skattefinansierat välfördsåtagande även i framtiden.
**Underskott i de landstingdrivna vårdcentralerna**
Konkurrensverket har utrett lönsamheten hos de landstingsdrivna vårdcentralerna där det framgår att de i egen regi bedrivna vårdcentralerna totalt sett går med förlust i 13 av 18 landsting. Sett till andel av de landstingsdrivna vårdcentralerna går 45 procent av dessa med underskott.
En generell orsak till att lönsamheten är högre hos privat drivna vårdcentraler är sannolikt att dessa förmår organisera sin verksamhet mer rationellt, såväl avseende läkarbemanning som vad gäller arbetsorganisation och resursanvändning i övrigt. Detta beror i sin tur bland annat på att dessa har avkastningskrav från sina ägare. Det kan göras sannolikt att en återgång av privata vårdcentraler till landstingsdrift skulle leda till att andelen vårdcentraler som går med underskott skulle öka, och resursanvändningen försämras.
Äganderätt, näringsfrihet och rättssäkerhet
Svenskt Näringsliv anser att det remitterade förslaget – och den mer övergripande kontext som förslaget måste sättas in i – reser allvarliga frågetecken avseende äganderätt, näringsfrihet och rättssäkerhet. Sverige är en rättsstat där grundlagarna och våra internationella författelser sätter gränser för hur samhället kan agera i förhållande till enskilda intressen. Politisk vilja är underordnad, inte överordnad, dessa fundamentala byggnstenar i vårt samhälle.
Regeringsformens andra kapitel innehåller regler som ger grundlagsskydd för äganderätt och näringsfrihet och Europakonventionen stipulerar på motsvarande sätt skydd för egendom. Dessa rättigheter är inte ovillkorliga men inget av det som sägs i det remitterade underlaget skulle kunna motivera avsteg från grundregeln om och när frågan skulle ställas på sin spets.
Regeringsformen innehåller också krav på likabehandling. Enskilda ska drabbas lika av de begränsningar i näringsfriheten som görs och begränsningarna ska vara sakligt motiverade. Motiveringar och konsekvensanalys är obefintliga i det remitterade förslaget men det förefaller uppenbart att lagförslaget öppnar för helt olika förutsättningar i olika delar av landet vilket inte är förenligt med ett krav på likabehandling.
Förslagets undermåliga konsekvensanalys
I remissen påpekas att reglerna i den nya Patientlagen som trädde i kraft den 1 januari 2015 inte påverkas av de föreslagna lagändringarna. Enligt 9 kap. 1 § i den nya Patientlagen ska en patient som omfattas av ett landstings ansvar för hälso- och sjukvård inom eller utom detta landsting få möjlighet att välja utförare av offentligt finansierad öppen vård. Att i en lag föreslå att patienterna ska ha rätten att välja utförare och i en annan lagstiftning som är tänkt att träda i kraft vid samma datum medvetet beskära patienterna samma rättighet är såväl förvirrande som inkonsekvent. I praktiken blir det ingen valfrihet om ett landsting bestämmer sig för att inte längre anlita privata utförare. Ett ärlighetskrav borde därför vara att tillstå att valfriheten tas bort om ett landsting beslutar att avskaffa vårdval i primärvården.
Om det obligatoriska vårdvalet avskaffas enligt förslaget och beslut fattas om att inte heller ha kvar vårdvalet på frivillig väg så kommer det sannolikt att innebära högre kostnader än i dag för de landsting så ser framför sig att de ska fortsätta bedriva verksamheten vid de vårdcentraler som i dag drivs av privata aktörer. För detta talar inte minst det förhållande att en betydande andel av de landstingsdrivna vårdcentralerna drivs med underskott. Högre kostnader översätts i sammanhanget med stor sannolikhet till ett behov av högre landstingskommunalt skatteuttag. Den lakoniska slutsatsen att "Förslaget medför inga ekonomiska konsekvenser för det offentliga" kan därför starkt ifrågasättas.
Vad värre är att konsekvensanalysen totalt ignorerar effekterna för privata vårdgivare, för dessa företags personal och för patienterna. Konsekvensanalysen uppfyller inte ens mycket måttliga krav på hur lagstiftningsprocessen bör hanteras
och är måhända en förklaring till att Regelrådet inte fått remissen liksom att Lagrådets granskning av förslaget också förefaller vara lämnad därfån.
Svenskt Näringsliv avstyrker sammanfattningsvis förslaget.
Stockholm som ovan
SVENSKT NÄRINGSLIV
Carola Lemne
VD
Annika Lundius
Vice VD
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<urn:uuid:bc59bd2f-9ce5-4a55-88c4-a38cfe37fd98>
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HuggingFaceFW/finepdfs/tree/main/data/swe_Latn/train
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finepdfs
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swe_Latn
| 19,538
|
Rückmeldung aus der Praxis des Das FamS
- Kindertagespflege liefert einen bedeutenden Anteil an der Vereinbarkeit von Beruf und Familie (im doppelten Sinn: für Familien der Tageskinder sowie Familien der TPP)
- Die bisher erreichte Platzzahl von ca. 1.050 Plätzen zu halten, stellt eine Herausforderung dar (10-15 Info-Abende/Jahr ca. 80 Beratungsgespräche münden
2017 in 47 Bewerbergespräche (2016: 56) – 45 Personen wurden empfohlen
Jährlich ca. 30-35 TN in den Qualifizierungskursen sowie 8-10 päd. Fachkräfte
2016: 33 neue TPP (12 bieten keine zusätzl. Plätze an) – 19 TPP haben aufgehört
2017: 39 neue TPP (9 bieten keine zusätzl. Plätze an) – 32 TPP haben aufgehört
Leistungsträger gehen demnächst in den Ruhestand
Viele Wege in die Tätigkeit.
Eine zufriedene Tagespflegeperson ist die beste Werbung für die Tätigkeit!
- Für den Erhalt der Platzanzahl sind zusätzliche Anreize erforderlich, diese könnten sein:
- Anhebung des Entgelts
(seit 2009: 4,10 €/Kind/Stunde – Trend in umliegenden Kommunen 5,00 – 8,40)
- Bedarfsgerechte Erhöhung der Kontingente für die neuen Vertretungsmodelle
(Warteliste für Springer sowie Interessenten für weitere 4+1-Modelle)
- Räumlichkeiten Regelungen lockern (?)
- berufliche Perspektive durch anerkannte Weiterbildung
(einige TPP würden sehr gern eine berufsbegleitende Weiterbildung zur Erzieherin absolvieren, wünschenswert wäre ein neues Angebot, dass ihre Tätigkeit einbezieht und Betreuungszeiten berücksichtigt)
- Vertretung und Vernetzung sind ausbaufähig
- In jedem Stadtteil mit mehreren Tagespflegepersonen Tagesmüttertreffs vorhalten
(Vertretungsorganisation obliegt überwiegend den TPP, Anfragen im Das FamS rückläufig trotz steigender Betreuungszahlen; 2014 Anfragen für ca. 120 Kinder/2017 nur noch 20)
- Kinder mit besonderen Förderbedarfen bis zum Übergang in Fachstellen besser fachlich begleiten
U3 Kinder selten Diagnosen zu Beginn der Betreuung, Tagespflegepersonen sind oft die ersten, die Förderbedarfe wahrnehmen. Köki unterstützt in der Einschätzung, aber das Betreuungssetting bleibt dasselbe. In mehreren Fällen kam es zu deutlicher Überforderung der Tagespflegepersonen, den „Besonderheiten“ des Kindes und der restlichen Gruppe gerecht zu werden. Hier sind Lösungen einer engen fachlichen Begleitung und auch Entlastung notwendig, um die Herausforderungen in der Zeit des Übergangs abzufedern. Vereinzelt können die „besonderen“ Kinder in den Gruppen gehalten werden (z.B. bei körperlichen Einschränkungen, die nicht so starke Veränderungen in Abläufen etc. erfordern), aber auch hier sind Entlastungen und fachliche Begleitung erforderlich.
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<urn:uuid:1bb79c1d-ca3d-4aaf-81fe-948554bc447d>
|
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
|
finepdfs
|
deu_Latn
| 2,643
|
15'
Χρόνος
Λαβράκι στη λαδόκολλα
2
15'
1
Χρόνος Ψησίματος
Μερίδες
Εκτέλεσης
Μέθοδος Εκτέλεσης
Προθερμαίνουμε τον φούρνο στους 180 ο C στον αέρα.
Ανοίγουμε ένα κομμάτι λαδόκολλας στον πάγκο εργασίας και τοποθετούμε τα φιλέτα.
Αλατοπιπερώνουμε τα φιλέτα και πασπαλίζουμε με το ροζ πιπέρι.
Μεταφέρουμε τα φιλέτα λίγο πιο κάτω από το κέντρο της λαδόκολλας, το ένα δίπλα στο άλλο, με το δέρμα προς τα κάτω, και βάζουμε 2 φύλλα κάπαρης πάνω από κάθε φιλέτο. Προσθέτουμε τον χυμό λεμονιού και το ελαιόλαδο.
Αλείφουμε τις άκρες της λαδόκολλας με νερό και διπλώνουμε τη λαδόκολλα πιέζοντας καλά τις άκρες της. Μεταφέρουμε με προσοχή σε ένα ταψί και ψήνουμε για 10-15 λεπτά.
Ανοίγουμε με προσοχή τη λαδόκολλα και σερβίρουμε με έξτρα φύλλα κάπαρης και ροζ πιπέρι. Προαιρετικά σερβίρουμε με ψητά λαχανικά της αρεσκείας μας.
Βαθμός
Δυσκολίας
Συστατικά
2 λαβράκια, φιλέτα (250-300 γρ./ φιλέτο)
αλάτι
1 κ.σ. κόκκους πιπεριού, ροζ + έξτρα, για το σερβίρισμα
4 φύλλα κάππαρης, + έξτρα, για το σερβίρισμα
χυμό λεμονιού, από 1 λεμόνι
1 κ.σ. ελαιόλαδο
Για το σερβίρισμα
1 φινόκιο
1 κολοκυθάκι
1/2 μπρόκολο
Διατροφικός πίνακας
Διατροφική αξία ανά μερίδα
|
<urn:uuid:b3a6c367-d6cb-452c-a552-f7ddd03edd2d>
|
HuggingFaceFW/finepdfs/tree/main/data/ell_Grek/train
|
finepdfs
|
ell_Grek
| 1,152
|
NOS ENGAGEMENTS QUALITÉ
1. Mener des enquêtes permettant de connaître vos attentes et adapter nos horaires d'ouverture.
2. Vous informer sur les conditions d'accès et d'accueil de nos services et de manière systématique lors de changement.
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13.Répondre dans un délai maximum de 15 jours ouvrés à toutes vos suggestions et réclamations portant sur le respect de nos engagements.
14.Mesurer annuellement votre satisfaction et vous informer des résultats.
Points numériques
Direction de la réglementation, de l'intégration et des migrations Bureau des affaires réglementaires et de proximité (contacts téléphoniques uniquement) : du lundi au vendredi de 9h à 16h sauf indications spécifiques
Direction des sécurités – Bureau des polices administratives
(contacts téléphoniques uniquement) : du lundi au vendredi de 9h à 16h sauf indications
spécifiques
Direction des sécurités – Bureau de la sécurité et de l'ordre public (contacts téléphoniques uniquement) : du lundi au vendredi de 9h à 16h sauf indications spécifiques
Vous pouvez consulter le site internet à l'adresse suivante :
http://www.alpes-maritimes.gouv.fr/Demarches-administratives/Autres-demarches
HORAIRES D'OUVERTURE
Cartes Nationales d'Identité (CNI) & Passeports
Délivrance des CNI et des passeports, s'adresser à la mairie
Titres de séjour Étrangers
ACCUEIL 1 – Guichet Unique des Demandeurs d'Asile (GUADA) : pour déposer une demande d'asile ( accueil uniquement sur rendez-vous pris auprès de Forum Réfugiés)
ACCUEIL 1 de 9h00 à 11h00 (tous les jours sauf le jeudi) : pour un titre de séjour réfugié, protégé subsidiaire, apatride, y compris sa modification ou son duplicata, le renouvellement des titres provisoires pour l'asile, la procédure étranger-malade,
ACCUEIL 2 de 9h00 à 11h00 (tous les jours sauf le jeudi) : pour le renouvellement d'une carte de résident (titre valable 10 ans), une demande de duplicata, une modification d'adresse, d'état civil, etc., le changement de département, sauf les bénéficiaires d'une protection de l'OFPRA, les demandes de passeport-talent,
Pour les étudiants étrangers: consulter le site internet http://www.alpesmaritimes.pref.gouv.fr/Vos-demarches/Etrangers/Etudiants-etrangers
Pour le retrait de leur titre de séjour, les étudiants doivent se présenter à l'accueil n°3, tous les jours sauf le jeudi de 13h00 à 14h30
ACCUEIL 3 de 9h00 à 11h00 (tous les jours sauf le jeudi) : pour une première demande ou un renouvellement de carte de séjour temporaire ou de titre pluriannuel, une première demande de carte de résident, la prolongation d'un visa, une demande de visa retour
ACCUEIL 3 de 13h00 à 14h30 (tous les jours sauf le jeudi) : pour le retrait des titres de séjour, des titres d'identité républicains, des documents de circulation pour étranger mineur (les demandes de ces deux derniers titres se font exclusivement par courrier) : sur présentation d'une convocation, envoyée par SMS ou par courrier, par le titulaire du titre qui devra être en mesure de pouvoir justifier de son identité (présentation du passeport ou d'une pièce d'identité). Il est donc inutile de vous présenter en préfecture avant d'avoir reçu la convocation.
Naturalisations
Uniquement sur rendez-vous
Commissions médicales
Uniquement sur rendez-vous http://www.alpes-maritimes.gouv.fr/Prise-de-rendez-vous
Taxis & véhicule de tourisme avec chauffeur
Uniquement sur rendez-vous http://www.alpes-maritimes.gouv.fr/Prise-de-rendez-vous
Accueil Général :
Renseignements de 9h à 14h30
RENSEIGNEMENTS TÉLÉPHONIQUES
Titres de séjour Étrangers
Du lundi au vendredi de 14h15 à 16h15 au 04 93 72 20 02
Naturalisations
Les mardi et jeudi de 13h30 à 16h00 au 04 93 72 26 65
CNI & Passeports : s'adresser en priorité à la mairie du domicile, sinon serveur vocal interactif national 3400
Cartes grises : serveur vocal interactif national 3400
Permis de conduire :
serveur vocal interactif national
Visites médicales :
serveur vocal interactif national
3400
3400
Logement (DALO)
Du lundi au vendredi de 9h à 12h et de 14h à 16h au 04 93 72 27 06 – 04 93 72 27 73 – 04 93 72 27 79
UN MEILLEUR ACCUEIL AU SERVICE DU PUBLIC
La préfecture des Alpes-Maritimes améliore la qualité d'accueil et de service
Préfecture des Alpes-Maritimes
Centre Administratif Départemental 147 Boulevard du Mercantour - 06286 Nice cedex 3 (horaires d'accueil aux guichets : voir en dernière page)
Accueil téléphonique
Pour les certificats d'immatriculation, les permis de conduire, les cartes nationales d'identité et les passeports composer le 3400 (coût : 0,06 EUR la minute en moyenne)
« Allô service public » : 3939 lundi à vendredi de 8h30 à 19h00 (coût : 0,15 EUR la minute en moyenne)
Serveur vocal interactif (SVI) – 24h/24 – 7j/7 - 04 93 72 29 99
Préfecture : 04 93 72 20 00
Sites internet
Préfecture : http://www.alpes-maritimes.gouv.fr/Contactez-nous
Le portail de l'administration française : www.service-public.fr
Pour effectuer une téléprocédure :
https://ants.gouv.fr/-https://media.interieur.gouv.fr/demarches/
Envoyer un courriel à l'ANTS
Certificats d'immatriculation : email@example.com
Permis de conduire: firstname.lastname@example.org
Réclamations et suggestions
Vous pouvez :
* demander un formulaire à l'accueil général et le déposer dans l'urne
*
remplir ce formulaire en ligne sur le site internet des services de l'État à
l'adresse suivante :
http://www.alpes-maritimes.gouv.fr/Services-de-l-
Etat/Prefecture-et-sous-prefectures/A-votre-ecoute-pour-progresser
Dernière mise à jour : avril 2018 Ne pas jeter sur la voie publique. Merci
|
<urn:uuid:5996c5ec-c29e-453a-904b-3bcb307c67cc>
|
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
|
finepdfs
|
fra_Latn
| 6,290
|
ROMANIA
JUDEȚUL ILFOV
CONSILIUL LOCAL PERIS
HOTARAREA nr. 22 / 20.07.2015
privind rectificarea bugetului local pentru trimestrul al III-lea din anul 2015,
prin suplimentari și virări de credite bugetare, la capitolele deficitare
Consiliul local Peris, județul Ilfov
Având în vedere:
- Expunerea de motive a Primarului comunei Peris;
- Nota de fundamentare nr. 7321/14.07.2015 privind obiectivele de investiții finanțate de bugetul local pentru anul 2015;
- Programul anual al achizițiilor publice nr. 7322/14.07.2015 al compartimentului achiziției publice pentru anul 2015;
- Raportul de specialitate nr. 7331/14.07.2015 al compartimentului financiar contabil cu privire la bugetul local pentru anul 2015;
- Legea bugetului de stat nr. 186/2014 – privind legea bugetului de stat pe anul 2015;
- Prevederile art. 19 alin. 1) lit. a), art. 20 alin. 1) lit. a), h) și i), art. 26 alin. 4) și art. 41 alin. 1) art. 49 alin. 4), 5), 6) și 7) din Legea nr. 273/2006 – privind finanțele publice locale, cu modificările și completările ulterioare;
- Avizul comisiei de specialitate din cadrul Consiliului Local Peris pentru programe de dezvoltare economico-socială, buget-finanțe, administrarea domeniului public și privat al comunei, agricultura, gospodarie comunala, protecția mediului, servicii și comerț;
În conformitate cu art. 36 alin. 2) lit. b), alin. 4, lit. a) și în temeiul art. 45, alin.2), lit a) din Legea nr. 215/2001 – privind Administratia Publica Locala
HOTARASTE:
Art. 1. Se aproba rectificarea bugetului local pentru trimestrul al III-lea din anul 2015 al comunei Peris, la cele două secțiunii funcționare/dezvoltare, conform anexei nr. 1 la prezenta hotarare.
Art. 2. Se aproba lista de investiții, conform anexei nr. 2 la prezenta hotarare.
Art. 3. Cu ducerea la îndeplinirea a prezentei hotărari se va ocupa Primarul comunei Peris, Compartimentul Achiziției Publice și Biroul Financiar-Contabil.
PREȘEDINTE,
CONTRASEMNEAZĂ,
SECRETAR,
MANOLE LAURA BRANDUSA
### VENITURI – sectiunea de functionare
| Nr. Crt. | Surse de finantare | Clasificatie bugetara | An | Trim. III | Influent (+/-) | Trim. III modificat | An modificat |
|----------|--------------------------------------------------------|-----------------------|-----------|-----------|----------------|---------------------|--------------|
| 1. | Cote si sume defacate din impozit pe venit | 040100 | 1,097.000 | 200.000 | + 400.000 | 600.000 | 1,497.000 |
| 2. | Amenzi, penalitati si confiscari | 350000 | 70.000 | 17.000 | + 75.000 | 92.000 | 145.000 |
| 3. | Varsaminte din sectiunea de functionare | 370300 | - 3,083.000 | - 708.000 | - 175.000 | - 883.000 | - 3,258.000 |
| 4. | TOTAL | | 7,062.366 | 1,693.903 | + 300.000 | 1,903.903 | 7,362.366 |
### CHELTUIELI – sectiunea de functionare:
| Nr. Crt. | Surse de finantare | Clasificatie bugetara | An | Trim. III | Influent (+/-) | Trim. III modificat | An modificat |
|----------|--------------------------------------------------------|-----------------------|-----------|-----------|----------------|---------------------|--------------|
| 1. | Bunuri si servicii | 20 | 606.500 | 81.500 | + 25.000 | 106.500 | 631.500 |
| 2. | Autoritati executive | 510000 | 1,270.000 | 261.000 | + 25.000 | 286.000 | 1,295.000 |
| 3. | Bunuri si servicii | 20 | 108.500 | 12.000 | + 15.000 | 27.000 | 123.500 |
| 4. | Alte servicii publice | 540000 | 205.500 | 36.700 | + 15.000 | 51.700 | 220.500 |
| 5. | Bunuri si servicii | 20 | 377.000 | 88.000 | + 150.000 | 238.000 | 527.000 |
| 6. | Cultura, recreere si religie | 670000 | 377.000 | 88.000 | + 150.000 | 238.000 | 527.000 |
| 7. | Bunuri si servicii | 20 | 220.000 | 50.000 | + 20.000 | 70.000 | 240.000 |
| 8. | Locuinte, servicii si dezvoltare publica | 700000 | 220.000 | 50.000 | + 20.000 | 70.000 | 240.000 |
| 9. | Bunuri si servicii | 20 | 150.000 | 49.000 | + 75.000 | 124.000 | 235.000 |
| 10. | Protectia mediului | 740000 | 150.000 | 49.000 | + 75.000 | 124.000 | 235.000 |
| 11. | Bunuri si servicii | 20 | 450.000 | 35.000 | + 15.000 | 50.000 | 465.000 |
| 12. | Drumuri si poduri | 840000 | 535.000 | 56.200 | + 15.000 | 71.200 | 550.000 |
| 13. | TOTAL | | 2,371.000 | 427.750 | + 300.000 | 727.750 | 2,671.000 |
| Nr. Crt. | Surse de finantare | Clasificatie bugetara | An | Trim. III | Influente (+/-) | Trim. III modificat | An modificat |
|---------|------------------------------------|-----------------------|--------|-----------|-----------------|---------------------|--------------|
| 1. | Varsaminte din sectiunea de functionare | 370400 | 3,083,000 | 708,000 | + 175,000 | 883,000 | 3,258,000 |
| 2. | TOTAL | - | 3,524,154 | 758,000 | + 175,000 | 933,000 | 3,699,154 |
**CHELTUIELI – sectiunea de dezvoltare :**
| Nr. Crt. | Surse de finantare | Clasificatie bugetara | An | Trim. III | Influente (+/-) | Trim. III modificat | An modificat |
|---------|------------------------------------|-----------------------|--------|-----------|-----------------|---------------------|--------------|
| 1. | Cheltuieli de capital | 70 | 63,000 | 0 | + 170,000 | 170,000 | 233,000 |
| 2. | Invatament | 650000 | 63,000 | 0 | + 170,000 | 170,000 | 233,000 |
| 3. | Cheltuieli de capital | 70 | 15,000 | 0 | + 30,000 | 30,000 | 45,000 |
| 4. | Locuinte, servicii si dezvoltare publica | 700000 | 15,000 | 0 | + 30,000 | 30,000 | 45,000 |
| 5. | Cheltuieli de capital | 70 | 2,170,000 | 525,000 | - 525,000 | 0 | 1,645,000 |
| 6. | Protectia mediului | 740000 | 2,170,000 | 525,000 | - 525,000 | 0 | 1,645,000 |
| 7. | Cheltuieli de capital | 70 | 30,000 | 0 | + 500,000 | 500,000 | 530,000 |
| 8. | Drumuri si poduri | 840000 | 30,000 | 0 | + 500,000 | 500,000 | 530,000 |
| 9. | TOTAL | - | 2,309,000 | 525,000 | + 175,000 | 700,000 | 2,484,000 |
**PRESEDINTE,**
**CONTRASEMNEAZA,**
**SECRETAR,**
**MANOLE LAURA BRANDUSA**
| Nr. Crt | Denumire | Cap | Valoare actualizata | Executat pana la prezentei | Rest de executat | Total buget 2015, din care: | Sume alocate din cote def. imp. venit si TVA | Fond europ. neram sau alte surse | Trans. bug. de stat | Budget local | Term. P.I.F. |
|---------|------------------------------------------------------------------------|------|--------------------|----------------------------|------------------|-----------------------------|---------------------------------------------|---------------------------------|-------------------|--------------|-------------|
| 1. | Lucrari in continuare | A | 15.754 | 389 | 15.365 | 2.215 | 0 | 209 | 32 | 1.974 | - |
| | Reabilitare/unitati de invatamant din comuna Peris, din care: | | | | | | | | | | |
| | - tamplarie PVC Gr. Bratulesti | 65 | 173 | 23 | 150 | 173 | 0 | 0 | 0 | 23 | 173 | 31.12. 2015 |
| | - lucrari de reparatii, zugravire, inlocuire gresie si faianta, parchet, tamplarie PVC la toate unitatile scolare | 150 | 0 | 150 | 0 | 150 | 0 | 0 | 0 | 150 | 150 | 31.12. 2015 |
| 2. | Imprejmuire cu gard Gradinita Bratulesti | 65 | 40 | 40 | 0 | 40 | 0 | 0 | 0 | 40 | 40 | 31.12. 2015 |
| 3. | Reabilitare Liceul nr. 1 Corp A cladirile vechi si corp B cladire noua din comuna Peris judet Ilfov | 65 | 569 | 281 | 288 | 281 | 0 | 209 | 32 | 40 | 40 | 31.12. 2015 |
| 4. | Constructie lacas de cult-sat Peris "Sf. Mc. Pantelimon - Nasterea Macii Domnului" | 67 | 61 | 30 | 31 | 31 | 0 | 0 | 0 | 31 | 31 | 31.12. 2015 |
| 5. | Extindere retea gaze naturale in comuna Peris | 70 | 15 | 15 | 0 | 15 | 0 | 0 | 0 | 15 | 15 | 31.12. 2015 |
| 6. | Infinitire sistem de canalizare si statie de epurare in comuna Peris, judet Ilfov | 74 | 8.941 | 0 | 8.941 | 1.645 | 0 | 0 | 0 | 1.645 | 1.645 | 31.12. 2015 |
| | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| 7. | Reabilitare prin asfaltare drumuri Calugarului, Dorobantului, Haraboc, Polona, Sondei Pelicanului, Lupilor, Prof. Ionita Ion | B | 550 | 0 | 550 | 550 | 0 | 0 | 550 | - | 31.12.2015 |
| 1. | Lucrari noi | Constructie corp anexa-magazie Sc. Gim. Nr. 2 Bratulesti | 65 | 20 | 0 | 20 | 20 | 0 | 0 | 20 | 31.12.2015 |
| 2. | Extindere retea apa si bransamente in comuna Peris | 70 | 20 | 0 | 20 | 0 | 0 | 0 | 20 | 31.12.2015 |
| 3. | Extindere retea iluminat public in comuna Peris | 70 | 10 | 0 | 10 | 10 | 0 | 0 | 10 | 31.12.2015 |
| 4. | Amenajare drumuri comunale prin pieturi in comuna Peris | 84 | 500 | 0 | 500 | 500 | 0 | 0 | 500 | 31.12.2015 |
| | Alte cheltuieli | C | 0 | 0 | 0 | 0 | 0 | 0 | 0 | - | - |
| | Lucrari in continuare | A | 15,754 | 389 | 15,365 | 2,215 | 0 | 209 | 32 | 1,974 | - |
| | B | 550 | 0 | 550 | 550 | 0 | 0 | 550 | - | - |
| | C | 0 | 0 | 0 | 0 | 0 | 0 | 0 | - | - |
| | TOTAL | - | 16,304 | 389 | 15,915 | 2,765 | 0 | 209 | 32 | 2,524 | - |
PRESEDINTE,
CONTRASEMNEAZA,
SECRETAR,
MANOLE LAURA BRANDUSA
[Signature]
| Cod rand | Cod indicator | Program aprobat | Influente | Program rectificat |
|----------|---------------|-----------------|-----------|--------------------|
| 25 | 11.02.02 | 3.794.100 | 0 | 1.083.330 |
| 26 | 11.02.06 | 95.000 | 0 | 95.000 |
| 27 | 12.02 | 1.000 | 0 | 1.000 |
| 28 | 12.02.07 | 1.000 | 0 | 1.000 |
| 29 | 15.02 | 1.000 | 0 | 1.000 |
| 30 | 15.02.01 | 1.000 | 0 | 1.000 |
| 31 | 16.02 | 381.000 | 0 | 381.000 |
| 32 | 16.02.02 | 345.000 | 0 | 345.000 |
| 33 | 16.02.02.01 | 259.000 | 0 | 259.000 |
| 34 | 16.02.02.02 | 86.000 | 0 | 86.000 |
| 35 | 16.02.03 | 32.000 | 0 | 32.000 |
| 36 | 16.02.50 | 4.000 | 0 | 4.000 |
| 37 | 00.11 | 2.000 | 0 | 2.000 |
| 38 | 18.02 | 2.000 | 0 | 2.000 |
| 39 | 18.02.50 | 2.000 | 0 | 2.000 |
| 40 | 00.12 | 223.000 | 0 | 223.000 |
| 41 | 00.13 | 80.000 | 0 | 80.000 |
| 42 | 30.02 | 80.000 | 0 | 80.000 |
| 43 | 30.02.05 | 72.000 | 0 | 72.000 |
| 44 | 30.02.05.30 | 72.000 | 0 | 72.000 |
| 45 | 30.02.50 | 8.000 | 0 | 8.000 |
| 46 | 00.14 | 143.000 | 0 | 143.000 |
| 47 | 33.02 | 20.000 | 0 | 20.000 |
| 48 | 33.02.08 | 8.000 | 0 | 8.000 |
| 49 | 33.02.50 | 12.000 | 0 | 12.000 |
| 50 | 34.02 | 39.000 | 0 | 39.000 |
| 51 | 34.02.02 | 16.000 | 0 | 16.000 |
| 52 | 34.02.50 | 23.000 | 0 | 23.000 |
| 53 | 35.02 | 70.000 | 0 | 70.000 |
| 54 | 35.02.01 | 20.000 | 0 | 20.000 |
**Sume defalcate din taxa pe valoarea adaugata pentru finantarea cheltuielilor descentralizate la nivelul comunelor oraselor, municipiilor, sectoarelor si Municipiului Bucuresti**
**Alte impozite si taxe generale pe bunuri si servicii**
**Taxe hoteliere**
**Taxe pe servicii specifice**
**Impozit pe spectacole**
**Taxe pe utilizarea bunurilor, autorizarea utilizarii bunurilor sau pe desfasurarea de activitati**
**Taxa asupra mijloacelor de transport**
**Taxa asupra mijloacelor de transport - PF**
**Taxa asupra mijloacelor de transport - PJ**
**Taxe si tarife pentru eliberarea de licente si autorizatii de functionare**
**Alte taxe pe utilizarea bunurilor, autorizarea utilizarii bunurilor sau pe desfasurare de activitati**
**AS. ALTE IMPOZITE SI TAXE FISCALE**
**Alte impozite si taxe fiscale**
**Alte impozite si taxe**
**C. VENITURI NEFISCALE**
**C1. VENITURI DIN PROPRIETATE**
**Venituri din proprietate**
**Venituri din concediuri si inchirieri**
**Alte venituri din concediuri si inchirieri de catre institutii publice**
**Alte venituri din proprietate**
**C2. VANZARI DE BUNURI SI SERVICII**
**Venituri din prestari de servicii si alte activitati**
**Venituri din prestari de servicii**
**Alte venituri din prestari de servicii si alte activitati**
**Venituri din taxe administrative, eliberari de permise**
**Taxe extrajudiciare de timbru**
**Alte venituri din taxe administrative, eliberari de permise**
**Armenzi, penalitati si confiscari**
**Venituri din amenzi si alte sancituni aplicate conform dispozitiilor legale**
**Program trimestrial**
| Trimestru I | Trimestru II | Trimestru III | Trimestru IV |
|-------------|--------------|---------------|--------------|
| 842.500 | 948.510 | 1.083.330 | 919.670 |
| 28.300 | 26.640 | 19.980 | 19.080 |
| 500 | 500 | 0 | 0 |
| 500 | 500 | 0 | 0 |
| 500 | 500 | 0 | 0 |
| 500 | 500 | 0 | 0 |
| 500 | 500 | 0 | 0 |
| 500 | 500 | 0 | 0 |
| 123.000 | 119.000 | 95.000 | 44.000 |
| 112.000 | 108.000 | 85.000 | 40.000 |
| 80.000 | 80.000 | 65.000 | 30.000 |
| 84.000 | 80.000 | 65.000 | 30.000 |
| 28.000 | 28.000 | 20.000 | 10.000 |
| 10.000 | 10.000 | 9.000 | 3.000 |
| 1.000 | 1.000 | 1.000 | 1.000 |
| 500 | 500 | 500 | 500 |
| 500 | 500 | 500 | 500 |
| 500 | 500 | 500 | 500 |
| 61.500 | 298.000 | 63.500 | 38.500 |
| 22.000 | 24.000 | 27.000 | 7.000 |
| 22.000 | 24.000 | 27.000 | 7.000 |
| 22.000 | 22.000 | 25.000 | 5.000 |
| 22.000 | 22.000 | 25.000 | 5.000 |
| 2.000 | 2.000 | 2.000 | 2.000 |
| 218.000 | 75.000 | 39.500 | 31.500 |
| 20.000 | 5.000 | 5.000 | 5.000 |
| 2.000 | 2.000 | 2.000 | 2.000 |
| 3.000 | 3.000 | 3.000 | 3.000 |
| 12.000 | 7.000 | 8.000 | 8.000 |
| 16.000 | 4.000 | 4.000 | 4.000 |
| 23.000 | 8.000 | 8.000 | 4.000 |
| 145.000 | 75.000 | 19.000 | 15.000 |
| 20.000 | 75.000 | 95.000 | 80.000 |
| DENUMIREA INDICATORILOR | Cod rand | Program aprobat | Cod indicator | Program rectificat | Influențe | Trim I | Trim II | Trim III | Trim IV |
|-------------------------|----------|-----------------|--------------|-------------------|-----------|-------|--------|---------|--------|
| Venturi din amenzi și alte sancțiuni aplicate de către alte instituții de specialitate | 55 | 35.02.01.02 | 20.000 | 75.000 | 95.000 | 5.000 | 5.000 | 80.000 | 5.000 |
| Penalități pentru nedeclarație sau depunerea cu întârziere a declarației de impozite și taxe | 56 | 35.02.02 | 25.000 | 0 | 25.000 | 7.000 | 7.000 | 6.000 | 5.000 |
| Alte amenzi, penalități și confiscări | 57 | 35.02.50 | 25.000 | 0 | 25.000 | 7.000 | 7.000 | 6.000 | 5.000 |
| Diverse venituri | 58 | 36.02 | 4.000 | 0 | 4.000 | 1.000 | 1.000 | 1.000 | 1.000 |
| Alte venituri | 59 | 36.02.50 | 4.000 | 0 | 4.000 | 1.000 | 1.000 | 1.000 | 1.000 |
| Transferuri voluntare, altele decât subventiile | 60 | 37.02 | 10.000 | 0 | 10.000 | 2.500 | 2.500 | 2.500 | 2.500 |
| Donații și sponsorizări | 61 | 37.02.01 | 10.000 | 0 | 10.000 | 2.500 | 2.500 | 2.500 | 2.500 |
| Varsaminte din sectiunea de funcționare pentru finanțarea secțiunii de dezvoltare a bugetului local (cu semnul minus) | 62 | 37.02.03 | -3.083.000 | 0 | -3.258.000 | -612.000 | -830.000 | -883.000 | -633.000 |
| Varsaminte din sectiunea de funcționare | 63 | 37.02.04 | 3.083.000 | 0 | 3.258.000 | 612.000 | 830.000 | 883.000 | 933.000 |
| II. VENITURI DIN CAPITAL | 64 | 00.15 | 200.000 | 0 | 200.000 | 50.000 | 50.000 | 50.000 | 50.000 |
| Venituri din valorificarea unor bunuri | 65 | 39.02 | 200.000 | 0 | 200.000 | 50.000 | 50.000 | 50.000 | 50.000 |
| Venituri din vânzarea unor bunuri aparținând domeniului privat | 66 | 39.02.07 | 200.000 | 0 | 200.000 | 50.000 | 50.000 | 50.000 | 50.000 |
| IV. SUBVENTII | 67 | 00.17 | 37.744 | 0 | 37.744 | 5.388 | 32.356 | 0 | 0 |
| SUBVENTII DE LA ALTE NIVELE ALE ADMINISTRATIEI PUBLICE | 68 | 00.18 | 37.744 | 0 | 37.744 | 5.388 | 32.356 | 0 | 0 |
| Subventii de la bugetul de stat | 69 | 42.02 | 37.744 | 0 | 37.744 | 5.388 | 32.356 | 0 | 0 |
| A. De capital | 70 | 42.02 | 31.990 | 0 | 31.990 | 0 | 31.990 | 0 | 0 |
| Subvenții de la bugetul de stat către bugetele locale necesare sustinerii derulării proiectelor finanțate din FEN postadăre | 71 | 42.02.20 | 31.990 | 0 | 31.990 | 0 | 31.990 | 0 | 0 |
| B. Curente | 72 | 42.02.34 | 5.754 | 0 | 5.754 | 5.388 | 365 | 0 | 0 |
| Ajutor pentru încălzirea locuinței cu lemne, carburii și combustibili petrolifer | 73 | 42.02.34 | 5.754 | 0 | 5.754 | 5.388 | 365 | 0 | 0 |
| Sume FEN postadăre care în contul platitor efectuate | 74 | 45.02 | 209.164 | 0 | 209.164 | 0 | 209.164 | 0 | 0 |
| Fondul European de Dezvoltare regională | 75 | 45.02.01 | 209.164 | 0 | 209.164 | 0 | 209.164 | 0 | 0 |
| Sume primele în contul platitor efectuate în anul curent | 76 | 45.02.01.01 | 209.164 | 0 | 209.164 | 0 | 209.164 | 0 | 0 |
| TOTAL CHELTUIELI CURENTE | 77 | 10.856.520 | 475.000 | 11.061.520 | 2.982.903 | 3.004.223 | 2.836.903 | 2.257.891 | 0 |
| CHELTUIELI CURENTE | 78 | 7.343.520 | 300.000 | 7.643.520 | 2.340.503 | 2.124.223 | 1.903.903 | 1.271.891 | 0 |
| TITLUL I CHELTUIELI DE PERSONAL | 79 | 4.370.000 | 0 | 4.370.000 | 1.152.853 | 1.122.353 | 1.103.653 | 991.141 | 0 |
| TITLUL II BUNURI SI SERVICII | 80 | 2.371.000 | 300.000 | 2.671.000 | 1.049.250 | 672.750 | 727.750 | 221.250 | 0 |
| TITLUL III DOBANZI | 81 | 250.000 | 0 | 250.000 | 65.000 | 65.000 | 65.000 | 55.000 | 0 |
| Dobanzi decrete către publice interne | 82 | 250.000 | 0 | 250.000 | 65.000 | 65.000 | 65.000 | 55.000 | 0 |
| Titlul VIII PROIECTE CU FINANȚARE DIN FONDURI EXTERNE NEFAMBURSABILE (FEN) POSTADERE | 83 | 281.154 | 0 | 281.154 | 40.000 | 241.154 | 0 | 0 | 0 |
| Cod rand | Cod indicator | Program aprobat | Program rectificat | Influente | Program trimestral |
|----------|---------------|-----------------|-------------------|-----------|-------------------|
| 114 | 30.01 | | | | |
| 115 | 70 | | | | |
| 116 | 55.02.01 | | | | |
| 117 | 64.02 | | | | |
| 118 | 65.02 | | | | |
| 119 | 01 | | | | |
| 120 | 10 | | | | |
| 121 | 20 | | | | |
| 122 | 56 | | | | |
| 123 | 59 | | | | |
| 124 | 59.01 | | | | |
| 125 | 70 | | | | |
| 126 | 71 | | | | |
| 127 | 71.01 | | | | |
| 128 | 71.01.01 | | | | |
| 129 | | | | | |
| 130 | 65.02.03.01 | | | | |
| 131 | 65.02.03.02 | | | | |
| 132 | 65.02.04 | | | | |
| 133 | 65.02.04.01 | | | | |
| 134 | 65.02.04.02 | | | | |
| 135 | 67.02 | | | | |
| 136 | 01 | | | | |
| 137 | 20 | | | | |
| 138 | 70 | | | | |
| 139 | 71 | | | | |
| 140 | 71.01 | | | | |
| 141 | 71.01.01 | | | | |
| 142 | 67.02.03 | | | | |
| 143 | 67.02.03.02 | | | | |
**DENUMIREA INDICATORILOR**
**CHELTUIELI DE CAPITAL**
Din total capital
Transferuri din bugetul de stat ca urmare a transferurilor sociale de stat
Partea a II-a CHELTUIELI SOCIAL-CULTURALE
Invalamant
CHELTUIELI CURENTE
TITLUL I CHELTUIELI DE PERSONAL
TITLUL II BUNURI SI SERVICII
TITLUL VIII PROIECTE CU FINANTARE DIN FONDURI EXTERNE NERAMBURSABILE (FEN)
POSTADERARE
TITLUL XI ALTE CHELTUIELI
Burse
CHELTUIELDE CAPITAL
TITLUL XI ACTIVE NEFINANCIARE
Active fixe
Construcții
Din total capital
Invalamant prescolar si primar
Invalamant prescolar
Invalamant primar
Invalamant secundar
Invalamant secundar inferior
Invalamant secundar superior
Cultura, recreere si sporte
CHELTUIELI CURENTE
TITLUL II BUNURI SI SERVICII
CHELTUIELI DE CAPITAL
TITLUL XI ACTIVE NEFINANCIARE
Active fixe
Construcții
Din total capital
Servicii culturale
Biblioteci publice comunitare, orașenești, municipale
Pag 5 / 16
| Cod rand | Cod indicator | Program aprobot | Program rectificat | influente | Tim I | Tim II | Tim III | Tim IV |
|----------|---------------|----------------|--------------------|-----------|-------|--------|---------|--------|
| 144 | 67.02.03.07 | 46.000 | 0 | 48.000 | 16.000| 25.000 | 5.000 | 0 |
| 145 | 67.02.05 | 271.000 | 150.000 | 421.000 | 36.000| 147.000| 233.000 | 10.000 |
| 146 | 67.02.05.01 | 153.000 | 10.000 | 163.000 | 28.000| 71.000 | 53.000 | 10.000 |
| 147 | 67.02.05.03 | 118.000 | 140.000 | 258.000 | 7.000 | 71.000 | 180.000 | 0 |
| 148 | 67.02.06 | 91.000 | 0 | 91.000 | 30.000| 61.000 | 0 | 0 |
| 149 | 68.02 | 850.866 | 0 | 850.866 | 233.900| 229.966| 199.500 | 182.500|
| 150 | 01 | 651.866 | 0 | 651.866 | 237.900| 220.966| 199.500 | 182.500|
| 151 | 10 | 775.500 | 0 | 775.500 | 203.500| 197.000| 191.000 | 184.000|
| 152 | 20 | 34.000 | 0 | 34.000 | 8.500 | 8.500 | 8.500 | 8.500 |
| 153 | 57 | 41.366 | 0 | 41.366 | 0 | 15.466 | 0 | 0 |
| 154 | 57.01 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 155 | 57.02 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 156 | 57.02.01 | 41.366 | 0 | 41.366 | 25.900| 15.466 | 0 | 0 |
| 157 | 70 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 158 | 68.02.05 | 809.500 | 0 | 809.500 | 212.000| 205.500| 199.500 | 182.500|
| 159 | 68.02.05.02 | 809.500 | 0 | 809.500 | 212.000| 205.500| 199.500 | 182.500|
| 160 | 68.02.15 | 41.366 | 0 | 41.366 | 25.900| 15.466 | 0 | 0 |
| 161 | 68.02.15.01 | 41.366 | 0 | 41.366 | 25.900| 15.466 | 0 | 0 |
| 162 | 69.02 | 2.565.000 | -400.000 | 2.165.000 | 511.000| 685.000| 224.000 | 745.000|
| 163 | 70.02 | 235.000 | 50.000 | 285.000 | 100.000| 60.000 | 25.000 | 0 |
| 164 | 01 | 220.000 | 20.000 | 240.000 | 65.000 | 60.000 | 25.000 | 0 |
| 165 | 20 | 220.000 | 20.000 | 240.000 | 65.000 | 60.000 | 25.000 | 0 |
| 166 | 70 | 15.000 | 30.000 | 45.000 | 15.000| 0 | 30.000 | 0 |
| 167 | 71 | 15.000 | 30.000 | 45.000 | 15.000| 0 | 30.000 | 0 |
| 168 | 71.01 | 15.000 | 30.000 | 45.000 | 15.000| 0 | 30.000 | 0 |
| 169 | 71.01.01 | 15.000 | 30.000 | 45.000 | 15.000| 0 | 30.000 | 0 |
| 170 | 70.02.05 | 0 | 20.000 | 0 | 20.000| 0 | 20.000 | 0 |
| 171 | 70.02.05.01 | 0 | 20.000 | 0 | 20.000| 0 | 20.000 | 0 |
| 172 | 70.02.06 | 220.000 | 30.000 | 250.000 | 45.000| 60.000 | 80.000 | 25.000 |
| 173 | 70.02.07 | 15.000 | 0 | 15.000 | 0 | 0 | 0 | 0 |
| Cod rand | Cod indicator | Program aprobat | Program rectificat |
|----------|---------------|-----------------|-------------------|
| 2 | 08.01 | 7,262,366 | 300,000 |
| 3 | 48.02 | 6,240,512 | 474,000 |
| 4 | 00.02 | 7,056,672 | 6,745,912 |
| 5 | 00.03 | 9,916,612 | 400,000 |
| 6 | 00.04 | 4,767,512 | 400,000 |
| 7 | 00.06 | 4,767,512 | 400,000 |
| 8 | 03.02 | 172,512 | 0 |
| 9 | 03.02.18 | 172,512 | 0 |
| 10 | 04.02 | 4,595,000 | 400,000 |
| 11 | 04.02.01 | 1,097,000 | 400,000 |
| 12 | 04.02.04 | 3,488,000 | 0 |
| 13 | 00.09 | 875,000 | 0 |
| 14 | 07.02 | 875,000 | 0 |
| 15 | 07.02.01 | 419,000 | 0 |
| 16 | 07.02.01.01 | 236,000 | 0 |
| 17 | 07.02.01.02 | 183,000 | 0 |
| 18 | 07.02.02 | 437,000 | 0 |
| 19 | 07.02.02.01 | 160,000 | 0 |
| 20 | 07.02.02.02 | 67,000 | 0 |
| 21 | 07.02.02.03 | 210,000 | 0 |
| 22 | 07.02.03 | 16,000 | 0 |
| 23 | 07.02.50 | 3,000 | 0 |
| 24 | 00.10 | 4,272,100 | 0 |
| 25 | 11.02 | 3,889,100 | 0 |
| 26 | 11.02.02 | 3,794,100 | 0 |
| 27 | 11.02.06 | 95,000 | 0 |
| 28 | 12.02 | 1,000 | 0 |
| 29 | 12.02.07 | 1,000 | 0 |
| 30 | 15.02 | 1,000 | 0 |
**TOTAL VENTURI**
**VENTURI PROPRII**
1. **VENTURI CURENTE**
A. **VENTURI FISCALE**
A1. **IMPOZIT PE VENIT, PROFIT SI CASTIGURI DIN CAPITAL**
A12. **IMPOZIT PE VENIT, PROFIT, SI CASTIGURI DIN CAPITAL DE LA PERSOANE FIZICE**
Impozit pe venit
Impozitul pe venituri din transferul proprietar imobiliar obișnuit din patrimoniul personal
Cote si sume defalcate din impozitul pe venit
Cote defalcate din impozitul pe venit
Suma alocate de la consiliu județean pentru echilibrarea bugetelor locale
A3. **IMPOZITE SI TAXE PE PROPRIETATE**
Impozite si taxe pe proprietate
Impozit pe cladiri
Impozit pe cladiri - PF
Impozit pe cladiri - PJ
Impozit pe terenuri
Impozit pe terenuri - PF
Impozit pe terenuri - PJ
Impozit pe terenurile extralivrate
Taxe judiciare de imbru - taxe de imbru pentru activitatea notariala si alte taxe de imbru - La bugetul de stat = restante anii anteriori =
Alte impozite si taxe de proprietate
A4. **IMPOZITE SI TAXE PE BUNURI SI SERVICII**
Sume defalcate din TVA
Sume defalcate din taxa pe valoarea adaugata pentru finantarea cheltuielilor descentralizate la nivelul comunelor, orașelor, municipiilor, sectorelor si Municipiului București
Sume defalcate din TVA pt echilibrarea bugetelor locale
Alte impozite si taxe generale pe bunuri si servicii
Taxe mobiliere
Taxe pe servicii specifice
| Cod rand | Cod indicator | Infuierile | Program aprobat | Program rectificat |
|----------|---------------|------------|-----------------|-------------------|
| 31 | 15.02.01 | 1.000 | 0 | 500 |
| | | | | |
| 32 | 16.02 | 381.000 | 0 | 381.000 |
| | | | | |
| 33 | 16.02.02.01 | 345.000 | 0 | 345.000 |
| | | | | |
| 34 | 16.02.02.01 | 250.000 | 0 | 259.000 |
| | | | | |
| 35 | 16.02.02.02 | 88.000 | 0 | 86.000 |
| | | | | |
| 36 | 16.02.03 | 32.000 | 0 | 32.000 |
| | | | | |
| 37 | 18.02.50 | 4.000 | 0 | 4.000 |
| | | | | |
| 38 | 00.11 | 2.000 | 0 | 500 |
| | | | | |
| 39 | 18.02 | 2.000 | 0 | 2.000 |
| | | | | |
| 40 | 18.02.50 | 2.000 | 0 | 2.000 |
| | | | | |
| 41 | 00.12 | -2.860.000 | -100.000 | -550.500 |
| | | | | |
| 42 | 00.13 | 80.000 | 0 | 80.000 |
| | | | | |
| 43 | 30.02 | 80.000 | 0 | 80.000 |
| | | | | |
| 44 | 30.02.05 | 72.000 | 0 | 72.000 |
| | | | | |
| 45 | 30.02.05.50 | 72.000 | 0 | 72.000 |
| | | | | |
| 46 | 30.02.50 | 8.000 | 0 | 8.000 |
| | | | | |
| 47 | 00.14 | -2.940.000 | -100.000 | -572.500 |
| | | | | |
| 48 | 33.02 | 20.000 | 0 | 20.000 |
| | | | | |
| 49 | 33.02.50 | 8.000 | 0 | 8.000 |
| | | | | |
| 50 | 33.02.50 | 12.000 | 0 | 12.000 |
| | | | | |
| 51 | 34.02 | 39.000 | 0 | 39.000 |
| | | | | |
| 52 | 34.02.02 | 16.000 | 0 | 16.000 |
| | | | | |
| 53 | 34.02.50 | 23.000 | 0 | 23.000 |
| | | | | |
| 54 | 35.02 | 70.000 | 0 | 70.000 |
| | | | | |
| 55 | 35.02.01 | 75.000 | 0 | 75.000 |
| | | | | |
| 56 | 35.02.01.02 | 20.000 | 0 | 20.000 |
| | | | | |
| 57 | 35.02.02 | 25.000 | 0 | 25.000 |
| | | | | |
| 58 | 35.02.50 | 25.000 | 0 | 25.000 |
| | | | | |
| 59 | 36.02 | 4.000 | 0 | 4.000 |
| | | | | |
| 60 | 36.02.50 | 4.000 | 0 | 4.000 |
**Trim I**
**Trim II**
**Trim III**
**Trim IV**
---
**Program trimestral**
**DENUMIREA INDICATORILOR**
| Impozit pe spectacole | Taxe pe utilizarea bunurilor, autorizarea utilizarii bunurilor sau pe desfasurarea de activitati | Taxa asupra mijloacelor de transport - PF | Taxa asupra mijloacelor de transport - PJ | Taxe si tarife pentru eliberarea de locente si autorizatii de functionare | Alte taxe pe utilizarea bunurilor, autorizarea utilizarii bunurilor sau pe desfasurare de activitati |
|-----------------------|---------------------------------------------------------------------------------------------|----------------------------------------|----------------------------------------|-------------------------------------------------------------------------|------------------------------------------------------------------------------------------------|
| A6. ALTE IMPOZITE SI TAXE FISCALE | Alte impozite si taxe fiscale | Alte impozite si taxe | C. VENTURI DIN PROPRIETATE | C1. VENTURI DIN PROPRIETATE | Venturi din proprietate |
| | Venturi din concediuni si inchirieri | Alte venturi din concediuni si inchirieri de catre institutii publice | Alte venturi din proprietate | Venturi din prestatii de servicii | Venturi din prestatii de servicii |
| | Venturi din taxe administrative, eliberari de permise | Taxe extrajudiciare de timbru | Alte venturi din taxe administrative, eliberari de permise | Amenzii, penalitati si confiscari | Venturi din amenzii si alte sanctiuni aplicate conform dispozitiilor legale |
| | Penalitati pentru neraportarea sau depunerea cu intarziere a declaratiei de impozite si taxe | Diverse venturi | Alte venturi |
| DENUMIREA INDICATORILOR | Cod rand | Program aprobat | Program rectificat |
|------------------------|----------|-----------------|-------------------|
| | | | |
| Transferuri voluntare, altele decât subventiile | 61 | 37.02 | -3.073.000 |
| Donații și sponsorizări | 62 | 37.02.01 | 10.000 |
| Varsaminte din secturarea de funcționare pentru finanțarea secturii de dezvoltare a bugetului local (cu semnul minus) | 63 | 37.02.03 | -3.083.000 |
| IV. SUBVENTII | 64 | 00.17 | 5.754 |
| SUBVENTII DE LA ALTE NIVELE ALE ADMINISTRAȚIEI PUBLICE | 65 | 00.18 | 5.754 |
| Subventii de la bugetul de stat | 66 | 42.02 | 5.754 |
| B. Curente | 67 | 5.754 | 5.754 |
| Avizor pentru încăzirea locuinței cu lemne, carburii și combustibil petrolier | 68 | 42.02.34 | 5.754 |
| TOTAL CHELTUIELU | 69 | 7.062.366 | 300.000 |
| CHELTUIELI CURENTE | 70 | 7.062.366 | 300.000 |
| TITLUL IX ASISTENȚA SOCIALA | 71 | 10 | 4.370.000 |
| Asigurări sociale | 72 | 20 | 2.371.000 |
| Ajutoare sociale | 73 | 30 | 250.000 |
| Dobanzi, aterente datoriei publice interne | 74 | 30.01 | 250.000 |
| TITLUL IX ASISTENȚA SOCIALA | 75 | 57 | 41.366 |
| Asigurări sociale | 76 | 57.01 | 0 |
| Ajutoare sociale | 77 | 57.02 | 0 |
| Ajutoare sociale în numerar | 78 | 57.02.01 | 0 |
| TITLUL XI ALTE CHELTUIELU | 79 | 59 | 30.000 |
| Burse | 80 | 59.01 | 30.000 |
| Partea I-a SERVICII PUBLICE GENERALE | 81 | 50.02 | 40.000 |
| Autorități publice și acțiuni externe | 82 | 51.02 | 1.270.000 |
| CHELTUIELI CURENTE | 83 | 01 | 1.270.000 |
| TITLUL I CHELTUIELI DE PERSONAL | 84 | 10 | 663.500 |
| TITLUL II BUNURI SI SERVICII | 85 | 20 | 668.500 |
| Din total capital | 86 | 51.02.01 | 1.270.000 |
| Autorități executive și legislative | 87 | 51.02.01.03 | 1.270.000 |
| Autorități executive | 88 | 54.02 | 205.500 |
| Alte servicii publice generale | 89 | 01 | 205.500 |
| CHELTUIELI CURENTE | 90 | 10 | 97.000 |
| TITLUL II BUNURI SI SERVICII | 91 | 20 | 108.500 |
| Program trimestral | Trimestru I | Trimestru II | Trimestru III | Trimestru IV |
|--------------------|-------------|--------------|---------------|--------------|
| | 2.500 | 2.500 | 2.500 | 2.500 |
| | -833.000 | -833.000 | -833.000 | -833.000 |
| | 0 | 0 | 0 | 0 |
| | 5.754 | 5.754 | 5.754 | 5.754 |
| | 366 | 366 | 366 | 366 |
| | 5.388 | 5.388 | 5.388 | 5.388 |
| | 366 | 366 | 366 | 366 |
| | 5.754 | 5.754 | 5.754 | 5.754 |
| | 0 | 0 | 0 | 0 |
| | 1.883.069 | 1.883.069 | 1.883.069 | 1.883.069 |
| | 65.000 | 65.000 | 65.000 | 65.000 |
| | 1.122.353 | 1.122.353 | 1.122.353 | 1.122.353 |
| | 1.103.653 | 1.103.653 | 1.103.653 | 1.103.653 |
| | 672.750 | 672.750 | 672.750 | 672.750 |
| | 65.000 | 65.000 | 65.000 | 65.000 |
| | 1.903.903 | 1.903.903 | 1.903.903 | 1.903.903 |
| | 55.000 | 55.000 | 55.000 | 55.000 |
| | 1.274.891 | 1.274.891 | 1.274.891 | 1.274.891 |
| | 981.141 | 981.141 | 981.141 | 981.141 |
| | 221.250 | 221.250 | 221.250 | 221.250 |
| | 7.500 | 7.500 | 7.500 | 7.500 |
| | 7.500 | 7.500 | 7.500 | 7.500 |
| | 402.700 | 402.700 | 402.700 | 402.700 |
| | 232.100 | 232.100 | 232.100 | 232.100 |
| | 161.000 | 161.000 | 161.000 | 161.000 |
| | 286.000 | 286.000 | 286.000 | 286.000 |
| | 161.000 | 161.000 | 161.000 | 161.000 |
| | 92.000 | 92.000 | 92.000 | 92.000 |
| | 108.500 | 108.500 | 108.500 | 108.500 |
| | 153.000 | 153.000 | 153.000 | 153.000 |
| | 586.000 | 586.000 | 586.000 | 586.000 |
| | 340.000 | 340.000 | 340.000 | 340.000 |
| | 286.000 | 286.000 | 286.000 | 286.000 |
| | 161.000 | 161.000 | 161.000 | 161.000 |
| | 51.700 | 51.700 | 51.700 | 51.700 |
| | 24.700 | 24.700 | 24.700 | 24.700 |
| | 11.100 | 11.100 | 11.100 | 11.100 |
| | 27.000 | 27.000 | 27.000 | 27.000 |
| Cod rand | Cod indicator | Program aprobat | Program rectificat | Influențe | Program trimestral |
|----------|---------------|-----------------|-------------------|-----------|-------------------|
| | | | | | |
| Din total capital | Servicii publice comunitare de evidenta a persoanelor | 92 | 54.02.10 | 89.500 | 0 | 89.500 | 34.500 | 24.000 | 21.500 | 9.500 |
| Alte servicii publice generale | 93 | 54.02.50 | 116.000 | 15.000 | 0 | 131.000 | 74.000 | 20.200 | 20.000 | 6.600 |
| Tranzacții privind datoria publică și împrumuturi | 94 | 55.02 | 250.000 | 0 | 250.000 | 65.000 | 65.000 | 65.000 | 55.000 |
| CHELTUIELI CURENTE | 95 | 01 | 250.000 | 0 | 250.000 | 65.000 | 65.000 | 65.000 | 55.000 |
| TITLUL III DOBANZII | 96 | 30 | 250.000 | 0 | 250.000 | 65.000 | 65.000 | 65.000 | 55.000 |
| Deobanzi aferente datoriilor publice interne | 97 | 30.01 | 250.000 | 0 | 250.000 | 65.000 | 65.000 | 65.000 | 55.000 |
| Din total capital | Transferuri din bugetul de stat către bugetul asigurării sociale de stat | 98 | 55.02.01 | 250.000 | 0 | 250.000 | 65.000 | 65.000 | 65.000 | 55.000 |
| Partea a III-a CHELTUIELI SOCIAL-CULTURALE | 99 | 64.02 | 150.000 | 4.421.866 | 4.571.965 | 1.118.403 | 1.216.469 | 1.236.003 | 1.000.991 |
| Invatamant | 100 | 65.02 | 3.194.000 | 0 | 3.194.000 | 798.503 | 798.503 | 798.503 | 798.491 |
| CHELTUIELI CURENTE | 101 | 01 | 3.194.000 | 0 | 3.194.000 | 798.503 | 798.503 | 798.503 | 798.491 |
| TITLUL I CHELTUIELLE DE PERSONAL | 102 | 10 | 2.749.000 | 0 | 2.749.000 | 687.253 | 687.253 | 687.253 | 687.241 |
| TITLUL II BUNURI SI SERVICII | 103 | 20 | 415.000 | 0 | 415.000 | 103.750 | 103.750 | 103.750 | 103.750 |
| TITLUL XI ALTE CHELTUIELI | 104 | 59 | 30.000 | 0 | 30.000 | 7.500 | 7.500 | 7.500 | 7.500 |
| Burse | 105 | 59.01 | 30.000 | 0 | 30.000 | 7.500 | 7.500 | 7.500 | 7.500 |
| Din total capital | Invatament prescolar si primar | 106 | 65.02.03 | 1.688.152 | 0 | 1.688.152 | 422.044 | 422.044 | 422.044 | 422.020 |
| Invatament prescolar | 107 | 65.02.03.01 | 844.076 | 0 | 844.076 | 211.022 | 211.022 | 211.022 | 211.010 |
| Invatament primar | 108 | 65.02.03.02 | 844.076 | 0 | 844.076 | 211.022 | 211.022 | 211.022 | 211.010 |
| Invatament secundar | 109 | 65.02.04 | 1.505.848 | 0 | 1.505.848 | 376.459 | 376.459 | 376.459 | 376.471 |
| Invatament secundar inferior | 110 | 65.02.04.01 | 864.098 | 0 | 864.098 | 216.025 | 216.025 | 216.025 | 216.023 |
| Invatament secundar superior | 111 | 65.02.04.02 | 641.750 | 0 | 641.750 | 160.434 | 160.434 | 160.434 | 160.448 |
| Cultura, recreere si religie | 112 | 67.02 | 377.000 | 150.000 | 527.000 | 82.000 | 197.000 | 238.000 | 10.000 |
| CHELTUIELI CURENTE | 113 | 01 | 377.000 | 150.000 | 527.000 | 82.000 | 197.000 | 238.000 | 10.000 |
| TITLUL II BUNURI SI SERVICII | 114 | 20 | 377.000 | 150.000 | 527.000 | 82.000 | 197.000 | 238.000 | 10.000 |
| Din total capital | Servicii culturale | 115 | 67.02.03 | 46.000 | 0 | 46.000 | 16.000 | 25.000 | 5.000 | 0 |
| Biblioteci publice comunele orasenești municipale | 116 | 67.02.03.02 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Camine culturale | 117 | 67.02.03.07 | 46.000 | 0 | 46.000 | 16.000 | 25.000 | 5.000 | 0 |
| Servicii recreative si sportive | 118 | 67.02.05 | 271.000 | 150.000 | 421.000 | 36.000 | 142.000 | 233.000 | 10.000 |
| Sport | 119 | 67.02.05.01 | 153.000 | 10.000 | 163.000 | 29.000 | 71.000 | 53.000 | 10.000 |
| DENUMIREA INDICATORILOR | Cod rand | Program aprobat | Program rectificat |
|------------------------|----------|-----------------|-------------------|
| Intretinere gradini publice, parcuri, zone verzi, baze sportive si de agrement | 120 | 67.02.05.03 | 118.000 | 140.000 | 258.000 | 7.000 | 71.000 | 180.000 | 0 |
| Servicii religioase | 121 | 67.02.06 | 60.000 | 0 | 60.000 | 30.000 | 0 | 0 | 0 |
| Asigurari si asistenta sociala | 122 | 68.02 | 850.866 | 0 | 850.866 | 237.900 | 220.966 | 199.500 | 192.500 |
| CHELTUIELI CURENTE | 123 | 01 | 850.866 | 0 | 850.866 | 237.900 | 220.966 | 199.500 | 192.500 |
| TITLUL I CHELTUIELLE DE PERSONAL | 124 | 10 | 775.500 | 0 | 775.500 | 203.500 | 197.000 | 191.000 | 184.000 |
| TITLUL II BUNURI SI SERVICII | 125 | 20 | 34.000 | 0 | 34.000 | 8.500 | 8.500 | 8.500 | 8.500 |
| TITLUL IX ASISTENTA SOCIALA | 126 | 57 | 41.366 | 0 | 41.366 | 25.900 | 15.466 | 0 | 0 |
| Asigurari sociale | 127 | 57.01 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Ajutorare sociale | 128 | 57.02 | 41.366 | 0 | 41.366 | 25.900 | 15.466 | 0 | 0 |
| Ajutorare sociale in numear | 129 | 57.02.01 | 41.366 | 0 | 41.366 | 25.900 | 15.466 | 0 | 0 |
| Din total capitol | 130 | 68.02.05 | 809.500 | 0 | 809.500 | 212.000 | 205.500 | 199.500 | 192.500 |
| Asistenta sociala in caz de boii si invaliditati | 131 | 68.02.05.02 | 809.500 | 0 | 809.500 | 212.000 | 205.500 | 199.500 | 192.500 |
| Prevenirea exclusiei sociale | 132 | 68.02.15 | 41.366 | 0 | 41.366 | 25.900 | 15.466 | 0 | 0 |
| Ajutor social | 133 | 68.02.15.01 | 41.366 | 0 | 41.366 | 25.900 | 15.466 | 0 | 0 |
| Partea a IV-a SERVICII SI DEZVOLTARE PUBLICA, LOCUINTE, MEDIU SI APE | 134 | 68.02 | 380.000 | 95.000 | 475.000 | 146.000 | 110.000 | 194.000 | 25.000 |
| Locuinte, servicii si dezvoltare publica | 135 | 70.02 | 220.000 | 20.000 | 240.000 | 185.000 | 60.000 | 70.000 | 25.000 |
| CHELTUIELI CURENTE | 136 | 01 | 220.000 | 20.000 | 240.000 | 185.000 | 60.000 | 70.000 | 25.000 |
| TITLUL II BUNURI SI SERVICII | 137 | 20 | 220.000 | 20.000 | 240.000 | 185.000 | 60.000 | 70.000 | 25.000 |
| Din total capitol | 138 | 70.02.05 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Alimentare cu apa si amenajari hidrotehnice | 139 | 70.02.05.01 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Iluminat public si electricitate rurale | 140 | 70.02.06 | 220.000 | 20.000 | 240.000 | 185.000 | 60.000 | 70.000 | 25.000 |
| Alimentare cu gaze naturale in locuintei | 141 | 70.02.07 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Protectia mediului | 142 | 74.02 | 160.000 | 75.000 | 235.000 | 61.000 | 50.000 | 124.000 | 0 |
| CHELTUIELI CURENTE | 143 | 01 | 160.000 | 75.000 | 235.000 | 61.000 | 50.000 | 124.000 | 0 |
| TITLUL II BUNURI SI SERVICII | 144 | 20 | 160.000 | 75.000 | 235.000 | 61.000 | 50.000 | 124.000 | 0 |
| Din total capitol | 145 | 74.02.05 | 150.000 | 75.000 | 225.000 | 51.000 | 50.000 | 124.000 | 0 |
| Salubritate | 146 | 74.02.05.01 | 150.000 | 75.000 | 225.000 | 51.000 | 50.000 | 124.000 | 0 |
| Colectarea, tratarea si distrugerea deseuriilor | 147 | 74.02.05.02 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Canalizarea si tratarea apei reziduale | 148 | 74.02.06 | 10.000 | 0 | 10.000 | 0 | 0 | 0 | 0 |
| Partea a V-a ACTIUNI ECONOMICE | Transporturi | 149 | 79,02 | 535,000 | 15,000 | 550,000 | 354,600 | 107,400 | 71,200 | 16,800 |
|-----------------------------|--------------|-----|--------|---------|--------|---------|---------|---------|--------|--------|
| | | 150 | 84,02 | | | | | | | |
| | | 151 | 01 | 535,000 | 15,000 | 550,000 | 354,600 | 107,400 | 71,200 | 16,800 |
| | | 152 | 10 | 85,000 | 0 | 85,000 | 24,600 | 22,400 | 21,200 | 16,800 |
| | | 153 | 20 | 450,000 | 15,000 | 465,000 | 330,000 | 85,000 | 50,000 | 0 |
| | | 154 | 84,02 | 03 | 535,000 | 15,000 | 550,000 | 354,600 | 107,400 | 71,200 | 16,800 |
| | | 155 | 84,02 | 03 | 535,000 | 15,000 | 550,000 | 354,600 | 107,400 | 71,200 | 16,800 |
| Partea a VI-a REZERVE, EXCEDENT/DEFICIT | 156 | 96,02 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
|----------------------------------------|-----|-------|----------|---------|---------|---------|---------|---------|---------|---------|
| REZERVE | | | | | | | | | | |
| EXCEDENT | | | | | | | | | | |
| DEFICIT | | | | | | | | | | |
| SECTIUNEA DEZVOLTARE | | | | | | | | | | |
| SECTIUNEA DEZVOLTARE | | | | | | | | | | |
| TOTAL VENITURI | | | | | | | | | | |
| VENITURI PROPRII | | | | | | | | | | |
| I. VENITURI CURENTE | | | | | | | | | | |
| II. VENITURI NEFISCAL | | | | | | | | | | |
| C. VENITURI NEFISCAL | | | | | | | | | | |
| C2. VANZARI DE BUMURI SI SERVICII | | | | | | | | | | |
| Transferuri voluntare alele decat subventiile | | | | | | | | | | |
| Vanzaminte din sectiunea de functionare | | | | | | | | | | |
| III. VENITURI DIN CAPITAL | | | | | | | | | | |
| Venituri din valorificarea unor bunuri | | | | | | | | | | |
| Venituri din vanzarea unor bunuri aparținând domeniului privat | | | | | | | | | | |
| IV. SUBVENTII | | | | | | | | | | |
| SUBVENTII DE LA ALTE NIVELE ALE ADMINISTRATIEI PUBLICE | | | | | | | | | | |
| Subventii de la bugetul de stat | | | | | | | | | | |
| A. De capital | | | | | | | | | | |
| Subventii de la bugetul de stat care bugetele locale necesare sustinerii derularii proiectelor finantate din FEN postdate | | | | | | | | | | |
| Sume FEN postdate in contul platilor efectuate | | | | | | | | | | |
| Fondul European de Dezvoltare Regionala | | | | | | | | | | |
| Sume primite in contul platilor efectuate in anul curent | | | | | | | | | | |
| Cod rand | Program aprobat | Cod indicator | Program rectificat | influențe | Timp I | Timp II | Timp III |
|----------|-----------------|--------------|-------------------|-----------|--------|--------|---------|
| 20 | | | | | | | |
| 21 | | | | | | | |
| 22 | | | | | | | |
| 23 | | | | | | | |
| 24 | | | | | | | |
| 25 | | | | | | | |
| 26 | | | | | | | |
| 27 | | | | | | | |
| 28 | | | | | | | |
| 29 | | | | | | | |
| 30 | | | | | | | |
| 31 | | | | | | | |
| 32 | | | | | | | |
| 33 | | | | | | | |
| 34 | | | | | | | |
| 35 | | | | | | | |
| 36 | | | | | | | |
| 37 | | | | | | | |
| 38 | | | | | | | |
| 39 | | | | | | | |
| 40 | | | | | | | |
| 41 | | | | | | | |
| 42 | | | | | | | |
| 43 | | | | | | | |
| 44 | | | | | | | |
| 45 | | | | | | | |
| 46 | | | | | | | |
| 47 | | | | | | | |
| 48 | | | | | | | |
**TOTAL CHELTUIELI**
**CHELTUIELI CURENTE**
- Titlul VIII PROIECTE CU FINANTARE DIN FONDURI EXTERNE NERAMBURSABILE (FEN)
- POSTADERARE
- CHELTUIELI DE CAPITAL
- TITLUL XI ACTIVE NEFINANCIARE
- Active fixe
- Construcții
- TITLUL XVI RAMBURSARI DE CREDITE
- Rambursarea impunăturilor contractate pentru finanțarea proiectelor cu finanțare UE
**Partea a III-a CHELTUIELI SOCIAL-CULTURALE**
**Investiment**
**CHELTUIELI CURENTE**
- Titlul VIII PROIECTE CU FINANTARE DIN FONDURI EXTERNE NERAMBURSABILE (FEN)
- POSTADERARE
- CHELTUIELI DE CAPITAL
- TITLUL XI ACTIVE NEFINANCIARE
- Active fixe
- Construcții
- Din total capital
- Investiment preșcolar și primar
- Investiment preșcolar
- Investiment primar
- Investiment secundar
- Investiment secundar inferior
- Investiment secundar superior
- Cultura, recreere și religie
- CHELTUIELI CURENTE
- CHELTUIELI DE CAPITAL
- TITLUL XI ACTIVE NEFINANCIARE
- Active fixe
- Construcții
- Din total capital
| DENUMIREA INDICATORILOR | Cod rand | Cod indicator | Program aprobat | Program rectificat |
|-------------------------|----------|--------------|-----------------|-------------------|
| Servicii culturale | 49 | 67.02.03 | 0 | 0 |
| Biblioteci publice comunitare orasene si municipale | 50 | 67.02.03.02 | 0 | 0 |
| Camine culturale | 51 | 67.02.03.07 | 0 | 0 |
| Servicii recreative si sportive | 52 | 67.02.05 | 0 | 0 |
| Sport | 53 | 67.02.05.01 | 0 | 0 |
| Intretinere gradini publice, parcuri, zone verzi, baze sportive si de agrement | 54 | 67.02.05.03 | 0 | 0 |
| Servicii religioase | 55 | 67.02.06 | 0 | 0 |
| Partea a IV-a SERVICII SI DEZVOLTARE PUBLICA, LOCUNTE, MEDIU SI APE | 56 | 69.02 | 2.185.000 | -495.000 | 1.690.000 | 365.000 | 575.000 | 30.000 | 720.000 |
| Locuinte, servicii si dezvoltare publica | 57 | 70.02 | 15.000 | 30.000 | 45.000 | 15.000 | 0 | 30.000 | 0 |
| CHELTUIELI CURENTE | 58 | 01 | 0 | 0 |
| CHELTUIELI DE CAPITAL | 59 | 70 | 15.000 | 30.000 | 45.000 | 15.000 | 0 | 30.000 | 0 |
| TITLUL XI ACTIVE NEFINANCIARE | 60 | 71 | 15.000 | 30.000 | 45.000 | 15.000 | 0 | 30.000 | 0 |
| Active fixe | 61 | 7101 | 15.000 | 30.000 | 45.000 | 15.000 | 0 | 30.000 | 0 |
| Constructii | 62 | 71.01.01 | 15.000 | 30.000 | 45.000 | 15.000 | 0 | 30.000 | 0 |
| Dim total capital | 63 | 70.02.05 | 0 | 0 |
| Alimentare cu apa si amenajari hidrotehnice | 64 | 70.02.05.01 | 0 | 0 |
| Alimentare cu apa | 65 | 70.02.06 | 0 | 0 |
| Iluminat public si electrificari rurale | 66 | 70.02.07 | 0 | 0 |
| Alimentare cu gaze naturale si incalzitii | 67 | 74.02 | 2.170.000 | -525.000 | 1.645.000 | 350.000 | 575.000 | 0 | 720.000 |
| Protectia mediului | 68 | 01 | 0 | 0 |
| CHELTUIELI CURENTE | 69 | 70 | 2.170.000 | -525.000 | 1.645.000 | 350.000 | 575.000 | 0 | 720.000 |
| CHELTUIELI DE CAPITAL | 70 | 71 | 2.170.000 | -525.000 | 1.645.000 | 350.000 | 575.000 | 0 | 720.000 |
| TITLUL XI ACTIVE NEFINANCIARE | 71 | 7101 | 2.170.000 | -525.000 | 1.645.000 | 350.000 | 575.000 | 0 | 720.000 |
| Active fixe | 72 | 71.01.01 | 2.170.000 | -525.000 | 1.645.000 | 350.000 | 575.000 | 0 | 720.000 |
| Constructii | 73 | 74.02.05 | 0 | 0 |
| Dim total capital | 74 | 74.02.05.01 | 0 | 0 |
| Salubritate si gestiunea deseuriilor | 75 | 74.02.05.02 | 0 | 0 |
| Colectarea, tratarea si distrugerea deseuriilor | 76 | 74.02.06 | 0 | 0 |
| Cenzatizarea si tratarea apelor reziduale | 77 | 75.02 | 964.000 | 500.000 | 1.464.000 | 234.000 | 575.000 | 733.000 | 263.000 |
| Partea a V-a ACTIUNI ECONOMICE | 78 | 84.02 | 964.000 | 500.000 | 1.464.000 | 234.000 | 575.000 | 733.000 | 263.000 |
| Transporturi | 79 | 84.02.01 | 0 | 0 |
| DENUMIREA INDICATORILOR | Cod rand | Cod indicator | Program aprobat | Program rectificat |
|-------------------------|----------|--------------|-----------------|-------------------|
| CHELTUIELI CURENTE | 79 | 01 | 0 | 0 |
| CHELTUIELI DE CAPITAL | 80 | 70 | 30,000 | 500,000 |
| TITLUL XI ACTIVE NEFINANCIARE | 81 | 71 | 30,000 | 530,000 |
| Active live | 82 | 71.01 | 30,000 | 500,000 |
| Construcții | 83 | 71.01.01 | 30,000 | 530,000 |
| TITLUL XVI RAMBursari DE CREDITE | 84 | 81 | 934,000 | 934,000 |
| Rambursarea impozitului contractate pentru finantarea protectelor cu finantare UE | 85 | 81.04 | 934,000 | 934,000 |
| Din total capitol | 86 | 84.02.03 | 964,000 | 964,000 |
| Transport rutier | 87 | 84.02.03.01 | 964,000 | 964,000 |
| Drumuri si poduri | 88 | 96.02 | 0 | 0 |
| Partea a VII-a REZERVE, EXCEDENT/DEFICIT | 89 | 97.02 | 0 | 0 |
| REZERVE | 90 | 98.02 | 0 | 0 |
| EXCEDENT | 91 | 99.02 | 0 | 0 |
| DEFICIT | | | | |
**Program trimestral**
| Trimestru I | Trimestru II | Trimestru III | Trimestru IV |
|-------------|--------------|---------------|--------------|
| | | | |
**CONTABIL SEF,**
**POPA TIBERIU**
**PRIMAR**
**ALBU ANGHEL**
|
<urn:uuid:c1990162-5a49-4201-8ba4-fb233937ba31>
|
HuggingFaceFW/finepdfs/tree/main/data/ron_Latn/train
|
finepdfs
|
ron_Latn
| 67,906
|
ASSOCIATION INTERNATIONALE FRANCOPHONE DES INTERVENANTS AUPRÈS DES FAMILLES SÉPARÉES (AIFI)
ATTESTATION DE FORMATION
LA PRÉSENTE CERTIFIE QUE
ALEXANDRE BALMER
A PARTICIPÉ AU SÉMINAIRE INTITULÉ : CONFLIT SÉVÈRE DE SÉPARATION ET ALIÉNATION PARENTALE : DÉFIS ET ENJEUX POUR LES INTERVENANTS SOCIAUX ET JURIDIQUES
Formation d'une durée de 6 heures
Format : visioconférence
Date : 30 septembre 2020
FORMATEURS :
Canada : Francine Cyr, Marie Gaudreau, Sophie Gauthier, Lorraine Filion, Julie Guindon, Caroline Paradis et Karine Poitras
France : Pierre Grand et Gérard Poussin
Lorraine Filion, T.S., Coprésidente AIFI 30 septembre 2020
|
<urn:uuid:46caadcd-cd6b-4e71-871f-bd10be3f97cb>
|
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
|
finepdfs
|
fra_Latn
| 640
|
The site
The proposed Clune Wind Farm is located approximately 5.5km south of Tomatin. The site was chosen because it has good wind resource, few ecological constraints, straightforward access and is close to a viable grid connection. It is also identified in the Highland-Wide Local Development Plan as being an area with potential for wind farm development.
We have removed one turbine from the layout design and revised the remaining turbine locations reducing impacts on sensitive habitats.
The current design of the wind farm comprises 26 turbines at a turbine tip height of 200m, resulting in an overall installed site generating capacity of 187.2MW. If consented, Clune would be capable of generating clean, low-cost renewable electricity for almost 162,500 homes\(^1\) each year.
Project development
Since the public exhibitions in June 2024, we have completed our detailed site surveys. The findings from this work, together with feedback from the public exhibitions and consultees, has resulted in a number of design changes.
Updated Site Layout Plan
\(^1\) The 162,500 homes equivalent figure has been calculated by taking the predicted annual electricity generation of the site (using the Department for Energy Security and Net Zero (DESNZ) long-term average load factor for [onshore and offshore] wind of 22.08% and RES’ predicted site generation capacity of 187.2MW) and dividing this by the annual average electricity figures from DESNZ showing that the annual GB average domestic household consumption is 3,239 kWh (January 2024). Final wind farm capacity will vary depending on the outcome of planning permission and the turbine type selected.
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SATURDAY, 26.08.2017
IMCA TEAM Jumping & Agiltiy
PARA Agility
| IMCA | 06:50 | Coursebuilding TEAM Jumping | | |
|---|---|---|---|---|
| | 07:10 | Coursewalking Team | Small | |
| | 07:25 | TEAM Jumping | Small | Arnaldo BENINI |
| IMCA | 08:10 | Coursebuilding Team / Flowerceremony | Small | |
| | 08:30 | Coursewalking Team | Medium | |
| | 08:45 | TEAM Jumping | Medium | Paul HINCHLEY |
| IMCA | 09:30 | Coursebuilding Team / Flowerceremony | Medium | |
| | 09:50 | Coursewalking Team | Large | |
| | 10:05 | TEAM Jumping | Large | Eduard MEISEL |
| PAWC | 11:00 | Coursebuilding Agility PAWC/ Flowerc. | Large | |
| | 11:20 | Coursewalking PAWC | PAWC | |
| | 12:20 | PAWC Agility | PAWC | Arnaldo BENINI |
| IMCA | 16:20 | Coursebuilding TEAM Agility/Flowerc. | PAWC | |
| | 16:40 | Coursewalking Team | Small | |
| | 16:55 | TEAM Agility | Small | Eduard MEISEL |
| IMCA | 17:45 | Coursebuilding Team / Flowerceremony | small | |
| | 18:00 | Coursewalking Team | Medium | |
| | 18:15 | TEAM Agility | Medium | Paul HINCHLEY |
| IMCA | 19:05 | Coursebuilding Team / Flowerceremony | Medium | |
| | 19:25 | Coursewalking Team | Large | |
| | 19:40 | TEAM Agility | Large | Arnaldo BENINI |
| | 20:30 | Flowerceremony | Large | |
The times given are approximate times, with deviations to be expected.
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finepdfs
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Specificity of gender role orientation, biological sex and trait emotional intelligence in child anxiety sensitivity
C. Stassart\textsuperscript{a,b,*}, B. Dardenne\textsuperscript{b,2}, A.-M. Etienne\textsuperscript{a,1}
\textsuperscript{a} Health Psychology, Department of Human Systems and Clinical Studies, Faculty of Psychology and Science of Education, University of Liège, Boulevard du Rectorat B33, 4000 Liège, Belgium
\textsuperscript{b} Social Psychology, Department of Psychology, Cognition and Behavior, Faculty of Psychology and Science of Education, University of Liège, Boulevard du Rectorat B32, 4000 Liège, Belgium
\textbf{Article history:}
Received 17 March 2014
Received in revised form 22 July 2014
Accepted 31 July 2014
Available online 28 August 2014
\textbf{Keywords:}
Gender role orientation
Anxiety sensitivity
Emotional intelligence
Child
Moderated mediation
\textbf{Abstract}
The present study evaluates gender role theory as an explanation for the observed gender differences in anxiety sensitivity (AS) symptoms among children, and emotional intelligence (EI) as a protective factor in the relation between gender role orientation and AS. Specifically, these two hypotheses are investigated in a moderated mediation analysis. The sample comprises 200 children, aged 9–13 years (95 boys, 105 girls). Results reveal that Masculinity (M) and EI are negatively associated with AS while Femininity (F) is positively associated with AS. Gender role orientation mediates their relation between biological gender and AS scores and EI moderates the relation between M (but not F) and overall AS symptoms. Findings support gender role orientation as an explanation for the observed gender disparity in AS; in the case of masculine orientation, the protective effect also depends on high emotional intelligence. This study provides valuable insights for understanding the emotional socialization of children, as well as preventing or treating AS symptoms.
© 2014 Elsevier Ltd. All rights reserved.
1. Introduction
The manifestations of fear constitute an alarm system pushing the individual to prepare for and cope with dangerous events. In some cases, they may become more intense and be misunderstood; these reactions themselves become a source of fear and a normal emotion acquires a disastrous connotation. Anxiety sensitivity (AS) refers to the belief that anxiety-related sensations can lead to harmful consequences. More specifically, people with high AS believe that anxiety sensations will lead to catastrophic outcomes such as physical illness, social embarrassment, loss of control and/or mental incapacitation (Reiss & McNally, 1985). Although the distinction between AS and trait anxiety has been controversial, current literature supports the specificity of the AS (Silverman, Fleishig, Kahlan, & Peterson, 1991). A hierarchical relationship has been proposed: AS is a lower order factor that reflects a specific tendency to react anxiously with symptoms of fear and would “charge” a higher order factor, anxiety-trait, which would refer to a general tendency to respond to stressors in an anxious way (Lilienfeld, 1996).
AS is an important risk factor for the development of anxiety disorders in children and adolescents, particularly in the case of panic disorder (Anderson & Hope, 2009; Schmidt et al., 2010). People with AS are less able to cope with anxiety symptoms and more likely to develop an anxiety disorder. High AS reinforces the fear of physical symptoms and leads to a catastrophic interpretation of bodily sensations (Clark, 1986). AS may thus precipitate and intensify anxiety, leading to the development of a panic attack, for example (Li & Zinbarg, 2007). The literature has highlighted the usefulness of considering AS in the prevention and treatment of various “psychopathological disorders” in children (Corrada, Albano, & Barlow, 1996). Primary prevention programs designed to reduce AS in children have proven effective in reducing the risk of developing an anxiety disorder within the following years (Balle & Tortella-Feliu, 2010). However, this concept has mostly been studied in adults but rarely explored in children. Given the high prevalence of anxiety disorders among youth – about 10% (Silverman & Treffers, 2001) – it is important to better understand the development of AS in children and reduce the risk of anxiety disorder as soon as possible during child development.
* Corresponding author. Address: Health Psychology, Department of Human Systems and Clinical Studies, Faculty of Psychology and Science of Education, University of Liège, Boulevard du Rectorat, 3 Bat. B33, 4000 Liège, Belgium. Tel.: +32 (0) 4 366 23 83; fax: +32 (0) 4 366 29 88.
E-mail addresses: email@example.com (C. Stassart), firstname.lastname@example.org (B. Dardenne), email@example.com (A.-M. Etienne).
1 Tel.: +32 4 366 46 53.
2 Tel.: +32 4 366 20 80.
Girls and boys are not equal in their respective AS score (Deacon, Valentiner, Gutierrez, & Blacker, 2002). More specifically, girls tend to be at a greater risk than boys of developing anxiety disorders (e.g., Costello, Mustillo, Erkanli, Keeler, & Angold, 2003). Early childhood is a period in which vulnerability to anxiety increases among girls (McLean & Anderson, 2009); from the age of six, girls are twice as likely as boys to have experienced an anxiety disorder (Anderson, Williams, McGee, & Silva, 1987).
The differences between boys’ and girls’ symptoms have led to investigate the underlying reasons for these dissimilarities. The role of gender role orientation has been suggested (Stassart, Hansez, Delvaux, Depauw, & Etienne, 2013; Walsh, Stewart, McLaughlin, & Comeau, 2004). In early childhood, children learn, by the differentiated socialization boys and girls receive, to develop socially prescribed attitudes consistent with their sex, resulting in “masculine” and “feminine” sex-typed behaviors and characteristics. Girls are encouraged to express their emotions and perceived as emotional, gentle, passive and understanding (emotional and interpersonal traits), boys are perceived as aggressive, active, self-confident, competitive and dominant, autonomy and independence are more stimulated (instrumental traits; Spence & Helmreich, 1980). In the emotional sphere, girls are more stimulated than boys from the first year of life (Malatesta, Culver, Tesman, & Shepard, 1989). More specifically, expression of fears and avoidance behaviors are compatible with the female role and even encouraged among girls but not among boys (Bem, 1981). Boys are expected to confront their fears and adopt behaviors enabling them to cope with them.
The importance of gender role orientation in explaining the effects of sex on fear has been examined in only a few studies in children. Masculinity was negatively correlated with overall levels of fearfulness, while there was no association with Femininity (Ginsburg & Silverman, 2000). While other authors found the opposite direction: a positive correlation between fear and Femininity, but no association with Masculinity (Mauris, Meesters, & Knoops, 2005). Finally, others observed that gender role orientation, in addition to sex, predicted a unique part of the variance in anxiety. Participants with a high level of Masculinity tended to be less anxious than those who had a lower level. In addition, participants who endorsed more feminine traits appeared more anxious than those with fewer (Brody, Hay, & Vandewater, 1990; Palapattu, Kingery, & Ginsburg, 2006). To our knowledge, however, no study has yet investigated the effects of gender role orientation on anxiety sensitivity.
The link between gender role orientations and anxiety scores can be explained by specific strategies to cope with anxiety situations (e.g. Lengua & Stormshak, 2000). Feminine trait is related to emotional expressiveness and dependence on others to cope with problems (e.g., McLean & Anderson, 2009). Meanwhile, masculine trait is related to problem-focused coping, independence and confrontation of fears, which has the result of reducing the anxiety level (e.g. Ebarat & Moos, 1991). These characteristics of masculine trait can also lead to a need for emotional over-control. Given that AS is a fear of losing control and a misinterpretation of anxiety sensations, the possession of masculine traits might be not sufficient to lead to a decrease in AS. The presence of emotional skills, such as a good knowledge and understanding of the feeling of fear and the acceptance of its sensations, could moderate the impact of Masculinity and Femininity on the development of AS. To obtain a more detailed understanding of the relationship between gender role orientation and AS, the study of a moderating variable such as emotional intelligence (EI) seems relevant.
Emotional intelligence is characterized by the capacity to feel, identify, understand, regulate and use one’s own emotions and those of others (Mikolajczak, Petrides, & Hurry, 2009). High EI is linked to a number of adaptive factors and may protect against the development of psychopathological disorders. In child and adolescent populations trait EI is negatively associated with somatic complaints, anxiety, depression, aggressive and disruptive behavior, and positively associated with adaptive coping styles, self-esteem, good peer relations, and socio-emotional competence (Frederickson, Petrides, & Simmonds, 2012; Mavrović, Petrides, Shove, & Whitehead, 2008; Mikolajczak et al., 2009; Williams, Daley, Burnside, & Petrides, 2009).
The current study investigated several hypotheses: (1) Girls endorse more feminine traits than boys and boys endorse more masculine traits than girls. (2) Gender role orientation mediates the relationship between sex and AS. (3) Trait EI is negatively linked to AS scores. And (4) Trait EI moderates the mediation of gender role orientation between sex and AS symptoms. Although the literature presents no concrete conclusions about the interaction between EI and biological sex in the development of a psychopathology (cf. Williams et al., 2009), the moderating effect of EI on different paths of the model is investigated in this study.
2. Method
2.1. Participants
The sample was recruited from several regular primary and secondary schools in the area of Liège, and comprised 200 children of Belgian origin, aged 9–13 years (95 boys, $M = 10.6$ years, $SD = 1.17$; 105 girls, $M = 10.7$ years, $SD = 1.27$).
2.2. Procedure
The participants anonymously completed a set of self-report personality measures in a paper and pencil format at home. Written informed consent was obtained from the children and their parents. The first author administered the questionnaires using standardized written instructions.
2.3. Measures
Childhood Anxiety Sensitivity Index (CASI; Silverman et al., 1991) is an 18-item questionnaire designed to assess AS in children using a 3-point response scale. Higher scores reflect more AS. The analysis of the reliability (Cronbach's alpha = .87) and validity of the French scale appeared satisfactory (Vanasse, Houdé-Charron, & Langlois, 2010). In this study, the internal consistency of the CASI was good: .82.
Trait Emotional Intelligence Questionnaire – Child Short Form (TEI-Que-CSF; Mavrović et al., 2008) comprises 36 items answered using a 5-point Likert scale with higher scores reflecting higher EI; it provides comprehensive coverage of child personality facets relating to emotion. It was specifically developed for children aged between 8 and 12. For this study, Cronbach's alpha was good: .83.
Children’s Personality Attributes Questionnaire (CPAQ; Hall & Halberstadt, 1980) assessed the children’s gender roles with 21 items and a 4-point scale. It contains three scales: Masculinity (M), which assesses positive traits associated with the traditional masculine role, Femininity (F), which assesses positive traits associated with the traditional feminine role, and Femininity–Masculinity, which was not scored in this study. Higher scores represent stronger endorsement of the measured attribute. For the current study, Cronbach's alphas were .68 for the F, and 0.59 for the M. This questionnaire had been chosen because it is a measure of instrumentality and expressiveness rather than a more strength measure of stereotypy: the scale contained items that measure stereotypic but desirable masculine and feminine attributes (Hall & Halberstadt, 1980).
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59.
Vládní nařízení
ze dne 28. března 1923
o služebních požitcích asistentů a konstruktérů vysokoškolských.
Vláda republiky československé nařizuje podle § 17 zákona ze dne 20. prosince 1922, čís. 394 Sb. z. a n., o služebních, odpočívnych a zaopatřovacích požitcích civilních i vojenských státních zaměstnanců a zaměstnanců v podnicích, ústavech a fondech státních a státem spravovaných, a podle zákona ze dne 8. dubna 1919, čís. 198 Sb. z. a n., o remuneracích asistentů a konstruktérů vysokoškolských:
§ 1.
Remunerace asistentů nemajících plné kvalifikace (§ 2 nařízení ze dne 1. ledna 1897, čís. 9 ř. z.) se nezvyšuje a rovná se nejnižšímu stupni platů státních úředníků XI. hodnostní třídy s místním přídavkem podle zákona ze dne 20. prosince 1922, čís. 394 Sb. z. a n.
§ 2.
Asistenti a konstruktéři vysokoškolští ustanovení s plnou kvalifikací podle § 1 ministérského nařízení ze dne 1. ledna 1897, čís. 9 ř. z., mají remuneraci, která se rovná nejnižšímu platovému stupni státních úředníků X. hodnostní třídy a zvyšuje se o 708 Kč po druhém, o 864 Kč po čtvrtém, o 1056 Kč po šestém a o 1044 Kč po osmém roce služebním.
§ 3.
Místní přídavek asistentů a konstruktérů vysokoškolských s plnou kvalifikací upravuje se na Kč ročně:
| Při celkové roční remuneraci | Velká Praha | I.-II. (90%) | III. (80%) | IV. (70%) |
|-------------------------------|-------------|--------------|------------|-----------|
| 6.480 | 1.860 | 1.668 | 1.488 | 1.296 |
| 7.188 | 2.052 | 1.848 | 1.644 | 1.440 |
| 8.052 | 2.304 | 2.076 | 1.848 | 1.620 |
| 9.108 | 2.604 | 2.340 | 2.088 | 1.824 |
| 10.152 | 2.904 | 2.616 | 2.328 | 2.040 |
§ 4.
Jednotný drahotní přídavek asistentů a konstruktérů vysokoškolských upravuje se na Kč ročně:
| Při roční remuneraci | I. | II. | III. | IV. | V. | VI. | VII. | VIII. |
|----------------------|----|-----|------|-----|----|-----|------|-------|
| 4.908 | 4.820 | 6.600 | 7.988 | 7.164 | 8.520 | 7.728 | 9.084 | 8.280 |
| 6.480 | 4.524 | 6.804 | 8.172 | 7.388 | 8.724 | 7.932 | 9.288 | 8.484 |
| 7.188 | 4.224 | 6.504 | 7.872 | 7.068 | 8.424 | 7.632 | 8.988 | 8.184 |
| 8.052 | 5.888 | 7.896 | 9.284 | 8.460 | 9.816 | 9.024 | 10.880 | 9.576 |
| 9.108 | 4.932 | 7.440 | 8.808 | 8.004 | 9.360 | 8.568 | 9.924 | 9.120 |
| 10.152 | 5.952 | 9.732 | 11.100 | 10.296 | 11.652 | 10.860 | 12.216 | 11.412 |
Asistentům a konstruktérům vysokoškolským, jimž byla podle § 1 zákona ze dne 8. dubna 1919, čís. 198 Sb. z. a n., zvýšena remunerace na návrh sboru profesorského o osobní přídavek; vyměří se jednotný drahotní přídavek případ od případu podle § 3
citovaného zákona a dílu I., § 5, zákona ze dne 20. prosince 1922, čís. 394 Sb. z. a n.
§ 5.
Ve smyslu § 3 zákona ze dne 8. dubna 1919, č. 198 Sb. z. a n., jest příslušných ustanovení zákona ze dne 20. prosince 1922, č. 394 Sb. z. a n., a nařízení tento zákon provádějících obdobně použití i na zaměstnance, na něž se vztahuje toto nařízení.
§ 6.
Všeckrá posavadní ustanovení odporující tomuto nařízení pozbývají platnosti.
§ 7.
Nařízení toto nabývá účinnosti 1. ledna 1923.
Provedením jeho pověřuje se ministr školství a národní osvěty a ministr financí.
Malypetr v. r.
Dr. Beneš v. r. Srba v. r.
Bečka v. r. Dr. Hodža v. r.
Bechyně v. r. Udržal v. r.
Dr. Dolanský v. r. Habrman v. r.
Novák v. r. Tučný v. r.
Dr. Markovič v. r.
Státní tiskárna v Praze.
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Gabriela Diana Matei
Muncă: Piaț a Libertății nr.1, timisoara, România
E-mail: email@example.com
Gen: FemininData nașterii: Cet
ăț
enie: român
ă
STUDII
Absolventă a Facultăţii de Muzică a Universităţii de Vest din Timişoara, specializare cantoprofesor canto, promoţia 1995;
Absolventă a Liceului de Muzică "Ion Vidu" – Timişoara, promoţia 1984, specializare flaut;
Absolventă a Facultăţii de Muzică a Universităţii de Vest din Timişoara, specializare flautprofesor flaut, promoţia 2012;
Grad profesional ÎI în învăţământul preuniversitar în anul 2012.
Definitivat în învăţământ în anul 2005;
Grad professional I în învăţământul preuniversitar în anul 2019.
Titlul ştiinţific de Doctor în domeniul Teatru şi Artele Spectacolului în anul 2020
EXPERIENŢĂ PROFESIONALĂ
FLAUTIST - Filarmonica "Banatul" Timişoara 1984-1985
CORIST - Opera Romana Timişoara 1990-1995 cu activitate solistică:
"Bastienn şi Bastienne" – Bastienne
W.A.Mozart – "Nunta lui Figaro" – Barbarina
G.Rossini – "Bărbierul din Sevilla" – Rossina
Numeroase arii şi duete în cadrul Concertelor de Gală ale Operei Romane din Timișoara
SOLIST VOCAL – Opera Romana Timişoara 1995-2002 – repertoriu:
W.A.Mozart "Nunta lui Figaro" – Barbarina, Susana
G.B.Pergolesi "La serva padrona" – Serpina
"Don Giovanni" – Zerlina
G.Rossini – "Bărbierul din Sevilla" – Rosina
"Flautul Fermecat" – copil 1, Papagena, ReginaNoptii
G.Donizetti – "Don Pasquale" – Norina
"Lucia di Lammermoor" – Lucia
"Elixirul dragostei" – Gianetta, Adina
G.Verdi - "Aida" – Marea Preoteasă
"Rigoletto" – Gilda
"Traviata" – Annina
Ch. Gounod – "Faust" – Siebel
```
G.Puccini – "Toşca" –păstorul H.Humperdinck – "Hansel şi Gretel" – Gretel J.Strauss – "Liliacul" – Ida, Adela "Voievodul Ţiganilor" – Arsena E.Kalman – "Silvia" - Stasi C.Orff – "Isteaţă"
```
TURNEE
Olanda – Arsena, Siebel, Annina
Germania – Annina, Ida
ACTIVITATE PROFESIONALĂ
- Artist liric operă – Opera Națională Română, din 1990-1996, 2003 până în prezent, cu activitate solistică
- Profesor asociat canto – Colegiul Național de Artă "Ion Vidu", din 2000 -2018.
- Solist vocal- Opera Naționala Română, 1996-2002
- Profesor suplinitor canto- Colegiul Național de Artă "Ion Vidu" din 2018-2023.
- Profesor asociat, flaut la Facultatea de Muzică și Teatru, UVT-2020-2021
- Profesor asociat, flaut la Colegiul Național de Artă "Ion Vidu" 2007-2009
- Profesor asociat canto la Facultatea de Muzică și Teatru, UVT-2018-2023
- Asistent regie la spectacolele "Silvia" de E.Kalman organizate în cadrul Facultății de Muzică și Teatru din Timișoara – 2008-2012; 2018-2019
- Lect.Univ. Dr. Canto la Facultatea de Muzică și Teatru, UVT-2023- nedeterminat
- Pregătirea muzicală și Asistent regie, la spectacolele "Sunetul Muzicii" de Richard Rodgers, organizate în cadrul Facultății de Muzică și Teatru din Timişoara 2019-2020.
- Pregătirea muzicală și Asistent regie, la spectacolul "Bal la Savoy" de Paul Abraham, organizat în cadrul Facultății de Muzică și Teatru din Timișoara, 2022
ACTIVITATE DIDACTICĂ ŞI ŞTIINŢIFICĂ
– Activităţi artistice, concursuri şi premii:
- 26 mai 2009 – "Festivalul miniaturii"
- 08 noiembrie 2008 – Concursul Internaţional de folclor" Grai şi cântec din străbuni"
- 30 mai 2009 – "Carmina dacica"
- 29 aprilie 2010 – "Festivalul muzicii moderne şi contemporane"
- 22 aprilie 2010 – "Festivalul miniaturii"
- 10-11 mai 2010 – "Masterclass de interpretare vocală" – dirijor D. Crescenzi
- 28-29 aprilie 2011- Concurs-Festival Euroregional "Alma Cornea Ionescu"
- 04-06 aprilie 2011 – "Masterclass de interpretare vocală" – dirijor D. Crescenzi
- 14-15 mai 2011 – Concurs "Tinere Talente" Oradea
- 02 martie 2012 - Parteneriat "Întâlniri Lirice" Arad
- 02-05 mai 2012 – Olimpiada Naţională de Interpretare Vocala- faza naţională – Bucureşti, premiul III
- 03-04 aprilie 2012 – "Masterclass de interpretare vocală" – dirijor D.Crescenzi
- 04-06 mai 2012 - Concurs-Festival Euroregional "Alma Cornea Ionescu"
- 19 noiembrie 2012 – "Interdisciplinaritatea în procesul de predare-invatare-evaluare"
- 10 mai 2012 - "Festivalul miniaturii"
- 06-10 decembrie – "Festival de muzică, tradiţie şi obiceiuri de Crăciun"
- 03-06 aprilie 2013 – Olimpiada Naţională de Interpretare Vocală canto clasic şi folclor- faza naţională - Alba Iulia, două premii III.
- 11 decembrie 2012 – Diploma Projuventute din partea Consiliului Judeţean Timiş
- 28-28 aprilie2013 - Concurs-Festival Euroregional "Alma Cornea Ionescu"
- 03 iunie 2013 – "Festival de ArtaRomantica"
- 10-12 mai 2013 – Concurs Internaţional" Young Artist" – secţiunea canto clasic şi divertisment, membru al juriului în cadrul concursului
- 06 iunie 2013 – "Concertul Absolvenţilor" – Filarmonica Banatul –Timisoara
- 23 -ianuarie 2014 -Recital vocal, Aula Eugen Todoran, Uvt Timişoara
- 19-ianuarie 2014- Concert vocal instrumental, Reşita
- 08 martie -2014 -Spectacol 8 Martie, SISM, Timişoara
- 07 Aprilie-2014 - Spectacol Hansel şi Gretel- primăria Buzias- Casa de cultură
- 07 Aprilie-2014 - Concert caritabil- Casa stundentilor-Parohia Romano Catolică
- 27-29 Mai-2014 - Săptămâna internaţională a muzicii noi ediţia XXIV-a
- 26-28 Septembrie- 2014 -congres internaţional de muzicologie
- 06-08 Iunie-2014 - Concurs de interpretare şi creaţie artistică YOUNG ARTISTS- Buziaş, Director Artistic şi membru în juriu
- 17 Octombire-2014 - Festivalul Baroc- concert
- 30 Noiembrie- 2014 -Concert Varset Serbia- Ambasa României
- 06 noiembrie 2014 -Festivalul Concurs Promusik World Fest, Timişoara, ed. I-a
- 03 Decembrie-2014 - Emisiune TVR Timişoara
- 10 Decembrie-2014 - Spectacol caritabil- Oncohelp
- 09 -10 decembrie 2014 -Festivalul de Muzică, tradiţii şi obiceiuri de Crăciun, Cna, Ion Vidu"
- 13 Decembrie-2014 - Concert de craciun- Ion Vidu
- 19 Decembrie- 2014 -Concert Biblioteca Judeteana- Vernisaj
- 14 Decembrie-2014 -Spectacol de craciun- Ion Vidu
- 22 Decembrie- 2014 -Concert adresat Cavalerilor Templieri- Parohia catolică
- 01 -martie 2015 -Recital vocal -instrumental organizat de Camera Mediatorilor Timişoara
- 29 mai -2015 -Concursul Internaţional de Canto, Voci de Primăvară" ed. A II-a, Cna, Ion Vidu" Timişoara
- 22-24 mai 2015– Concurs Internaţional" Young Artist" – secţiunea canto clasic şi divertisment, membru al juriului în cadrul concursului, ed. A IV-a
- 05 -septembrie 2015-Festivalul Internaţional de Muzică Populară pentru copii, Moinesteanca"
- 09-11 octombrie 2015 -Festivalul Baroc, Recital, Timişoara
- 25-26 noiembrie 2015- Conferinţă Internaţională, Educaţia Artistică: Realizările Trecutului şi Provocările Prezentului", Republica Moldova
- 12-14 noiembrie 2015 -Zilele Şcolii Muzicale Timişorene, ed. A XIV-a
- 28 noiembrie -2015- Recital vocal, Sism, Timişoara
- 08-09 decembrie 2015 - Festivalul de Muzică, tradiţii şi obiceiuri de Crăciun, Cna, Ion Vidu"
- 06 decembrie 2015 - Festivalul Concurs Promusik World Fest, Timişoara, ed. A II-a, Timişoara
- 12-13 decembrie 2015 - Concursul Internaţional, Mită Topalovic", Pancevo, membru al juriului
- 01-02 aprilie 2016 - Concurs, Tinere talente" ed a XX-a, Oradea
- 26-28 februarie 2016 - Concurs Internaţional de Muzică şi Teatru, Live Museart", ed I-a, Arad
- 21-23 aprilie 2016 - Olimpiada Naţională de Interpretare Vocală, Bucureşti Premiul ÎI
- 13 mai 2016- Concurs de canto, Nicolae Branzeu", ed II-a Arad
- 05-07 mai 2016 - Festivalul Internaţional, Sigismund Toduta", ed VIII-a Deva
- 18-20 mai 2016- Proiect de Performanţă Vocală, Interculturalitate în interpretarea vocală", Timişoara
- 27-29 mai 2016 – Concurs Internaţional" Young Artist" – secţiunea canto clasic şi divertisment, membru al juriului în cadrul concursului, ed. A V-a
- 19 mai 2016 - Concurs Internaţional, Voci de primăvară" ed. A III-a Timişoara
- 19- 20 noiembrie 2016 - Concursul Naţional de Interpretare şi Creaţie artistică, Lauri" ed I Cluj
- 13 decembrie 2016 - Concursul Internaţional, Mită Topalovic", Pancevo
- 06 decembrie 2016 - Festivalul Concurs Promusik World Fest, Timişoara, ed. A III-a, Timişoara
- 28-31 -martie 2017 - Masterclass de canto clasic, Aura Twarowska, Timişoara
- 26-27 mai -2017 – Concurs Internaţional" Young Artist" – secţiunea canto clasic şi divertisment, membru al juriului în cadrul concursului, ed. A VI-a
- 16 mai- 2017 - Concurs Internaţional, Voci de primăvară" ed aIV-a Timişoara
- 07 iunie 2017 - Curs de maestrie vocal- tradiţionala românească, prof. Carmen Popovici Dumbrava, Timişoara
- 25 noiembrie 2017 - Seratele Baroce, Timişoara
- 21-22 octombrie 2017 Concurs, New talent competition" Timişoara, ed I
- 04 -decembrie 2017- Concert caritabil, OncoHelp, Timişoara
- 13 decembrie 2017 - Academia de excelenţă pentru Tinere Talente, Rotary Opera
- 13 decembrie 2017 - Concursul Internaţional, Mită Topalovic", Pancevo,
- 18 decembrie 2017 - Gala excelentei, Primăria Timişoara
- 09 martie 2018 - Festivalul muzicii de camera ed. A XV-a UVT Timişoara
- 05 martie 2018 - Festivalul muzicii de camera ed a XV-a UVT Timişoara
- 16-17 martie 2018 - Concursul de canto, Tineri muzicienii în competiţie" Timişoara, membru al juriului
- 02-05 aprilie 2018 Olimpiada Naţională de Interpretare Vocală, Craiova
2018 Concursul de interpretare vocală, Unison-art" Turnu-Severin
Premiul ÎI
- 20 aprilie 2018 - Concursul de Canto şi Teorie, Nicolae Branzeu" ed a IV-a, Arad, membru al juriului.
- 03-05 mai 2018 - Concursul de Interpretare Vocală, Sigismund Toduta" Ed a XIX -a, Deva
- 09 mai 2018 - Concurs Internaţional, Voci de primăvară", ed a V-a Timişoara
- 01 iunie 2018 - Spectacol Parcul copiilor, SISM Timişoara
- 05 iunie 2018 - Concertul absolvenţilor, Filarmonica Banatul Timişoara
- 01-03 Iunie - Concurs Internaţional" Young Artist" – secţiunea canto clasic şi divertisment, membru al juriului în cadrul concursului, ed. A VI-a
- 09 iunie 2018 - Festivalul Artelor Timişorene
- 23 septembrie 2018 - Memoriile Cetăţii Timişoara, spectacol în Parcul Dacia, Primăria Timişoara
- 20 iunie 2018 Prințesa Ceardașului (Die Csárdásfürstin) de Emmerich Kálmán, regie, Opera Națională Timișoara; spectacol susținut de studenții Facultății de Muzică și Teatru;
- 13 octombrie 2018 -Ziua Serviciilor Publice, spectacol în Piaţa Unirii, Primăria Timişoara
- 03- 04 noiembrie 2018 - Festivalul Concurs PROMUSIK WORLD FEST -Ed. A-V-a Timişoara
28 octombrie 2018 - Festivalul Vinului Timişoara, spectacol în Piaţa Operei, Primăria Timişoara
- 10 noiembrie 2018 - Concursul VIVERE MUSIC REVOLUTION, ed. A V-a, Oradea
- 06 decembrie 2018 Silvia de Emmerich Kálmán – pregătirea muzicală, Teatrului Național „Mihai Eminescu" Timișoara, sala mare; spectacol susținut de studenții Facultății de Muzică și Teatru;
- 15 noiembrie 2018 - Concursul Naţional de Interpretare Scenică LAURI, ed. A III a, Cluj Napoca
2018 Gala premiilor Universității de Vest Timișoara - regie artistică, Teatrului Național „Mihai Eminescu" Timișoara, sala mare;
- 24 aprilie 2019 - Seară de operetă și musical, Muzeul de Artă Timișoara, sala Baroc; spectacol susținut de studenții Facultății de Muzică și Teatru;
- 19 aprilie 2019 - Vocea umană, de Francis Poulenc, pregătirea muzicală, sala mare a Teatrului German Timișoara, spectacol susținut de studenții Facultății de Muzică și Teatru; Marele premiul la Festivalul Operelor Independente, Iași, 2019;
- 25 mai 2019 - Recital Mozart, Muzeul de Artă Timișoara, sala Baroc; spectacol susținut de studenții Facultății de Muzică și Teatru;
- 19.iunie 2019 Sunetul Muzicii de Richard Rodgers – pregătirea muzicală și Asistent regie, Opera Națională Timișoara, sala mare; spectacol susținut de studenții Facultății de Muzică și Teatru;
- 15 decembrie 2019 ROMANIAN: REVOLUTION 1989 de Aaron Garber, premieră absolută, Opera Națională Timișoara, sala mare; spectacol susținut de studenții și profesorii Facultății de Muzică și Teatru;
- 04 octombrie 2019 Opereta „Silvia", E. Kalman, proiect cu studenții Facultății de Muzică și Teatru Timișoara, Opera Română Timișoara
- 19 februarie 2020 - Sunetul Muzicii de Richard Rodgers – asistent regie artistică, pregătirea muzicală, Opera Națională Timișoara, sala mare; spectacol susținut de studenții Facultății de Muzică și Teatru;
- 21 noiembrie 2020 Gala UVT 2020 – pregătirea muzicală a momentelor artistice
- 19 decembrie 2020 - Gala Excelenței Bănățene – pregătirea muzicală a momentelor artistice
- 30 martie 2021 Gala Rotary Opera Timișoara – pregătirea muzicală
- 30 martie 2021 - Gala Rotary Opera Timișoara – pregătirea muzicală
- 17 august 2021 - Recitalul claselor de canto – pregătirea muzicală, Piața Libertății, Timișoara;
- 08 iunie 2022 - Bal la Savoy de Paul Abraham-asistent regie artistică și pregătirea muzicală, Opera Națională Timișoara, sala mare; spectacol susținut de studenții Facultății de Muzică și Teatru;
LIMBI STRĂINE
- Italiană – avansat
- Germana - mediu
- Engleza – avansat
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Curriculum Vitae
VINCENZO BOCCIA
PROFESSIONAL EXPERIENCE
CEO of Arti Grafiche Boccia S.p.A of Salerno
Born in Salerno, Italy in 1964
Degree in Economics & Commerce
* CEO of Arti Grafiche Boccia S.p.A of Salerno
* Onorary President of Assafrica & Mediterraneo
* Advisory Board President in Borsa Italiana for the AIM and MAC markets
* General Counsil member of AIFI
* Currently covers the role of President for the Credit and Finance technical comitee inside Confindustria
* From 2009 to 2013 has been President in Small Enterprises of Confindustria, a role obtained after a long experience as a vertex representative in Piccola Industria (both on a national level and on a regional level for Campania region) and in Giovanni Imprenditori di Confindustria
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TRABAJO REALIZADO POR ANDALTEC:
• Fabricación de nanocomposites a partir de plástico reciclado.
• Fabricación de nanocomposites a partir de plásticos convencionales y bioplástico con el fin de mejorar sus propiedades y aumentar el rango de aplicación de los mismos.
• Estudio de la influencia del número de ciclos de reciclado sobre las propiedades del material nanocomposite fabricado a partir plástico.
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Formulár na odstúpenie od zmluvy
(vyplňte a zašlite tento formulár len v prípade, že si želáte odstúpiť od zmluvy)
— Komu .............. Ing. Marián Slejzák, Za kaštieľom 2, 053 11 Smižany
— Týmto oznamujem/oznamujeme (*), že odstupujem/odstupujeme (*) od zmluvy na tento tovar/od zmluvy o poskytnutí tejto služby (*) :
…............................................................................................................................................
…............................................................................................................................................
…............................................................................................................................................
…............................................................................................................................................
— Dátum objednania/dátum prijatia (*) ..................................................................................
— Meno a priezvisko spotrebiteľa/spotrebiteľov (*) ..............................................................
— Adresa spotrebiteľa/spotrebiteľov (*) .................................................................................
— Číslo účtu na ktorý požadujem vrátiť uhradenú sumu:
…..................................................................................... …..................................................
— Podpis spotrebiteľa/spotrebiteľov (*)
(iba ak sa tento formulár podáva v listinnej podobe) ............................................................
— Dátum ...........................................
(*) Nehodiace sa prečiarknite.
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Museo Nacional de Qatar, Doha 2008
Qatar National Museum, Doha 2008
conversando con...
in conversation with...
JEAN NOUVEL
Salvador Gilabert Sanz
Ignacio Cabodevilla-Artieda
doi: 10.4995/ega.2016.6306
Jean Nouvel won the Pritzker Architecture Prize in 2008, in recognition of his career as an architect, within the group that could be called Star Architects.
In 1966 he got the highest marks in the entrance exam to attend the Academy of Fine Arts, École de Beaux-Arts, in Paris where he graduated in architecture in 1972. Even before finishing his studies, he began to work with Claude Parent, and encouraged by the alternative ideas of his mentor and the readings of the texts and essays written by urbanist Paul Virilio, he forged his own critical thinking. This particular way of thinking led him to be one of the founding members of the Mars 1976 movement, whose aim was to oppose the architects’ corporatism, and later one of the founders of the Union of Architecture.
His firm stance and opinions, somewhat provocative, on contemporary architecture in the urban context, along with his way of reinventing himself in the projects he has undertaken have forged his international image.
His works have been recognized worldwide with numerous awards, both French and international, of great prestige. In 1989, the Arab World Institute in Paris achieved the Aga Khan Award for its role as “a successful bridge between French and Arab cultures.”
In 2000, Jean Nouvel received the Golden Lion at the Venice Biennale, and in 2001 three of the most important international awards: The Royal Gold Medal of the Royal Institute of British Architects (RIBA), the Premium Imperial of the Association of Fine Arts of Japan and the Borromini Prize for the Cultural and Congress Centre in Lucerne. He was named Doctor Honoris Causa by the Royal College of Art in London in 2002. Three years later, he received the annual prize of the Wolf Foundation in Israel “for providing a new model of contextualism and redefining the dialectic between the two salient characteristics of contemporary architecture: concreteness and ephemerality”. The Barcelona Torre Agbar received the 2006 International Highrise Award, “as it makes an outstanding contribution to the current debate on high-rises”. In 2008 he received the Pritzker Prize, and in France, he has won numerous awards including the Gold Medal of the French Academy of Architecture, two Equerres d’Argent and the National Architecture Prize.
Un día con Jean Nouvel
Eran las 10:35 de la mañana del 15 de diciembre 2015 cuando Jean Nouvel llegó a la Fundación Enric Miralles.
Con notable presencia, nos sorprendió a todos la temprana entrada del arquitecto a las oficinas, dado que tenía como primera cita pública una rueda de prensa a las 13:00. Benedetta Tagliabue ejerció de anfitriona y le invitó a visitar las dependencias de la Fundación y del despacho de EMBT Miralles-Tagliabue. Al finalizar el recorrido de las distintas zonas de trabajo y del taller maquetas, llegaron a la sala de exposiciones donde se encontraba la instalación que más tarde, al final del día, el propio Nouvel inauguraría. Titulada *Cosas vistas y re-vistas*, se presentaban trabajos de investigación sobre la arquitectura de Enric Miralles. Los trabajos consistían en tesis, tesinas, libros y obras de divulgación que, desde diferentes perspectivas, reflexionan sobre el pensamiento y la obra del arquitecto. Jean Nouvel se detuvo en la instalación principal de la sala, la tesis doctoral *Enric Miralles, el dibujo de la imaginación*, y junto con Benedetta Tagliabue y el propio autor, comenzó a recorrer el laberinto generado por las páginas de los cuadernos que formaban la instalación de la propia tesis. Nouvel comenzó a preguntar por todo aquello que llamaba su atención y nos sorprendió con sus delicados comentarios sobre la manera y disposición de las imágenes, así como por la curiosidad que mostraba ante los conceptos que allí se exponían, pidiendo aclaraciones a los mismos, ya que los textos eran en castellano. Pasados veinticinco minutos, tras observar y preguntar sobre la tesis, de una manera sonriente y convincente, comentó: *Esta tesis se debe publicar, es muy poética*; y así continuó paseando por la Fundación para dirigirse a la sala que se había habilitado para realizar la primera ronda de entrevistas con diversos medios de comunicación.
A las 13:00 comenzó la rueda de prensa, con periodistas de diferentes medios como “El Periódico” y “El Punt Avui”, entre otros; Benedetta Tagliabue presentó la exposición que se inauguraría esa noche y la conferencia que Jean Nouvel dictaría esa misma tarde dentro de los actos de la Fundación.
Lo más significativo, además de debatir la remodelación de la Torre Agbar sobre la que Nouvel se mostraba un tanto inquieto, fue su significativa llamada reivindicativa a los jóvenes arquitectos y estudiantes de arquitectura cuando, al tratar el tema de la regeneración urbana, el arquitecto afirmó que, en los momentos actuales, los jóvenes deberían ser *activistas*, tanto en sus creencias como en sus aspiraciones. *Los tiempos actuales requieren de acción fundamentalmente a nivel de integración social*, comentó Jean Nouvel. Posiblemente, el estado de la sociedad actual le recordara a su activismo en el ámbito de la arquitectura urbana de los años setenta en Francia.
La ronda de preguntas finalizó sobre las 14:15 y así se dio por terminada la rueda de prensa. Benedetta, en su papel de anfitriona guió a nuestro arquitecto, a Jaume Prat, colaborador de la Fundación y a mí mismo, a un restaurante del mercado de Santa Caterina para tomar el almuerzo; allí nos estaban esperando los también arquitectos Carlos Ferrater y José Ribas. La comida no fue meramente social, como tampoco podría decirse que fuera de negocios; la verdad es que los nuevos acompañantes conversaron con Nouvel entre referencias a algunos proyectos comunes y posibles nuevas colaboraciones.
No es habitual poder reunir en la misma mesa a un grupo de arquitectos de esta talla todos los días, así que me dediqué a observar cómo nuestro arquitecto sorteaba con soltura las distintas conversaciones.
Acabada la comida nos dirigimos a la magnífica casa de Benedetta para
his significant protest call to young architects and students of architecture when, addressing the issue of urban regeneration, the architect said that, at the present time, young people should be *activists*, both in their beliefs and aspirations. *Current times require action mainly at the level of social integration*, said Jean Nouvel. Possibly, the state of today's society reminded him of his activism of the seventies in the field of urban architecture in France.
tomar el café; poco después se retiró a descansar aproximadamente media hora, ya que todavía nos encontrábamos a mitad del maratoniano día.
A las 17:30 de la tarde, en la salita de la casa nos encontrábamos el periodista Llàtzer Moix del diario La Vanguardia y yo preparados para la segunda tanda de entrevistas del día. Las preguntas del periodista catalán se centraron en recordar la relación entre Jean Nouvel y Barcelona, comenzando por su relación con el ya fallecido Enric Miralles, del que destacó el recuerdo de su dialéctica y sus conversaciones, reconociendo la poesía que se encuentra en su arquitectura.
Tras las típicas preguntas acerca de los edificios construidos en Barcelona por nuestro arquitecto y ciertas poléThe series of questions ended about 14:15 and thus finished the press conference. Benedetta, in her role as hostess, guided our architect, Jaume Prat, a collaborator of the Foundation and myself, to a restaurant at Santa Caterina Market for lunch; there we were expected by fellow architects Carlos Ferrater and José Ribas. The lunch was not merely social, nor could it be said to be a business one; the truth is that the new companions conversed with Nouvel about some common projects and possible new collaborations.
La arquitectura previsible de ciertos despachos me desagrada. Esa arquitectura en la que el arquitecto es un mero
A Museo Nacional de Qatar, Doha 2008
Qatar National Museum, Doha 2008
> Obras de construcción del Museo Nacional de Qatar, Doha
Construction works for the National Museum of Qatar, Doha
© Martín Argyroglo
It is unusual to be able to gather a group of architects of this quality around the same table, so I devoted to see how our architect dodged wittily the different conversations.
Once the meal was finished we headed for the magnificent Benedetta’s house for coffee; shortly after he retired to rest for about half an hour, as we were still halfway through the long day.
At 17:30, in the living room of the house we met with Llatzer Moix, journalist from “La Vanguardia”, ready for the second round of interviews of the day. The questions of the Catalan journalist focused on the link between Jean Nouvel and Barcelona, starting with his relationship with the late Enric Miralles, stressing the memory of his dialectic and conversations, appreciating the poetry found in his architecture.
After the usual questions about the buildings designed for Barcelona by our architect and some controversy about the appropriateness of *auteur* architecture, the interviewer reminded him a sentence that he said years ago …*the greatest risk in architecture is to project neutral buildings, which are not seen nor looked at*. The interviewer asked if he still thought the same, to which Nouvel replied:
*The predictable architecture of certain offices displeases me. That architecture in which the architect is a mere companion, with no decision-making capacity, it is lifelessness and weakens the cultural component of the discipline.*
After several questions about the crisis of architecture, the journalist asked whether he had changed his idea of architecture, getting a firm response:
*No. The conditions have. So we are required more work, courage, will and fighting spirit.*
The interview ended with references to Nouvel’s current projects in the Middle East and China, with the clear conviction that Nouvel will continue making architecture while living, thanks to *his delight for living and creating*.
18:00. I greet our guest again fearing that he might be tired of so many questions and had the need to relax before giving a mass lecture; absolutely not, Nouvel was enthusiastic and did not skimp on the answers.
Salvador Gilabert: Correct me if I am wrong. I understand that your architectural design process has passed through three different stages. The first one, a training stage after
acompañante, sin capacidad de decisión, está falta de vida, debilita el componente cultural de la disciplina.
Tras varias preguntas sobre la crisis de la arquitectura, le inquirió sobre si había cambiado su idea de la arquitectura, obteniendo una contundente respuesta:
No. Las condiciones, sí. Por eso nos exige más trabajo, valor, voluntad y espíritu de combate.
La entrevista terminó con referencias a los proyectos que lleva entre manos en el Medio Oriente y China, con la clara convicción de que Nouvel seguirá haciendo arquitectura mientras viva, gracias al placer que siente por vivir y crear.
18:00 horas. Saludo a nuestro invitado nuevamente, con el temor de que estuviera cansado de tantas preguntas y que tuviera necesidad de relajarse antes de una conferencia multitudinaria; nada más lejos de la realidad, Nouvel aceptó el envite con ganas y sin escatimar en las respuestas.
Salvador Gilabert: Corríjame si me equivoco. Entiendo que la forma de desarrollar su arquitectura ha transcurrido por tres etapas diferentes.
La primera, una etapa de formación tras el postmodernismo, una vez entrados en los años 70 y 80, en la que trabajaba, a mi modo de entender, en un nivel integrativo, con diferentes condiciones postmodernism, once entered in the 70s and 80s, in which you worked, to my understanding, in an integrative level, with different social and cultural requirements. For example, the Nemausus project in 1987, or in the same year, the Arab World Institute; these would architectures based on industrial technology, as a starting point to develop the project on a constructive level, but also aesthetic.
Jean Nouvel: Actually, what motivates the most is getting unlikely results. Luckily, when we got to the Mediterranean there was room for manoeuvre in the possibility of constructing some buildings without following the rules. Observing the prices, obviously, being subsidized housing, and with no higher fees, but could disobey the rules. In the Nemausus housing project I tried to show that we could erect buildings adapted to
those climate and social requirements within the set prices, trying to make them bigger, because I consider it scandalous that the evolution of the surfaces of the apartments is turning them smaller. Explaining that a beautiful apartment is a large apartment, and that there is no reason for us to live in the countryside rather than the city, we managed to build subsidized apartments with 30-40% surface area above average, effectively using catalogue techniques and industrial materials because we could have the price beforehand, and it could not be changed. The mayor of Nîmes, Jean Bousquet, was the one who decided that these social housing should not be placed in the usual areas of the suburbs, but within the city. In addition, these apartments are not rented by the standard of this time, price per area, but in relation to their construction cost. After this experience, the city has gone back to compliance with strict rules and there have been many discrepancies about this. Obviously, all those people wanted such rent fares. So much, it surged a French movement, on the part of builders, which showed that they could construct more housing this way in different places. This was a manifesto building in every way.
The Arab World Institute is another matter; it is a tribute to Arab culture with an urban piece that tries to change the city and is located on the Boulevard Saint Germain, where it is programmed a green space that has not been developed yet. It was a way to design a building through light, because Arab architecture is light and geometry and it is, above all, a building that had to know where it was. In this case there is a dialogue with Notre Dame de Paris, the program itself and its orientation, placing the grand facade as a filter facing south. It is a building showing an architecture that means to take advantage of the place where it stands and, at the same time, be symbolic about what it wants to represent.
S.G.: In the 2000s, you made a change as an approach to visual art. Is it true that you began to work on black coloured bases as a representation of empty space in order to provide it later with light and colour?
J.N.: That would be a simplistic interpretation, I have not based my work on black in order to generate empty space, perhaps it is an allusion to the Lyon Opera. But the Lyon Opera is a glass building, as an empty box inside, a piece of urban
nnes sociales y culturales. Por ejemplo, el proyecto de Nemausus en el 1987, o en el mismo año el Instituto del Mundo Árabe; éstas serían arquitecturas que se fundamentaban en la tecnología industrial, como punto de partida para desarrollar el proyecto a nivel constructivo, pero también estético.
Jean Nouvel: En realidad, lo que motiva más es encontrar resultados improbables. Por suerte, cuando llegamos al mediterráneo había un margen de maniobra en la posibilidad de construir algunos edificios sin respetar las normas. En el proyecto de las viviendas de Nemausus intenté mostrar que podíamos construir edificios adaptados a su clima, a su ubicación social y dentro de los precios estipulados, intentando que fueran más grandes, porque veo escandaloso que la evolución de las superficies de los apartamentos tienda a que sean cada vez más pequeños. Exponiendo que un apartamento bello es un apartamento grande, y que no hay ninguna razón para que tengamos que irnos a vivir al campo en vez de la ciudad, conseguimos construir unos apartamentos de protección oficial con un 30-40% más de superficie; utilizando efectivamente técnicas de catálogo y materiales industriales porque podíamos tener el precio antes, y no te lo podían cambiar. El alcalde de Nîmes, Jean Bousquet, fue el que decidió que no se colocaran estas viviendas sociales en las zonas habituales de los extrarradios, sino que se introdujeran estos apartamentos dentro de la ciudad. Además, se ha conseguido alquilar estos apartamentos no por la norma de esta época, de precio por superficie, si no en relación a su coste.
Después de esta experiencia, la municipalidad ha vuelto al cumplimiento de la normativa estricta y ha habido muchas discrepancias por esto. Evidentemente, toda la gente quería aquellos precios de alquiler. Tanto, que hubo un movimiento francés, por parte de constructores, que mostró que se podían hacer más viviendas de esta manera para otros lugares. Éste fue un edificio manifiesto en todos los sentidos.
El Instituto del Mundo Árabe es otra cuestión; es un homenaje a la cultura árabe con una pieza urbana que intenta cambiar la ciudad y se encuentra en el bulevar San Germain, que tiene programado un espacio verde que todavía no han hecho. Era una manera de programar un edificio por la luz, porque la arquitectura árabe es luz y geometría y es, sobre todo, un edificio que debía saber dónde se encontraba. En este caso existe un diálogo con Notre Dame de París, el propio programa y la orientación, colocando la gran fachada de filtro orientada al sur.
Es un edificio que muestra una arquitectura para explotar el lugar donde está y, a la vez, ser simbólica sobre lo que quiere representar.
S.G.: En la primera década del 2000, realiza un cambio como aproximación al arte plástico, ¿Es cierto que empieza a trabajar más sobre la base del color negro como representación del espacio vacío para después dotarle de luz y color?
J.N.: Eso sería una interpretación simplista, no me he basado en el negro para generar espacio vacío, quizás es una alusión a la ópera de Lyon. Pero la ópera de Lyon es un edificio de vidrio como una caja vacía en el interior, una pieza de inserción urbana con una integración histórica bastante difícil, una ópera de proximidad total y para que sea reconocida.
S.G.: Pero son edificios más vistosos, coloridos y llamativos, por decirlo de alguna manera, más sensuales.
J.N.: Para una ópera es normal. (Se ríe)
S.G.: También en la Torre Agbar, aquí en Barcelona, con todos estos colores. Aunque bien ha explicado usted que la forma viene de una reinterpretación de Gaudí, y una forma que integra la cultura catalana, es patente esta impronta de la utilización de los colores y una sensualidad posiblemente influenciada por el artista James Turrell.
J.N.: Gaudí adquiere esas formas de Monserrat también, es una cuestión de identidad. Yo intento integrar esta identidad y trabajar con ella.
S.G.: Llegando al momento actual, detecto o interpreto que trabaja sobre el blanco neutro en una mayor integración con el verde en proyectos como el de Altea en Alicante o el One Central Park de Sidney. ¿Hay más proyectos ahora con una mayor integración con la naturaleza?
J.N.: Creo que se debe entender antes una cosa; yo trabajo siempre en función del contexto, en función de los condicionantes del cliente y siempre en función de lo que hay en el lugar. Yo no tengo a priori el deseo de reproducir una media forma. Para mí, el estilo es la permanencia de una actitud, mi estilo es encontrar la pieza que va perfecta para aquel lugar y que revela la identidad del lugar, esta es mi posición. Puedo construir en hormigón, en vidrio, con todo lo que quieras, no tengo un problema con eso, no proyecto para ser diferente sino porque es lo que da sentido al edificio y lo que es sensible a cada lugar.
S.G.: Pero, ¿ahora presta más atención a esa integración con la naturaleza?
J.N.: No es una integración en el sentido estricto del término, ni una integración arquitectónica, tampoco una integración con el inmueble próximo; la prueba es el contraste entre las partes, es el porqué. La presencia dinámica es incorporación with a very difficult historical integration, an opera of full proximity and to be recognisable.
S.G.: But they are bright, colourful and attractive buildings, to put it someway, more sensual.
J.N.: For an opera, it is normal. (Laughs)
S.G.: Also in the Agbar Tower, here in Barcelona, with all these colours. Although you have already explained you that the form comes from a reinterpretation of Gaudi, and a form that integrates the Catalan culture, it is clear the imprint of the use of colour and sensuality, possibly influenced by the artist James Turrell.
J.N.: Gaudi took these forms of Monserrat too, it is a matter of identity. I try to integrate this identity and work with it.
S.G.: Getting to the present, I detect or interpret that you work, on a neutral white base, on greater integration with green in projects such as Altea in Alicante or One Central Park in Sydney. Are there more projects now with greater integration with nature?
J.N.: I think there is something to be understood up front; I always work depending on the context,
depending on the conditions of the client and always depending on what is already in place. I have no a priori desire to replicate a shape. To me, style is the permanence of an attitude, my style is to find the piece that fits perfectly in a place and reveals the identity of the place, this is my stance. I can build using concrete, glass, anything you want, I do not have a problem with that, I do not design to be different but because it is what gives meaning to the building and what is sensitive to each location.
S.G.: But, do you pay more attention to the integration with nature now?
J.N.: It is not an integration in the strict sense of the term, nor an architectural integration, nor an integration with the contiguous property; the evidence is the contrast between the parts, it is reason why. The dynamic presence is what makes finding the uniqueness, the only thing I have done in these projects is to find their own uniqueness. What distresses me is the cloning of all these buildings with the same windows, with the same typology, which are all the same around the globe. The international Style has gained ground in a terrible way, nowadays it is still given too much importance to certain ego of the International Style.
S.G.: Finally, if I remember correctly, you got the best grade in the entry exam to the fine arts school to study architecture; do you think that
la que hace encontrar la singularidad, lo único que he hecho en estos proyectos es encontrar su propia singularidad. Lo que me desconsuela es toda aquella clonación de todos esos edificios con las mismas ventanas, con la misma tipología, que son todos iguales alrededor del planeta. El Estilo Internacional ha ganado terreno de manera un poco terrible; hoy en día todavía se le da demasiada importancia a cierto ego del Estilo Internacional.
S.G.: Por último, si no recuerdo mal, usted sacó la mejor nota en el acceso a la escuela de bellas artes para estudiar arquitectura; ¿cree que con los arquitectos de tantos proyectos en tantos sitios distintos, se ha perdido la idea romántica del arquitecto pensando con el papel y el lápiz para proyectar?
J.N.: Para mí, efectivamente la peor forma de romanticismo es la que aprendí en bellas artes. Finalmente los arquitectos o los alumnos siguen las trazas de sus lápices, comienzan por investigar, por dibujar y finalmente encontrar lo que buscan, por eso pensaba que era más interesante invertir este sistema; por eso me peleé con una especie de dogma de las bellas artes, de dibujar, de representar, a favor de la seducción y las sombras, porque yo pensaba que había que consagrarse a lo esencial, a lo conceptual, no a una imagen del proyecto que debe dibujarse fantásticamente, sino cuestionarse qué es el objeto que se va construir, en eso, en su realidad física y su definición idiosincrática.
18:30 horas. Salimos de casa de Benedetta en dirección a la Fundación Enric Miralles; allí esperaban con gran expectación la llegada del arquitecto al menos un centenar de personas entre los que podíamos encontrar arquitectos, estudiantes de arquitectura y profesionales de otros ámbitos.
La conferencia se titulaba “Social Urban Regeneration”; la primera hora y cuarto pasó rápido y Nouvel explicó, desde su propia visión de la arquitectura y el urbanismo y siempre a través de sus proyectos, la integración y la regeneración urbana. Proyectos como las viviendas Nemausus de Nimes de 1987, pasando por su propuesta para el estadio de Saint Denis en los alrededores de París de 1994,
with the architects of so many projects in so many different places, the romantic idea of the architect thinking with paper and pencil in order to design has been lost?
J.N.: To me, the worst form of romanticism is the one I learned in fine arts school. Finally architects or students follow the traces of their pencils, they begin by researching, by drawing and finally discover what they want, so I thought it was more interesting to invert this system; this is why I fought a kind of dogma of the fine arts, drawing and representing, in favour of seduction and shadows, because I thought I had to devote himself to the essential, to the conceptual, not to an image of the project that must be fantastically drawn, but to question what is the object to be built, in that, in its physical reality and its idiosyncratic definition.
18:30. We left Benedetta’s home towards the Enric Miralles Foundation; there, waiting with great expectation the arrival of the architect, there were at least a hundred people among which we could find architects, architecture students and professionals from other fields. The conference was entitled “Social Urban Regeneration”; the first hour and a quarter passed quickly and Nouvel explained, from his own vision of architecture and urbanism and always through his projects, the integration and urban regeneration. Projects such as Nemausus in Nimes, 1987, his proposal for the stadium of Saint Denis near Paris, 1994, his vision of the coast of the city of Valencia along the maritime towns, 2007, or the proposals for the mutation of the existing buildings and urban restructuring of the outskirts of Paris. After an hour and a half of uninterrupted images and explanations, we hinted the fatigue in Jean Nouvel and he decided to end the conference to give way for the opening of the exhibition. Invited by Jean Nouvel and Benedetta Tagliabue,
The project is located in the heart of the city, where the old and new coexist. The design aims to create a new public space that connects the city with the river, providing a place for people to gather, relax, and enjoy the natural beauty of the area.
The main feature of the project is a large, circular structure that rises above the ground, creating a unique landmark in the city. This structure is made of concrete and has a rough, textured surface that gives it a sense of ruggedness and strength. The top of the structure is open, allowing people to climb up and explore the interior.
The interior of the structure is divided into several levels, each with its own unique features. The lowest level is a large, open space that can be used for events or gatherings. The next level is a series of smaller rooms, each with its own purpose. Some of these rooms are designed for quiet contemplation, while others are more active spaces for socializing.
The upper levels of the structure are accessible by a spiral staircase that winds its way up through the center of the building. From the top, visitors can enjoy panoramic views of the city and the river below.
The project also includes a series of gardens and parks that surround the structure, providing a green oasis in the middle of the city. These gardens are designed to be low-maintenance, using native plants and drought-resistant species to reduce water usage.
Overall, the project aims to create a new public space that is both functional and beautiful, providing a place for people to connect with nature and each other.
su visión del litoral de la ciudad de Valencia en el entorno de los poblados marítimos de 2007, o las propuestas de mutación de los edificios existentes y su reestructuración urbanística en las periferias de París.
Después de una hora y media ininterrumpida de imágenes y explicaciones, se dejó entrever el cansancio de Nouvel y éste decidió dar por terminada la conferencia para dar paso a la inauguración de la exposición.
Invitados por Jean Nouvel y Benedetta Tagliabue, todos los asistentes nos dirigimos a la sala de exposiciones de la entreplanta del edificio donde los arquitectos inauguraron la exposición que se amenizó con un cóctel. En este acto, todo el mundo podía acercarse a comentar o preguntar y pedir autógrafos a nuestro arquitecto, que no rechazó ni una sola de las solicitudes.
Es más que admirable la paciencia de Nouvel, que llevaba en pie desde al menos las 6 de la mañana, y había asistido a la presentación privada de la exposición a primera hora, una rueda de prensa pública a medio día, una comida de relaciones sociales, una segunda ronda de entrevistas privadas después del café y una conferencia de hora y media, para acabar con la citada inauguración de la exposición; todo el mismo día y con una amabilidad y atención inusuales. Sólo de pensarlo uno ya se cansa.
Serían las 21:15 cuando decidieron retirarse a casa de Benedetta, esta vez para cenar de forma tranquila y amena entre amigos.
Esto es sólo un resumen de lo que fue compartir un día en la vida de un arquitecto de este calibre; sólo queda agradecerles tanto a Benedetta Tagliabue, anfitriona de los actos, como a Jean Nouvel, su generosidad y simpatía.
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Comitato Regionale Ligure
Comunicato N. 25 del 28 Ottobre 2016
INSERIMENTO GARE A CALENDARIO 2017 E RELATIVA TASSA – Si comunica a tutte le Società di rivolgersi al Presidente della propria provincia per l'inserimento delle gare a Calendario per la Stagione 2016, nel momento della richiesta, si dovrà versare la quota di iscrizione a Calendario, senza la quale non verrà fatto nessun inserimento della manifestazione. Per il versamento effettuare un Bonifico Bancario all'IBAN: IT10U0100501403000000018283 Banca BNL – Agenzia 3 oppure inviare un Assegno Bancario intestato al Comitato Regionale Ligure. Le quote da versare per l'iscrizione delle gare a calendario sono le seguenti: giovanissimi: Euro 5,00 - esordienti: Euro 20,00 - allievi: Euro 25,00 - juniores: Euro 40,00 - under-23/elite: Euro 50,00 - pistatipo pista-amatori/mtb-turistiche: Euro 20,00 – pedalate ecologiche: Euro 50,00 **Enduro - medio fondo e gran fondo mtb: Euro 250,00 - **medio fondo e gran fondo strada: Euro 500,00 (**Delibera Consiglio Regionale del 25/10/2010: Tasse Gare delle Gran Fondo da distribuire ai Comitati Provinciali per i Settori Giovanili Strada e Fuoristrada).
N.B.: Si chiede a tutte le Società la massima collaborazione nel rispettare quanto sopra, a seguito di ciò si ribadisce che il Comitato Regionale Ligure "Non inserirà nessuna Gara a calendario" se non dopo verifica e/o conferma del Presidente Provinciale che la Società ha effettuato il versamento.
A tutti coloro interessati al Corso, si prega di fare pervenire la domanda via fax allo 010590279 o via mail email@example.com, entro e non oltre il 10 Dicembre 2016. Il modulo di iscrizione al Corso è sul sito www.federciclismo.it al link Settore Studi. Il corso verrà effettuato solo con il raggiungimento di un minimo di 15 iscritti.
SETTORE STUDI - CORSO DI TECNICO ISTRUTTORE CAT. GIOVANISSIMI 1° LIVELLO - Il C.R. Liguria sta programmando l'effettuazione di un Corso di Tecnico Istruttore delle Categorie Giovanissimi (1° Livello) da effettuarsi gli ultimi due weekend del mese di Gennaio 2017 e precisamente: 20-21-22-27-28-29. La località di svolgimento sarà c/o la Casa delle Federazioni, Viale Padre Santo, 1 – Genova.
CORSO AGGIORNAMENTO DS 1 E 2 LIVELLO E MAESTRI MTB 1 e 2: Il Comitato Regionale Ligure comunica che Domenica 4 Dicembre 2016 si terrà il Corso di Aggiornamento DS 1 e 2 livello e Maestri MTB 1 e 2 livello, presso la Casa delle Federazioni Coni, con sede in Viale Padre Santo, 1 – Genova dalle ore 09,30 alle ore 19,00 – Sono previste 8 ore per i T1 e T2 e 4 ore per i Maestri MTB.
2)
Il Corso sarà programmato nel seguente modo: Mattino 4 ore (Dalle 09,30 alle 13,30) aggiornamento T1 e MM – Argomenti: 1) Progetto Talento; Multidisciplinarietà; Pomeriggio + 4 ore (dalle ore 15,00 alle ore 19,00) aggiornamento T2 – Argomenti: 1) Progetto Scuole di Ciclismo o Pronto Soccorso oppure altra lezione alternativa che verrà decisa in sede; 2) Tecnico Ruolo Educatore.
I costi di partecipazione sono: €. 25,00 per il 1° Livello; €. 35,00 per il 2° Livello.
Ci preme informare tutti i DS e MM con l'aggiornamento scaduto che senza il suddetto aggiornamento non è possibile affiliare le società.
Si chiede di inviare tramite mail: firstname.lastname@example.org il modulo di iscrizione indicando per quale corso si intende partecipare. I moduli sono recuperabili sul sito della FCI nella sezione Centro Studi.
RECUPERO QUALIFICHE TECNICI cat. Dilettanti: I Tecnici di 3° livello mancanti del primo e/o secondo livello possono recuperarlo/li nella sessione del 26 e 27 novembre p.v. a Salsomaggiore presso l'Hotel Il Baistrocchi secondo un programma che verrà inviato a quanti si iscriveranno presso il Centro Studi ed avranno versato la quota di € 60,00 (Sessanta/00) per livello mancante.
Entro il 31 dicembre 2017 verrà organizzato un corso al Nord, uno al Centro ed uno al
Sud per lo stesso recupero.
Per il recupero del 1° e/o 2° livello è però possibile farlo anche in occasione dei Corsi Regionali organizzati per il conseguimento dell'abilitazione ai livelli stessi.
Si riporta inoltre il Comunicato del Centro Studi dove si informa che sono stati indetti i seguenti corsi di formazione di 3° livello:
- Bolzano dal 30 settembre al 16 ottobre 2016
- Asti dall'11 febbraio al 5 marzo 2017;
- Salsomaggiore dal 28 ottobre al 20 novembre 2016
Tutti i riferimenti, le scadenze ed i dettagli per l'iscrizione sono nelle pagine dedicate ai corsi, nel calendario FCI http://www.federciclismo.it/it/course/?year=2016.
Si ricorda inoltre che la deroga che ha consentito, fino ad ora, ai Tecnici di 2° livello di tesserare JUNIORES, UNDER 23 ed ELITE S.C. per le Società Fuoristrada, scadrà inderogabilmente alla fine della stagione 2016 quindi si invitano tutti gli interessati ad intraprendere il percorso di formazione di Tecnico di 3° livello così da poter tesserare regolarmente, in futuro, le categorie di atleti previste a questa qualifica.
AFFILIAZIONE E TESSERAMENTO 2017: Le procedure di affiliazione e tesseramento per la stagione 2017 apriranno, come di consuetudine, nei primi giorni del mese di novembre.
Si ricorda che l'affiliazione ed il tesseramento 2016 ha validità fino al 31 dicembre 2016 e che le affiliazioni ed i tesseramenti 2017 avranno validità a partire dal 01 gennaio 2017.
Il Presidente
Tuvo Sandro
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ZNALECKÝ POSUDEK
ve věci stanovení ceny kolového traktoru
tovární značky ZETOR 7245
rz ZRA 0223
Posudek vyžádala: Obec Malá Morávka
Účel vyžádání posudku: prodej traktoru
Doba, ke které je cena stanovena: 15.11.2017
Posudek vypracoval: Ing. Bohumil Heřbolt
Počet listů: 11
Počet předaných vyhotovení: 2
Znalecký posudek je vypracován podle metodiky Znaleckého standardu č.I/2005
PROHLÁŠENÍ
Já níže podepsaný Ing. Bohumil Heřbolt, prohlašuji, že
Já níže podepsaný Ing. Bohumil Heřbolt, prohlašuji, že
- moje analýzy, názory jsou platné jen za předpokladu a omezuječích podmínek, uvedených v textu a jsou mými osobními, nezaujatými profesionálními analýzami, názory a závěry
- nejsou mi známy skutečnosti, které by mi bránily vypracovat znalecký posudek
- v práci byly respektovány všechny podstatné skutečnosti, které mi byly v době zpracování ocenění známy, a které mají vliv na výsledek ocenění
- za zmíněných předpokladů a v textu uvedených omezuječích podmínek přijímám zodpovědnost za údaje uvedené v tomto znaleckém posudku
V Bruntále 27.listopadu 2017
Ing. Bohumil Heřbolt
0. ÚVOD
Podepsaný Ing. Bohumil Heřbolt byl dne 13.11.2017 požádán starostou obce Malá Morávka o vypracování znaleckého posudku.
01. Znalecký úkol
Úkolem podepsaného odhadce je stanovit obvyklou cenu kolového traktoru tovární značky ZETOR 7245 r.z.ZRA 02-23.
02 Podklady pro vypracování znaleckého posudku
1. Znalecký standard č.I/2005
2. Technický průkaz AO 527411
3. Vyhláška MD č.102/1995 Sb. o schvalování technické způsobilosti a technických podmínkách provozu silničních vozidel na pozemních komunikacích v ČR
4. MS SR: Znalecký štandard – Odhad hodnoty cestných vozidel
5. Ceny ojetých traktorů a samojízdných pracovních strojů v autobazarech a na internetových nabídkách
6. Archiv znalce
03 Názvosloví
Životnost
- období, ve kterém je silniční vozidlo (dále jen vozidlo) schopno plnit požadované funkce do dosažení mezního stavu při stanoveném systému údržby a oprav
Údržba
- souhrn činností zajišťujících technickou způsobilost, pohotovost a hospodárnost silničního vozidla
Oprava
- souhrn výkonů, jimiž se odstraňují následky opotřebení, mechanického poškození nebo výrobních vad vozidla nebo jeho dílů. Opravou se obnovují správné funkce
Běžná oprava (BO)
- oprava, při níž se odstraňují jednotlivé vady některého dílu vozidla, výměnou za nové, opravené nebo renovované, často bez celkové demontáže
Generální oprava (GO)
- oprava celková, spočívající v úplné demontáži vozidla na díly až součásti a výměně vadných dílů za náhradní
Technická hodnota vozidla (TH)
- technický stav, někdy zbytek projektované technické životnosti vozidla ke dni hodnocení a ocenění v porovnání s vozidlem továrně novým (TH=100%) a jeho prognózovanou životností
Výchozí technická hodnota (VTH)
- TH nového vozidla nebo po GO ve vztahu k TH vozidla továrně nového
Pořizovací cena (PC)
- je dle zákona č.563/91Sb o účetnictví je cena, za kterou byl majetek pořízen a náklady s jeho pořízením související
Reprodukční cena
- je cena (věcná hodnota), za kterou by bylo možnou stejnou nebo srovnatelnou věc pořídit v době ocenění bez odpočtu opotřebení
Výchozí cena (VC)
- reprodukční cena stroje, kterou je nutno vynaložit na pořízení stejného nebo srovnatelného stroje v době oceňování, např. cenovým přepočtem k historické PC
Časová cena_ (ČC)
- v Kč vyjádřený technický stav vozidla
Základní amortizace (ZA)
- snížení výchozí ceny vozidla v % stanovených podle amortizačních stupnic nebo křivek v závislosti na stáří nebo době provozování vozidla., nebo na využití
Doba provozování (DP)
- počet roků od uvedení stroje do provozu k datu hodnocení a ocenění nebo od roku následujícího po zjištěném roku výroby. Doba provozu od provedené GO se stanovuje obdobně
04. Mimořádná výbava vozidla
Mimořádná výbava vozidla je vybavenost vozidla nad standardně dodávané výbavy výrobcem daného typu vozidla.
05 Metody při stanovení obvyklé ceny
051 Způsob hodnocení a ocenění
Pro hodnocení a ocenění motorového vozidla jsou ve znaleckém posudku použita obecně platná kritéria, užívaná metodou věcné hodnoty.
Časová cena konkrétního silničního vozidla (CČ) je jeho technická hodnota (TH), resp. technický stav (TS) vyjádřený v Kč.
Obecná cena (OC) vozidla je stanovena z časové ceny s použitím koeficientu prodejnosti (KP). Prodejnost ovlivňuje poměr nabídky a poplatky v době ocenění na trhu v současných podmínkách tržního hospodářství. Ovlivňuje jej však i technické a morální opotřebení sledující světový trend rozvoje vědy a techniky. Morální opotřebení může být vyšší než fyzické, způsobené provozem a užitím.
Technická hodnota je vypočtena ze stáří, doby provozu (DP) životnosti DHM a skutečného technického stavu k datu hodnocení, který je určen koeficientem (k). Stav lepší než úměrný je určen přirázkou (+P), stav horší naopak srážkou (-S).
Potom
\[ k = \frac{1 \pm PS}{100} \]
052 Stanovení základní amortizace
Základní amortizace (ZA) hodnoceného DHM je stanovena pomocí amortizačních stupnic a křivek v závislosti na stáří nebo době provozování (viz Znalecký standard). Rozhodujícím pro určení ZA je stanovení životnosti vozidla
053 Výpočet technické hodnoty
Technická hodnota vozidla (TH%) je určena vztahem
054. Stanovení výchozí ceny
Výchozí cenou (CN; Kč) je:
- prodejní cena nového vozidla (s DPH nebo bez). Použije se v případech, jestliže je oceňovaný typ vozidla k datu ocenění jako nový v prodeji
- cena již stanovená jako srovnatelná v expertních organizacích (IBSexpert, Eurotaxglass), pokud cenu nelze stanovit jinak
- parametrickým porovnáním nebo přímým cenovým porovnáním s případným využitím zahraničních cenových relací s věcmi (díly, skupinami vozidly), které jsou k datu ocenění jako nové na trhu. Zahrnuje zpravidla i snížení technické úrovně a morální zastarání oceňované věci (dílu, skupiny vozidla) pokud nelze stanovit podle předchozích odstavců)
0.6. Výpočet časové ceny
Časová cena stroje, zařízení (CČ) je vyjádřením skutečné technické hodnoty (TH) stroje nebo zařízení k datu ocenění a určí se vynásobením VC v Kč jeho TH v %
\[ CČ = \frac{VC \times TH}{100} \]
07. Výpočet obecné ceny
Obecná cena vozidla /OC) pro daňové účely označovaná jako obvyklá cena je hodnota v Kč, za kterou je možno v rozhodné době vozidlo koupit nebo prodat na otevřeném trhu. Určuje se z ceny časové pomocí koeficientu prodejnosti (KP)
\[ OC = CČ \times KP \]
Koeficient prodejnosti u jednotlivých vozidel pro daný typ a jeho modifikaci v době hodnocení byl stanoven průzkumem prodeje.
1. NÁLEZ
1.1. Identifikace vozidla
| Tovární značka, typ | Zetor 7245 |
|---------------------|------------|
| Výrobce | Zetor |
| Druh vozidla | kolový traktor |
| Technický průkaz | AO 527411 |
| Výrobní číslo podvozku/rok výroby | 021884 |
| STK platné do | 7.11.2020 |
| Motor | výrobce | Zetor |
|---------------------|---------|-------|
| | typ | Z 7201 |
| | plný výkon | 46 kW při 2200 ot/min |
| | zdvihový objem | 3595 cm³ |
| | palivo | nafta |
| Karoserie | výrobce | Zetor |
|---------------------|---------|-------|
| | druh | bezpečnostní |
| | počet míst | 2 |
| Hmotnost pohotovosti/celková | 4080/5600 kg |
|------------------------------|--------------|
| Druh a rozměr pneu prvomontáže | PN: 12,4-24 |
| | ZN: 16,9-34 |
| Rok výroby | 1986 |
|------------|------|
| Státní poznávací značka | ZRA 02-23 |
| Schválené změny proti původnímu typu | nedoloženy |
| Držitel | Obec Malá Morávka |
| Počet předchozích držitelů | nedoložen |
| Stav počítače motohodin | 1664,91 |
| Celkový počet motohodin dle držitele | 1702 |
| Údaje na vozidle s údaji v dokumentaci | souhlasí |
1.2. Údaje o opravách a poškozeních vozidla
| Dle technického průkazu | nedoloženy |
|--------------------------|-------------|
| Dle dokladů držitele | nedoloženy |
| Dle sdělení držitele | neupřesněno |
1.3. Výbava vozidla
Traktor je vybaven čelní a závěsnou shrnovací radlicí.
1.4. Prohlídka a zkušební jízda
| Technický stav zjištěn prohlídkou dne | 15.11.2017 |
|--------------------------------------|------------|
| Funkční zkouška dne | 15.11.2017 |
1.5. Technický stav jednotlivých skupin vozidla
1.5.1. Motor
provedení: řadový, kapalinou chlazený, nepřepĺňovaný vznětový čtyřválec s rozvodem OHV
- mechanické opotřebení odpovídá běžnému provozu
- povrch motoru minimálně znečištěn, běžné prosakování oleje
- palivové ústrojí funkční, bez známek úniku paliva
- chladící systém funkční, netěsnosti nezjištěny
- elektrické příslušenství funkční, úplné
- výfukové potrubí a tlumič funkční, stopy celoplošné koroze
1.5.2. Spojka
provedení: třecí, dvoukotoučová, s přítlačnou pružinou
- třecí, přítlačné a vypínací ústrojí funkční
- rozjezd vozidla plynulý, spolehlivý přenos hnacího momentu motoru
1.5.3. Převodovka
provedení: mechanická, pětistupňová, redukovaná, s přímým řazením
- povrch čistý, minimální stopy úniku oleje
- řadicí a pojistné ústrojí běžně opotřebené
- hlučnost odpovídá běžnému opotřebení
1.5.4. Přídavné převody, rozvodovka
provedení: rozdělovací převodovka, kuželové soukolí stálého záběru, kuželové diferenciály s uzávěrkou
- povrch minimálně znečištěn, nadměrný únik oleje nezjištěn
- uzávěrka diferenciálu funkční, soukolí stálého záběru i ústrojí diferenciálu funkční
- hlučnost odpovídá běžnému opotřebení
1.5.5. Přední náprava
provedení: výkyvná, hnací, řídící
- běžné opotřebení výkyvného uložení tělesa nápravy
- uložení kol funkční, běžné provozní vůle
- disky a ráfky kol schváleného rozměru a provedení, běžné obvodové deformace, stopy koroze
- tělesa nástavců bez viditelných závad
1.5.6. Mechanismus řízení
provedení: mechanické s hydraulickým posilovačem
- sloupek a převodka řízení řádně upevněny, funkční
- tyče a páky řízení bez deformací, mechanická vazba zachována
- kulové klouby funkční, běžné provozní vůle
- plynulý přenos obvodové síly z volantu na kola až po vymezení běžných mechanických vůlí
- netěsnosti hydraulického posilovače a jeho okruhu nezjištěny
1.5.7. Zadní náprava
provedení: tuhá, hnací, mostové trouby upevněny k rozvodovce přírubami
- uložení kol zadní nápravy funkční, únik oleje z nábojů kol nezjištěn
- brzdový systém zadní nápravy funkční
- ráfky kol schváleného provedení a rozměru, drobné deformace, stopy plošné koroze
- regulační hydraulika a závěsné zařízení funkční, nadměrné netěsnosti nezjištěny
1.5.8. Brzdový systém
Celkový stav pravděpodobně funkční
Závěr:
Technický stav hnacího a podvozkového ústrojí je lepší, než by odpovídal základní amortizaci.
1.5.9. Kabina řidiče
provedení: bezpečnostní, dvoudvéřová
- barva: černá, obnovený lak
- celkový stav: odpovídá době provozu, tuhost nosné konstrukce zachována
- blatníky: běžné provozní deformace, povrchově ošetřeny
- střecha funkční, bez závad
- sloupky střechy funkční, bez deformací, drobné stopy koroze v úrovni podlahového roštu
- dveře bez deformací, vůle v závěsech odpovídá době provozu, ve spodní části drobná koroze
- kapota motoru a maska chladiče funkční, drobná korozivní centra, běžné deformace
- podlaha stopy plošné koroze
- ochranný rám kabiny běžné deformace, tuhost zachována, funkční
1.5.10. Příslušenství a výzbroj kabiny
- skla: bez závad
- klíky a zámky dveří běžně opotřebené, funkční
- zpětná zrcátka funkční
- stěrače čelního skla funkční
- základní elektrická instalace funkční
- zadní skupinové svitilny funkční
- sedadla běžně opotřebená
Technický stav kabiny řidiče a jejího příslušenství odpovídá základní amortizaci.
1.6. Pneumatiky
Cena nových pneu prvomontáže (pláště+duše) v úrovni cen bez DPH
| Náprava | Počet kol | Cena pláště | Cena duše | Cena pneu |
|---------|-----------|-------------|-----------|-----------|
| PN | 2 | 4 230 | 430 | 9320 |
| ZN | 2 | 8 600 | 870 | 18940 |
CNPP bez DPH
Pneumatiky na vozidle
| Pneu | LP | PP | LZ | PZ |
|------|-----|-----|-----|-----|
| Typ | | | | |
| Rozměr| 11,2-24 | | | 16,9-30 |
| Druh | prvovýroba | prvovýroba | prvovýroba | prvovýroba |
| Výchozí cena pláště | 4 230 | 4 230 | 8 600 | 8 600 |
| Výchozí cena duše | 430 | 430 | 870 | 870 |
| Celková výchozí cena pneu | 4660 | 4660 | 9470 | 9470 |
| THP v % | 40 | 40 | 50 | 50 |
| CČP v Kč | 1864 | 1864 | 4735 | 4735 |
| CČPV v Kč bez DPH | | | 13 198 Kč |
### 1.7. Mimořádná výbava
| Druh,typ | ks | CNVM | Stáří | Stav | THVM | CČVM |
|----------|----|------|-------|------|------|------|
| př.shrnovací radlice se závěs.zař. | | 15 000 | | | 20 | 4 000 |
| zad. shrnovací radlice | 2 | 10 000 | | | 20 | 2 000 |
| Celkem bez DPH | | | | | CČVM | 6 000 |
### 2. POSUDEK
#### 2.1. Výpočet technické hodnoty vozidla
##### 2.1.1. Výpočet základní amortizace
| Doba provozu vozidla | DP | 31 roků. |
|----------------------|----|----------|
| Základní srážka za dobu provozu | ZAD | 80 % |
| Základní amortizace | ZA | 80 % |
Pramen: Technický průkaz
Znalecký standard č.I.
##### 2.1.2. Výpočet redukované technické hodnoty vozidla
| Skupina | THSN | ZA | TS | THS | PDS | PTHS |
|------------------|------|-----|-----|-----|-----|------|
| kabina s přísluš. | 100 | 80 | 0 | 20 | 21 | 4,2 |
| motor, podvozek | 100 | 80 | 25 | 25 | 79 | 19,75|
| | | | | | | TVHR |
| | | | | | | 23,95|
kde:
THSN ... výchozí technická hodnota skupiny [%]
ZA ....... základní amortizace [%]
TS ...... technický stav skupiny vzhledem k ZA [+-%]
THS ..... technická hodnota skupiny [%]
PDS ..... poměrný díl skupiny [%]
PTHS ... poměrná technická hodnota skupiny
2.2. Výchozí cena vozidla
Výše výchozí ceny vozidla v úrovni cen bez DPH CN = 435 000 Kč
Pramen, zdůvodnění:
Archiv znalce
2.3. Výpočet časové ceny vozidla
| Výchozí cenas bez DPH | CN | Kč | 435 000 |
|----------------------|------|-------|---------|
| Výchozí cena pneu prvomontáže | CNPP | Kč | 28 260 |
| Redukovaná cena vozidla | CR | Kč | 406 740 |
| Redukovaná technická hodnota | THVR | % | 24 |
| THVR x CR | | Kč | 97 414 |
| Časová cena pneumatik | CČPV | Kč | 13 198 |
| Časová cena mimořádné výbavy | CČVM | Kč | 6 000 |
| Časová cena vozidla bez DPH | CČV | Kč | 116 612 |
2.4. Výpočet obvyklé ceny
Koeficient prodejnosti traktoru KP = 1,3
Zdůvodnění:
Průzkum prodeje kolových traktorů
Obecná cena vozidla
\[ \text{COB} = \text{CČV} * \text{KP} \]
2.4.1. V úrovni cen bez DPH
| Časová cena bez DPH | CČV | Kč | 116 612 |
|---------------------|------|-------|---------|
| Koeficient prodejnosti | KP | | 1,3 |
| Obvyklá cena bez DPH | COB | Kč | 151 596 |
2.4.2. V úrovni cen s DPH
| Obvyklá cena bez DPH | COB | Kč | 151 596 |
|----------------------|------|-------|---------|
| Daň z přidané hodnoty | DPH | Kč | 31 835 |
| Obvyklá cena s DPH | COB | Kč | 183 431 |
| Zaokrouhleno | | Kč | 183 000 |
2.5. ZÁVĚR
Podepsaný odhadce dospěl k závěru, že průměrná obvyklá cena posuzovaného traktoru činí ke dni odhadu v úrovni cen s DPH
183 000 Kč
slovy: Sto osmdesát tři tisíce korun českých
V Bruntále 27. listopadu 2017
Ing. Bohumil Heřbolt
Doložka
Znalecký posudek jsem podal jako znalec jmenovaný rozhodnutím Krajského soudu v Ostravě, ze dne 25. 6. 1967 č.j. SPR 314/67 pro základní obor ekonomika odvětví ceny a odhady se zvláštní specializací pro oceňování motorových vozidel. Znalecký posudek byl zapsán pod pořadovým číslem 5057 znaleckého deníku. Znalečné a náhradu účtuji podle připojené likvidace.
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RASSEGNA STAMPA ONLINE FABILIA 28 luglio 2020
* https://aimnews.it/fabilia-group-presenta-borsa-italiana-comunicazione-preammissione-aim-italia/;
* http://www.pmicapital.it/it/hub/7529/fabilia-group-presenta-borsa-italianacomunicazione-pre-ammissione-aim-italia
* https://financecommunity.it/arkios-assiste-fabilia-group-nella-quotazione-aim-italia/
* https://www.milanofinanza.it/news/fabilia-family-hotel-chiede-la-quotazione-all-aim202007272021227457
*
https://www.milanofinanza.it/news/ricerca- mfdj?testo=fabilia&chktitolo=&datadal=&dataal=&archivio=
* http://finanza.tgcom24.mediaset.it/news/dettaglio_news.asp?id=2020072811160013 17&chkAgenzie=PMFNW&sez=news&testo=&titolo=Fabilia:%20presenta%20domanda %20pre-ammissione%20per%20Ipo%20su%20Aim
* https://www.finanzaoperativa.com/i-resort-di-fabilia-pronti-a-sbarcare-a-piazzaaffari/
* https://www.finanza.com/Finanza/Notizie_Italia/Italia/notizia/Fabilia_e_i_suoi_hotel_ verso_Piazza_Affari_presentata_doman-522689
* https://www.finanzaonline.com/notizie/fabilia-e-i-suoi-hotel-verso-piazza-affaripresentata-domanda-pre-ammisisone-su-aim-italia
* https://www.borse.it/articolo/ultime-notizie/Fabilia-e-i-suoi-hotel-verso-Piazza-Affaripresentata-domanda-pre-ammisisone-su-Aim-Italia__522689
* https://ftaonline.com/news/fabilia-verso-laim-italia
* https://www.investireoggi.it/finanza-borsa/news/fabilia-verso-laim-italia/
* https://www.trend-online.com/ansa/fabilia-verso-l-aim-italia--388324/
* https://www.traderlink.it/notizie/ultime-news/fabilia-verso-l-aim- italia_20210D4I447QZPL
* https://www.soldionline.it/notizie/azioni-italia/fabilia-aim-italia
* https://www.aimitalia.news/2020/07/fabilia-group-family-hotel-resort.html
* https://aimnews.milanofinanza.it/news/fabilia-family-hotel-presentata-domanda-dipre-ammissione-all-aim-202007281255317959
* http://app.milanofinanza.it/news/fabilia-family-hotel-chiede-la-quotazione-all-aim202007272021227457
* https://finanza-24h.com/finanza-fabilia-suoi-hotel-verso-piazza-affari-presentatadomanda-ammisisone-italia/
* http://247.libero.it/focus/51314387/4/fabilia-group-verso-l-aim-italia/
Via Bigli, 19 - 20121 Milano – CF e P. Iva 13442940154
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Greenpeace Africa objection to the proposed weakening (doubling) of SO₂ limits in South Africa
Ms Nosipho Ngcaba
Director-General
Department of Environment, Forestry and Fisheries
By email: email@example.com
firstname.lastname@example.org
Mr Olebogeng Matshediso
Deputy-Director: Atmospheric Policy, Norms and Standards
Department of Environment, Forestry and Fisheries
By email: email@example.com
Copied to:
Honorable Minister Barbara Creecy
Minister of Environment, Forestry and Fisheries
By email: firstname.lastname@example.org
email@example.com
Dr Thuli Khumalo
National Air Quality Officer
Department of Environment, Forestry and Fisheries
By email: firstname.lastname@example.org
5 July 2019
Executive Summary
Greenpeace Africa formally and strongly objects to the proposed weakening of the SO₂ limits in South Africa through the proposed amendment to sub-category 1.1 of the List of Activities - which sets out MES for solid fuel combustion installations - on the following grounds:
- South Africa is already in the midst of an air pollution emergency, with relatively weak Minimum Emission Standards (MES) and the Department of Environment, Forestry and Fisheries should be looking to strengthen our MES, not weaken them. According to expert Ron Sahu, instead of weakening our SO₂ limits to 1000 mg/Nm³, we should be making them stricter in the range of 200 mg/Nm³, the norm in most other jurisdictions around the world, and a level that can readily and cost-effectively be achieved by implementation of flue-gas...
desulphurisation (FGD). This will result in the actual improvement of air pollution in South Africa, including in the various high priority areas.
- There will be significant impacts on human health and on air quality due to the proposed doubling of allowed SO₂ emission limits, which are both unacceptable and avoidable. The proposed doubling of the SO₂ limits is projected to cause 3 300 premature deaths, 1 000 of those in the Gauteng City Region.
- The proposed doubling of the SO₂ limits would also lead to substantially higher toxic mercury emissions, which we believe is also unacceptable.
- The proposed amendment is not accompanied by any kind of assessment from the Department in terms of the impacts of the doubling of SO₂ limits, specifically on air quality, the environment and public health.
- The arguments given by the Department in the press statement accompanying the proposed amendment relating to the feasibility and affordability of controlling SO₂ emissions are essentially meaningless because of the failure to assess the economic and social benefits of reducing SO₂ emissions. The costs and challenges associated with emission control technologies are very well established and widely used elsewhere in the world, and appear to have been inflated in order to support the proposed amendment.
- We do not believe that weakening the SO₂ limits is lawful, and may be subject to legal challenge.
The Department of Environment, Forestry and Fisheries has an important opportunity to play a strong role as an advocate for our constitutional right to a healthy environment by abandoning this proposed amendment, and instead seeking compliance with the existing MES from both Sasol and Eskom, and all other polluters. We believe that this should be followed by the rejection of both Sasol and Eskom’s applications to postpone compliance with the MES. We attach two additional papers as annexures to supplement this submission and our input in more detail, please do refer to both of these annexures in addition to this submission itself. Both of these are referred to within the submission itself.
**Annexure 1:** Air quality and health impacts of doubling the South African standards for SO₂ emissions from power plants by Lauri Myllyvirta, lead analyst, Greenpeace Global Air Pollution Unit
**Annexure 2:** Comments on the Proposed Increase in the Minimum Emission Standard (MES) for Sulphur Dioxide (SO₂) Applicable to Coal-Fired Power Plant Stacks in South Africa by Dr. Ranajit (Ron) Sahu, Consultant
Introduction
Greenpeace Africa is an independent environmental campaigning organisation with a vision of ‘an Africa where people live in harmony with nature in a peaceful state of environmental and social justice’. Our mission is to work with others to foster environmental consciousness where Africa’s people can seek social and economic prosperity in ways that protect the environment for the benefit of humans, the planet and the future. In developing our campaign strategies we take great care to reflect our fundamental respect for democratic principles, while seeking out solutions that will promote social and environmental justice.
In South Africa, we campaign for a just transition away from coal and nuclear power, towards renewable energy and energy efficiency. We do not accept any money from government or corporations in order to maintain our independence, which means that we work in the public interest; with environmental and social justice at the core of our work.
As a civil society organisation, and citizens, we work towards the achievement of environmental and social rights, combined with environmental and energy justice in our communities across South Africa. We strive for the realisation of the constitutional environmental right to a healthy environment. The climate crisis acts as a threat multiplier and that urgent action is required to avoid catastrophic climate change.
South Africa’s air pollution emergency
Johannesburg’s PM2.5 air quality has been “unhealthy”, or more than twice as high as the World Health Organization guideline, on 16 out of the past 30 days, with only one “moderate” and no “good” days, according to analysis of government air quality data by Berkeley Earth\(^1\). Greenpeace analysis of satellite data\(^2\) has highlighted coal-fired power plants and coal-burning industrial plants as major sources of air pollution in South Africa, making it increasingly clear that the country is in the midst of an air pollution emergency. The satellite data corroborates existing data which indicates that Mpumalanga is a deadly global air pollution hotspot, both in terms of NO2 and SO2.
Eskom’s Highveld plants emit more SO2 and almost as much NOx as all the industrial emitters in the largest emitting province in China, Shandong. Shandong’s area is twice as large as Mpumalanga’s. Eastern China and Shandong have reduced NOx emissions by 24% and 31% respectively from 2012 to 2017. SO2 emissions have fallen by more than 80% in China and more than 90% in Shandong from 2012 to 2018.
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\(^1\) [http://berkeleyearth.lbl.gov/air-quality/local/South_Africa/Gauteng/Johannesburg](http://berkeleyearth.lbl.gov/air-quality/local/South_Africa/Gauteng/Johannesburg)
\(^2\) [https://www.greenpeace.org/africa/en/reports/6661/global-air-pollution-map-ranking-the-worlds-worst-so2-and-no2-emission-hotspots/](https://www.greenpeace.org/africa/en/reports/6661/global-air-pollution-map-ranking-the-worlds-worst-so2-and-no2-emission-hotspots/)
There is a clear reason why the Highveld ranks as the world’s worst power plant SO₂ and NO₂ emission hotspot – besides having a large concentration of coal-fired power generating and industrial capacity, the emission control performance of the coal-fired boilers is dramatically worse than in other countries. Eskom’s coal-fired power plants are allowed to emit more than 20 times as much SO₂ as Chinese and European coal-fired plants. SASOL, one of the largest industrial users of coal in the world, hasn’t been required to mitigate its SO₂ emissions in any meaningful way either.
**Weakening of the SO₂ limits**
Our comments are based on the following:
On 31 October 2018, the Acting Minister of Environmental Affairs made amendments to List of activities and associated minimum emission standards by publishing Government Notice No. 1207 in Gazette No. 42013 (“the Notice”) under section 21 of the National Environmental Management: Air Quality Act, 2004 (Act 39 of 2004) (“NEMAQA”).
Due to the objections against the special arrangement inserted in Part 3, Category 1, Subcategory 1.1 and complaints received in respect of perceived inadequate public consultation on this specific provision, the Minister decided to withdraw the provision (Government Notice No. 687 in Gazette No. 42472) and further consult members of the public.
The intention of the amendment is to provide for existing plants to comply with a sulphur dioxide (SO₂) minimum emission limit of 1000 mg/Nm³ instead of 500 mg/Nm³. This means that existing plants would reduce emissions from the current standard of 3500 mg/Nm³ to 1000 mg/Nm³.
**The impacts of SO₂**
Emissions of sulphur dioxide (SO₂) are a significant contributor to air pollution. SO₂ is created when burning materials that contain sulphur, which is found in all types of coal across the world in varying proportions. The health impact of SO₂ derives both from direct exposure to SO₂ and because SO₂ forms fine particulate matter³ (PM₁₀) through chemical processes in the atmosphere. PM₂.₅ is the air pollutant with the largest public health impact. The largest source of SO₂ in the atmosphere is the burning of fossil fuels in power plants and other industrial facilities.
SO₂ has several adverse effects on human health. SO₂ irritates the respiratory system, causes coughing or wheezing, irritation to the eyes and nose, and a tightness of the chest. In the long run SO₂ exposure contributes to chronic illnesses such as bronchitis, decreased lung function, and premature deaths.⁴ Additionally, SO₂ exposure has been associated with an increase of premature
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³ particles with aerodynamic diameter of around 2.5 µm (roughly speaking)
⁴ https://www.lung.org/our-initiatives/healthy-air/outdoor/air-pollution/sulfur-dioxide.html
births that can greatly increase risks for newborn babies.\textsuperscript{5} SO$_2$ is also one of the main contributors to acid rain, which damages environments, waterways, and infrastructure.\textsuperscript{6}
**South African SO$_2$ limits compared to other countries**
Compared with many other countries South Africa has relatively weak Minimum Emission Standards (MES), that allow existing coal-fired power stations to emit 3500 mg/Nm$^3$ of SO$_2$, which is up to 100 times more SO$_2$ than is allowed in China, Japan, or the European Union, and up to 10 times more SO$_2$ than is allowed in countries like Thailand and Vietnam. Nonetheless, the majority of Eskom’s ancient and highly polluting coal-fired power stations do not comply with these MES.
**Table 1: Selected countries SO$_2$ emission standards for coal-fired power plants\textsuperscript{7}**
| Country | Time period | SO$_2$ mg/Nm$^3$ |
|---------|-------------|------------------|
| | | Existing | New |
| China | hourly | 200/50 | 35 |
| Germany | daily | 200 | 150 |
| India | Continuous | 600/200 | 100 |
| Japan | | | 200 |
| Indonesia | | 750 | 750 |
| **South Africa** | **Continuous** | **3500** | **500 (proposed 1000)** |
| EU | Continuous | 200 | 150 |
| USA | daily | 185 | 136 |
It is clear from Table 1, that South Africa’s SO$_2$ limits (even were they to remain at the 500 mg/Nm$^3$ threshold), are already way higher than those of a number of other countries, including China, India
\textsuperscript{5} https://www.sciencedirect.com/science/article/pii/S0160412010002254?via%3Dihub
\textsuperscript{6} https://www3.epa.gov/acidrain/education/site_students/whatcauses.html
\textsuperscript{7} https://cleanairasia.org/wp-content/uploads/2016/09/06_Sanjeev-Paliwal_CPCB.pdf
and the EU. Given the size of South Africa’s air pollution crisis, weakening these limits implies irrational decision-making.
In addition, even if the 500 mg/Nm$^3$ MES for SO$_2$ starting in 2025 remains in place, South African coal-fired power stations will be able to emit:
- 13 times more SO$_2$ than key regions in China;
- almost 7 times more SO$_2$ than new build coal-fired power stations in India; and
- 3 times more SO$_2$ than power stations in the EU.
**The proposed weakening of the SO$_2$ limits**
The proposal by the Department of Environment, Forestry and Fisheries to weaken the Minimum Emissions Standard for SO$_2$ from 500 mg/Nm$^3$ to 1000 mg/Nm$^3$ would double the permitted emissions of SO$_2$ from coal-fired power plants and other industrial sources of SO$_2$ emissions, with dire impacts on public health. It would also lead to far higher emissions of mercury as the standard would likely enable plant operators to use emission control methods that, unlike SO$_2$ scrubbers, don’t improve mercury capture or can even impair it.
It is a matter of public record that meetings were held on 17 January 2018 between the Department of Environmental Affairs, Sasol and Eskom to address issues related to compliance with SO$_2$ limits.$^8$ Sasol and Eskom being the most significant SO$_2$ emitters in the country. This engagement between the Department and Sasol and Eskom was ongoing, and ultimately resulted in the outcome that rather than Sasol and Eskom being compelled to comply with the already relatively weak MES for SO$_2$ of 500 mg/Nm$^3$, the Department took the unprecedented step of proposing to double the SO$_2$ limits from 500 mg/Nm$^3$ to 1000 mg/Nm$^3$ in respect of existing plants that are solid-fuel combustion installations (which include all of Eskom’s coal-fired power stations, as well as Sasol’s coal-fired boilers). In other words, through this amendment, the Department is proposing to make existing standard twice as weak, for the simple reason that the country’s major emitters are arguing that they are unable to comply.
Greenpeace Africa believes that this is irrational decision-making by the Department (now the Department of Environment, Forestry and Fisheries) and urges the Department to at a minimum retain the 500 mg/Nm$^3$ limit, while preferably seeking to strengthen the SO$_2$ limits, rather than
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$^8$https://cer.org.za/wp-content/uploads/2018/02/AQM-MESDEA.pptx
weakening them to ‘allow’ compliance from the major emitters, which is essentially meaningless. We also believe that it is not legally permissible to weaken the SO$_2$ limits as proposed by the Department.
From 2018, this is the insight that both Sasol and Eskom have given the Department regarding their ‘action plans’ to deal with SO$_2$ emissions, which was reported to the Portfolio Committee:
**Table 2: Sasol and Eskom ‘action plans’ to deal with SO$_2$ emissions**
| Sasol’s Action Plan to deal with SO$_2$ emissions | Eskom’s Action Plan to deal with SO$_2$ emissions |
|--------------------------------------------------|--------------------------------------------------|
| •Sasol maintains that an assessment of the commercially available technologies has been done and all proved practically infeasible
• Some of the assessed technologies included the following: Catalytic processes; Sorbent injection; Flue Gas Desulphurisation
•Sasol concluded that none of the above technologies or any other technology is practically and economically viable for their operations
• Reason for unviability, as stated by Sasol, include amongst others, retrofitting challenges due to unavailability of space and the nature of the processes
•Sasol recommends changes in the regulatory framework to allow flexibility the MES for SO$_2$ with special focus on the preparation of Pollution Prevention Plans (declaration of SO$_2$ as priority pollutant), including rolling postponements, and improvement roadmaps
•DEA was of the view that changes in regulatory reform to include MES flexibility just for the purposes of accommodation one or companies is not in the best interest of the country and that this is not a justifiable action
•DEA is of the view that Sasol does not show willingness to address these challenge with the | •Eskom acknowledges that there has been no significant reduction in SO$_2$ emissions from the powers station in the past 30 years
•Eskom maintains that ambient air quality monitoring network shows that there is generally compliance with ambient SO$_2$
•FGD has been proposed or is being undertaken to deal with SO$_2$ issues in Medupi and Kusile
•No further proposed SO$_2$ abatement technologies for the other remaining power stations
•Emphasis is being placed that agreement has been reached that the lifespan for the affected power stations is guaranteed for 50 years, with 8 of the affected power stations facing decommissioning by 2030—thus not worth having FGD as an abatement technology on these
•DEA requested an indication in terms of what would be done to those power stations that will not be decommissioned by 2030, which power stations have not been earmarked for FGD |
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9 [https://cer.org.za/wp-content/uploads/2018/02/AQM-MESDEA.pptx](https://cer.org.za/wp-content/uploads/2018/02/AQM-MESDEA.pptx)
10 [https://cer.org.za/wp-content/uploads/2018/02/AQM-MESDEA.pptx](https://cer.org.za/wp-content/uploads/2018/02/AQM-MESDEA.pptx)
urgency they deserve and thus the company’s proposed changes to regulatory framework is not acceptable as it is not Sasol’s work to re-write the law.
It is clear from the above table that neither Sasol nor Eskom have any intention of complying with the SO₂ MES limits, and have lobbied extensively for the kind of amendment that the Department is now proposing. Indeed, it seems like their lobbying has convinced the Department to ‘re-write the law’ rather than ensure compliance with the existing law/limits. However, in our view the existing SO₂ MES do not meet the standard of “reasonable measures” required by section 24 of the Constitution and should in fact be made substantially more stringent in order to protect human health and the environment.
We are in agreement with the Life After Coal campaign, and do not believe that the Department is empowered to weaken the MES at all. Furthermore, the weakening of already lax standards would be contrary the AQA objects to ensure that South Africa’s air quality is not harmful to human health or well-being, and the general duty on all organs of state to enhance air quality. The MES were promulgated for the legitimate government purpose of limiting and reducing toxic atmospheric emissions that have or may have a significant detrimental effect on society. Given the crucial purpose and Constitutional import of the MES, any decision to weaken the SO₂ MES limit cannot be justified in any circumstances and would be unlawful and invalid.
**Air quality and health impacts of doubling the South African standards for SO₂ emissions from power plants**
Please refer to the attached paper for the full analysis. It is annexure 1 and is called ‘Air quality and health impacts of doubling the South African standards for SO₂ emissions from power plants’ and the author is Lauri Myllyvirta, lead analyst, Greenpeace Global Air Pollution Unit.
Compared against a scenario of full compliance with the current MES, the weakened emissions standard would allow Eskom to emit an excess 280,000 tonnes of SO₂ per year, for a total of 5.5 million tonnes over the lifetime of the plants. The failure to install SO₂ scrubbers would increase mercury emissions by an estimated 15,000 kilograms per year or 200,000 kilograms over the remaining operating life. These estimates are based on the assumption that all units retire after 50 years of operation - a longer operating life would mean larger excess emissions.
Excess SO₂ peaks at 300,000 tonnes per year, and mercury at 15,000 kilograms.
To assess the health impacts of these increases in permitted emissions, the Greenpeace Global Air Pollution Unit carried out CALPUFF dispersion modeling closely following the methodology of the modeling used in Eskom’s Cost-Benefit Analysis, with the modeling domain expanded to cover most of South Africa’s population. Separate model runs were carried out for each of the 15 Eskom power stations, and contributions of SO₂ to ambient PM2.5 levels, through the formation of sulfate particles from the emitted SO₂, were isolated for each station. This allowed us to project the reductions in ambient air pollution levels at each location of the modelling domain over time. The resulting avoided health impacts were projected following the Global Burden of Disease methodology for PM2.5 health impacts (Stanaway et al 2018). The projections take into account expected population growth (UN DESA 2017) and epidemiological transition associated with improved health care and an aging population (WHO 2018).
Based on these atmospheric modelling results, doubling the SO₂ emissions limit would increase population exposure to PM2.5 caused by Eskom’s coal-fired power plants by 70%, as most of the PM2.5 exposure is due to secondary sulphate formation.
Annual average PM2.5 from Eskom power plants
Annual average SO2 from Eskom power plants
Maximum 1-hour SO2 concentration from all Eskom coal plants
Coal power plants △
The analysis indicates that, over time, the higher SO₂ MES limit of 1000 mg/Nm³ will lead to the following avoidable health impacts, compared with compliance with the current regulation:
- 950 premature deaths due to increased risk of lower respiratory infections, including in young children
- 350 premature deaths due to increased risk of stroke
- 320 premature deaths due to increased risk of death from diabetes
- 560 premature deaths due to increased risk of chronic obstructive pulmonary disease
- 720 premature deaths due to increased risk of ischaemic heart disease, and
- 520 premature deaths due to increased risk of lung cancer associated with chronic PM2.5 exposure
The location of Eskom’s highly polluting coal-fired power plant fleet in the vicinity of the highly populated region of Gauteng, with many plants located within 100km of the region, is a particular public health concern. Eskom’s coal power plant emissions are responsible for approximately 420
premature deaths (95% confidence interval 330 to 500) per year in Gauteng. Of the 3,300 excess deaths projected from weakening the SO₂ MES limit, approximately 1,000 would take place in Gauteng.
Most of the health impact is due to emissions from Medupi, followed by Matimba, Kendal and Majuba.
Mercury deposition from the existing and new Eskom coal power plants is projected to exceed levels which can cause health risks, over an area of 89,000km², with 3.4 million inhabitants. The mercury emissions result in an estimated 2,300kg per year of mercury deposited on land and on freshwater bodies within the modelling domain. Cumulatively, the weakening of the SO₂ MES would cause a projected 13,000kg of excess mercury deposition locally in South Africa, compared with the current MES.
**The lack of any kind of additional assessment to support the assumptions made around the proposed weakening of the SO₂ limits**
The following claims were made by the Department in their statement accompanying the announcement of the public consultation period on the proposed amendment:¹¹
“This is a significant reduction and would still lead to improvements in ambient air quality as total SO₂ emissions would be reduced by at least 50%. Currently, the State of Air Report over the years shows compliances with the SO₂ annual ambient air quality standard but government continues to regulate it because of its contribution to secondary pollution.
Achievement of the new plant standard of 500 mg/Nm³ for SO₂ requires the installation of limestone based wet Flue Gas Desulphurisation (FGD) which is the biggest cost driver in pollution abatement technology. This technology has the SO₂ removal efficiency of over 95 percent. Although FGD is efficient, there are challenges associated with it. The typical capital cost for a 4000MW power plant is R13 billion with an additional R3 billion operating cost per annum. These costs are very high for a slow growing fossil-fuel based economy.
Furthermore, FGD installation requires additional water resources and mining of new limestone as input material. South Africa’s water resources are already constrained and cannot cope with the current and the growing demand from both domestic and industrial users.
Limestone would have to be mined because FGD uses good quality limestone to absorb SO₂ from the flue gas thus forming gypsum. The current market would not be able to absorb the gypsum that would be generated as such it would need to be disposed. The amount and quality of limestone needed is not readily available.
¹¹ [https://www.gov.za/speeches/standards-improve-air-quality-south-africa-23-may-2019-0000](https://www.gov.za/speeches/standards-improve-air-quality-south-africa-23-may-2019-0000)
This means that new mines would be required and mining presents additional environmental problems. In addition, good quality limestone mines are located in the Northern Cape Province which is a considerable distance from the existing major sources of SO$_2$ and transportation would add to greenhouse gas emissions, amongst others. It should also be noted that the use of FGD technology in a plant generates additional CO$_2$ emissions, which is a priority pollutant in the Republic.
Revision of the new plant standard for the existing plants from 500 mg/Nm$^3$ to 1000 mg/Nm$^3$ opens up the scope for other technologies to be used in the abatement of SO$_2$ pollution and would not lead to as much CO$_2$ emissions. Dry Sorbent Injection (DSI), for example, is another type of FGD that does not require as much water. However, the SO$_2$ removal efficiency is between 50 and 60%. Although the efficiency is low compared to wet FGD, it has lower capital costs, which are not an impediment to retrofitting existing plants.
The Act does not only aim to protect and enhance the quality of air in the Republic; but also secure ecologically sustainable development while promoting justifiable economic and social development. The process of making regulations is such that all objectives must be upheld. It is therefore in the interest of the Republic of South Africa to consider effecting this change, bearing in mind that the goal is to manage and reduce pollution and not necessarily to create avoidable non-compliances.”
Unfortunately, these statements are not credible, since the proposed amendment is not accompanied by any kind of assessment from the Department in terms of the impacts of the doubling of SO$_2$ limits, specifically on air quality and public health.
The arguments given by the Department in the press statement accompanying the proposed amendment relating to the feasibility and affordability of controlling SO$_2$ emissions are essentially meaningless because of the failure to assess the economic and social benefits of reducing SO$_2$ emissions, neither are there references listed in the statement. The costs and challenges associated with emission control technologies are very well established and widely used elsewhere in the world, and have been inflated in order to support the proposed amendment.
It is also misleading for the Department to claim that ‘improvements’ in air quality would supposedly occur even while the proposal would allow more emissions of SO$_2$. There is no doubt that the reduction from the 3500 mg/Nm$^3$ limit is critical, and improvements in air quality will happen as a result. What is under debate here is what the impacts will be of changing that reduction from a 500 mg/Nm$^3$ limit to a 1000 mg/Nm$^3$ limit. It should be clear that allowing more than the 500 mg limit of SO$_2$ will have substantial negative impacts, and we maintain that claiming otherwise is misleading.
An independent assessment of the proposal to weaken the SO$_2$ limits was commissioned from Dr Ron Sahu\textsuperscript{12} by the Centre for Environmental Rights [Annexure 2]. According to Dr Sahu, much of the
\textsuperscript{12} Resume is included in Annexure 2.
rationale provided by the Department is not supported and rests on assumptions, which are either incorrect or simplistic. His report addresses more fully the deficiencies, flawed statements or assumptions relating to $\text{SO}_2$ pollution controls (i.e., FGD and dry sorbent injection, DSI) made by the Department, and points out important concerns that the government’s statements do not discuss.
The outcomes of this assessment indicate that the $\text{SO}_2$ MES should not be weakened (doubled) to 1000 mg/Nm$^3$, as proposed. Not only will this allow significantly more emissions and adverse harm to exposed populations, the proposal is premised upon assumptions that are false:
- that consumptive water use of the technology required to meet the lower (500 mg/Nm$^3$) standard (flue gas desulfurization - FGD) is significant relative to its benefits;
- that the proposed alternative technology for meeting the relaxed standard of 1000 mg/Nm$^3$ (dry sorbent injection - DSI) is significantly cheaper; and
- that there are no adverse impacts to using DSI in quantities that would be necessary to achieve $\text{SO}_2$ reductions of around 70% as contemplated by the relaxed standard.
The reasons for this opinion are summarised as follows:
- **FGD and water consumption**: There is no justification for doubling the MES to the proposed higher limit based on a broad-brush (i.e., without plant by plant assessment) indictment of FGD technology, simply by presuming that it has high consumptive water needs. Consumptive water needs of FGD are not large compared to other water uses in a power station if the thermal cycle relies on water cooling. And, focusing on just the water use by FGDs while minimising or not weighing the tremendous $\text{SO}_2$ reductions that they can achieve – 99% or more – is misleading and unbalanced. If, in some cases, even the small additional consumptive water needs of wet FGD plants would be problematic, dry-FGD designs can provide the requisite 85% reductions needed to achieve the 500 mg/Nm$^3$ MES. Dry-FGDs, while not as efficient as their wet counterparts, can still easily achieve reductions in the range of 90-95%.
- **Impacts associated with Direct Sorbent Injection (DSI)**: DSI was initially developed and is mostly applied in order to remove a range of acid gases such as hydrochloric acid (HCl), hydrofluoric acid (HF). Any $\text{SO}_2$ reductions were an ancillary co-benefit as a result. DSI was not developed to be a primary $\text{SO}_2$ reduction technology as the DEA media release suggests. The DSI process results will cause an increase in Particulate Matter (PM) emissions from electro-static precipitators (ESPs); will adversely affect ESP ash handling systems; cause increases in toxic mercury emissions; and result in adverse impacts from the disposal of ESP sorbent wastes. Mitigating these dramatically raises the costs of implementing DSI.
• **Costs**: capital costs of FGD appear to be significantly inflated. Recent, mass application of FGD, in countries such as India (presently upgrading a large fraction of its coal-fired units with FGD) show that FGD capital costs can be significantly lower, if proper procurement strategies are followed. While capital costs for DSI are indeed lower than FGD, the operating costs (including costs to mine/produce the sorbent, transport it to the coal-plant, properly condition it including reducing its size to fine power by grinding, storing it onsite without exposing it to moisture, etc.) are sizeable, especially to achieve the presumed 70% SO$_2$ reduction. Based on this, and coupled with mitigating the adverse DSI impacts noted in the previous paragraph, the government’s expectation that DSI would be a much cheaper option than FGD is not only not unsupported, but is incorrect.
The April 2015 SO$_2$ MES applicable to existing coal-fired power plant stacks is 3500 mg/Nm$^3$. This is an extraordinarily high level of allowable emissions of SO$_2$, a known, major air pollutant\(^{13}\) and is much higher than comparable allowable levels in other countries. [See Table 1 for reference].
Standards that apply in the US pursuant to application of Best Available Control Technology (BACT) can be very low, on a case-by-case basis, even for existing plants when modified. As demonstrated above in Table 1, developed countries as well as China and India have standards that are 200 mg/Nm$^3$ or less, with China adopting a new plant standard of 35 mg/Nm$^3$.
In Dr Sahu’s expert opinion, South Africa’s current standard of 3500 mg/Nm$^3$ “is simply off the charts”. It is important to note that while the reduction to the original 500 mg/Nm$^3$ is still not nearly as low as levels in the majority of other jurisdictions as seen in Table 1, this would have represented a reduction of approximately 85% from the 3500 mg/Nm$^3$ level. Compliance with the 500 mg/Nm$^3$ level at existing plants was expected via use of flue gas desulfurization (FGD),\(^{14}\) a widely used group of technologies to reduce SO$_2$ emissions from existing and new coal-fired power plants. FGDs, depending on design, can reduce stack SO$_2$ levels by 99% or greater.
**Improving air quality is entirely possible: the China example**
After public opinion reached a boiling point during disastrous smog episodes in winter 2011-12, later known as China’s ‘Airpocalypse’, the government reacted forcefully and published a “National Air Pollution Prevention Action Plan”, which set detailed targets for improving air quality, reducing emissions and reducing coal consumption in the country’s key regions by 2017. The action plan
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\(^{13}\) Significant portions of South Africa’s population are exposed to very high levels of SO$_2$, including in so-called High Priority Areas (HPAs), where ambient levels of SO$_2$ (among other pollutants, including fine particulate matter, PM2.5, which is formed in the atmosphere from SO$_2$) are known to be greater than health-based protective levels.
\(^{14}\) FGDs, generically, represent a set of technologies encompassing both wet and semi-wet or dry designs, with many variants depending on actual vendor designs.
period also saw new emissions standards for coal-fired power plants enter into force in 2014, requiring steep reductions in SO$_2$ and NOx emissions from the power sector, and a new environmental law become effective at the start of 2015, strengthening the enforcement of emission limits and increasing fines for violators.
Over the five-year period from 2012 to 2017, China achieved dramatic reductions in power plant and industrial emissions and equally dramatic improvements in air quality.
China retrofitted approximately 250 gigawatts of existing coal-fired capacity with Flue Gas Desulphurisation (FGD) between 2005 and 2011, bringing the share of capacity with SO$_2$ controls from 14.3% to 89.1% in six years. These installations were in response to the national emission standards introduced in 2004. Subsequently China has been retrofitting existing power plants to meet so-called ultralow emission standards, which are 100 times as strict as South Africa’s Minimum Emissions Standards for SO$_2$ (35 mg/Nm$^3$ in China vs. 3500 mg/Nm$^3$ in South Africa$^4$).
China remains the world’s largest emitter of NOx (and CO2) and one of the largest emitters of SO$_2$, and air pollution levels remain hazardous despite dramatic improvement. However, China’s success in reducing emissions and improving air quality rapidly over this decade shows how much can be achieved with a coordinated action plan that requires major polluters to comply.
**Conclusion**
Greenpeace Africa believes that our submission, and numerous previous submissions made on the Eskom’s application for postponements from complying with the MES makes it very clear that we are in the midst of an air pollution emergency in South Africa, with significant negative impacts on people’s health. International experience indicates that South Africa has relatively weak Minimum Emission Standards, and the trends internationally are to tighten these standards, certainly not to weaken them.
For coal-fired plants that intend to continue to operate in South Africa, Greenpeace Africa urges the Department to instead consider reducing the stack MES to levels in the range of 200 mg/Nm$^3$, the norm in most other jurisdictions around the world, and a level that can readily and cost-effectively be achieved by implementation of FGD. This will result in the actual improvement of air quality levels in South Africa, including in the various high priority areas.
Weakening the SO$_2$ limits will clearly have significant impacts on people’s health, even causing thousands of premature deaths, and therefore blatantly contravenes our constitutional right to a healthy environment. Greenpeace calls on the Department of Environment, Forestry and Fisheries to compel compliance with the existing limits, and indeed, to seek to strengthen them.
Greenpeace Africa thanks the Department for the opportunity to comment and we look forward to further engagement on this issue, and to being kept updated on this and all air quality-related processes.
Sincerely
Melita Steele
Senior Climate and Energy Campaign Manager for Greenpeace Africa
Email: email@example.com
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Vientos de cambio
Fondo MIVIVIENDA ingresa a nueva etapa y reestructura organización enfocada en sus pilares de integridad, innovación, compromiso y excelencia en el servicio.
En esta edición: Oferta inmobiliaria del Crédito Mivivienda y Techo Propio (AVN) a nivel nacional.
BONO
El Ministerio de Vivienda, Construcción y Saneamiento (MVCS) evalúa un nuevo bono que estará enfocado en familias que viven en zonas de riesgo no mitigables y de peligro inminente. El bono, que será de S/ 110 000 en Lima, y de S/ 82 000 en provincia, será entregado en función a la definición de las zonas de peligro realizada por las municipalidades. "Este bono servirá para incentivar que el sector privado capte esa demanda, pero con la condición de que esa familia deje esa zona de riesgo", mencionó Hernán Navarro, Viceministro de Vivienda y Urbanismo.
MEJORA
"Para esta segunda mitad del año se espera una relativa mejora del sector construcción, dado que en este periodo la actividad constructora sería similar a la registrada en igual periodo del año pasado", señaló Scotiabank.
Ello se explicaría por una mejora gradual de la inversión privada, ante la mejora de expectativas empresariales, las menores presiones inflacionarias, una caída en los precios de materiales de construcción en la segunda mitad del 2023 y por la ejecución de obras de prevención ante la inminente llegada del Fenómeno El Niño Global durante el primer trimestre del 2024, sostuvo.
RECUERDAN
Entre enero y junio de este año se registraron ante la Sunarp 51 397 hipotecas a nivel nacional, lo cual marca un crecimiento de 11.2% respecto al primer semestre del 2022 (46 201).
Los departamentos de Lima (30 104), La Libertad (4757), Arequipa (3258), Lambayeque (2288) y Piura (2047) fueron las más activas en este rubro, lo que evidencia una progresiva reactivación económica del sector inmobiliario en las citadas regiones.
METRO CUADRADO
Los precios de las viviendas por metro cuadrado (m²) vienen subiendo este año. Según el análisis mensual de Properati, en el primer semestre del año, el valor promedio de los departamentos en Lima aumentó en un 3.2%.
De acuerdo con el informe de la plataforma de propiedades, los precios más bajos se ubican en los distritos periféricos del norte y sur de Lima. En Carabayllo el más barato cuesta US$ 38 000 y en Villa El Salvador, US$ 48 000 en promedio.
Refirió que la demanda en ambos distritos alcanza el 3%, respectivamente, de todas las búsquedas de vivienda en venta.
14 AÑOS en el Perú convirtiendo tus proyectos en realidad
Respaldamos con Cartas Fianza tus contratos de construcción del programa Techo Propio
InSur S.A. Compañía de Seguros
Av. Conquistadores 1118 | Oficina 301 | San Isidro | Lima | Perú | Teléfono: (511) 616 4141 (511) 616 4152
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MVCS retoma Plan de Desarrollo Urbano de Arequipa
Además, se otorgarán las primeras viviendas Techo Propio con recursos del canon
A fin de impulsar el crecimiento de la ciudad blanca, la Ministra de Vivienda, Construcción y Saneamiento, Hania Pérez de Cuéllar participó en la firma de convenio de cooperación interinstitucional con la Municipalidad Provincial de Arequipa, que permitirá el asesoramiento técnico para actualizar el Plan de Desarrollo Urbano (PDU) de la ciudad.
Según la Ministra este plan en la actualidad está trabado y con algunas observaciones que aún no han sido levantadas. “Lo que vamos a hacer es asesorar al equipo técnico de la municipalidad en diferentes aspectos para poder desatrararlo. Este plan es una hoja de ruta que va a permitir el ordenamiento y la planificación sobre el crecimiento que se proyecta para Arequipa”.
Más inversiones
Explicó que esta ciudad necesita de instrumentos de gestión para poder proyectar el crecimiento que permita atraer inversiones, reducir el tráfico de terrenos y la informalidad. “Es un instrumento de gestión muy potente y necesario para todas las ciudades, pero en particular para aquellas del tamaño y la importancia de Arequipa”, remarcó.
El acuerdo, suscrito por el Alcalde Provincial de Arequipa, Víctor Hugo Rivera Chávez y el Viceministro de Vivienda y Urbanismo, Hernán Navarro, tiene como objetivo desarrollar el PDU en el plazo de un año a fin de impulsar la reactivación económica.
Cabe señalar, que la provincia de Arequipa no actualiza su PDU desde hace 10 años.
Viviendas con canon
Por otro lado, la titular de Vivienda precisó que la región tiene aproximadamente un déficit de 96 400 viviendas en Arequipa, de las cuales 88 300 corresponden a la zona urbana y los 8 100 al área rural.
En ese sentido, indicó que el Gobierno Regional (GORE) les trasladó un acta de compromiso para poder firmar un convenio para el otorgamiento del bono canon que consiste en el que el GORE o Gobierno Local pone a disposición recursos de su canon para bonos de vivienda.
“Para la región de Arequipa en esta primera etapa se estarán otorgando 2 mil bonos, mil por parte del Gobierno Regional financiado a través de su canon y mil a través del programa Techo Propio”, dijo.
Según el acuerdo, el GORE Arequipa dispondrá de S/ 29 700 000, equivalente a 1000 bonos familiares habitacionales, en la modalidad de Construcción en Sitio Propio. Por su parte, el MVCS financiará 1000 bonos adicionales.
“Nosotros como GORE vamos a dar asistencia técnica a postulantes, para que tengan el saneamiento físico y legal de sus propiedades y puedan acceder a estos bonos”, señaló el Gobernador Rohel Sánchez.
VIVE EN CARABAYLLO
PAGA DESDE S/ 85,087*
3 DORMITORIOS
BONO TECHO PROPIO
Informes en enacorp.pe
946 284 997 994 239 249 946 066 684 981 371 904
Visita nuestro piloto y sala de ventas
Horario de Atención: Lun - Dom 9:00 am a 6:00 pm
Altura Km. 30 de la Pan. Norte (By Pass de Puente Piedra)
Av. San Juan s/n Paradero Haras – Carabayllo
*Terminos y condiciones en: https://enacorp.pe/terminos-y-condiciones/
Los desafíos del nuevo Mivivienda
Reestructuración abarca nuevo Directorio, fortalecimiento de política anticorrupción, renovación de productos, transformación digital y nueva imagen.
Tras un riguroso proceso de reestructuración el Fondo MIVIVIENDA S.A. (FMV) anunció su relanzamiento enfocado en sus pilares de integridad, innovación, compromiso y excelencia en el servicio.
Esta reestructuración abarca la renovación de su Directorio, la implementación de una estrategia anticorrupción, renovación del portafolio de productos, transformación digital y una nueva imagen e identidad visual.
Corrupción cero
La titular de Vivienda, Construcción y Saneamiento, señaló que el renovado Mivivienda priorizará su lucha frontal contra la corrupción, y buscará recuperar la confianza de los beneficiarios y los socios inmobiliarios, así como fortalecer su imagen, comprometiéndose a trabajar de manera transparente cumpliendo con los estándares internacionales.
"Hoy se inicia una nueva etapa del Fondo MIVIVIENDA. Estamos en un nuevo presente y sobre todo con la esperanza de un nuevo futuro. El Fondo MIVIVIENDA viene a presentarse con las manos limpias y con la dignidad de trabajar por aquellos que más sufren y que hoy no tienen una vivienda digna, estamos hablando de 1.8 millones de peruanos, aproximadamente", manifestó.
En esa línea, el Presidente de Mivivienda, Francisco Carbajal refirió que este es un momento importante para su entidad para demostrar lo que pueden lograr sin corrupción.
Participaron en la conferencia de prensa la Ministra de Vivienda, Construcción y Saneamiento, Hania Pérez de Cuéllar, el Viceministro de Vivienda y Urbanismo, Hernán Navarro Franco, el Viceministro de Economía, Juan Pichihua y la Directora Ejecutiva del Fonafe, Betty Sotelo. Por parte del FMV estuvieron presentes, Francisco Carbajal Zavaleta y Carlos Falla Avellaneda, Presidente del Directorio y Gerente General, respectivamente.
TU CASA PROPIA TE ESPERA
PARACAS - TALARA
Todos los servicios Completos
Agua, Luz y Desagüe + Titulo de propiedad
PARACAS
Desde S/15,500*
TALARA
Desde S/18,750*
Llama aquí WhatsApp (01) 748-3784
Excelente distribución
62.5 m²
Posibilidad de ampliación 2do piso
El hogar ideal
Las mejores áreas comunes
A un paso de las playas
Villa COLORADA
*Promoción válida hasta agotar stock. Imágenes referenciales sujetas a variación. Precio desde S/15,500 aplica para el proyecto Villa Colorada Paracas para casas de la 5ta etapa. Precio desde S/18,750 aplica para el proyecto Villa Colorada Talara para casas de la 2da etapa.
"Es momento de revisar nuestra trayectoria. Queremos llevar a nuestra empresa a los niveles más altos de la gestión pública, ya que no solo aspiramos a estar a la altura de las mejores organizaciones del país sino también ser un referente a nivel internacional", afirmó.
**Rangos de vivienda**
Una de esas medidas, que busca optimizar los recursos del FMV, ha sido la migración del quinto rango del precio de las viviendas (mayores a S/ 343 900 hasta S/ 464 200 en el Crédito Mivivienda). Se reorientarán alrededor de S/ 600 millones para beneficiar a unas 4000 familias por año con especial atención en los rangos más sociales.
En este punto, las entidades financieras podrán financiar los Créditos Mivivienda con sus propios recursos y obtener el Servicio de Cobertura de Riesgo Crediticio de hasta 80%.
Igualmente, habrá un redireccionamiento del cuarto rango que abarca precios de viviendas desde S/ 232 200 hasta S/ 343 900. Así, se dispuso la creación del Bono de Integración (S/ 3500) que está dirigido a la población vulnerable (adultos mayores, familias desplazadas y personas discapacitadas). Se destinará para ello S/ 12 millones en incremento del bono para beneficiar a más de 3,500 familias al año.
**DATOS**
- Se reforzará el Buen Gobierno Corporativo y se aplicará al ISO 9001 de sistema de gestión de la calidad y al ISO 37001 de gestión antisoborno.
- Este cambio permitirá modificar el modelo de negocio, mejorar las propuestas de valor, los procesos, la mejora continua y la estructura organizacional.
- Se ha renovado la plana gerencial bajo un enfoque de meritocracia, y mediante concursos públicos y head hunters.
**HABLAN NUESTROS ALIADOS**
**José Espantoso**
Presidente de ASEI
"Este relanzamiento hace que todos los actores volvamos a creer. El empresariado no ha perdido nunca la fe en el sistema, pero sí necesitamos tener agilidad en los procesos para cerrar la brecha. Un gran saludo al FMV, a su Presidente, al Directorio, al Gerente General y a sus funcionarios".
**Juan Carlos Campana**
Gerente Vivienda Social Los Portales
"Un saludo al FMV. Felicitamos este relanzamiento con ideas nuevas como el hecho de querer modernizar los procesos generando un registro de vivienda social que agilizarán los trámites. Esperamos seguir contribuyendo desde el sector inmobiliario y siempre con la camiseta puesta".
**Eduardo Benavides**
Gerente Crédito Hipotecario BCP
"Las ideas y acciones anunciadas le darán una nueva cara a Mivivienda. Los créditos hipotecarios han venido bastante bien, necesitamos que la tasa se ajuste a nivel general al mercado y eso hará que comience a moverse más rápido. Un saludo y felicitaciones al FMV, y que sigan creciendo".
**Carlos Sologuren**
Gerente Centro Hipotecario Banco Pichincha
"Estoy gratamente sorprendido. Los anuncios son muy interesantes y estamos ansiosos para comenzar a operar con estos cambios y que nuestros clientes se beneficien de los nuevos productos. Con relación a los créditos hipotecarios creo que el segundo semestre debería ser mejor".
**Francisco Blanco**
Gerente Desarrollo Inmobiliario Grupo Inspira
"La cantidad de cosas que están proponiendo en este relanzamiento son muy interesantes y permitirán dinamizar todo el sector. Si multiplicamos la cantidad de proyectos, se multiplica el trabajo y la cantidad de beneficiarios, es decir, familias que van a poder beneficiarse de estos productos".
**José Luis Vereau**
Gerente Comercial Bectek
"Lo importante de este relanzamiento es que se han tocado temas que siempre han estado un poco alejados de la realidad. Esperamos también tener la oportunidad de exponer el punto de vista de las empresas que estamos en provincias. Un saludo al FMV y éxitos en esta nueva etapa".
Otro aspecto importante será afianzar la relación con los fondos de inversión. Así, se estima una potencial cartera Mivivienda que bordea los S/ 1000 millones para desarrollar vivienda social.
Actualmente, se promueven al año unas 50 000 viviendas con los programas sociales, generando una inversión de S/ 3500 millones. La meta es llegar en los próximos 10 años a 140 000 viviendas anual con una inversión de S/ 9400 millones.
**Fondeo**
Como parte de la estrategia de sostenibilidad financiera, tanto en el mercado local como internacional, el FMV busca identificar las diversas alternativas de financiamiento para sostener las colocaciones en los próximos años.
Según Carlos Falla, Gerente General del FMV existe un sólido respaldo de la banca multilateral, y para ello ya se viene gestionando recursos del orden de los S/ 2000 millones.
Una de las metas, dijo, es alcanzar las 15 000 colocaciones Mivivienda en el 2024, es decir 11% más que en el 2022, con lo que se beneficiaría a 54 000 personas.
**Techo Propio**
Por el lado del programa Techo Propio (TP), se evalúa otorgar un bono diferenciado por regiones con el fin de potenciar zonas en donde el programa no ha tenido un mayor impulso.
Se promoverá, asimismo, los recursos del canon que reciben los gobiernos regionales y locales para financiar el Bono Familiar Habitacional de TP que llegarían a unos S/ 5300 millones. Arequipa, Cusco y Áncash serán las primeras regiones en implementarlo.
Igualmente, se alista la promoción de concursos de terrenos que posee el Estado. Se proyecta una primera cartera por 11 millones de m² para construir unas 58 200 viviendas de interés social (VIS). Este año se convocarán 3 proyectos para construir 700 VIS.
En el proceso de transformación digital se anuncia la creación del Registro Nacional de Vivienda Social, así como la actualización digital del proceso Construcción en Sitio Propio. Así como una plataforma integrada para interacción de bancos, desarrolladores inmobiliarios, entidades técnicas y familias.
---
**ACTUALIDAD**
**La accesibilidad es un derecho de todos**
**MVCS impulsa campaña con enfoque universal en personas con discapacidad y/o movilidad reducida**
El 8 de agosto se conmemoró el Día Nacional de la Accesibilidad, fecha que tiene como fin visibilizar, reconocer, valorar y crear conciencia sobre el derecho de accesibilidad para todas las personas, especialmente para aquellas con discapacidad o con movilidad reducida.
Por ello, el Ministerio de Vivienda, Construcción y Saneamiento (MVCS) viene impulsando una campaña a nivel nacional. En ese sentido, el Viceministro de Vivienda y Urbanismo, Hernán Navarro, remarcó la importancia de esta fecha que se aprobó a través de la ley 31847 y que busca dar igualdad de trato y condiciones a todas las personas.
Respecto al tema, el Viceministro señaló que desde el Ministerio de Vivienda ya se han aprobado dos normas importantes, una es la norma AT20 y la otra la GH020, ambas establecen condiciones para que se cumplan los proyectos de inversión.
“Esto quiere decir que, todos los proyectos que se desarrollen, como veredas, acceso a parques, entre otros, tengan condiciones de accesibilidad. Además, también se ha dado, desde la ley de presupuesto la obligatoriedad de que el 0.5% del presupuesto de los proyectos se destine para componentes de accesibilidad, es decir, rampas o señalética.”
Indicó que desde el MVCS tienen la meta este año de que el 50% de las municipalidades estén capacitadas y tengan el asesoramiento técnico.
---
**DATOS**
- Del 25 al 29 de setiembre se realizará la II Semana Internacional de la Accesibilidad Universal en el Centro de Convenciones de Lima.
- Participarán representantes de entidades del Estado, sector privado, la academia y sociedad civil.
- En la ceremonia de clausura se lanzará el II Concurso Nacional de Buenas Prácticas en Accesibilidad Universal, dirigido a entidades públicas y privadas, la academia y sociedad civil.
Lima Norte apuesta por desarrollo de VIS
Alcaldes de la mancomunidad agilizarán tramitología para atraer inversión inmobiliaria en sus jurisdicciones
Con el fin de promover el acceso a viviendas de interés social, se instaló recientemente una mesa de trabajo permanente entre el Ministerio de Vivienda, Construcción y Saneamiento (MVCS), los alcaldes de la Mancomunidad de Lima Norte y los presidentes de tres gremios inmobiliarios.
En ella se solicitó a las comunas promover la construcción de viviendas y proyectos inmobiliarios en avenidas consolidadas, a las que les darán beneficios como tener mayores alturas, de manera que atraigan inversiones e impulsen así programas de vivienda de interés social.
Según información de la Asociación de Empresas Inmobiliarias del Perú-ASEI, el Viceministro de Vivienda y Urbanismo, Hernán Navarro Franco, anunció que vienen trabajando en la aprobación del reglamento especial de promoción de vivienda de interés social.
En otro momento, el MVCS pidió también a las autoridades de la Mancomunidad de Lima Norte trabajar en conjunto e identificar polígonos de zonas de riesgo no mitigables, para que las personas que viven en esos espacios accedan a un Bono por Emergencia, ofreciéndoles una alternativa de vivienda de calidad, siempre y cuando dejen el lugar de riesgo donde están ubicados.
Respecto a los proyectos de saneamiento que fueron mencionados como trabas por los diferentes alcaldes, Navarro afirmó que existe una necesidad de impulsar proyectos de saneamiento y los alcaldes pueden ayudar a identificar aquellos que necesitamos impulsar para que ese suelo sea fértil para inversiones futuras.
Pobreza multidimensional
En el Perú existe un déficit habitacional de 1.8 millones de viviendas. En ese sentido, el Presidente de ASEI, José Espantoso, mencionó que se buscará disminuir una de las aristas de la pobreza multidimensional que existe en el país, integrada por el hogar, la salud y la educación.
«Si resolvemos el problema del hogar, estamos apoyando a las familias de una manera integral. Somos muchos los que tenemos que aportar a este sistema: gremios, autoridades y Estado», aseveró.
Las autoridades asistentes señalaron que vienen trabajando en la consolidación de un solo trámite para que los distritos de Lima Norte sean más atractivos para la inversión privada.
«Reduciremos el tiempo de espera para la autorización en la construcción de inmuebles», mencionó Alfredo Reynaga, Alcalde de Independencia. Por su parte, Ulises Villegas, burgomaestre de Comas, refirió que su comuna entrega las licencias en 20 minutos para que el empresario se sienta tranquilo y seguro.
Promoción de vivienda
Navarro Franco señaló que este tipo de acciones también son preocupación del Estado y mencionó que juntos se tiene que afrontar este reto de promover la vivienda.
«Estamos impulsando un programa de incentivos para que el procedimiento (trámites) sea ágil, con el objetivo de reducir los tiempos para las licencias», dijo.
Finalmente, el Presidente de ASEI agradeció la buena actitud de los alcaldes y las facilidades que brindarán a los desarrolladores inmobiliarios para promover la inversión privada en sus distritos.
¿BUSCAS FINANCIAMIENTO PARA TUS PROYECTOS INMOBILIARIOS TECHO PROPIO?
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Liquidez en cualquier etapa de tu proyecto
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Cronograma de pago a tu medida
Ericka Avalos, gerente general de Financasa, comparte su exitosa experiencia con nosotros.
“Nuestra experiencia ha sido muy buena, consideramos que la forma, estructura y tiempos en el que obtuvimos el financiamiento se ajustó a nuestra necesidad operativa de capital de trabajo”
Regulados por la SMV
Compra tu vivienda verde y obtén súper beneficios
Gracias a este producto, podrás ahorrar en tus consumos de agua y energía eléctrica, además de proteger el medio ambiente.
Son amigables con el medio ambiente y sus instalaciones significan para sus propietarios un ahorro en los recibos de agua y luz. Se trata de las viviendas verdes, una nueva tendencia de construcción que incluye criterios de sostenibilidad en las casas y departamentos y que gracias al Fondo MIVIVIENDA (FMV), podrán ser adquiridas a través del Crédito Mivivienda (CMV).
Es importante indicar que el CMV te permite comprar cualquier vivienda a nivel nacional cuyos valores se encuentren entre los S/ 65 200 hasta los S/ 343 900. Este producto se otorga a través de las entidades financieras afiliadas, financia como máximo el 90% del valor de la vivienda, tienen una tasa fija en soles y puedes hacer prepagos parciales en cualquier momento y pago total a partir del quinto año.
Como principal beneficio, y si el proyecto es certificado por el FMV como sostenible, se otorga un Bono Mivivienda Verde (BMV) o Bono del Buen Pagador Sostenible (BBPS), beneficio que complementa la cuota inicial y que se otorga de manera escalonada en montos que van desde los S/ 12 700 a S/ 31 100 (ver cuadro).
| VALOR DE LA VIVIENDA | BBP SOSTENIBLE |
|----------------------|----------------|
| Desde S/ 65 200 hasta S/ 93 100 | S/ 31 100 |
| Mayores a S/ 93 100 hasta S/ 139 400 | S/ 26 800 |
| Mayores a S/ 139 400 hasta S/ 232 200 | S/ 25 000 |
| Mayores a S/ 232 200 hasta S/ 343 900 | S/ 12 700 |
**GRADO I**
- Grifería, sanitarios eficientes en área exclusivas.
- Riego tecnificado en áreas verdes.
- Iluminación LED en interiores y sensores en circulación común.
- Calentadores de agua eficientes.
- Diseño bioclimático.
- Plan de manejo de residuos y reciclaje en obra.
- Uso de eco materiales.
- Plan de comunicación y seguimientos de consumos.
- Fibra óptica + estacionamientos de bicicletas.
**GRADO II**
- Todos los requisitos del Grado I + los siguientes requisitos:
- Iluminación exterior eficientes.
- Equipos electromecánicos con etiqueta de eficiencia energética.
- Equipamiento de generación de energía renovable.
**GRADO III**
- Todos los requisitos del Grado I y II + los siguientes requisitos:
- Planta de Tratamiento de aguas grises para riego de áreas verdes en proyectos > a 250 unidades.
- Criterios de sostenibilidad urbana (áreas comunes y comerciales comunales).
- Techo verde.
Para recibir este bono, el valor del inmueble no puede exceder los S/ 343 900. Si el valor de la vivienda es mayor a esta cifra y no sobrepasa los S/ 464 200 no recibe el BMV pero mantiene los beneficios del producto.
¿Cómo es una vivienda verde?
Es aquella que ha tomado en cuenta en su concepción y ejecución criterios de eficiencia hídrica y energética, de diseño bioclimático, manejo de residuos y utilización de eco materiales. Características que contribuyen a la sostenibilidad urbana en su entorno.
Para certificar los proyectos como sostenibles, el FMV tiene en cuenta tres grados (siendo I el mínimo y III el máximo) que otorgan tasas preferenciales que se trasladan al cliente final. De este modo si el proyecto tiene grado III de certificación las viviendas tendrán un menor costo.
¿Qué requisitos debo cumplir?
- Ser mayor de edad.
- Contar con una cuota inicial mínima del 7.5% del valor de la vivienda.
- No tener un crédito pendiente de pago con el FMV.
- Ser calificado como sujeto de crédito por una Institución Financiera (IF).
- No ser propietario o copropietario, de otra vivienda a nivel nacional.
¿Cómo solicitar el CMV?
- Solicita a las entidades financieras afiliadas que evalúen tu capacidad de pago. Si no tienes para la cuota inicial consulta por el ahorro programado.
- Busca tu vivienda. Puedes hacerlo por intermedio del buscador de la página oficial de Mivivienda (www.mivivienda.com.pe), a través de los promotores inmobiliarios, portales de las inmobiliarias, entidades financieras o cualquier otro medio certificado.
- Elige tu vivienda. Ten en cuenta que si eliges un proyecto que es sostenible se te otorgará un bono de mayor valor.
- Una vez aprobado tu crédito por la entidad financiera, ya eres propietario.
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¿Qué hacer para acceder a Techo Propio?
Sigue estas recomendaciones con información oficial y evita las estafas
Hace unos días, un grupo de familias hicieron largas colas ante la oferta de lotes o terrenos para viviendas en el distrito de La Molina. Ante estos hechos el Fondo MIVIVIENDA alertó a la población no dejarse engañar con falsas promesas de la vivienda propia.
Hechos como estos cada vez son más comunes, por ello, en esta edición de la Revista Mivivienda te enseñamos cómo funciona Techo Propio, sus modalidades y que es lo que debes hacer para acceder a los beneficios de este programa.
Antes de explicarte de que se trata, es importante indicar que Techo Propio no entrega lotes o terrenos en ninguna de sus modalidades.
Este programa, cuyo principal beneficio es el Bono Familiar Habitacional (BFH), está dirigido a las familias de bajos ingresos mensuales que quieran construir o mejorar su vivienda, la misma que contará con servicios básicos de luz, agua, desagüe.
DÓNDE REGISTRARSE
» Debes inscribir a tu GF en cualquiera de nuestras Oficinas y Centros Autorizados a nivel nacional. En Lima acudir a la Vitrina Inmobiliaria ubicada en el Jirón Camaná N° 199 - Cercado de Lima. Y en provincias, asistir a los Centros de Atención al Ciudadano –CAC- del Ministerio de Vivienda en regiones.
» Debes presentar tu DNI y el de tu cónyuge o conviviente de ser el caso y contar con los datos completos de todos los integrantes del GF (Nombre, DNI, fecha de nacimiento).
» Si la Jefatura Familiar está constituida por una pareja conviviente sin impedimento matrimonial, el formulario debe ser suscrito por ambos. Si la Jefatura Familiar está constituida por una pareja casada, el formulario debe ser suscrito por cualquiera de ellos.
LOS REQUISITOS
» Tener un Grupo Familiar (GF) que está conformado por un Jefe de Familia, que declarará a uno o más dependientes que pueden ser: su esposa, su conviviente, sus hijos, hermanos o nietos menores de 25 años o hijos mayores de 25 años con discapacidad, sus padres o abuelos.
» Para la compra de una vivienda: El Ingreso Familiar Mensual (IFM) no debe exceder los S/ 3715.
» Para construcción de una vivienda: El Ingreso Familiar Mensual (IFM) no debe exceder los S/ 2706.
» No haber recibido con anterioridad apoyo habitacional del Estado.
» No contar con otra vivienda o terreno a nivel nacional.
» Para construir, deben ser propietarios del predio donde se ejecutará la obra, y éste debe estar inscrito en Registros Públicos sin cargas ni gravámenes, y no deben contar con otro terreno o vivienda a nivel nacional.
LOS BONOS
» Para COMPRAR una vivienda el Bono Familiar Habitacional (BFH) es de S/ 43 312.50.
» Para CONSTRUIR una vivienda el BFH es de S/ 29 700.
Actualmente se cuenta con dos modalidades: Adquisición de Vivienda Nueva (AVN), para comprar una vivienda nueva y Construcción en Sitio Propio (CSP), que permite construir en terreno propio. Para acceder a cualquiera de estas modalidades las familias deberán acudir a los centros autorizados a nivel nacional para su registro y posterior evaluación.
Solo en el caso de CSP la inscripción se hará previa convocatoria –del BFH– por parte del Ministerio de Vivienda, Construcción y Saneamiento. Para AVN el registro estará abierto todo el año.
DATO
» Para más información, podrán llamar a la línea gratuita 0800-12-200. O escribirnos a nuestro Facebook de Mivivienda (@FondoMIVIVIENDA) y Techo Propio (@TechoPropioFMV). Y nuestras redes sociales.
Comas avanza en la vivienda social
“Ciudad Sol de Collique” contempla la construcción de 20 mil viviendas e incluye amplias áreas comunes.
En el corazón de Lima norte, ubicado cerca al mall plaza de Comas, se encuentra “Ciudad Sol de Collique”, el proyecto de viviendas más grande de Lima que incluye la construcción de 20 mil viviendas enmarcadas en el Crédito Mivivienda y el programa Techo Propio.
“Ciudad Sol de Collique” se construye en un terreno de 189 736 m² ubicado en la avenida Micaela Bastidas con Av. República de Israel en el distrito de Comas. La construcción incluye áreas verdes, juegos para niños, gimnasio al aire libre, losa deportiva, pérgolas y espacio comerciales. El proyecto que a la fecha se encuentra al 41% de avance está a cargo del Consorcio DHMont & CG & M S.A.C.
Además de tener cerca un centro comercial la obra tiene una ubicación estratégica pues se sitúa a pocos minutos de hospitales, colegios particulares, clínicas, universidades, parques y restaurantes.
Las viviendas
Dependiendo del tipo de vivienda y el producto a elegir hay departamentos de 57, 63 y 72 y 65 m² en promedio. Cuentan con tres dormitorios, sala-comedor, cocina, lavandería y dos baños. Los precios van desde S/ 172 000 soles hasta los S/ 230 000.
FICHA TÉCNICA
- **Nombre:** Ciudad Sol de Collique.
- **Programa:** Crédito Mivivienda (CMV) o Techo Propio.
- **Ubicación:** Av. Micaela Bastidas con Av. República de Israel, Comas.
- **Número total de viviendas:** 20 000 departamentos.
- **Avance de la obra:** 41%.
- **Promotor/constructor:** Consorcio DHMont & CG & M S.A.C.
- **Área del proyecto:** 189 736 m².
- **Área departamento / vivienda:** 57, 63 y 72 y 65 m² en promedio.
- **Precio de las viviendas:** Desde S/ 172 000 hasta S/ 230 000.
- **Fecha de inicio de la obra:** Año 2013.
NUEVOS AIRES EN MIVIVIENDA
En una noche especial, llena de emociones y sentimientos, el Fondo MIVIVIENDA anunció el derrotero de lo que será la empresa en los próximos años. Esta nueva etapa implica la reestructuración de la organización enfocada en sus pilares de integridad, innovación, compromiso y excelencia en el servicio.
El fortalecimiento de la política anticorrupción, el nuevo portafolio de productos, la transformación digital y la nueva imagen e identidad visual nos permitirán lograr una mayor eficiencia en la dotación de viviendas de interés social.
Estos primeros 25 años nos ha dejado importantes lecciones para el mercado inmobiliario, pero hace falta más. Y a eso apunta nuestro trabajo: convertirnos en una organización moderna y referente en la gestión pública del país.
ICA RESPONDÍÓ
Con éxito se realizó la Feria Mivivienda Ica-2023, el evento inmobiliario más importante de la región. Se puso en vitrina casi 2 mil viviendas para las familias iqueñas a través del Crédito Mivivienda (CMV) y el programa Techo Propio en la modalidad de Adquisición de Vivienda Nueva (TP-AVN). Este evento tuvo lugar del 25 al 27 de agosto en la explanada del Centro Comercial El Quinde.
EVENTO »
FMV en la Feria Regional de Arequipa
En el recinto ferial se ofrecerá la más variada oferta de vivienda de la región sureña
Del 13 al 17 de setiembre se realizará la Feria Regional de Vivienda, Construcción y Saneamiento de Arequipa, evento organizado por el Gobierno Regional.
Esta feria, la más importante de la región que consolida la oferta y demanda de la zona, tiene como objetivo impulsar las oportunidades de vivienda social, primera y segunda vivienda.
Se ofrecerá al público 341 proyectos y contará con 53 expositores con una amplia variedad de productos e información de valor en temas como financiamiento, decoración, autoconstrucción, inversión y más.
Todo esto en un espacio de exhibición con stands y eventos que incluyen conferencias magistrales, mesas redondas, conferencias comerciales, charlas acerca de bonos del estado y capacitaciones.
Viviendas sociales
El Fondo MIVIVIENDA (FMV) participará con un módulo de atención donde personal especializado informará acerca del programa Techo Propio y el Crédito Mivivienda. Así como la oferta que se maneja actualmente en la región.
El evento, que se realizará en el Puente San Martín en Vallecito, será inaugurado por autoridades regionales, del sector vivienda e inmobiliario. En representación del FMV participará el Gerente General, Carlos Enrique Falla Avellaneda.
El nuevo foco social de Sullana
En ciudad norteña se construyen 1224 viviendas del programa Techo Propio en la modalidad Adquisición de Vivienda Nueva
Sullana, la ciudad del eterno verano avanza en viviendas sociales. Esta vez un megaproyecto de más de 1200 viviendas se viene construyendo para beneficio de la población que menos tiene. Se trata de “VYVE Sullana” una obra cuyas viviendas podrán ser financiadas con el programa Techo Propio en la modalidad Adquisición de Vivienda Nueva (TP–AVN).
Este proyecto se ubica en el Valle del Chira, Sector Los Ranchos, en un terreno de 15 ha. y a pocos minutos del Real Plaza. Para llegar al punto hay que tomar la carretera Av. Colectora Verde que se encuentra asfaltada. La obra, que incluye un total de 1124 unidades, cuenta con el respaldo V&V Grupo Inmobiliario, una de las inmobiliarias más grandes e importantes del país con más de 26 años de experiencia en el rubro.
“VYVE Sullana” incluirá un pórtico de entrada, parque central y parques secundarios, una zona comercial, zona escolar, cancha de fulbito. Actualmente el avance de obra se encuentra en proceso de vaciado de concreto de plataformados y armado de estructuras para los módulos.
Cada casa se construye en un área de aproximadamente 68.5 m², siendo el área construida de 25 m². Los módulos incluyen sala-comedor, dos habitaciones, cocina, baño completo, patio-lavandería.
Los precios van desde los S/ 69 850 incluido el Bono Familiar Habitacional (BFH) de S/ 43 312.50 que otorga el programa TP–AVN.
Se tiene previsto la entrega de las primeras viviendas a partir de enero del 2024.
FICHA TÉCNICA
- **Nombre del proyecto:** VYVE Sullana.
- **Ubicación:** Ubic. Rur. Valle del Chira Sector Los Ranchos, distrito y provincia de Sullana, Piura.
- **Financiamiento:** Techo Propio, modalidad Adquisición de Vivienda Nueva.
- **Número total de viviendas:** 1224 unidades.
- **Constructor:** A-F & Asociados S.A.C.
- **Área del proyecto:** 15 ha.
- **Área departamento / vivienda área del lote aproximado:** 68.5 m² y área construida: 25 m².
- **Precio de las viviendas:** Desde S/ 69 850 incluido el BFH.
- **Inversión total de la obra:** S/ 10 193 955.25.
- **Fecha de inicio de la obra:** Enero 2023.
- **Fecha aproximada de entrega de obra:** Enero 2024.
Perfil del Cliente
Crédito Mivivienda | A Nivel Nacional (Enero a Julio)
NÚMERO DE CRÉDITOS
6644
POR RANGO DE INGRESO
- Mayor a S/ 10,000: 461
- Mayor a S/ 9000 hasta S/ 10,000: 297
- Mayor a S/ 8000 hasta S/ 9000: 413
- Mayor a S/ 7000 hasta S/ 8000: 626
- Mayor a S/ 6000 hasta S/ 7000: 958
- Mayor a S/ 5000 hasta S/ 6000: 1017
- Mayor a S/ 4000 hasta S/ 5000: 1152
- Mayor a S/ 3000 hasta S/ 4000: 913
- Mayor a S/ 2000 hasta S/ 3000: 668
- Hasta S/ 2000: 139
POR GÉNERO
- Masculino: 3329 (50%)
- Femenino: 3315 (50%)
POR EDAD
- Mayor a 60 años: 98
- Mayor a 50 hasta 60 años: 490
- Mayor a 40 hasta 50 años: 1128
- Mayor a 30 hasta 40 años: 2799
- Hasta 30 años: 2129
POR CONDICIÓN LABORAL
- Independiente: 860
- Dependiente: 5784
POR ESTADO CIVIL
- Soltero/a: 4896
- Casado/a: 1044
- Conviviente: 418
- Divorciado/a: 272
- Viudo/a: 14
POR PLAZO DE FINANCIAMIENTO (Meses)
- Hasta 60: 116
- Mayor a 60 hasta 120: 815
- Mayor a 120 hasta 180: 989
- Mayor a 180 hasta 240: 3420
- Mayor a 240 hasta 300: 1304
POR VALOR DE VIVIENDA
- Hasta S/ 93,100: 169
- Mayor a S/ 93,100 hasta S/ 139,400: 696
- Mayor a S/ 139,400 hasta S/ 232,200: 2049
- Mayor a S/ 232,200 hasta S/ 343,900: 2491
- Mayor a S/ 343,900 hasta S/ 464,200: 1239
Perfil del Cliente
Crédito Techo Propio
| NÚMERO DE CRÉDITOS | 569 |
|-------------------|-----|
| **POR GÉNERO** | |
| Masculino | 277 |
| Femenino | 292 |
| **POR ESTADO CIVIL** | |
| Soltero/a | 474 |
| Casado/a | 49 |
| Conviviente | 37 |
| Divorciado/a | 8 |
| Viudo/a | 1 |
| **POR CONDICIÓN LABORAL** | |
| Independiente | 99 |
| Dependiente | 470 |
| **POR PLAZO DE FINANCIAMIENTO (Meses)** | |
| Hasta 60 | 99 |
| Mayor a 60 hasta 120 | 271 |
| Mayor a 120 hasta 180 | 104 |
| Mayor a 180 hasta 240 | 88 |
| Mayor a 240 hasta 300 | 7 |
| **POR RANGO DE INGRESO** | |
| Mayor a S/ 3000 hasta S/ 3715 | 84 |
| Mayor a S/ 2000 hasta S/ 3000 | 225 |
| Hasta S/ 2000 | 260 |
| **POR EDAD** | |
| Mayor a 60 años | 4 |
| Mayor a 50 hasta 60 años | 34 |
| Mayor a 40 hasta 50 años | 95 |
| Mayor a 30 hasta 40 años | 143 |
| Hasta 30 años | 293 |
| **POR VALOR DE VIVIENDA** | |
| Hasta S/ 102 800 | 519 |
| Mayor a S/ 102 800 hasta S/ 128 400 | 50 |
Revista MIVIVIENDA
## Ranking Tasas Mivivienda (%)
### A nivel nacional (Enero a Julio)
#### TASA PONDERADA CMV Y CMV CON BBP SOSTENIBLE AL CIERRE DE JULIO 2023
| IFI ACTIVAS | ENE | FEB | MAR | ABR | MAY | JUN | JUL | TOTAL |
|-----------------|-----|-----|-----|-----|-----|-----|-----|-------|
| Scotiabank | 8.78| 8.82| 8.88| 8.74| 8.82| 8.81| 8.91| 8.81 |
| BBVA Perú | 9.16| 8.97| 9.00| 8.99| 8.97| 8.93| 8.90| 8.98 |
| Banco de Crédito| 9.09| 9.24| 9.43| 9.37| 9.27| 9.17| 9.18| 9.25 |
| Financiera Efectiva | 9.81| 9.42| 9.42| 9.25| 9.05| 9.10| 9.19| 9.28 |
| Interbank | 9.14| 9.30| 9.28| 9.37| 9.36| 9.33| 9.28| 9.30 |
| Banbif | 9.33| 9.26| 9.38| 9.31| 9.29| 9.38| 9.27| 9.32 |
| Banco Pichincha | 9.85| 9.36| 9.54| 9.68| 9.53| 9.28| 9.29| 9.49 |
| Vivelá | 9.68| 9.86| 9.98| 10.17| 10.11| 10.62| 10.87| 10.05 |
| Banco de Comercio | 9.64| 10.48| 10.74| 10.30| 10.60| 10.64| 10.67| 10.56 |
| CMAC Huancayo | 11.25| 10.93| 11.40| 11.13| 11.34| 11.93| 11.36| 11.34 |
| CMAC Arequipa | 11.23| 12.59| 12.48| 12.02| 11.61| 11.86| 11.78| 11.85 |
| CMAC Ica | 12.15| 12.01| 12.01| 11.94| 11.93| 11.97| 11.79| 11.97 |
| CMAC Cusco | 11.67| 11.87| 11.96| 11.85| 11.98| 12.55| 12.47| 12.05 |
| CrediScotia Financiera | 12.70| 12.21| 11.20| 12.55| 11.79| 12.00| 12.69| 12.27 |
| CMAC Trujillo | 13.90| 0.00| 0.00| 0.00| 11.80| 0.00| 0.00| 12.47 |
| CMAC Maynas | 13.20| 0.00| 13.62| 13.20| 13.20| 14.40| 0.00| 13.81 |
**TOTAL**: 9.22, 9.27, 9.39, 9.35, 9.34, 9.26, 9.37, 9.31
* Considera a los CMV y CMV con BBP Sostenible y tasa preferencial.
#### TASA PONDERADA CRÉDITO TECHO PROPIO AL CIERRE DE JULIO 2023
| IFI ACTIVAS | ENE | FEB | MAR | ABR | MAY | JUN | JUL | TOTAL |
|-----------------|-----|-----|-----|-----|-----|-----|-----|-------|
| BBVA Perú | 13.00| 13.00| 13.00| 13.03| 13.15| 13.15| 13.15| 13.05 |
| CMAC Maynas | 13.00| 13.46| 0.00| 0.00| 0.00| 0.00| 0.00| 13.27 |
| CMAC Ica | 13.50| 13.50| 13.50| 13.50| 13.50| 13.88| 13.50| 13.59 |
| CMAC Trujillo | 13.75| 0.00| 13.75| 0.00| 13.75| 0.00| 0.00| 13.75 |
| CMAC Huancayo | 13.99| 10.25| 14.16| 15.37| 13.99| 13.99| 13.99| 14.19 |
| Interbank | 13.99| 14.23| 0.00| 15.00| 0.00| 0.00| 0.00| 14.45 |
| Financiera Efectiva | 16.00| 14.50| 0.00| 14.50| 14.50| 14.50| 14.50| 14.55 |
| Banco Pichincha | 15.00| 14.00| 15.00| 0.00| 0.00| 0.00| 0.00| 14.58 |
| CMAC Arequipa | 0.00| 0.00| 0.00| 14.99| 14.93| 0.00| 0.00| 14.94 |
| Vivelá | 15.13| 15.26| 14.68| 14.85| 15.50| 15.50| 15.50| 15.22 |
**TOTAL**: 14.67, 15.51, 15.08, 15.43, 13.91, 14.07, 13.66, 14.71
---
**Tasa ponderada**: Resultado de la suma del producto de los montos de crédito y su tasa entre el monto total de créditos por IFI.
Las tasas son ponderadas del total de Créditos Mivivienda de enero a julio 2023, teniendo en cuenta que las tasas finalistas a los clientes están sujetas a evaluación crediticia que realiza cada IFI.
Ranking Mivivienda
A nivel nacional (Enero a Julio)
7213 CRÉDITOS
NÚMERO DE CRÉDITOS MIVIVIENDA POR DEPARTAMENTO – 2023
- TUMBES: 1
- PIURA: 575
- CAJAMARCA: 70
- LAMBAYEQUE: 315
- LA LIBERTAD: 355
- ÁNCASH: 21
- LIMA: 4643
- CALLAO: 245
- HUANCÁVELICA: 3
- ICA: 466
- AYACUCHO: 8
- AREQUIPA: 172
- MOQUEGUA: 8
- TACNA: 35
- APURÍMAC: 4
- PUNO: 42
- CUSCO: 32
- JUNÍN: 134
- PASCO: 5
- UCUAYALI: 5
- SAN MARTÍN: 38
- LORETO: 15
- AMAZONAS: 14
NÚMERO DE CRÉDITOS MIVIVIENDA POR IFI – 2023
- BANCO DE CRÉDITO: 1759
- INTERBANK: 1251
- BBVA PERÚ: 1067
- SCOTIABANK: 583
- VÍVELA: 476
- BANBIF: 468
- BANCO PICHINCHA: 459
- CMAC HUANCAYO: 323
- COOPAC PACÍFICO: 208
- CMAC ICA: 203
- FINANCIERA EFECTIVA: 194
- OTROS: 222
NÚMERO DE CMV Y MIVIVIENDA VERDE POR INMOBILIARIA – 2023
- BESCO S.A.C.: 590
- VIVA NEGOCIO INMOBILIARIO S.A.: 453
- CONSORCIO DHMONT & CG & M S.A.C.: 305
- CONSTRUCTORA GALILEA S.A.C.: 254
- LOS PORTALES S.A.: 226
- PAZ CENTENARIO S.A.: 132
- W R S.A.: 123
- CONSTRUCTORA CUMBRE VILLANOVA S.A.C.: 93
- FLORENCIA INMOBILIARIA S.A.C.: 92
- CLASEM S.A.C.: 89
- OTROS: 4287
NÚMERO DE CRÉDITOS TECHO PROPIO POR INMOBILIARIA – 2023
- LOS PORTALES S.A.: 155
- VIVE SULLANA S.A.C.: 84
- PROMOTORA OASIS EL CUCHO S.A.C.: 54
- DESARROLLADORA INMOBILIARIA MARVERDE S.A.C.: 45
- ALFA CITY.COM S.A.C.: 35
- INVERSIONES MAC HOUSE S.A.C.: 27
- MENORCA INVERSIONES S.A.C.: 25
- INMOBILIARIA CONDOMINIOS DE CHICLAYO S.A.: 23
- C&V INVERSIONES INMOBILIARIAS S.A.: 23
- B&M CONSTRUCCIONES ICA S.A.C.: 15
- OTROS: 83
Ranking TP-AVN
A nivel nacional (Enero a Julio)
5412
NÚMERO DE DESEMBOLSOS AVN POR DEPARTAMENTO - 2023
- TUMBES: 82
- PIURA: 1032
- CAJAMARCA: 6
- LAMBAYEQUE: 1049
- LA LIBERTAD: 1201
- ÁNCASH: 34
- LIMA: 234
- CALLAO: 10
- ICA: 1165
- AREQUIPA: 3
- MOQUEGUA: 41
- TACNA: 4
- APURIMAC: 5
- PUNO: 341
- CUSCO: 1
- JUNÍN: 13
- UCUAYALI: 6
- AMAZONAS: 32
NÚMERO DE DESEMBOLSOS POR ESFS ACTIVAS / FIDEICOMISOS / RECURSOS PROPIOS
- COOPAC PACIFICO: 917
- VÍVELA: 826
- FIDEICOMISO: 654
- AVLA PERÚ: 486
- BBVA PERÚ: 478
- LA POSITIVA: 411
- BANCO DE CRÉDITO: 362
- INSUR S.A.: 344
- CMAC ICA: 226
- SECREX: 146
- BANCO GNB PERÚ: 142
- FOGAPI: 92
- INTERBANK: 75
- RECURSOS PROPIOS: 73
- CMAC HUANCAYO: 51
- BANCO PICHINCHA: 50
- BANCO DE COMERCIO: 28
- BANBIF: 17
- CMAC TRUJILLO: 15
- MAPFRE: 8
- CMAC AREQUIPA: 6
- CMAC MAYNAS: 5
NÚMERO DE DESEMBOLSOS AVN POR PROYECTO - 2023
- VILLA COLORADA PAPACAS: 600
- RESIDENCIAL PERLAS DEL ALTIPLANO: 338
- URBANIZACIÓN NUEVO ETEN: 300
- URBANIZACIÓN VALLE REQUE: 259
- SOL DE CAMPAÑA II: 236
- LA ESTANCIA DEL VALLE V, VI Y VII: 223
- OASIS DE COLAN II: 194
- RESIDENCIAL EL PILAR: 193
- PASO DE LA RINCÓNADA III: 186
- HABILITACION URBANA CON CONSTRUCCIÓN SIMULTÁNEA DE VIVIENDAS VILLALAZ II: 182
- OTROS: 2701
NÚMERO DE DESEMBOLSOS AVN POR PROMOTOR - 2023
- LOS PORTALES S.A.: 1077
- PROMOTORA FARO DE ROMA S.A.C.: 600
- CONSTRUCTORA PROHABIT E INMOBILIARIA S.A.C.: 338
- MURANO INVESTMENT S.A.C.: 300
- CONSTRUCTORA VALLE REQUE S.A.C.: 259
- HARAY S.A.C.: 210
- GRUPO INMOBILIARIO KINSA S.A.C.: 204
- FORTUNA CONSTRUCTORA INMOBILIARIA S.A.C.: 193
- DESARROLLO INMOBILIARIO MARVERDE S.A.C.: 133
- FORTALEZA MAM CONTRATISTAS S.A.C.: 129
- OTROS: 1969
## OFERTA INMOBILIARIA
Si desea publicar su proyecto inmobiliario o actualizar su información, comuníquese a través del Buzón Asesor Promotor: firstname.lastname@example.org
### ATE
**Kampu**
- **Empresa:** LIDER INGENIERÍA Y CONSTRUCCIÓN
- **Ubicación:** Cruce de Av. Daniel Alcides Camino con Av. NNI, ingreso 1°
- **Áreas:** Desde 85,00 m²
- **Precios:** Desde S/ 945,000 hasta S/ 172,000
- **Tel.:** -
- **Contacto:** -
**Monterrico Alto**
- **Empresa:** GRUPO DYM CONSTRUCTORA E INMOBILIARIA S.A.C.
- **Ubicación:** Calle 3 Mz Q, Jablete 13B Urb. San Juan de Monterrico
- **Áreas:** Desde 70,26 m²
- **Precios:** Desde 313,897
- **Tel.:** 993013837
- **Contacto:** Carmen Lozada
**Alpamayo**
- **Empresa:** HSC OVERSEAS GROUP
- **Ubicación:** Calle Ricardo Sekaneta y Calle Nueva 100 Mz 10 J, Jote 02 y Jote, Urbanización Alpamayo
- **Áreas:** Desde 71,2 m²
- **Precios:** Desde S/ 265,680
- **Tel.:** -
- **Contacto:** -
**Edificio Multifamiliar Vidamar**
- **Empresa:** GRUPO DYM CONSTRUCTORA E INMOBILIARIA S.A.C.
- **Ubicación:** Av. Pralongonio Javier Prado Mz A Lote 20 y Jl Urb. Majurazgo Chico
- **Áreas:** Desde 62 m² hasta 142,50 m²
- **Precios:** Desde S/ 343,900 hasta S/ 444,200
- **Tel.:** 938 709 092
- **Contacto:** Carmen Vilchez
**Santa Clara**
**BARRANCO**
**Catalino**
- **Empresa:** GRUPO T&C
- **Ubicación:** Av. Catalino Miranda 330 – Barranco
- **Áreas:** Desde 39,73 m²
- **Precios:** Desde S/ 241,242
- **Tel.:** 981 261 052
- **Contacto:** Luis Lopez
**Edificio Multifamiliar El Sol**
- **Empresa:** VVY PROYECTOS 56 S.A.C.
- **Ubicación:** Av. El Solito 1170
- **Áreas:** Desde 40 m² hasta 83m²
- **Precios:** Desde S/ 324,533
- **Tel.:** -
- **Contacto:** Asesor inmobiliario
**Edificio Multifamiliar Tamayo**
- **Empresa:** INVERSIONES 4X S.A.C.
- **Ubicación:** Av. Brasil, Calle Augusto Tamayo Venta, Mz. A Baja Lote 1-4 T.L.D.
- **Áreas:** 33 m² / 58 m² / 60 m² / 65 m² / 92 m² / 132 m²
- **Precios:** Desde S/ 90,000
- **Tel.:** 988686818
- **Contacto:** Asesor Inmobiliario - César Rodríguez
**Serk**
- **Empresa:** CLUDAMIS CONSULTORES
- **Ubicación:** Av. José María de Panamá 308
- **Áreas:** Desde 41,52 m²
- **Precios:** Desde S/ 333,700
- **Tel.:** 999913400 / 993934298
- **Contacto:** Erick Balvin / Sara Benitez (Asesor de Ventas)
**Invent Barrios**
- **Empresa:** INVENT LUXURY S.A.C.
- **Ubicación:** Av. Grau 1930
- **Áreas:** Desde 38 m²
- **Precios:** Desde S/ 127,000
- **Tel.:** 985 770 775
- **Contacto:** Asesor Inmobiliario
**Edificio Arch One**
- **Empresa:** ARCH PARTNERS INVERSIONES INMOBILIARIAS S.A.C.
- **Ubicación:** Jr. Tejada 105 -173
- **Áreas:** Desde 81,76 m²
- **Precios:** Desde S/ 319,179
- **Tel.:** 034669403
- **Contacto:** Kathrina Orna
**Barranco Urbano**
- **Empresa:** CONSTRUCTURA INMOBILIARIA MULTIDEPA S.A.C.
- **Ubicación:** Jr. Jorge Chávez 451
- **Áreas:** Desde 42 m²
- **Precios:** Desde S/ 288,000
- **Tel.:** 971 186 404
- **Contacto:** César Espinoza Lavalle
---
## CRÉDITO MIVIVIENDA
### LIMA
**Residencial Dorina Smart**
- **Empresa:** HOZUEN INMOBILIARIA S.A.C.
- **Ubicación:** Jr. General Ortegaño Nº 740 Mz P Lt 6 y 7 Urb. San Luis Gonzaga
- **Áreas:** Desde 62,44 m²
- **Precios:** Desde S/ 284,533
- **Tel.:** -
- **Contacto:** Wilmer Pizarro
**Conjunto Residencial Patria**
- **Empresa:** IN ESPIELA S.A.C.
- **Ubicación:** Fundo Tapada Jr. Carlos Ameta 380
- **Áreas:** 70,28 m² área promedio
- **Precios:** S/ 418,682 precio promedio
- **Tel.:** -
- **Contacto:** -
**Edificio Arch Two**
- **Empresa:** ARCH PARTNERS INVERSIONES INMOBILIARIAS S.A.C.
- **Ubicación:** Jr. Aurelio Suaza 447
- **Áreas:** Desde 40 m²
- **Precios:** Desde S/ 265,260
- **Tel.:** 99393488
- **Contacto:** Kathrina Orna
**Edificio de Vivienda Multifamiliar Casa Barranco**
- **Empresa:** GDC PROYECTOS PERÚ D.S.A.C.
- **Ubicación:** Calle Enrique Barón Mz. 15 Lt. 15B-15B Urb. Tejada - Barranco
- **Áreas:** Desde 40 m² hasta 47 m²
- **Precios:** Desde S/ 335,420
- **Tel.:** 951 93754
- **Contacto:** Darier Tanco
**Garden City**
- **Empresa:** ARMAS DOMING PROMOTORA INMOBILIARIA S.A.C.
- **Ubicación:** Av. Bolivar 1019
- **Áreas:** Desde 42 m² hasta 76 m²
- **Precios:** Desde S/ 195,449,00 hasta S/ 364,833,00
- **Tel.:** -
- **Contacto:** -
**Duplo**
- **Empresa:** COSAP INMOBILIARIA – GRUPO LAR
- **Ubicación:** Av. Brasil 840 (A ¼ cuadra del C.C. La Rama)
- **Áreas:** 36 m² / 62,50 m²
- **Precios:** S/ 173,800 / 405,000
- **Tel.:** 983768601
- **Contacto:** Comercial Duplo
**Condominio El Mirador II**
- **Empresa:** GRUPO ORIGEN
- **Ubicación:** Av. San Juan de Dios Km. 2 (a 5 minutos de la Plaza Vea de la Av. San Juan)
- **Áreas:** Desde 62,44 m² hasta 159,89 m²
- **Precios:** Desde S/ 159,719
- **Tel.:** 984 142 418
- **Contacto:** Luisa Figula
**Villa Club (Casa)**
- **Empresa:** VILLA CLUB S.A.
- **Ubicación:** Av. San Juan de Dios Km. 2 (a 5 minutos de la Plaza Vea de la Av. San Juan)
- **Áreas:** Desde 62,44 m² hasta 159,89 m²
- **Precios:** Desde S/ 159,719
- **Tel.:** 984 142 418
- **Contacto:** Luisa Figula
**Residencial San Pedro Carabayllo**
- **Empresa:** JULIO CARRERA MONCADA
- **Ubicación:** Calle Corona Boreal #6102 Mz B4 Urb. San Pedro Quinta Etapa Carabayllo Referencia km 10.5 de la Panamericana Norte.
- **Áreas:** Desde 67,48 m² hasta 75,20 m²
- **Precios:** S/ 153,450 - S/ 180,050
- **Tel.:** -
- **Contacto:** -
**Grand Central**
- **Empresa:** OSJ - MEJ INMOBILIARIA S.A.C.
- **Ubicación:** Jr. Zorrillos esquina Jr. Jorge Chávez
- **Áreas:** Desde 63,00 m² hasta 70,00 m²
- **Precios:** Desde S/ 288,000
- **Tel.:** 97757249 / 977989015
- **Contacto:** email@example.com
**Proyecto Sente - Centenario**
- **Empresa:** COSAP INMOBILIARIA & GRUPO LAR
- **Ubicación:** Jr. Centenario 175 (a frente del centro comercial Sente, Barranco)
- **Áreas:** 57 m² / 76 m²
- **Precios:** Desde S/ 310,890
- **Tel.:** -
- **Contacto:** -
**Del Parque Centro**
- **Empresa:** CISSAC
- **Ubicación:** Jr. Loreto 1626 -1610
- **Áreas:** 64 m² / 46 m²
- **Precios:** Desde S/ 289,254
- **Tel.:** 011 840 3888
- **Contacto:** Lucila Rojas
**Azcona**
- **Empresa:** LIVIT
- **Ubicación:** Jr. General Varela Nº 1870
- **Áreas:** 47 m² / 72m²
- **Precios:** Desde S/ 164,200 hasta S/ 299,899
- **Tel.:** -
- **Contacto:** -
**Depas + Club La Breña**
- **Empresa:** ARTECO
- **Ubicación:** Jr. Jorge Chávez Nº 1844 -1852, Breña, Lima
- **Áreas:** 40 m² - 89 m²
- **Precios:** Desde S/ 268,800 hasta S/ 416,000
- **Tel.:** (01) 715 8089
- **Contacto:** Asesor Inmobiliario
**Midtown**
- **Empresa:** ABISL GRUPO INMOBILIARIO
- **Ubicación:** Av. Arequipa 1935 - Santa Beatriz
- **Áreas:** Desde 40 m²
- **Precios:** Desde S/ 229,779
- **Tel.:** 771 2000
- **Contacto:** firstname.lastname@example.org
**Cedral**
- **Empresa:** ABISL GRUPO INMOBILIARIO
- **Ubicación:** Av. Arequipa 1935 - Santa Beatriz
- **Áreas:** Desde 40 m²
- **Precios:** Desde S/ 229,779
- **Tel.:** 771 2000
- **Contacto:** email@example.com
**Torre Conecta 679**
- **Empresa:** WESCON S.A.
- **Ubicación:** Av. Arequipa 679 Santa Beatriz
- **Áreas:** 47 m²
- **Precios:** Desde S/ 217,000
- **Tel.:** 981053064
- **Contacto:** Isla Villar
**Edificio Multifamiliar Unity**
- **Empresa:** CASA&DELA PROYECTA 20 S.A.C.
- **Ubicación:** Av. Arequipa Nº 101 - 109 – 117, Esquina Jr. Carlos Ameta, Jr. Jorge Chávez Nº 172 Urb. Santa Beatriz
- **Áreas:** Desde 40,02 m² hasta 65,04 m²
- **Precios:** Desde S/ 292,450 hasta S/ 463,600
- **Tel.:** 944 977 450 / 924 569 200
- **Contacto:** Gasseli Guevara / Evelyn Galindo
**Skyna**
- **Empresa:** BIABO PERU S.A.
- **Ubicación:** Jr. Enrique Víctor N° 563-581 Jr. Carlos Ameta N° 1066-1188 Urb. Santa Beatriz
- **Áreas:** Desde 40 m²
- **Precios:** Desde S/ 348,476
- **Tel.:** -
- **Contacto:** -
**Edificio Multifamiliar Unity**
- **Empresa:** CASA&DELA PROYECTA 20 S.A.C.
- **Ubicación:** Av. Arequipa Nº 101 - 109 – 117, Esquina Jr. Carlos Ameta, Jr. Jorge Chávez Nº 172 Urb. Santa Beatriz
- **Áreas:** Desde 40,02 m² hasta 65,04 m²
- **Precios:** Desde S/ 292,450 hasta S/ 463,600
- **Tel.:** 944 977 450 / 924 569 200
- **Contacto:** Gasseli Guevara / Evelyn Galindo
### Park Living
**Empresa:** INMOBILIARIA EUREKA S.A.C.
**Ubicación:** Av. Petit Thouars N° 985-969-973-977
**Áreas:** Desde 44,93 m²
**Precios:** Desde S/. 384,715
**Tel.:** -
**Contacto:** -
### Proyecto Vert
**Empresa:** VENEDIGA PROYECTOS S.A.
**Ubicación:** Av. Arriaga 505
**Áreas:** Desde 40,31 m² hasta 70,06 m²
**Precios:** Desde S/. 304,900
**Tel.:** 956485820
**Contacto:** María Villegas
### CHORRILLOS
#### Alameda Las Gavotas
**Empresa:** CISSAC
**Ubicación:** Av. Las Gavotas 246
**Áreas:** 48,29 m² – 87,5 m²
**Precios:** S/. 180,54 – S/. 350,000
**Tel.:** -
**Contacto:** -
#### Gorrones 3
**Empresa:** ISP DESAFRALLADORES INMOBILIARIOS SAC
**Ubicación:** Mz 1 Lote 3 Calle Ontario
**Áreas:** Desde 78 m²
**Precios:** S/. 234,000 – S/. 380,000
**Tel.:** 884 114 309
**Contacto:** Silvia Granda Pugliarini
#### Alameda del Sur
**Empresa:** YS EMPRESAS S.A.C.
**Ubicación:** Av. Universidad Civil 191-193 Urb. La Campiña
**Áreas:** Desde 61 m² hasta 68 m²
**Precios:** Desde S/. 250,000
**Tel.:** 949 180 700 / 981 187 910
**Contacto:** Renato Villalta / John Funez
### COMAS
#### Ciudad Sol de Comas
**Empresa:** CONSORCIO DHMONT & C/G S.M.B.A.C.
**Ubicación:** Sita de vivienda Traspiche Av. Micalea Bastidas con Av. República del Israel
**Áreas:** Desde 55,56 m² hasta 79 m²
**Precios:** Desde S/. 102,000 – S/. 180,000
**Tel.:** -
**Contacto:** Francesca Barbarán
#### Conjunto Residencial Condominio (I, II, III)
**Empresa:** WTI S.A.
**Ubicación:** Mz. 1 Lote 1 - Parcela 02-01
**Áreas:** Desde 58 m² hasta 69 m² / 82 m² hasta 126 m² / 90 m² hasta 156 m²
**Precios:** Desde S/. 202,175 / S/. 285,850 / S/. 335,400
**Tel.:** 50002039
**Contacto:** Asesor Inmobiliario
#### Magnolias
**Empresa:** VIVA NEGOCIO INMOBILIARIO S.A.
**Ubicación:** Av. Victor Belaunde con Av. Manuel Gonzales Prada, altura Cdra. 75 Av.
**Áreas:** Desde 61 m²
**Precios:** Desde S/. 171,900
**Tel.:** 01 2087270
**Contacto:** Rocío Villalba
#### Villa Jaccarino Residencial de Departamentos
**Empresa:** VIVA NEGOCIO INMOBILIARIO S.A.
**Ubicación:** Mz. 06 Lote 01 Calle 16 El Alamo con Av. Manuel Gonzales Prada, Alt. Cda 79 Av.
**Áreas:** Desde 61 m²
**Precios:** Desde S/. 142,300
**Tel.:** 991 180 065 – 989 677 808
**Contacto:** Rocío Villalba - Pria Puglán
#### Edificio Multifamiliar Nomade
**Empresa:** LA MURALIA INVERSIONES
**Ubicación:** Chorrillos N° 646
**Áreas:** Desde 54 m²
**Precios:** Desde S/. 277,000
**Tel.:** 933564296
**Contacto:** Asesor Inmobiliario
#### Condominio Felizza
**Empresa:** LA VENEDIGA
**Ubicación:** Av. Faisanies 327, Chorrillos
**Áreas:** Desde 63 m² hasta 76 m²
**Precios:** Desde S/. 214,400
**Tel.:** 991 180 065 / 933 539 335 / 994 182 810
**Contacto:** Asesor Inmobiliario
#### Edificio Multifamiliar Cardinal
**Empresa:** MURALIA VERDE S.A.C.
**Ubicación:** Av. Alejandro Iglésias 111
**Áreas:** Desde 69,15 m²
**Precios:** Desde S/. 320,365
**Tel.:** -
**Contacto:** -
#### Residencial José Olaya
**Empresa:** INJAJUANDEALIGA PROYECTOS B.A.C.
**Ubicación:** Av. Jose Olaya N° 225
**Áreas:** Desde 67,4 m²
**Precios:** Desde S/. 202,779
**Tel.:** -
**Contacto:** -
#### Las Palmas 2 Chorrillos Condominio Ecoamigable
**Empresa:** BESCO S.A.C.
**Ubicación:** Av. Oscar Ibarra N° 372, Urb. La Campiña
**Áreas:** Desde 59,30 m² hasta 104,40 m²
**Precios:** Desde S/. 218,000 hasta S/. 339,300
**Tel.:** 956258302
**Contacto:** Cynthia Carbalaj
#### Pinos III
**Empresa:** MS VIDA S.A.C.
**Ubicación:** Jr. Manuel del Pino N° 838 – 648 Urb. Santa Beatriz
**Áreas:** Desde 49,30 m² hasta 113 m²
**Precios:** Desde S/. 270,000
**Tel.:** 992787370
**Contacto:** Ana Belén Díez Ávila
#### Vista Verde I
**Empresa:** MS VIDA S.A.C.
**Ubicación:** Jr. Torres Paz N° 226-830, 834-838, 846-848 Urb. Santa Beatriz
**Áreas:** Desde 23 m² hasta 119 m²
**Precios:** Desde S/. 205,000
**Tel.:** 970048920
**Contacto:** Rosario Chumbury
#### Smart A
**Empresa:** MR HABITAT S.A.G.
**Ubicación:** Jr. Enrique Barrión N° 149 Urb. Santa Beatriz – Cercazo de Lima
**Áreas:** Desde 66,70 m² hasta 82,20 m²
**Precios:** Desde S/. 228,020
**Tel.:** 939127878
**Contacto:** Ana Belén Díez Ávila
### Libertia
**Empresa:** TRIADA S.A.C.
**Ubicación:** Av. Brasil N° 1702
**Áreas:** Desde 43,16 m² hasta 85,4 m²
**Precios:** Desde S/. 239,000
**Tel.:** 371-2428 / 982112634
**Contacto:** Francesca Barbarán
### C - 943
**Empresa:** GRUPO INMOBILIARIO COMUNIDAD
**Ubicación:** Av San Felipe N° 943
**Áreas:** Desde 66,16 m² hasta 70,70 m²
**Precios:** Desde S/. 375,000 hasta S/. 417,000
**Tel.:** 94340000
**Contacto:** Leonidas Tupayachi Huere
### RE: (evolución)
**Empresa:** ORION E INVERSIONES INMOBILIARIAS S.A.C.
**Ubicación:** Av. Mariscal N° 558
**Áreas:** Desde 80,30 m²
**Precios:** Desde S/. 450,000
**Tel.:** 946594100
**Contacto:** Juan Carlos Solfer
### Multifamiliar Brasii
**Empresa:** INMOBILIARIA ACTUAL BRASIL S.A.C.
**Ubicación:** Av. Brasil N° 1890
**Áreas:** Desde 41 m² hasta 73 m²
**Precios:** Desde S/. 250,000 hasta S/. 650,000
**Tel.:** 985344449 / 987562256
**Contacto:** Alfredo Vera / Efrén Herrera / Fernanda Moxhi
### Plaza Cuba
**Empresa:** INMOBILIARIA SAN MARTIN DE TOURS S.A.C.
**Ubicación:** Av. Cuba N° 1249-1255-1261
**Áreas:** 64,23 m²
**Precios:** Desde S/. 363,864,74
**Tel.:** 946294576
**Contacto:** San Martin Tours
### Lienzo
**Empresa:** INVERSION RENTABLE
**Ubicación:** Jr. Diego de Almagro 332 – 336, esquina con Av. Arnoldo Marqués 2431
**Áreas:** Desde 42,85 m² hasta 130,18 m²
**Precios:** Desde S/. 287,000 hasta S/. 492,900
**Tel.:** 88774221
**Contacto:** Antonio Lazo
### Sida
**Empresa:** SENDA
**Ubicación:** Av. Cuba 950
**Áreas:** Desde 40 m² hasta 78m²
**Precios:** Desde S/. 382,200
**Tel.:** 854 780 009
**Contacto:** Asesor inmobiliario
### Smart
**Empresa:** NLIVO
**Ubicación:** Av. San Felipe Lt. 8 – 9
**Áreas:** Desde 43,44 m²
**Precios:** Desde S/. 255,350 hasta S/. 379,235
**Tel.:** 397 7598
**Contacto:** Asesor inmobiliario / firstname.lastname@example.org
### Green Park
**Empresa:** USANO
**Ubicación:** Av. General Santa Cruz
**Áreas:** Desde 43 m² hasta 153 m²
**Precios:** Desde S/. 223,000
**Tel.:** 10723 87 56
**Contacto:** Asesor inmobiliario
### Nesta
**Empresa:** COASPI / GRUPO LAR
**Ubicación:** Av. Santa Cruz N° 476
**Áreas:** Desde 79 m²
**Precios:** Desde S/. 305,000
**Tel.:** 95301111
**Contacto:** Asesor inmobiliario
### Cuba Conect 486
**Empresa:** URSA CONSTRUCTORA
**Ubicación:** Av. Santa Cruz 486
**Áreas:** Desde 62m²
**Precios:** Desde S/. 328,840
**Tel.:** 990 005 687
**Contacto:** Asesor inmobiliario
### Ambar
**Empresa:** MARTE GRUPO INMOBILIARIO
**Ubicación:** Av. Brasil 2363
**Áreas:** Desde 42 m² hasta 93 m²
**Precios:** Desde S/. 250,000 hasta S/. 330,000
**Tel.:** 981067485
**Contacto:** Carlos Menéndez
### Edificio Los Laureles
**Empresa:** ABRIIL
**Ubicación:** Av. Talara 171
**Áreas:** Desde 57 m²
**Precios:** Desde S/. 321,900
**Tel.:** 91044999
**Contacto:** Asesor Inmobiliario
### Ficus
**Empresa:** ABRIIL
**Ubicación:** Av. 28 de Julio 368
**Áreas:** Desde 47,47 m²
**Precios:** Desde S/. 287,971
**Tel.:** 91044999
**Contacto:** Asesor Inmobiliario
### SAN BORJA
**Roof Garden Barranquera**
- **Empresa:** EVERGRAN
- **Ubicación:** Av. José Gálvez Serranecches Cuadra 14, San Borja
- **Areas:** Desde 40,24 m² hasta 73,70 m²
- **Precios:** Desde S/ 97,000 hasta S/ 464,200
- **Tel.:** -
- **Contacto:** Rina Bambarren
**Multifamiliar Javier Prado**
- **Empresa:** JFJ INMOBILIARIA S.A.C.
- **Ubicación:** Av. San Borja Norte #203, San Borja
- **Areas:** Desde 58,10 m² hasta 61,85 m²
- **Precios:** Desde S/ 375,000 hasta S/ 450,000
- **Tel.:** 965 276 330 - 988 172 610
- **Contacto:** Florinda Malache - Andres Vargas
**Dali Place Etapa 1**
- **Empresa:** JFJ INMOBILIARIA S.A.C.
- **Ubicación:** Av. San Borja Norte #203, San Borja
- **Areas:** Desde 58,10 m² hasta 61,85 m²
- **Precios:** Desde S/ 375,000 hasta S/ 450,000
- **Tel.:** 965 276 330 - 988 172 610
- **Contacto:** Florinda Malache - Andres Vargas
### SAN ISIDRO
**Arequipa 2655**
- **Empresa:** VVY PROYECTO 54 S.A.C.
- **Ubicación:** Arequipa 2655
- **Areas:** Desde 55,4 m²
- **Precios:** Desde S/ 411,548
- **Tel.:** -
- **Contacto:** -
**Carriquiry 894**
- **Empresa:** VVY PROYECTO 66 S.A.C.
- **Ubicación:** Av. Carriquiry Maurer Nº 894
- **Areas:** Desde 55,4 m²
- **Precios:** Desde S/ 499,003
- **Tel.:** -
- **Contacto:** -
**Edificio Multifamiliar Aquilaria**
- **Empresa:** CATANIA INMOBILIARIA S.A.C.
- **Ubicación:** Av. General Felipe Salaverry
- **Areas:** Desde 42,52 m²
- **Precios:** Desde S/ 291,038
- **Tel.:** -
- **Contacto:** -
**Roma 498**
- **Empresa:** VVY PROYECTO 66 S.A.C.
- **Ubicación:** Av. 8496 – 100 Carrion con Calle Roma
- **Areas:** Desde 67,40 m²
- **Precios:** Desde S/ 382,000
- **Tel.:** -
- **Contacto:** -
**Edificio Multifamiliar Plaza Aldana**
- **Empresa:** ELEVA PERÚ S.A.C.
- **Ubicación:** Calle E 6 Mz A-2 Lt 12 Urb. Corpac
- **Areas:** Desde 43,53 m² hasta 74,82 m²
- **Precios:** Desde S/ 404,220 hasta S/ 464,170
- **Tel.:** -
- **Contacto:** -
**Blue**
- **Empresa:** ESPARSA INVERSIONES S.A.
- **Ubicación:** Av. Pastoriza 1000 – 1000 - San Isidro
- **Areas:** Desde 41,85 m² hasta 72,68 m²
- **Precios:** Desde S/ 310,000 hasta S/ 578,500
- **Tel.:** 985872670 / 987056626
- **Contacto:** Carlos Landa / Floridia Malache
**Edificio Gran Isidro**
- **Empresa:** MAVAS MARIANO SANTOS S.A.C.
- **Ubicación:** Calle Alfonso Mariano Santos Mateo O117 Mz 47 Lt 0 Urb. Santa Ana
- **Areas:** Desde 62 m² área promedio
- **Precios:** S/ 415,600 precio promedio
- **Tel.:** -
- **Contacto:** -
### SAN MIGUEL
**Allegro**
- **Empresa:** URBANA PERU
- **Ubicación:** Av. Costanera 393 (Alt del Restaurante Mi Propiedad Privada)
- **Areas:** Desde 46,00 m² hasta 71,00 m²
- **Precios:** Desde S/ 244,544
- **Tel.:** 987875073
- **Contacto:** Carmela Arakaki
**Costanera 29**
- **Empresa:** JGM INVERSIONES INMOBILIARIAS
- **Ubicación:** Av. Costanera 2986
- **Areas:** Desde 51 m²
- **Precios:** Desde S/ 316,654
- **Tel.:** 988705073
- **Contacto:** Luis Torres
**Terrazas de la Costanera**
- **Empresa:** COSTANERA GRUPO INMOBILIARIO S.A.C.
- **Ubicación:** Costanera Odra, 25
- **Areas:** Desde 119 m²
- **Precios:** Desde S/ 305,180
- **Tel.:** 98438774 / 988705073
- **Contacto:** Eleria Niedra / Andrea Arénguez
**Motion**
- **Empresa:** INMOBILIARIA VALLE LUZ S.A.C.
- **Ubicación:** Jr. César López Rojas Nº 187-89-191
- **Areas:** Desde 46,81 m²
- **Precios:** Desde S/ 248,819
- **Tel.:** 985200187
- **Contacto:** Luisa Cunca Majorel
**Avida – Torre A**
- **Empresa:** EDIFICACIONES INMOBILIARIAS S.A.C.
- **Ubicación:** Av. Costanera N° 2982 - San Miguel
- **Areas:** Desde 39,00 m² hasta 75,00 m²
- **Precios:** Desde S/ 226,700 hasta S/ 418,200
- **Tel.:** 985200187
- **Contacto:** Jose Luis Sanchez Varies
**Parques del Mar**
- **Empresa:** VIVA NEGOCIO INMOBILIARIO S.A.
- **Ubicación:** Av. Costanera N° 2982, San Miguel, Lima
- **Areas:** Desde 37,75 m² y más
- **Precios:** Desde S/ 328,000
- **Tel.:** 208 7200 - 942 947 085 - 942 057 778
- **Contacto:** Recio Valle - Carlos Buenaicha
**Precursores**
- **Empresa:** BELGICA EDIFICACIONES S.A.
- **Ubicación:** Av. Elmer Faucett N°2938
- **Areas:** Desde 417 m² hasta 78,75 m²
- **Precios:** Desde S/ 357,800
- **Tel.:** 934239243
- **Contacto:** Segundo Gutierrez
**Universitaria**
- **Empresa:** BUEN VIVIR S.A.C.
- **Ubicación:** Av. Universitaria Nº 297
- **Areas:** Desde 29,33 m² hasta 73,28 m²
- **Precios:** Desde S/ 45,863 hasta S/ 368,043
- **Tel.:** 96017655
- **Contacto:** Sauco Rofiro
**Bertolotto**
- **Empresa:** GRUPO TSC
- **Ubicación:** Av. Bertolotto 760 – San Miguel
- **Areas:** Desde 44,61 m²
- **Precios:** Desde S/ 200,000
- **Tel.:** 922 218 954 / 914 681 101
- **Contacto:** Martina Britto / Lucinda Fernández
**Condominio Residencial Los Huertos**
- **Empresa:** CONSTRUCTORA E INMOBILIARIA PALCER S.A.C.
- **Ubicación:** Calle Ambro Nº 301 (Alt. Cdra. 43 de Av. Cesar Callao)
- **Areas:** Desde 39,00 m² hasta 86,00 m²
- **Precios:** S/ 153,000 – S/ 216,000
- **Tel.:** 4098898 / 976557628
- **Contacto:** Arturo Aspazuela Gutierrez
**Junqueo Residencial Mi Nuevo Universo**
- **Empresa:** INM.-JUNQUEO MI NUEVO UNIVERSO I S.A.C.
- **Ubicación:** Calle Chillon Trapicho 703 San Martin de Porres (Cruce de Panamericana Norte con Calle Trapicho)
- **Areas:** Desde 39,00 m² hasta 71 m²
- **Precios:** Desde S/ 190,000
- **Tel.:** 847 188 182 / 939 179 681
- **Contacto:** Luis Fernando Strelberg Jiménez
**Lewel One - Etapa Nº 1**
- **Empresa:** INMOBILIARIA CARLOS GONZALES S.A.C.
- **Ubicación:** Calle Carlos Gonzales 201 (2º y 3º piso) - Urbanización Murua 250-256, Distrito de San Miguel
- **Areas:** Desde 42 m² hasta 108 m²
- **Precios:** S/ 222,020 a S/ 588,481 001
- **Tel.:** 637-4660
- **Contacto:** Luis Terres Castillo
**Vista Mir**
- **Empresa:** INVERSIONES POCA AZUL
- **Ubicación:** Av. Costanera Nº 1383 Urb. Miramar
- **Areas:** Desde 70 m²
- **Precios:** Desde S/ 380,000
- **Tel.:** 922 218 954
- **Contacto:** Asesor Inmobiliario
**Uptown 2**
- **Empresa:** GRUPO CARAL
- **Ubicación:** Cl. Pizarro Nº 100 Sección 1 – 4B Urb. Miramar
- **Areas:** Desde 69 m²
- **Precios:** Desde S/ 385,027
- **Tel.:** 922 218 954
- **Contacto:** Asesor Inmobiliario
### SURQUILLO
**Switch**
- **Empresa:** VIVIENDAS DEL PERU S.A.C.
- **Ubicación:** Av. Tomas Mansano 1647
- **Areas:** Desde 44 m² hasta 181 m²
- **Precios:** Desde S/ 284,246
- **Tel.:** 717 2000
- **Contacto:** Angel Enrique Gonzalez Guzman
**Concepto Smart**
- **Empresa:** INMOBILIARIA IMAGINA
- **Ubicación:** Av. Tomas Mansano 368 eqv. Guardia Civil
- **Areas:** Desde 43,92 m² hasta 80,44 m²
- **Precios:** Desde S/ 315,272
- **Tel.:** 717 2000
- **Contacto:** Angel email@example.com
**Marsens 2175**
- **Empresa:** TER EDIFICACIONES
- **Ubicación:** Av. Tomas Mansano 2175
- **Areas:** 45, 52 y 66 m²
- **Precios:** Desde S/ 302,550
- **Tel.:** 6420195 / 632 837 837
- **Contacto:** Ana Cecilia Betancourt / Miguel Sandoval
**Eres**
- **Empresa:** GRUPO LAR
- **Ubicación:** A. República de Perú 4077
- **Areas:** 41 m² - 79 m²
- **Precios:** Desde S/ 282,400
- **Tel.:** 943 819 613 / 017079-4884
- **Contacto:** Comercio Eres
**Real Bos**
- **Empresa:** REAL EDIFICACIONES
- **Ubicación:** Av. Principal 905, La Calera - Surquillo
- **Areas:** Desde 40,00 m² hasta 99,00 m²
- **Precios:** Desde S/ 248,277
- **Tel.:** 905441923
- **Contacto:** Ever Garcia
**Nueva Aurora 2**
- **Empresa:** VIENNA
- **Ubicación:** Av. Señor Bernales Lastre Nº 259
- **Areas:** Desde 63 m²
- **Precios:** Desde S/ 375,000
- **Tel.:** -
- **Contacto:** -
**Residencial Las Palomas 160**
- **Empresa:** AMESUR INMOBILIARIA S.A.C.
- **Ubicación:** Las Palomas 160 - 165, Urbanización Limantur
- **Areas:** Desde 63 m²
- **Precios:** Desde S/ 375,000
- **Tel.:** -
- **Contacto:** -
| Location | Company | Address | Area | Price | Contact |
|----------|---------|---------|------|-------|---------|
| Villa Verde 2 | CUMBRES CHALLAPAMPA | Av. Carabobo de la Vega s/n Challapampa, Cerro Colorado | Desde 104 m² hasta 192 m² | Desde S/ 365,000 hasta S/ 729,000 | - |
| Residencial Los Cedros (1 Etapa) | ALEMAN CONSTRUCTORES CO S.A.C. | Calle Trujillo 204 Urb. La Perla | Desde 88 m² hasta 192 m² | Desde S/ 165,000 hasta S/ 401,000 | - |
| Lomas de la Esperanza | GPRS INMOBILIARIA | Sub Lote Sector 3 Las Laderas | Desde 77 m² | Desde S/ 154,831 | - |
| La Casona del Beaterio | COPRON CONTRATISTAS GENERALES S.A.C. | Calle Beaterio 204, 205, 207 | Desde 88 m² hasta 192 m² | Desde S/ 302,850 hasta S/ 510,000 | - |
| Residencial Sebastián | CAT BIENES RACES S.A.C. | Piso 10, Santa Maria II M-1, Lote 17, Quinto Area | Desde 74 m² hasta 193 m² | Desde S/ 250,000 hasta S/ 385,000 | - |
| Residencial Castilla | LD GESTION S.A.C. | Urb. Cooperativa de Ingenieros Lote 5 | Desde 77 m² hasta 810 m² | Desde S/ 250,000 hasta S/ 435,000 | - |
| Edificio Melia | ZIMA INGENIEROS Y ARQUITECTOS E.I.R.L. | Urb. Residencial San Agustín B-3 Paucarpata Arequipa | Desde 78 m² hasta 78.8 m² | Desde S/ 297,000 hasta S/ 312,000 | - |
| Edificio Bambú | AEMGESA E.I.R.L. | Calle Francisco Bolognesi N° 210 | Desde 58 m² hasta 89 m² | Desde S/ 244,500 hasta S/ 325,000 | - |
| Edificio Apollo II | URBANIZACIONES E.I.R.L. | Bulevar 58 Coop. Villa Eléctrica Distrito José Buitrón y Rívero Provincia y Departamento de Lima | Desde 66 m² hasta 103 m² | Desde S/ 240,000 hasta S/ 399,000 | - |
| CUSCO | CONDOMINIO Villa Huancarco | Av. José Luis Ortega, Lote B1 Huancarco (Intersección del Colegio Diocesano) | Desde 578 m² | Desde S/ 1,000,000 | - |
| Residencial Multifamiliar Villa Sol | CONSOPRO MECANO | Av. Colón 126, Vía 2-5, San Jerónimo | Desde 81 m² | Desde S/ 278,000 | - |
| Parques del Sol | CLASEM S.A.C. | Préstio Unico Fundo López S/N - área referencial 2-2, Sub Lote B-6 Referencia: Av. Finlandia Cdra. 9 | Desde 88.50 m² hasta 185.60 m² | Desde S/ 177,500 hasta S/ 301,750 | - |
| Edificio Multifamiliar Zens 17 | INKASA GESTORA DE PROYECTOS S.A.C. | Urb. La Florida, Lote 1, Los Cerrillos C-17 | Desde 88 m² hasta 174.40 m² | Desde S/ 195,470 hasta S/ 415,500 | - |
| Realia Casa Club | GRUPO DIMENSIONA S.A.C. | Calle Hamilton Mz B Lt 18 Urb. San Fernando | Desde 87 m² hasta 96 m² | Desde S/ 257,208 hasta S/ 291,000 | - |
| Villa Club Ica | EMPRESA VILLA CLUB S.A. | Urb. La Florida, Lote 1, Tinguilla Alta - Ica | Desde 87.25 m² hasta 120.17 m² | Desde S/ 154,048 | - |
| El Remanso de La Florida | LOS PORTALES S.A. | Urb. Sol de Ica (ingreso por Av. La Huga | Desde 49.75 m² hasta 107.65 m² | Desde S/ 91,000 hasta S/ 102,000 | - |
| Residencial Magistral Ica | EMPRESA DERMAGA MAESTRAL | Sector Chacarilla S/N – Ingreso frente a la Tercera Etapa de Las Casuarias | Desde 59.85 – 77.00 m² | Desde S/ 100,000 | - |
| Condominio Prados del Este | INVERSIONES CHISM S.A.C. | Urb. Sol de Ica VIII Etapa ingreso Av la Huga (pasando el Santísimo Jesús a la izquierda) | Desde 80.90 m² | Desde S/ 100,000 | - |
| Villa Saraja | MENORCA INVERSIONES S.A.C. | Parquejirón Sur Km 300 | Desde 97.5 m² hasta 103.17 m² | Desde S/ 150,000 | - |
| Los Parques de Huachaca II y III Etapa | URBANIZACIONES S.A.C. | Urb. La Higuera Sector José San José | Desde 72 m² hasta 82 m² | Desde S/ 150,000 | - |
| Residencial Santa Rita | INVERSIONES MNIWEL S.A.C. | Av. Los Inca s/n | Desde 60 m² hasta 93 m² | Desde S/ 150,000 | - |
| Residencial Las Gardeñas | CONSTRUCTORA Y CONSULTORA DE LA DIREC. B.A.C. CASE VERDE INMOBILIARIA | Pasaje Las Flores N° 155 - El Tambo, Huarochirí | Desde 37 m² | Desde S/ 125,000 | - |
| Feria Inmobiliaria Perú | ADILA CORPORATION S.A.C. | Jr. Jorche Chávez Nº 248 | Desde 72 m² hasta 82 m² | Desde S/ 150,000 hasta S/ 280,000 | - |
| Residencial Villa Sancho | RESIDENCIA ALAMEDA OBISPO NEMESIO RIVAS S.A.C. | Av. MEZA ETA PA | Intersección del J. Dos de Mayo y Calle Militaria 604 | Desde 60 m² hasta 75 m² | Desde S/ 150,000 hasta S/ 200,000 | - |
| Los Altos de la Placencia | CONSTRUCTORA INMOBILIARIA NLIM E.I.R.L. | Macarazón Km. 236- Parquejirón Sur | Desde 92.20 m² hasta 118 m² | Desde S/ 140,000 hasta S/ 210,000 | - |
| Los Altos de la Placencia | CONSTRUCTORA INMOBILIARIA NLIM E.I.R.L. | Macarazón Km. 236- Parquejirón Sur | Desde 92.20 m² hasta 118 m² | Desde S/ 140,000 hasta S/ 210,000 | - |
| Residencial Liverpool | INVERSIONES NUEVO PACIFICO S.A.C. | Av. Colón 126 Urb. La Florida | Desde 87 m² hasta 100 m² | Desde S/ 148,500 hasta S/ 210,000 | - |
| Sky Up | GRUPO DIMENSIONA S.A.C. | Calle Hamilton Mz B Lt 18 Urb. San Fernando | Desde 86 m² hasta 96 m² | Desde S/ 257,208 hasta S/ 291,000 | - |
| Residencial Los Jazmines | REPRESENTACIONES DACA S.A.C. | Av. América Oeste N° 501 Urb. La Esmeralda | Desde S/ 257,208 hasta S/ 291,000 | - |
| Residencial del Carmen | INVERSIONES ESTRATEGICAS INTEGRALES S.A.C. | Urb. Mirador de Godíñez Victor Lerma | Desde S/ 333,800 | - |
| Condominio El Mirador del Golf | CLASEM S.A.C. | Callejón Césped Vallejo 2670 – 2680, Urb. El Mirador del Golf Victor Lerma | Desde S/ 205,900 | - |
| Condominio Las Brisas | LAS BRISAS DE SANTA CLARA S.A.C. | Mza. N. Lote N. Urb. Santa Clara, Huanuco | Desde S/ 225,000 hasta S/ 255,000 | - |
| Santa Julia | GRINSA S.A.C. | LT 2D 233-II-Etapa Villa Moche Sector Huanchaquillo Alto | Desde S/ 100,000 | - |
| Residencial Villa Real | INMOBILIARIA SANTA CATALINA | Villa Real, Distrito de Trujillo Mz B Lote 1 | Desde 77.12 m² hasta 101.62 m² | Desde S/ 289,000 hasta S/ 381,200 | - |
| Residencial El Golf de Trujillo | DERRAMA MAGISTERIAL | Villa Panamericana S/N, Ex Fundo San Pedro, Villa Larco | Desde 64.04 m² hasta 87.7 m² | Desde S/ 105,000 hasta S/ 140,000 | - |
| Residencial Alpaca 01 | GRUPO INMOBILIARIO CODELI S.A.C. | Urb. Villa Alpaca Sub Lote 02 U.C. 1048; Distrito de Trujillo | Desde 57.84 m² hasta 101.62 m² | Desde S/ 289,000 hasta S/ 381,200 | - |
| Residencial Villa Real | INMOBILIARIA SANTA CATALINA | Villa Real, Distrito de Trujillo Mz B Lote 1 | Desde 77.12 m² hasta 101.62 m² | Desde S/ 289,000 hasta S/ 381,200 | - |
**El Crédito Mivivienda financia como máximo el 90% del valor de tu vivienda**
La información registrada es proporcionada por cada una de las empresas encargadas de la venta de los inmuebles. El fondo MIVIVIENDA no es responsable del contenido de la misma, por ello recomendamos visitar los proyectos y realizar las averiguaciones complementarias antes de tomar la decisión de compra.
## OFERTA INMOBILIARIA
Si desea publicar su proyecto inmobiliario o actualizar su información, comuníquese a través del Buzón Asesor Promotor: firstname.lastname@example.org
### AMAZONAS
**COD: 0104-2022-F**
**Residencial Vásquez**
- **Promotor:** GRUPO INMOBILIARIO S.A.C.
- **Ubicación:** Centro Poblado Meroz Arraúan Mz 25 Lote 13 distrito La Peca, Provincia Bajus, departamento de Amazonas
- **Oferta Disponible:** 20 viviendas
- **Precio promedio:** S/ 40,250
- **Área techada promedio:** 40,12 m²
- **Área lote promedio:** 42,28 m²
- **Teléfono:** 929631100
- **Correo:** email@example.com
### COD: 019-2023-C
**Residencial Terrones**
- **Promotor:** CONSTRUCTORA GRUPO CASTILLO S.A.C.
- **Ubicación:** Centro Poblado La Peca Mz. 62 Lt 15
- **Oferta Disponible:** 12 viviendas
- **Precio promedio:** S/ 43,600
- **Área techada promedio:** 41,60 m²
- **Área lote promedio:** 41,60 m²
- **Teléfono:** 985767420
- **Correo:** firstname.lastname@example.org
### ÁNCASH
**COD: 0619-S**
**Alto Chimbo II**
- **Promotor:** CONSTRUCTORA GALILEA S.A.C.
- **Ubicación:** Rural Villa Santa Lucarita, Sector San José, barrio Santa Lucarita y Anexo San Jose, Parcela 7785900/U.C 09742
- **Oferta Disponible:** 58 viviendas
- **Precio promedio:** S/ 102,800
- **Área techada promedio:** 30,25 m²
- **Área lote promedio:** 60,50 m²
- **Teléfono:** 99344444
- **Correo:** email@example.com
### AYACUCHO
**COD: 080-2022-C**
**Urbanización San Antonio de Manallassac**
- **Promotor:** CONSTRUCTORA E INMOBILIARIA AMANECER DORADO E.I.R.L.
- **Ubicación:** Ubic. en Predio Sector Territorio de la Comunidad Campesina de Manallassac
- **Oferta Disponible:** 522 viviendas
- **Precio promedio:** S/ 46,312,50
- **Área techada promedio:** 29,60 m²
- **Área lote promedio:** 52 m²
- **Teléfono:** 997940202/ 992909674
- **Correo:** firstname.lastname@example.org
### APURÍMAC
**COD: 0912022C**
**Conjunto Residencial Torres de San Jerónimo**
- **Promotor:** MEGA INDUSTRIES S.A.C.
- **Ubicación:** Jr. Pinchango esquina con Ruta 100, sector Polocarabamba, San Jerónimo, Andahuaylas, Apurímac
- **Oferta Disponible:** 58 viviendas
- **Precio promedio:** S/ 80,000
- **Área techada promedio:** 56,00 m²
- **Área lote promedio:** 56,00 m²
- **Teléfono:** 991978754
- **Correo:** email@example.com
### CAJAMARCA
**COD: 0197-2022-F**
**Vivienda Multifamiliar Santa Catalina I**
- **Promotor:** MAESCORP S.A.C. Centro Poblado Santa Catalina Mz. 2 Lote 7
- **Ubicación:** 06 viviendas
- **Oferta Disponible:** S/ 43,612,6
- **Precio promedio:** S/ 40,12 m²
- **Área techada promedio:** 40,12 m²
- **Área lote promedio:** 39,625624
- **Teléfono:** firstname.lastname@example.org
### COD: 0203-2022-F
**Vivienda Multifamiliar Santa Catalina II**
- **Promotor:** MAESCORP S.A.C. Centro Poblado Santa Catalina Mz. 2 Lote 3
- **Ubicación:** Pampas Mz 7 Lote 3
- **Oferta Disponible:** 06 viviendas
- **Precio promedio:** S/ 43,612,6
- **Área techada promedio:** 40,39 m²
- **Área lote promedio:** 40,39 m²
- **Teléfono:** 997222554
- **Correo:** email@example.com
### COD: 0204-2022-C
**Sol del Valle III**
- **Promotor:** LOS PORTALES S.A. C.E 374886/CN 8513501
- **Ubicación:** Ucib. Rur. Sector San Pablo, Predio Pablozio Sector 1 CP / Parc. 837085810 06324
- **Oferta Disponible:** 75 viviendas
- **Precio Promedio:** S/ 77,000
- **Área Techada Promedio:** 25,00 m²
- **Área Lote Promedio:** 63,00 m²
- **Teléfono:** 99144474
- **Correo:** https://www.lospor tales.com.pe/contactanos
### COD: 007-2023-F
**Residencial Las Viñas II**
- **Promotor:** ACS ARQUITECTO E.I.R.L. Mz VI Lote 1, 2, 3, 4, 5, 6 Las Viñas del Carmen
- **Ubicación:** Alto de la Luna distrito y provincia de Piaco
- **Oferta Disponible:** 10 viviendas
- **Precio promedio:** S/ 94,000
- **Área techada promedio:** 53,25 m²
- **Área lote promedio:** 36,63 m²
- **Teléfono:** 9144400 – anexo 8901 - 8917
- **Correo:** firstname.lastname@example.org / email@example.com
### COD: 0101-2021-F
**Villa Colorada Paracas**
- **Promotor:** PROMOTORA DORA DE ROMA S.A.C.
- **Ubicación:** Km. 237 de la Carretera Panamericana Sur
- **Oferta Disponible:** 388 viviendas
- **Precio promedio:** S/ 87,050
- **Área techada promedio:** 25,15 m²
- **Área lote promedio:** 62,5 m²
- **Teléfono:** 911 01 3784
- **Correo:** firstname.lastname@example.org
### COD: 0106-2022-F
**Urbanización Rayos del Sol**
- **Promotor:** COHABITAT S.A.C.
- **Ubicación:** Ucib. Rur. Sector Huaroagro Macho / Predio Lote 287 U.C 07039
- **Oferta Disponible:** 10 viviendas
- **Precio Promedio:** S/ 62,000
- **Área Techada Promedio:** 40,00 m²
- **Área Lote Promedio:** 40,00 m²
- **Teléfono:** 994076077
- **Correo:** email@example.com
### COD: 0294
**Los Viñedos del Alto Laran**
- **Promotor:** WESCON SUR S.A.C.
- **Ubicación:** Irrigación Pampa de Noco Lote 07 – Pueblo Nuevo
- **Oferta Disponible:** 99 viviendas
- **Precio Promedio:** S/ 74,462
- **Área Techada Promedio:** 26,70 m²
- **Área Lote Promedio:** 61,40 m²
- **Teléfono:** 970292599
- **Correo:** alejandro.aguirre@chincha Verde.pe
### COD: 0150-2022-F
**Praderas del Olivar**
- **Promotor:** MENORCA INVERSIONES S.A.C.
- **Ubicación:** Ucib. Rur. Predio 2 Bicia Ha. 2,398 Sector Santa Rosa-San Clemente
- **Oferta Disponible:** 23 viviendas
- **Precio Promedio:** S/ 96,300
- **Área Techada Promedio:** 25,00 m²
- **Área Lote Promedio:** 60,00 m²
- **Teléfono:** 091029258/ 968197665
- **Correo:** firstname.lastname@example.org
### COD: 0169-2022
**Urbanización Sol de Chincha**
- **Promotor:** INVERSIONES MAC HOUSE S.A.C.
- **Ubicación:** Ucib. Rur. Pampas de Noco
- **Oferta Disponible:** 54 viviendas
- **Precio Promedio:** S/ 80,108
- **Área Techada Promedio:** 25,00 m²
- **Área Lote Promedio:** 80,45 m²
- **Teléfono:** 447-4417/ 988070293
- **Correo:** email@example.com / firstname.lastname@example.org
### COD: 0245-S
**Residential Terra Blanca**
- **Promotor:** ANTONI CONSTRUCCIONES S.A.C.
- **Ubicación:** Pisco - CE/368888 / CN 48485396 Ucib. Rur. Sector San Pablo, Predio Parcela 059 C.P./Parc. 059 U.C. 01936
- **Oferta Disponible:** 408 viviendas
- **Precio promedio:** S/ 48,450
- **Área techada promedio:** 35,00 m²
- **Área lote promedio:** 13,0 m²
- **Teléfono:** 948798446
- **Correo:** email@example.com
### COD: 0077-2022-F
**Condominio Villa del Sol**
- **Promotor:** IMPORPOR EXPOR LIBERTAD E.I.R.L.
- **Ubicación:** Ucib. Rur. Predio Lurifico, Sector El Molino, Parcela 2 U.C. 21976
- **Oferta Disponible:** 408 viviendas
- **Precio promedio:** S/ 48,450
- **Área techada promedio:** 35,00 m²
- **Área lote promedio:** 13,0 m²
- **Teléfono:** 928912160
- **Correo:** firstname.lastname@example.org
### COD: 0092023C
**Residencial Holanda**
- **Promotor:** FLORESTA JAH-INMOBILIARIA Y CONSTRUCTORA S.A.C.
- **Ubicación:** Calle Holanda S/N Mz. A Lote 1ª
- **Oferta Disponible:** 10 viviendas
- **Precio promedio:** S/ 56,160
- **Área techada promedio:** 56,16 m²
- **Área lote promedio:** 56,16 m²
- **Teléfono:** 97532938/ 9650319788
- **Correo:** email@example.com
### COD: 0069-2022-F
**Residencial El Pilar**
- **Promotor:** FORTUNA CONSTRUCCIONES INMOBILIARIA S.A.C.
- **Ubicación:** Ucib. Predio El Pilar con U.C. #00313
- **Oferta Disponible:** 239 viviendas
- **Precio promedio:** S/ 32,352,50
- **Área techada promedio:** 25,00 m²
- **Área lote promedio:** 60,00 m²
- **Teléfono:** 98568223
- **Correo:** firstname.lastname@example.org
### COD: 0071-2022-F
**La Estancia de Chépén**
- **Promotor:** SAN SEBASTIÁN INVERSIONES & CONSTRUCCIONES S.A.C.
- **Ubicación:** Ucib. Rur. Valle Jequetepeque Predio La Esperanza UC 4282
- **Oferta Disponible:** 213 viviendas
- **Precio promedio:** S/ 35,00 m²
- **Área techada promedio:** 72,00 m²
- **Área lote promedio:** 72,00 m²
- **Teléfono:** 960497285 / 968116662
- **Correo:** email@example.com
### COD: 0162022C
**H.U. Oasis de Paján**
- **Promotor:** CONSOLIDOP ALUM & MIRANDA S.A.C.
- **Ubicación:** Parcela N°1 Predio Mocan Sector La Arenita Valle Chiquito
- **Oferta Disponible:** 160 viviendas
- **Precio promedio:** S/ 6,250
- **Área techada promedio:** 35,00 m²
- **Área lote promedio:** 60,00 m²
- **Teléfono:** 924977061
- **Correo:** firstname.lastname@example.org
### COD: 066-2022-C
**Alameda San José**
- **Promotor:** AGCL CONTRATISTAS S.A.C.
- **Ubicación:** Ucib. Rur. Predio Eva Violeta Parcela 38 Sector Talia Valle Jequetepeque
- **Oferta Disponible:** 60 viviendas
- **Precio promedio:** S/ 48,000
- **Área techada promedio:** 25,00 m²
- **Área lote promedio:** 60,00 m²
- **Teléfono:** 948798446
- **Correo:** email@example.com
### COD: 0077-2022-F
**Condominio Villa del Sol**
- **Promotor:** IMPORPOR EXPOR LIBERTAD E.I.R.L.
- **Ubicación:** Ucib. Rur. Predio Lurifico, Sector El Molino, Parcela 2 U.C. 21976
- **Oferta Disponible:** 408 viviendas
- **Precio promedio:** S/ 48,450
- **Área techada promedio:** 35,00 m²
- **Área lote promedio:** 13,0 m²
- **Teléfono:** 928912160
- **Correo:** firstname.lastname@example.org
| COD: 0101-2022-F | Valle del Sol |
|------------------|--------------|
| Promotor: | CONSTRUCTORA & INMOBILIARIA TORRES DE CRISTAL S.A.C. |
| Ubicación: | Predio ubicado en el Distrito de Palpa, Escoipe, Departamento de La Libertad |
| Oferta Disponible: | 19 viviendas |
| Precio promedio: | S/ 51,250 |
| Área techada promedio: | 36,00 m² |
| Área lote promedio: | 70,00 m² |
| Telf.: | 980038189/94314587 |
| Correo: | email@example.com |
| COD: 0122022C | Condominio San Agustin |
|---------------|------------------------|
| Promotor: | MECLA CONSTRUCTORA Y SERVICIOS GENERALES S.A.C. |
| Ubicación: | Calle Los Arrozales S/N - Guadalupe |
| Oferta Disponible: | 97 viviendas |
| Precio promedio: | S/ 53,250 |
| Área techada promedio: | 32,45 m² |
| Área lote promedio: | 32,45 m² |
| Telf.: | 980888377 |
| Correo: | firstname.lastname@example.org, email@example.com |
| COD: 0216-2022-F | Residencial Las Rosas |
|------------------|-----------------------|
| Promotor: | ARIANT S.A.C. Av. Antonio de Raimondi S/N Area Hc. O.0675 Solar |
| Ubicación: | 50 viviendas |
| Oferta Disponible: | S/ 40,000 |
| Precio promedio: | 40,50 m² |
| Área techada promedio: | 8,18 m² |
| Área lote promedio: | 44,85 m² |
| Telf.: | 94529444 |
| Correo: | firstname.lastname@example.org |
| COD: 1772022C | Residencial Sabina I |
|---------------|----------------------|
| Promotor: | GORFABI S.A.C. Habitacion Urbana Viru Mz. 22 Sub Lote 2A |
| Ubicación: | 14 viviendas |
| Oferta Disponible: | S/ 63,885 |
| Precio promedio: | 49,70 m² |
| Área techada promedio: | 70,24 m² |
| Área lote promedio: | 40,00 m² |
| Telf.: | 987707877 |
| Correo: | email@example.com |
| COD: 2482022C | Residencial Tantaleán |
|---------------|-----------------------|
| Promotor: | GORFABI S.A.C. Centro Poblado San José Mz. 48 Lote 12 |
| Ubicación: | 14 viviendas |
| Oferta Disponible: | S/ 63,885 |
| Precio promedio: | 46,22 m² |
| Área techada promedio: | 46,22 m² |
| Área lote promedio: | 41,60 m² |
| Telf.: | 945294464 |
| Correo: | firstname.lastname@example.org |
| COD: 0024-2023-F | Residencial Castro I |
|------------------|---------------------|
| Promotor: | ARIANT S.A.C. Centro Poblado San Pedro de Lloc Mz 39 |
| Ubicación: | 14 viviendas |
| Oferta Disponible: | S/ 63,885 |
| Precio promedio: | 40,40 m² |
| Área techada promedio: | 41,16 m² |
| Área lote promedio: | 41,60 m² |
| Telf.: | 945294464 |
| Correo: | email@example.com |
| COD: 0025-2023-F | Multifamiliar Corte |
|------------------|---------------------|
| Promotor: | K-L-M CONTRATISTAS GENERALES S.A.C. Centro Poblado Pampa Jaco Sector La Trinchera Mz. II Lt 10 |
| Ubicación: | 6 viviendas |
| Oferta Disponible: | S/ 46,080 |
| Precio promedio: | 40,43 m² |
| Área techada promedio: | 40,43 m² |
| Área lote promedio: | 40,43 m² |
| Telf.: | 944858474/ 94814330/ 998696497 |
| Correo: | firstname.lastname@example.org |
| COD: 003-2023-F | Conjunto Residencial Villa California |
|-----------------|-------------------------------------|
| Promotor: | KASA VERDE CONTRATISTAS S.A.C. Inscripción de Sección Especial de Predios Rurales Calle Caracal 7,7408070, Sector Pro Ide San Isidro/ Valle |
| Ubicación: | 54 viviendas |
| Oferta Disponible: | S/ 63,885 |
| Precio promedio: | 45,00 m² |
| Área techada promedio: | 50,00 m² |
| Área lote promedio: | 44,14 m² |
| Telf.: | 988885280 |
| Correo: | email@example.com |
| COD: 014-2023-C | Residencial Alex I |
|-----------------|--------------------|
| Promotor: | LOGONZA S.A.C. Mz. B Lote 9 Calle 1 Urb. Quilta Norte |
| Ubicación: | 10 viviendas |
| Oferta Disponible: | S/ 63,312,50 |
| Precio promedio: | 60,00 m² |
| Área techada promedio: | 60,00 m² |
| Área lote promedio: | 47,58 m² |
| Telf.: | 939904730/ 949743073 |
| Correo: | firstname.lastname@example.org |
| COD: 017-2023-C | Residencial Pakatnamu |
|-----------------|-----------------------|
| Promotor: | CORPORACION GF S.A.C. Asentamiento Humano Pakatnamu Mz. J Lt 25 |
| Ubicación: | 95 viviendas |
| Oferta Disponible: | S/ 50,000 |
| Precio promedio: | 40,00 m² |
| Área techada promedio: | 10,00 m² |
| Área lote promedio: | 980688377 |
| Telf.: | 980688377 |
| Correo: | email@example.com |
| COD: 028-2023-C | Residencial El Molino |
|-----------------|-----------------------|
| Promotor: | BRICK S.A. Centro Urbano Informal El Molino Mz. 5 Lote 9 |
| Ubicación: | 94 viviendas |
| Oferta Disponible: | S/ 44,000 |
| Precio promedio: | 40,04 m² |
| Área techada promedio: | 40,04 m² |
| Área lote promedio: | 980688380 |
| Telf.: | 939904730/ 949743073 |
| Correo: | firstname.lastname@example.org, email@example.com |
| COD: 0146-2022-F | Multifamiliar Talambo |
|------------------|-----------------------|
| Promotor: | PROYECTOS SAMIRA E.I.R.L. Centro Poblado Talambo Mz. 10 |
| Ubicación: | 05 viviendas |
| Oferta Disponible: | S/ 43,443 |
| Precio promedio: | 45,59 m² |
| Área techada promedio: | 45,59 m² |
| Área lote promedio: | 974918943 |
| Telf.: | 974918943 |
| Correo: | firstname.lastname@example.org |
| COD: 0418 | Urbanización Valle Hermoso de Chichama - B |
|-----------|---------------------------------------------|
| Promotor: | BECTEK CONTRATISTAS S.A.C. |
| Ubicación: | Lote La Paacoma VII |
| Oferta Disponible: | 1039 viviendas |
| Precio promedio: | S/ 39,500 |
| Área techada promedio: | 20,00 m² |
| Área lote promedio: | 60,00 m² |
| Telf.: | 932198880 |
| Correo: | email@example.com |
| COD: 0419 | Urbanización Valle Hermoso de Chichama-C |
|-----------|------------------------------------------|
| Promotor: | BECTEK CONTRATISTAS S.A.C. |
| Ubicación: | Lote La Paacoma VII |
| Oferta Disponible: | 1955 viviendas |
| Precio promedio: | S/ 39,500 |
| Área techada promedio: | 25,00 m² |
| Área lote promedio: | 50,00 m² |
| Telf.: | 932198880 |
| Correo: | firstname.lastname@example.org |
| COD: 426 | H.U.B. Urb. Villaluz II |
|----------|-------------------------|
| Promotor: | HARAY S.A.C. |
| Ubicación: | Lote Al Mirlo Al Vallelo 4ta. Fila |
| Oferta Disponible: | 110 viviendas |
| Precio promedio: | S/ 93,425,8 |
| Área techada promedio: | 84,00 m² |
| Área lote promedio: | 84,00 m² |
| Telf.: | 942502028/ 987796887 |
| Correo: | email@example.com |
| COD: 425 | H.U.B. Urb. Villaluz I |
|----------|------------------------|
| Promotor: | HARAY S.A.C. |
| Ubicación: | Alto El Mirlo Al Vallelo 4ta. Fila |
| Oferta Disponible: | 125 viviendas |
| Precio promedio: | S/ 72,212,5 |
| Área techada promedio: | 25,00 m² |
| Área lote promedio: | 25,00 m² |
| Telf.: | 942502028/ 987796887 |
| Correo: | firstname.lastname@example.org |
| COD: 0102023C | San Pedro LM 12 |
|---------------|-----------------|
| Promotor: | CONSTRUCTORA L Y M CONTRATISTAS S.A.C. |
| Ubicación: | Predio Urbano Huallatuncho Mz. B Lote 3 |
| Oferta Disponible: | 05 viviendas |
| Precio promedio: | S/ 40,000 |
| Área techada promedio: | 40,03 m² |
| Área lote promedio: | 40,03 m² |
| Telf.: | 947930933 |
| Correo: | email@example.com |
| COD: 2232022C | Paján C6 |
|---------------|---------|
| Promotor: | CONSTRUCTORA E INMOBILIARIA LUNA VICTORIA E.I.R.L. |
| Ubicación: | Asentamiento Humano Llapi Mz. J Lt 6 |
| Oferta Disponible: | 06 viviendas |
| Precio promedio: | S/ 44,000 |
| Área techada promedio: | 40,04 m² |
| Área lote promedio: | 40,04 m² |
| Telf.: | 988352380 |
| Correo: | firstname.lastname@example.org |
| COD: 0682023C | San Pedro CS 15 |
|---------------|-----------------|
| Promotor: | CONSTRUCTORA E INMOBILIARIA LUNA VICTORIA E.I.R.L. |
| Ubicación: | Asentamiento Humano Mazacena Mz. J Lt 3 |
| Oferta Disponible: | 09 viviendas |
| Precio promedio: | S/ 45,000 |
| Área techada promedio: | 40,06 m² |
| Área lote promedio: | 40,06 m² |
| Telf.: | 988352380 |
| Correo: | email@example.com |
Tu casa CUESTA MENOS
Con el BONO del BUEN PAGADOR
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Abenteuer meines Lebens
Erinnerungen eines Großvaters,
in Briefen Bello dem Bär erzählt
für alle Kinder in der großen, weiten Welt.
Text: Nonno Joschka
Bilder: Julia v.Troschke
Das Abenteuer meines Lebens
Ein langes Leben
mit unverhofften Siegen,
und einigen Niederlagen
habe ich gebraucht,
um zu erkennen:
Leben ist ein Märchen,
bei dem es darum geht,
böse Drachen zu besiegen,
herrlichen Schätzen nachzujagen
und schöne Prinzessinnen zu lieben.
Leben besteht aus Abenteuern,
bei den es notwendig ist,
schwierige Aufgaben zu lösen,
Gefahren zu überstehen,
und sich dabei nicht verbiegen zu lassen.
Leben ist nicht mehr
und nicht weniger
als die Arbeit an einem Kunstwerk,
einer spannenden Geschichte,
einem sehnsuchtsvollen Lied oder
einem farbenfrohen Bild.
Im Rückblick
bin ich stolz darauf,
meine Chancen genutzt,
Risiken bewältigt zu haben
und der geworden zu sein,
der ich nun einmal bin.
Was soll das alles?
Nun bin ich alt geworden. Ich habe einiges erfahren in meinem Leben. Erlebnisse wurden zu Erinnerungen, die langsam verblasen oder im Meer des Vergessens versinken. Deshalb habe ich mich entschlossen aufzuschreiben, woran ich mich erinnern kann.
Vielleicht ist es ja unterhaltsam und von Nutzen, um die Zeit zu verstehen, in der ich gelebt habe und von dem zu profitieren, was ich gelernt habe. Oder sich an dem zu erfreuen, was mir Spaß gemacht hat. Damit es lesbar ist, habe ich zu verschiedenen Themen Briefe geschrieben, die ich an junge Menschen der mir nachfolgenden Generationen richte. Um dabei einen neutralen Ansprechpartner zu haben, schreibe ich meine Erinnerungsbriefe für Bello, den Kuschelbär, den ich seinerzeit einem meiner Enkel, dem Silas, geschenkt habe. Soll der doch damit machen, was er für richtig hält.
Damit alles etwas anschaulicher wird, habe ich meine Tochter Julia gebeten, zu meinen Geschichten Bilder zu malen. Wozu hat sie denn die Kunst studiert! Lieb, wie sie nun einmal ist, hat sie meine Bitte erfüllt. Mir gefallen ihre Bilder sehr. Ich hoffe, dass es den Lesern auch so geht.
GLIEDERUNG:
Ein Brief an Bello, zur Erklärung, was das alles bedeuten soll. (Seite 5)
Die erste Geschichte - (Seite 8)
Der Schatz der Erinnerungen.
Die zweite Geschichte - (Seite 15)
Wie es dazu kam, dass ich einen Bahnhof besitze.
Die dritte Geschichte - (Seite 20)
Warum ich mir selber einen Namen gegeben habe.
Die vierte Geschichte - (Seite 25)
Warum mir meine Eltern immer wieder verziehen haben.
Die fünfte Geschichte - (Seite 32)
Ich glaube, ich habe einen Schutzengel.
Die sechste Geschichte - (Seite 37)
Wie es dazu kam, dass auf meinem rechten Knie eine Narbe ist.
Die siebte Geschichte - (Seite 41)
Über die Zeit, die das Wertvollste ist, was es gibt auf der Welt.
Die achte Geschichte - (Seite 48)
Warum Kunst so spannend ist.
Die neunte Geschichte - (Seite 51)
Meine Reisen hinter den Horizont.
Die zehnte Geschichte - (Seite 58)
Auch ich hatte einmal einen Beruf.
Die letzte Geschichte- (Seite 61)
Vom Abschied nehmen________(und die "Zugabe" auf der Seite 66)
Ein Brief zur Erklärung, was das alles bedeuten soll
Lieber Bello,
warum schreibe ich Dir diesen Brief?
Nun, das kann ich erklären. Ich möchte Dir gerne von meinen Abenteuern erzählen.
Wie Du weißt, bin der Joschka, den seine Enkelkinder „Nonno“ nennen. Nonno ist das italienische Wort für Großvater, und wir finden, dass das besser klingt als Opa.
Menschen werden älter, aber Teddybären bleiben immer so alt, wie sie nun einmal sind. Sie stehen ausserhalb der Zeit. Sie sind weder Kinder noch Erwachsene. Natürlich leidet ihr Fell mit den Jahren, aber ihre Seele und ihr Verstand bleiben immer gleich. Sie wissen viel, behalten aber das meiste für sich – wenn man sie nicht danach fragt. Aber das weisst Du ja selber besser, als ich es wissen kann.
Ich habe ein langes Leben gelebt und sorge mich, dass die Erinnerungen daran verloren gehen.
Über meine eigenen Großeltern weiß ich leider nur sehr wenig. Die Eltern meiner Mutter und der Vater meines Vaters sind schon gestorben, als ich noch sehr jung war. Allein die Mutter meines Vaters habe ich noch bewusst erleben können. Allerdings ist Oma Alice, als ich etwa 10 Jahre alt war, in eine andere Stadt gezogen. Da konnte ich sie leider nur selten besuchen. Sie war sehr lieb zu mir und hat mich manchmal mit ins Kino genommen. Über das, was sie in ihrem Leben erlebt hat, haben uns nur selten unterhalten. Alles, was ich über sie weiß, kenne ich aus den Erzählungen meiner Eltern. Das finde ich traurig. Insbesondere jetzt, wo ich selber alt bin, würde ich mir gerne vorstellen können, wie es meinen Großeltern in meinem Alter gegangen ist.
In meiner Jugend war ich vor allem mit mir selber beschäftigt. So habe ich mich auch nicht dafür interessiert, wie man sich fühlt, wenn man alt geworden ist. Alte Menschen sind halt alt. Aber, wie es ihnen dabei geht, wusste ich nicht. Immer wieder einmal habe ich gehört, dass sie Spannendes erlebt hätten. Aber nur selten ergab sich die Gelegenheit, ihren Geschichten zuzuhören. Im Rückblick ärgere ich mich, dass ich sie nicht danach gefragt habe.
Deshalb habe ich mir gedacht: "Ich schreibe einmal auf, was ich so alles erlebt und was ich daraus gelernt habe."
Gerade als ich damit angefangen hatte, rief Silas bei uns an und erzählte mir, dass Du - sein Bello - Namenstag hast und ihr gerade ein tolles Fest feiert. Da habe ich Dir am Telefon gratuliert und nur für Dich ein Lied gesungen.
Dabei kam mir die Idee, Dir meine Erinnerungen in der Form von Briefen zu schicken. Damit Du dann, wenn der richtige Zeitpunkt dazu ist, Anderen davon erzählen oder vorlesen kannst.
Bevor wir damit beginnen, habe ich noch eine Bitte: Ich bitte Euch nachzufragen, wenn ihr etwas nicht verstanden habt: "Also, was soll denn das heißen? Oder so."
Es wird sich schon jemand finden, der die Fragen beantworten kann. Und, wenn nicht, dann schreib mir einfach einen Brief.
So, und mit der nächsten Post kommt dann meine erste Geschichte.
Viele Grüße von Joschka,
dem Nonno
Die erste Geschichte -
Der Schatz meiner Erinnerungen
Lieber Bello!
Auch ich war einmal ein kleines Kind. Nun, das ist nicht besonders originell. Jeder, der es geschafft hat, alt zu werden, ist einmal klein gewesen – als Junge oder als Mädchen. Da bin ich mir ganz sicher! Irgendwie war ich aber ein ganz besonderer Junge. Wieso das? Nun, davon handeln diese Geschichten.
Das Bild – ebenso wie die meisten in diesem Buch – hat meine Tochter Julia gemalt. Wie man leicht sehen kann, macht sie das richtig gut. Schau mal genau hin, was Du alles sehen kannst! Man sieht einen Überblick über verschiedene Altersphasen aus meinen Lebensweg, der hier als rote, gestrichelte Linie dargestellt ist. Da wir das Bild gerahmt und mit einer Glasscheibe geschützt haben, kann man bei genauerem Hinsehen entdecken, dass das Zimmer und ich selbst gespiegelt wurden, als ich das Foto gemacht habe.
Ganz links oben bin ich gerade ins Leben gepurzelt, liege mit meiner Rassel auf dem Rücken und versuche, mich bemerkbar zu machen. Dann kann ich schon auf allen Vieren krabbeln. Als ich etwas größer war, bin ich meinem kleinen Rennrad die Berge herunter gesaust. Dann kam meiner erster Schultag. Mann, was war ich aufgeregt. Als ich älter wurde, habe ich dann Fußball gespielt. Aber so gut wie der Beckenbauer war ich leider nicht. Die Tore haben immer die anderen geschossen. In der Mitte vom Bild bin ich als Vater dargestellt. Dann als älterer Mann, der große Reden schwingt und Bücher schreibt. Und jetzt bin ich ganz unten – als Großvater – im Lehnsstuhl und grüße alle, die von mir gegrüßt werden wollen. Irgendwann wird meine Seele wieder in den Himmel zurück fliegen – dort hin wo sie hergekommen ist.
Natürlich sah und sehe ich nicht so aus, wie auf diesen Bildern. Es ist die künstlerische Freiheit des Malers, alles so zu malen, wie er oder sie das sieht. Und meine Tochter hat mich halt so gesehen. Du
malst sicher auch alles so, wie es sich Dir darstellt. Und das ist gut so.
Wir können uns unseren Kopf als Höhle vorstellen in der sich alle Erinnerungen befinden - alles, was wir einmal erlebt und daraus gelernt haben. Das, was vorne liegt, können wir noch genauer wahrnehmen. Aber alles, was sich länger vorbei ist - zumindest auf den schnellen Blick - nicht sichtbar. Mit der Zeit hat sich Staub darüber gelegt. Spinnen haben ihre Netze gewebt. Der Rost hat den Glanz weggefressen. Und die Mäuse haben alles, was essbar war, angeknabbert.
Wie Du sicherlich schon gesehen hast, ist auf dem Bild kein Kopf dargestellt, sondern so etwas wie ein Schwimmbad in das diejenigen hineinspringen können, die nach meinen Erinnerungsschätzen tauchen wollen.
Wie dem auch sei, wir können uns sicher sein - wir wissen sehr viel mehr als das, an was wir uns erinnern. Das Allermeiste haben wir leider vergessen.
Das kann für Schüler zum Problem werden. Zum Beispiel, wenn man eine Prüfung
machen muss und Fragen nicht beantworten kann, obwohl man doch fleißig gelernt hat. Das ist dann wirklich ärgerlich. „Eben habe ich es noch gewußt und jetzt fällt es mir nicht mehr ein“, versucht man sich dann zu rechtfertigen.
So geht es nicht nur jungen Menschen, sondern auch den Erwachsenen, insbesondere, wenn sie alt geworden sind. „Wie ist noch mal der Name? Eben habe ich es noch gewußt“ sagen sie dann gerne.
Wir alle wären ganz schön klug, wenn wir uns immer an alles erinnern könnten, was wir jemals gelernt haben.
Von allen Fähigkeit, die wir zum Leben brauchen, ist die, sich erinnern zu können, vielleicht die Wichtigste. Nicht nur, um immer die richtige Antwort zu wissen. Sondern auch, um andere Lebensaufgaben erfolgreich bewältigen zu können. Oder, um das zu erreichen, was wir erreichen wollen.
Weisst Du noch, was Du gestern alles gemacht hast?
Oder, wie das war, an Deinem letzten Geburtstag? Wen Du alles eingeladen hast? Was ihr gemacht habt? Was es zum Essen gab?
Kannst Du noch beschreiben, was Du zum letzten Weihnachtsfest für Geschenke bekommen hast? Oder wie das war – im letzten Urlaub?
Nun gut, an einiges kannst Du Dich noch erinnern. Aber das Allermeiste wirst auch Du vergessen haben. Dabei ist das ja noch nicht so lange her. Und Geburtstage und Weihnachten oder ein Urlaub, sind ja schon was ganz Besonderes. Aber, so geht es allen Menschen. Ob die Tiere sich besser erinnern können? Ich weiß es nicht. Was meinst Du?
Woran kann man sich am Besten erinnern?
Richtig, an das, was noch nicht so lange vorbei ist. An das, was vor einer Stunde war, kann sich wohl jeder noch erinnern. Schwieriger ist es, sich an das zu erinnern, was vor einer Woche war, vor einem Monat oder gar vor einem Jahr. Je länger etwas zurück liegt, desto schwerer tun wir uns.
Frag mal Deine Eltern, ob sie sich noch erinnern können, wie das war, als sie so alt waren, wie Du jetzt bist. Und lass sie erzählen, was ihnen dazu einfällt.
Besonders gut kann man sich an das erinnern, worüber man sich gefreut hat. Ich weiß noch genau, wie das war, als ich mein erstes Fahrrad geschenkt bekommen habe. Ich war 14 Jahre alt und hatte es mir zum Weihnachtsfest gewünscht. Meine Eltern hatten damals nicht viel Geld und mußten sehen, wie sie „über die Runden kommen“. So konnte ich mir nicht sicher sein, dass mein Wunsch in Erfüllung gehen würde. Bei uns zu Hause war am Weihnachtstag für die Kinder das Wohnzimmer verschlossen. Nach dem Kirchgang mußten wir vor der Tür warten, bis wir herein gerufen wurden. Dann staunten wir über den geschmückten Tannenbaum mit den brennenden Kerzen. Während wir alle zusammen „Stille Nacht, heilige Nacht ...“ sangen, spähte ich umher, um mein Fahrradgeschenk zu entdecken. Aber ich konnte es nicht sehen und begann mich damit abzufinden, dass der Wunsch wohl zu groß gewesen war. Dann kam die Bescherung, und alle packten ihre Geschenke aus. Ich hatte ein Abenteuerbuch bekommen, einen von meiner Mutter gestrickten Pullover und eine große Schachtel mit den Bonbons, die ich immer so gerne lutschte. Das war’s. Ich bedankte mich bei meinen Eltern für die tollen Geschenke. Da sagte mein Vater: „Aber da ist ja noch etwas!“ Ich sah nach unter dem Tannenbaum und konnte nichts entdecken. „Nein, nicht dort ... da drüben!“ Sagte er und wies auf den Vatersessel, vor dem etwas stand, was mit einer grauen Wolldecke verhüllt war. Ich lief hin, entfernte die Decke und sah ein großes, rotes Fahrrad. Da konnte ich nur noch jubeln und meinen Eltern um den Hals fallen. Das Fahrrad hat mich dann meine ganze Schulzeit überall hin begleitet. Ich bin damit sogar einmal an einem Tag die
175 Kilometer von Hannover nach Hamburg gefahren ... Aber, das ist eine andere Geschichte.
Nicht nur an das, worüber man sich außerordentlich gefreut, sondern auch an das, über das man sich besonders geärgert hat, kann man sich gut erinnern.
So erinnere ich mich noch gut an ein Erlebnis, das mich dazu veranlasst hat, Bodybuilding (also Krafttraining) zu betreiben. Damals war ich 13 Jahre alt, ziemlich dünn und nicht sehr stark. Eines Abends war ich in Hannover auf dem Weg nach Hause. An einer Straßenkreuzung, in der Nähe unserer Wohnung, stand eine Gruppe von älteren Jungen. Beim Vorbeigehen wurde ich von einem der Jungen angesprochen. „Was willst Du denn hier?“, fragte er. Spontan entgegnete ich „Das geht Dich gar nichts an!“. Das war wohl die falsche Antwort. Zuerst entstand ein Wortgefecht, dann wurde ich bedroht und schließlich geschlagen. Ich weiß noch gut, wie es mir anfangs gelang, den Faustschlägen auszuweichen. Doch schließlich erwischte man mich, und ich wurde mächtig verprügelt. Als es endlich vorbei war, wankte ich nach Hause und schlich mich in mein Zimmer. Meinen Eltern habe ich von dem Vorfall nichts erzählt. Aber eines hatte ich gelernt – ich war einfach zu schwach gewesen. So begann ich mit dem Training meiner Körperkräfte. Nach einigen Jahren hatte ich ganz ansehnliche Muskeln. Die brauchte ich dann nur zu zeigen, um in Ruhe gelassen zu werden.
Wir können uns gut an „herausragende“ Erfolge und Niederlagen erinnern. Das, was dazwischen liegt, gerät schnell in Vergessenheit. Auch Geschichtsbücher in der Schule befassen sich vor allem mit Siegen und Niederlagen. Daneben scheint es wenig zu geben, was der Erinnerung wert ist.
An was kannst Du Dich denn – richtig gut – erinnern? So, dass Du, wenn Du die Augen schließt, alles noch genau vor Dir siehst und beschreiben kannst, so wie es damals war?
Frag mal Deine Eltern, deren Freunde und Bekannte danach, an was sie sich gut erinnern können. Ich wette, sie werden Dir Geschichten erzählen, wo es besonders schwierig war und wie sie es trotzdem geschafft haben, alle Probleme zu lösen. Das ist wirklich bemerkenswert. Und steht im Widerspruch zu dem, wie sich die meisten Menschen ihr Leben wünschen. Wir sehnen uns danach, möglichst keine Probleme zu haben. Aber in der Erinnerung bleiben vor allem Erlebnisse, bei denen es uns gelungen ist, Probleme erfolgreich zu bewältigen.
Auch bei den Büchern, die wir gerne Lesen, den Filmen, die wir uns gerne ansehen, geht es vor allem um Gefahren und Abenteuer, die von den Helden und Heldinnen erfolgreich bestanden werden. So gesehen, ist das Leben im Rückblick eine Sammlung von bestandenen Abenteuern, an die wir uns erinnern können.
Was kann man dafür tun, dass möglichst viele Erinnerungen erhalten bleiben? Nun, man muss sie pflegen. Zuerst einmal ist es notwendig, sich im Erinnern zu üben. Wie alles andere auch, muss das Erinnern gelernt werden. Dazu ist es hilfreich, jede Gelegenheit zu nutzen, Anderen von seinen Erlebnissen und seinen Gedanken zu erzählen.
Eine gute Übung besteht darin, sich am Abend vor dem Einschlafen noch einmal daran zu erinnern, was man an diesem Tag alles erlebt hat. So genau wie möglich. Wie war das beim Frühstück? Was haben wir dann gemacht? Was gab es zum Mittagessen und Abendessen? Worüber haben wir uns geärgert, und vor allem, was hat uns besonders Spass gemacht an diesem Tag?
Viele Menschen schreiben ein Tagebuch, um ihre Erinnerungen festzuhalten. Das hat den Vorteil, dass man später darin nachlesen kann.
Diejenigen, die dazu bereit sind, will ich einladen, mit mir einzutauchen in das Meer meines Lebens, um zu erforschen, was sich dort
alles auf dem Grund befindet. Sicherlich viel Müll, aber bestimmt auch einiges, was man noch gebrauchen kann.
Liebe Grüsse von Deinem Nonno-Joschka
Hier kommt die zweite Geschichte –
Wie es dazu kam, dass ich einen Bahnhof besitze.
Lieber Bello!
Ich habe einen Bahnhof, und der gehört mir. Mein Vater hat ihn mir geschenkt. Das ist zwar schon lange her – aber, es ist eine wahre Geschichte.
Ich war damals ein kleiner Junge und wohnte mit meinen Eltern in einer großen Stadt, die im zweiten Weltkrieg von Fliegerbomben stark zerstört worden war. Überall lagen Trümmer. Viele Häuser waren zusammengefallen, und man konnte durch die leeren Fenster sehen, denn das Glas war zerbrochen und die Gardinen verbrannt. Man konnte in Wohnungen sehen, in denen noch die Möbel standen und Bilder an der Wand hingen.
Für uns Kinder war das alles wie ein großer Abenteuerspielplatz. Zusammen mit meinen Freunden kletterte ich in die zerfallenen Häuser und schaute mich um. Besonders spannend war es, weil die Erwachsenen das verboten hatten. Überall waren Schilder angebracht mit der Aufschrift "Betreten verboten".
In der Nähe unserer Wohnung war ein kleiner Bahnhof. Der steht immer noch dort und sieht sehr schön aus, so ein bisschen wie ein Ritterschloss – mit Türmen, schmalen Fenstern und einem beeindruckenden Eingangsportal. Er heißt Bahnhof Bismarck-Strasse und wurde nach einem bedeutenden Politiker so genannt – dem Reichskanzler Otto Fürst Bismarck. Es gibt dort eine große Eingangshalle und vier Bahnsteige, an denen die Züge halten können. Immer waren viele Menschen dort, die aus den Zügen ausstiegen oder wegfahren wollten. Es gab Schaffner und Aufsichtspersonal mit prächtigen Uniformen, die blaue Schirmmützen trugen und eindrucksvoll aussahen.
Damals wurden die Lokomotiven noch mit Wasserdampf angetrieben. In einem Dampfkessel wurde Kohle verbrannt, wodurch Wasser zum Kochen gebracht und ein Gestänge betrieben wurde, welches den Zug in Bewegung setzen konnte. Die Lokomotiven hatten große, schwarze Schornsteine, aus denen schwarzer Dampf geblasen wurde.
Daran war eine Pfeife angebracht, durch die Wasserdampf geleitet werden konnte, was dann einen schrillen Ton verursachte. Damit gab der Lokführer bekannt, dass alle aufpassen sollten, weil der Zug jetzt abfahren wollte.
Ich bin oft dort gewesen und habe mir alles genau angesehen: die vielen Menschen, die kamen und gingen, die uniformierten Eisenbahnbeamten und vor allem die ungeheuer großen Züge mit ihren riesigen Dampfloks und den Waggons, in denen das Gepäck und die Post befördert wurden. Die Wagen für die Passagiere waren nicht so komfortabel ausgestattet, wie das für uns heute selbstverständlich ist. Damals gab es sogar noch eine "Holzklasse", bei der man auf harten Holzbänken sitzen musste.
Das alles hat mich so sehr beeindruckt, dass ich mir vorgenommen habe, später einmal, wenn ich groß wäre, auch ganz viel mit der Eisenbahn zu fahren. Und das habe ich dann auch gemacht. Immer, wenn das möglich war, bin ich mit dem Zug gefahren. Nicht nur in Deutschland, sondern auch in Indien, in Thailand, in Sri Lanka oder Indien. Da gab es sie noch, die alten Dampflokomotiven und die Waggons, bei denen man nur über eine dem Zugwind ausgesetzte offene Plattform von einem Personenwagen zum nächsten gehen kann.
Einmal bin ich in Indien sogar 48 Stunden (2 Tage lang) in einem Zug gesessen, der quer durch das Land fuhr – von der großen Stadt Bombay (die heute Mumbai heißt), nach Kalkutta, das (wie ein Schlager behauptet hat) am Ganges liegen soll, aber eigentlich an einem Fluss mit dem lustigen Namen "Hugli River" liegt. Nachts wurden im Zugabteil die Sitzlehnen herunter geklappt, so dass man darauf schlafen konnte. Vor den Fenstern waren – wie im Gefängnis – Gitterstäbe. Diese sollten nicht etwa verhindern, dass die Fahrgäste durch die Fester fliehen, sondern dass in der Nacht Räuber durch das offene Fenster hereinkommen und die Fahrgäste berauben. Zu den Mahlzeiten kam ein Schaffner durch den Zug, um zu fragen, was man essen wollte. Das wurde an den nächste
Bahnhof teleografiert, und dort wartete dann ein Bahnbeamter und brachte Tabletts aus Blech, in denen sich Reis mit scharfer Soße befand, mit viel gekochtem Gemüse, so dass man sich richtig sattessen konnte.
In Deutschland gibt es so etwas nicht mehr. Bei uns muss immer alles sauber und ordentlich sein. Dafür gibt es in den Zügen für den Fernverkehr Speisewagen.
"Und was hat das mit meinem Bahnhof zu tun?" wirst Du zu Recht fragen. Nun, damals, als ich noch ein Kind war, war in Deutschland viel vom Krieg zerstört und funktionierte nicht richtig. Auf den Bahnhöfen waren immer viele Menschen, und ich musste aufpassen, dass ich nicht irgendwem im Wege stand, der über mich stolpern konnte und sich dann mächtig aufregen musste.
Aber alles war ungeheuer spannend. Den Geruch des Wasserdampfes, der sich mit dem Ruß der Öfen in den Lokomotiven vermischte. Die hin und her rennenden Menschen. Die vielen, verschiedenen Arten von Koffern. Gepäckträger, die denjenigen halfen, die sie dafür bezahlen konnten. Der Bahnhofsvorsteher hatte eine rote Armbinde über seiner blauen Uniform und eine Trillerpfeife, mit der er immer wieder auf sich und seine Befehle aufmerksam machen konnte.
Damals war die Bahnhofshalle mit den Fahrkartenschaltern von dem Gleisbereich durch Eisengitter abgetrennt. Wenn man auf einen Bahnsteig wollte, musste man eine Bahnsteigkarte kaufen und von einem Bahnbeamten entwerten lassen, was der tat, indem er mit einer Zange ein Loch hinein stanzte. Die benutzten Bahnsteigkarten wurden dann von vielen Reisenden achtlos weggeworfen. Dann war ich zur Stelle, um die Karte aufzuheben und meiner Sammlung hinzu zu fügen. Diese wurde mit der Zeit derart umfangreich, dass ich ständig mit meiner Mutter kämpfen musste, die alles in den Müll werden wollte.
Mein Vater bemerkte, wie wichtig mir der Aufenthalt auf dem Bahnhof geworden war. Eine Zeit lang sah er sich das an, ohne etwas zu sagen. Dann ging er an einem Sonntag mit mir dort hin und liess sich von mir alles erklären. Schließlich wusste ich ja Bescheid und konnte ihm viel erzählen. Zum Abschluss kaufte er mir eine Bratwurst und eine Coca Cola. Das war für unsere Familie sehr ungewöhnlich. Wir mussten sparen und konnten uns nicht leisten, unser Geld für „unnützes Zeug“ auszugeben – oder "zum Fenster hinaus zu werfen" – wie meine Mutter immer sagte. Das war also ein ganz besonderer Ausflug.
Einige Tage vergingen, in denen mein Vater wohl mit meiner Mutter darüber gesprochen hatte. Jedenfalls nahm er mich dann einmal nach dem Mittagessen zur Seite und sagte: "Wir haben es uns überlegt, wir schenken Dir den Bismarck-Bahnhof!" Ich war sprachlos. Der ganze Bahnhof sollte jetzt mir gehören? Mir ganz allein? Womit hatte ich das verdient? Ich bedankte mich kurz und ging schnell in mein Zimmer, um mit mir allein zu sein. Mein Bahnhof war jetzt wirklich "mein" Bahnhof?
Wer wollte daran zweifeln.
Mein Vater hatte mir noch gesagt, dass das unser Geheimnis bleiben solle. Die Menschen würden schnell neidisch, und das bringt nur Probleme. Das leuchtete mir ein. So etwas hatte ich schon öfter erlebt. Neid war nicht umsonst eine Todsünde, wie mir meine katholische Mutter beigebracht hatte.
So behielt ich die Angelegenheit für mich. Es war ja auch gar nicht notwendig, viel Aufhebens darum zu machen. Dafür war das Geschenk viel zu groß.
Von nun an sah ich den Bahnhof mit anderen Augen. Es war ja jetzt "mein Bahnhof". Der Bahnhofsvorsteher und die vielen Schaffner waren meine Angestellten, um die ich mich erfreulicherweise
nicht weiter kümmern musste, weil ich das der Deutschen Bundesbahn überlassen konnte. So was kann ja viel Ärger machen.
Für mich änderte sich eigentlich gar nichts. Nein, das stimmt nicht. Etwas änderte sich schon. Ich habe sofort damit aufgehört, die weggeworfenen Bahnsteigkarten aufzusammeln. Das war jetzt die Aufgabe des Personals. Auch meine Bahnsteigkarten-Sammlung habe ich gleich am nächsten Tag in die Mülltonne geworfen. So etwas schickt sich nicht für den Besitzer eines Bahnhofes.
Den Bahnhof gibt es immer noch. Kürzlich hat ihn die Deutsche Bundesbahn - in meinem Auftrag natürlich - renovieren lassen. Wenn Du willst, fahren wir einmal hin, und ich zeige Dir alles ganz genau. Wir nehmen einen schnellen Zug mit Speisewagen, und ich spendiere Dir eine Bratwurst und eine Flasche CocaCola.
Und vielleicht schenke ich euch auch mal meinen Bahnhof. "Schau'n mer mal ... !" wie die Bayern sagen.
So, das war's. Bis zum nächsten Mal. Dein Nonno Joschka
Hier ist die dritte Geschichte -
Wie ich mir selber den Namen "Joschka" gegeben habe.
Lieber Bello!
Wir alle haben Namen - einen Familiennamen, einen Vornamen. Einige haben dann noch einen so genannten "Spitznamen". Du bist der "Bello", weil Silas Dich so genannt hat. Die Namen für Silas und Ronja haben sich deren Eltern ausgedacht. Meine Tochter haben wir als Kind "Juju" genannt, aber eigentlich heißt sie Julia Dorothea, weil mir und Nonna das gut gefallen hat; wobei Dorothea der Vorname ihrer Großmutter war. Julia sollte eigentlich Olaf heißen, weil wir einen Jungen erwartet hatten, der aber dann erst 5 Jahre später kam und von uns Jonas, Benjamin, Nepomuk, Caroline genannt wurde.
Das ist aber gar nicht so schwierig, wie es sich anhören mag. Wichtig für meine Geschichte ist, dass Du der Bello bist und ich der Joschka.
Eigentlich heiße ich garnicht Joschka. Meine Eltern haben mich Jürgen, Heinrich, Paul, Carl getauft. Heinrich hieß mein Vater. Paul und Carl waren die Vornamen meiner Großeltern. Jürgen gefiel damals allen Eltern so gut, dass heute viele Männer in Deutschland, die so alt sind wie ich, diesen Vornamen haben.
Ich habe diesen Namen eigentlich nie gemocht. Aber was soll man machen? Man nannte mich so, und deshalb habe ich auf die Frage nach meinem Namen immer geantwortet "Ich heiße Jürgen".
Als ich 16 Jahre alt war, durfte ich mir amerikanische Filme ansehen. Am liebsten waren mir Cowboy-Filme aus dem Wilden Westen. Ein Onkel schenkte mir, immer wenn er uns besuchte, einen Band der Abenteuergeschichten von Karl May. Der hatte das, worüber er geschrieben hat, zwar nicht selber erlebt, konnte es aber so gut erzählen, dass ich schließlich alle seine Bücher gelesen habe. Die Helden
hießen Old Shatterhand (was so viel heißt wie "Alter Boxer") und Winnetou, der Häuptling der Apachen.
Meine Freunde und ich fanden damals alles, was aus Amerika kam "echt stark" und wollten selber so sein, wie die Jungs in den USA. Mein Problem war, dass man den Namen Jürgen nicht in die amerikanische Sprache übersetzen kann. Und wenn man das versucht, klingt es ganz abscheulich, etwa so wie "Dschärgin". Deshalb ließ ich mich von meinen Freunden lieber "Joe" nennen, was mir aber auch nicht so richtig gefiel.
Nun denn, ich wurde älter, und so wichtig war das mit dem Namen ja auch wieder nicht. In der Schule habe ich mit dem Theaterspielen angefangen und mir dann einen Künstlernamen ausgedacht. Heute finde ich den ziemlich blöd, aber damals war ich anderer Meinung. Du solltest also nicht zu laut lachen. Das könnte mich beleidigen. Und das willst Du sicher nicht. Soll ich Dir sagen? Gut – ich nannte mich Hagen Korte. Das klang für mich sehr bedeutsam – so wie ein Ritter aus der Tafelrunde von König Artus. Ich träumte davon, einmal ein bedeutender Schauspieler zu sein und stellte mir vor, wie auf den großen Plakaten vor dem Kino in unserer Stadt zu lesen war: "Hauptdarsteller: Hagen Korte". Alle würden mich bewundern!
Nun, ein Schauspieler bin ich nicht geworden, auch wenn ich manchmal gerne etwas Theater mache. Und den Namen Hagen Korte habe ich später auch nicht mehr benutzt.
Nach der Schule war ich 15 Monate lang Soldat (das nannte man damals Wehrpflicht und alle jungen Männer mussten dahin). Danach habe ich an der Universität in Würzburg mit dem Studium der Medizin angefangen, weil ich Arzt werden wollte.
Meine Eltern hatten mir ein gebrauchtes Auto geschenkt (einen alten VW "Käfer", wie der damals genannt wurde). Mit diesem fuhr ich in den Semesterferien zu meinen Eltern nach Hause. Auf einer
dieser Fahrten hörte ich mitten in der Nacht im Autoradio ein Hörspiel. Das handelt von einem Fischerjungen auf einer Insel, der ganz allein war und nur einen Esel zum Freund hatte. Die Fischer mussten hungern, weil sie keine Fische mehr fangen konnten. Da kamen sie auf die Idee, den Esel zu schlachten, um das Fleisch zu grillen und aufzuessen. Unser Junge wollte das nicht. Schließlich war der Esel ja sein Freund! Und so verließ er mit ihm zusammen das Dorf und begab sich auf eine lange Reise. Die Dorfbewohner waren ärgerlich und schickten den Polizisten, um den Jungen zu verfolgen und den Esel zurück zu holen, denn sie hatten großen Hunger. Aber dem Jungen gelang es zu fliehen. Er erlebte zusammen mit seinem Esel viele Abenteuer. Das fand ich gut.
Dann war das Hörspiel zu Ende. Weil ich mir das alles beim Autofahren angehört hatte und der Empfang nicht so gut war, hatte ich verstanden, dass der Name des Jungen "Joschka" wäre. Und weil mir alles so gut gefallen hatte, beschloss ich, mir selber diesen Namen zu geben und mich in Zukunft "Joschka" nennen zu lassen. Irgendwie hatte ich das Gefühl, damit endlich groß und erwachsen geworden zu sein.
In der Folge habe ich es dann so gehalten, dass ich für die Fremden der Jürgen war und für meine sehr guten Freunde der Joschka. Später fand ich in einem Buchladen ein Buch mit dem Titel "Joschko", das eine Frau mit dem komplizierten Namen Gina Ruck-Pauquièt geschrieben hatte. Das war wohl die Grundlage für das von mir damals im Autoradio gehörte Hörspiel gewesen. Ich las in dem Buch und fand dort so schöne Sätze wie diese:
"Man kann es nicht jedem recht machen", antwortete der Dichter. "das Rechte sieht für jeden anders aus. man kann nur tun, was man selbst für recht hält."
"Du weisst alles", sagte der Junge leise. "Und du hilfst mir, mit den Dingen fertig zu werden. Willst du mein Freund sein?" Joschko konnte in der Dunkelheit nicht erkennen, wie der Mann neben ihm lächelte.
"Ich bin der Freund aller Menschen", sprach er. "Ich trage ein Stückchen vom Kummer jedes Einzelnen und ein wenig auch von seiner Freude."
"Ist es darum schmerzlich, ein Dichter zu sein?" fragte Joschko.
"Ja", entgegnete der Mann. "Aber es ist auch schön." (S.57)
Das klingt fast so wie die Geschichte "Der kleine Prinz" von Antoine de Saint-Exupéry, die Du sicher kennst – und wenn nicht, dann solltest Du Dir das Buch einmal schenken lassen.
Einige Jahre danach machte ein aufmüpfiger, junger Politiker Karriere in der Politik und wurde erst Umweltminister in Hessen und später sogar Deutscher Außenminister. Der hieß Joseph Martin Fischer. Auch er hatte sich selber einen neuen Vornamen gegeben; und zwar "Joschka" – warum weiß ich nicht. Jedenfalls machte er den bis dahin in Deutschland nicht benutzten Namen allgemein bekannt, was mir nun gar nicht gefiel – insbesondere, weil ich immer wieder darauf angesprochen wurde: "Ach ja, Joschka, wie der Joschka Fischer?" Das fand ich ziemlich blöd. Ich weiß nicht, wie es der Politiker reagiert hätte, wenn man zu ihm gesagt hätte "Ach ja, sie heißen Joschka, so wie der Jürgen von Troschke?" Nun, auch wenn mir der Außenminister diesen Namen auch etwas vermied hat, bin ich doch dabei geblieben. Und der Joschka Fischer hat sich inzwischen aus der Politik zurückgezogen. Ansonsten bin ich dem Namen "Joschka" nicht mehr begegnet. Das gefällt mir, denn mich gibt es ja auch nur einmal.
Es gibt aber auch noch die Matryjoschka, ein Spielzeug aus Russland, das dort gerne verschenkt wird. Dabei handelt es sich um (wie man im Internet bei Wikipedia nachlesen kann) "aus Holz gefertigte und bunt bemalte, ineinander schachtelbare, eiförmige russische Puppen mit Talisman-Charakter". Ein Talisman ist ein Glücksbringer. So habe ich meinen, mir selbst gegebenen Namen als Glücksbringer verstanden – für mich und für die Anderen.
Jürgen gibt es so oft wie Sand am Meer. Deshalb bin ich, wenn ich diesen Namen benutze, jemand der so ist, wie viele andere auch. Und zugleich bin ich als "Joschka" ein ganz Besonderer.
Was meist Du? Vielleicht willst Du Dir ja auch einen neuen Namen ausdenken, den nur Deine Freunde kennen. Wenn Du magst, helfe ich Dir dabei. Aber Du kannst es ja auch lassen, denn Bello ist ja schon ein ganz besonderer Name.
Bis zum nächsten Mal
Dein Joschka
Die vierte Geschichte –
Warum meine Eltern mir immer wieder verziehen haben.
Lieber Bello,
hast Du auch schon mal etwas etwas getan, was Du eigentlich nicht machen solltest? Und dann ist es herausgekommen, und alle waren ganz schön sauer, und Du wusstest nicht, wie Du das wieder gut machen kannst? Und dann hast Du gesagt: "Entschuldigung! Tut mir leid!" Und dann hat der Silas gesagt: "Aber, so was machst Du nie wieder!" Und Du hast gesagt: "Ganz bestimmt nicht". Und dann hat der Silas gesagt: "OK, dann verzeih ich Dir!"
Ich habe in meinem langen Leben einiges falsch gemacht – "Mist gebaut" oder "Ärger gemacht" – und bin meinen Eltern sehr dankbar dafür, dass sie mir immer wieder verziehen haben. Sogar, wenn mein Verhalten für sie unverständlich und schwer zu ertragen war.
Nicht nur die Kinder, auch Eltern haben es nicht immer leicht, und Kinder machen es ihnen manchmal arg schwer.
Da weiß ich Bescheid. Auch ich war einmal Kind, ich war jugendlicher und junger Erwachsener. Ich war Vater und jetzt bin ich Großvater. Ich habe die verschiedenen Rollen gelebt und dabei sicher auch einiges falsch gemacht. Als Kind konnte ich das noch nicht so richtig begreifen, und als jugendlicher wollte ich nicht verstehen, dass die Welt, in der die Erwachsenen leben, eine andere ist. Da ist es dann gut, einen Vater und eine Mutter zu haben, die sich noch erinnern können, wie es war, als sie selber Kinder waren. Menschen, die noch jung sind, sehen die Welt eben mit anderen Augen.
Du hast sicher auch schon erlebt, dass Du Deine Eltern nicht verstehen konntest, oder dass Deine Eltern Dich nicht verstehen konnten oder wollten.
Also ich will Dir mal erzählen, was für einen Blödsinn ich gemacht habe. Aber sag es bitte nicht weiter. Es bleibt unser Geheimnis. OK?
Als Kind war ich Sammler. Ich sammelte Steine, tote Käfer und gebrauchte Briefmarken. Kurzum – alles mögliche.
Nach dem Krieg gab es Lebensmittelkarten, die an die Familien verteilt wurden. Damit hatte man ein Anrecht auf Brot, Milch, Fleisch und andere Lebensmittel. Die Lebensmittelkarten bestanden aus vielen kleinen Kästchen, die man ausschneiden konnte, um damit im Lebensmittelgeschäft (Supermärkte gab es damals noch nicht) die benötigten Lebensmittel zu erhalten.
Ich habe an dieser Stelle eine Abbildung einer solchen Karte eingefügt, die meine Mutter in einer Schublade in der Küche aufbewahrte.
Man brauchte die Marken, um in Lebensmittelgeschäften etwas kaufen zu können. Für ein Kilo Brot bezahlte man mit einer Marke und für eine Packung Margarine gab eine andere. Meine Mutter hatte aus der großen Karte die vielen kleinen Marken herausgeschnitten. Die sahen interessant aus. Ich konnte einfach nicht widerstehen, mir – immer wieder einmal – eine davon zu stibitzen und in einer blauen Büchse im Regal über meinem Bett zu sammeln. Wenn ich einmal allein zu Hause war, habe ich mir meine Büchse heraus geholt und meinen Schatz lange angesehen. Mir war schon klar, dass das nicht recht war – aber, was Lebensmittelkarten damals bedeuteten und welchen Wert sie hatten, wußte ich noch nicht.
Meine Mutter beklagte sich bei meinem Vater, dass immer wieder Lebensmittelmarken verschwanden. Aber darauf, dass ich der Dieb sein könnte, darauf kamen sie nicht. Doch was sollte ich tun? Meine schönen Marken wieder in die Schublade zurücklegen, ging nicht, da meine Mutter inzwischen einen anderen Aufbewahrungsort gewählt hatte, den ich nicht kannte.
Ich war nicht mutig genug, um zu ihr zu gehen und den Diebstahl zu beichten. Nein, das habe ich mich nicht getraut.
Irgendwann kam es, wie es kommen musste. Die Sache wurde entdeckt und ich mächtig ausgeschimpft und ermahnt, so etwas nie wieder zu tun. Doch damit hatte es sich. Keine Backpfeifen oder Schläge vom Vater auf den Hintern, wie das in dieser Zeit noch üblich war.
Wie sagte meine Mutter immer: „Es gibt Schlimmeres!“. Und damit hatte sie zweifelsohne recht.
In der Schule bekam ich zumeist nur schlechte Noten. Ich war halt ein schlechter Schüler. Ich habe es sogar geschafft, in der 4. Klasse
sitzen zu bleiben. Das muss man erst einmal hinkriegen. Aber ich habe es geschafft.
Also, das war so. Meine Lehrerin war zu der Erkenntnis gekommen, dass ich für die Oberschule völlig ungeeignet wäre. "Jürgen ist dazu nicht in der Lage! Der wird nie das Abitur bestehen", sagte sie.
Meine Eltern waren da anderer Meinung. Und das war gut so. Denn wenn sie sich nicht für mich eingesetzt und nach einem Ausweg gesucht hätten, wäre ich bestimmt niemals im Leben Universitätsprofessor geworden. Mein Vater besprach das Problem mit dem Schulleiter. Der ließ sich umstimmen. Schließlich wurde ich "zurückversetzt" – mit der Begründung, dass ich zu lange krank gewesen sei und deshalb nicht zur Schule gehen konnte. Ob das damals wirklich so war, weiß ich nicht. Jedenfalls durfte ich die 4. Klasse noch einmal machen. Jedenfalls wurde das so "verkauft". Normalerweise nennt man das "Sitzenbleiben". Trotzdem habe ich mich mächtig geschämt, weil ich der einzige Schüler war, dem das passierte. Die Scham wurde dann aber dadurch gemildert, dass ich in eine andere Schule kam. Nach dem Abschluss der wiederholten Klasse, musste ich eine Prüfung ablegen, die ich "mit Hängen und Würgen" bestand, so dass ich auf ein Gymnasium gehen durfte. Dort musste ich Latein lernen, was dann dazu führte, dass auch meine weitere Schulzeit für alle Beteiligten mühsam war.
Ich war und bin ein sehr neugieriger Mensch. Da wäre es für die Lehrer eigentlich ganz einfach gewesen, mich zum Lernen zu bringen. Aber das, was ich für die Klassenarbeiten auswendig lernen musste, hat mich nie interessiert.
Als ich dann schließlich im Alter von 32 Jahren Professor der Medizin geworden war, bin ich zu einem Klassentreffen mit den Lehrern nach Hannover gefahren. Mit einem "coolen" Auftritt – in einem langen, weißen Ledermantel. Dabei kam ich mir richtig toll vor – im Vergleich mit meinen Mitschülern, die in der Schule viel bessere Noten gehabt hatten.
Ich bin sicher, dass das auch meinen Eltern, in ihrer unendlichen Geduld mit mir, etwas Spaß dabei hatten. Letztlich war aus dem "Sorgenkind" doch "etwas Anständiges" geworden.
Ich muss zugeben, dass auch ich - letztendlich - zufrieden mit mir war. Schließlich hatten meine Eltern jedesmal zum Weihnachtsfest einen "blauen Brief" bekommen, mit der Mitteilung der Schulleitung, dass meine Versetzung - wegen der vielen schlechten Noten - wieder einmal sehr gefährdet sei.
Zur Belohnung dafür, dass es mir dann doch immer noch - irgendwie - gelungen ist, die schlechten Noten in den Hauptfächern mit sehr guten Noten in Sport, Kunst, Religion und Gemeinschaftskunde auszugleichen, luden mich meine Eltern dann, nach der Versetzung, zu einem Festessen in das teuerste Restaurant der Stadt - den Ratskeller - ein. Das war jedesmal ein besonderes Ereignis. Zum Abschluss gab es immer einen überraschungsnachtisch (ein Omelette Surprise), bestehend aus Speiseeis, das in einen warmen Pfannkuchen eingewickelt, mit Alkohol übergossen und dann angezündet wird. Das habe ich später nie mehr essen können. Es war meine Belohnung dafür, dass ich es trotz des "blauen Briefes" gerade noch einmal geschafft hatte.
Mit den Jahren wurde ich in der Schule ein Experte im Abschreiben. Das konnte ich schließlich so gut, dass ich zur Überraschung aller in den Lateinarbeiten nur noch gute Noten schrieb. Der Grund dafür war, dass der Klassenbeste neben mir saß und ich seine Übersetzungen nicht nur unauffällig abschreiben, sondern auch mit einigen künstlichen Fehlern versehen konnte, so dass er eine "1" und ich eine "nur eine 2" bekam. Damit es nicht auffiel! Das klappte einige Zeit richtig gut. Alle waren "sehr zufrieden" mit meinen Leistungen. Dann wurde ich so leichtsinnig, auch noch die Hausaufgaben vor der Unterrichtsstunde abzuschreiben. Es kam, wie es kommen musste. Eines Tages wurde ich dabei vom Lateinlehrer ertappt. Zur Strafe wurde ich auf einen Einzelplatz gesetzt. Damit kam heraus,
dass ich immer abgeschrieben hatte. Meine Klassenarbeiten wurden wieder nur noch mit "5" oder "6" bewertet.
Meine darüber von der Schulleitung informierten Eltern reagierten gelassen und verständnisvoll. Ich glaube, mein Vater hat sich daran erinnert, dass er selber auch kein guter Schüler war.
In allen Fächern, in denen man in der Nacht vor der Klassenarbeit das Notwendige lernen konnte, wurde ich zunehmend besser. In den Vokabelfächern blieben die Noten dagegen schlecht, weil ich mein fehlendes Wissen nicht "über Nacht" ausgleichen konnte.
In der Zeit nach dem verlorenen Krieg gab es wenig zu essen. Ich erinnere mich noch an die "Schiebebrote" und die mit Zucker bestreuten Brotscheiben. Bei den Schiebebroten gab es ein kleines Stück Wurst auf einer Brotscheibe und konnte selber entscheiden, ob man die wertvolle Wurstscheibe gleich am Anfang essen oder mit den Zähnen, Biss für Biss, weiter schieben wollte, um ganz zum Schluss in den Genuss zu kommen. Das nannte man dann "den Königsbissen bis zuletzt aufheben".
So blieb ich immer dünn und spillerich. Das führte dazu, dass ich von Mitschülern öfter verhauen wurde. Irgendwann einmal wurde mir das zu bunt. Ich besorgte mir Hanteln und begann mit Übungen, die die Muskeln stark machen. Ein Klassenkamerad, dessen Vater als Arzt gut verdiente, hatte sich im Keller des Hauses einen Übungsraum mit Gewichten eingerichtet. Dort durfte ich auch trainieren. Ich wurde immer stärker und besser im Sportunterricht.
So leicht konnte mich nun keiner mehr einschüchtern. Als dann in einer Pause im Schulunterricht ein Schüler einer anderen Klasse sich auf "meinen angestammten Platz" auf einer der Schulbänke setzen wollte, gab es Streit, und ich "langte ihm eine", was so wirksam war, dass er "zu Boden ging". Die Pause war gerade zu Ende und wir eilten in unsere Klassen. Dort hörte ich die Sirene eines Krankenwagens und bekam ein flaues Gefühl im Magen. Später
ging das Gerücht um, der Mitschüler habe im Krankenhaus behandelt werden müssen. Einige Tage später ging der Schulleiter mit dem wieder genesenen Schüler durch alle Klassen, um den Täter zu finden. Ich meldete mich gleich, musste mit zum Schulleiter kommen, und meine Eltern wurden einbeordert. Nur die Tatsache, dass ich mich gleich gemeldet hatte, war letztlich der Grund dafür, dass ich nicht von der Schule verwiesen wurde. Mein Vater ging zu den Eltern des geschlagenen Mitschülers und entschuldigte sich für mich. Ich kann mich nicht erinnern, dass mein Vater mich – über die allfällige Standpauke hinaus – ernsthaft bestraft hat. Das war auch nicht notwendig. Ich hatte viel gelernt und bin seitdem jeglichem Streit aus dem Weg gegangen – auch, wenn ich der Stärkere war.
Ich habe noch manches "verbaut", einigen "Mist gemacht", in meinem Leben, immer aber habe ich etwas dabei gelernt. Niemals habe ich denselben Fehler zwei Mal hintereinander gemacht.
Von meinen Eltern habe ich gelernt, Verständnis zu haben für die Fehler, die andere machen – wenn sie denn bereit sind, daraus zu lernen.
In der Folge habe ich mich bemüht, meinen Eltern zu beweisen, dass ihr Vertrauen in mich gerechtfertigt war und ich kein "totaler Versager" bin.
Immer wollte ich meinem Vater beweisen, dass ich auch etwas kann. Letztendlich ist mir das wohl ganz gut gelungen. Jedenfalls hat er mir mit 98 Jahren auf dem Sterbebett endlich den Satz gesagt, auf den ich so lange gewartet hatte: "Joschka, ich bin stolz auf Dich!".
Warum meine Eltern mir immer wieder verziehen haben? Ich muss ehrlich sagen, ich weiß es nicht. Und was noch schlimmer ist, ich habe versäumt, sie danach zu fragen. Vielleicht war es deshalb, weil ihre Eltern ihnen auch immer wieder verziehen haben. Vielleicht
fragst Du mal die Eltern von Silas und Ronja, wie sie es halten und ob sie auch alles verzeihen können.
Ich jedenfalls habe versucht, dem Vorbild meiner Eltern zu folgen, und mich auch so wie sie zu verhalten. Ob mir das immer gelungen ist, weiß ich nicht. Jedenfalls habe ich mir Mühe gegeben. Und das ist ja schon mal eine Voraussetzung dafür, dass etwas gelingen kann.
So, das war meine Geschichte über das verzeihen können. Dein Joschka
Die fünfte Geschichte
Ich glaube, ich habe einen Schutzengel.
Vielleicht habe ich einen Schutzengel. Wissen kann man das nicht so genau, denn Engel sind unsichtbar. Und was unsichtbar ist, kann man auch nicht anfassen. Und wie kann ich sicher sein, dass es etwas gibt, das ich weder sehen noch anfassen kann?
Das es dich gibt und den Silas und die Ronja, das weiß ich. Euch kann ich sehen und anfassen. Und wenn ich dann immer noch zweifle, dass der Silas wirklich da ist, dann kann ich ihn ein bisschen kneifen, und dann schreit der Silas, weil ihm das weh tut und damit weiß ich, ja, der Silas ist wirklich da. Wenn mich anderen Menschen fragen, ob es den Bello wirklich gibt, sage ich "Kein Problem!" Ich nehme meinen Fotoapparat und mache eine Fotografie. Darauf ist dann der Bello abgebildet. Das Bild kann ich anderen
zeigen und sagen: "Schau mal, das ist der Bello!" und die sagen dann "Der sieht aber gut aus!"
Und ich sage "Klar doch, der ist ja auch der Kumpel vom Silas und ein Freund von Ronja". "Ach so," sagen dann die Leute, und alles ist klar.
Mit den Engeln ist das anders.
Wir leben in einer Welt, in der wir Vieles sehen können, was man anfassen, fotografieren und anderen Menschen zeigen kann. Da können wir zu recht sagen: "Ja, das gibt es." Wir wissen, dass es Menschen gibt und Tiere, Bäume und andere Pflanzen, Eltern, Großeltern und sogar Urgroßeltern.
Wir machen aber auch die Erfahrung, dass es vieles gibt, was wir nicht sehen und anfassen können. Und trotzdem ist es irgendwie da.
Zum Beispiel weißt Du, dass ich Dich ganz dolle lieb habe. Das kannst Du spüren. Liebe ist nicht sichtbar und kann man auch nicht anfassen. "Das stimmt doch garnicht!" wirst Du denken. Wenn mich jemand freundlich ansieht, wenn er mir etwas schenkt oder abgibt von dem, was er hat und das ich auch gerne haben möchte, dann sagt man "Der ist aber lieb!" Na klar, Liebe zeigt sich in dem, was man tut. Aber direkt sehen kann man die Liebe nicht.
So ist das auch mit den Engeln.
Es gibt eine sichtbare Welt, und es gibt vieles, was wir als Menschen nicht sehen und erkennen können. Wir können uns aber darüber Gedanken machen, wir können uns vorstellen, wie es aussehen könnte, wenn es sichtbar wäre.
Die Religionen befassen sich mit dem Unsichtbaren. Sie können zum Beispiel beschreiben, wer die Welt, den Menschen und die Tiere geschaffen hat, was mit den Menschen passiert, wenn sie gestorben sind, warum es einigen Menschen gut geht und anderen schlecht. Die Religion geht davon aus, dass es einen Gott gibt, der alles geschaffen hat, der will, dass es den Menschen gut geht und darauf achtet, dass sich alle so verhalten, dass es keinen Streit gibt und alle lieb zueinander sind. Viele Menschen glauben das - obwohl man Gott nicht sehen kann. Aber das, was er tut, kann man herauslesen aus dem, was passiert. Sie glauben, dass es einen Gott gibt. Sie folgen den Geboten, die Gott den Menschen gegeben haben soll. Und wenn es diesen Menschen dann gut geht, dann glauben sie, dass das ein Beweis dafür ist, dass es Gott wirklich gibt.
Es gibt viele Religionen, die aber alle irgendwie das gleiche versuchen - nämlich all das zu erklären, was wir Menschen nicht sehen können. Wissenschaftler versuchen das auch, aber sie haben den Anspruch, ihre Erklärungen so zu belegen, dass andere das überprüfen können. Wissenschaftler können feststellen, ob jemand lebendig ist oder tot. Und wenn er gestorben ist, dann können Wissenschaftler erklären, warum dieser Mensch nicht weiter leben konnte. Das gilt für den Körper. Was aber passiert mit der Seele, wenn ein Mensch gestorben ist? Jeder Mensch ist "besonders". Wir bestehen nicht nur aus unserem Körper. Wir können und wollen uns nicht vorstellen, dass mit dem Tod alles zu Ende ist. Aus und vorbei. Deshalb glauben wir, dass jeder Mensch eine Seele hat, und die ist unsterblich. Und wenn der Körper gestorben ist, dann lebt die Seele weiter. Wo das ist, wissen wir nicht. Viele Menschen glauben daran, dass es Engel gibt, die, wenn ein Mensch stirbt, dessen Seele in den Himmel zu Gott bringen, wo es sehr schön ist und es allen sehr gut geht.
Und damit wären wir bei den Engeln.
Viele Religionen kennen Engel, die unsichtbar sind. Engel können fliegen und sich blitzschnell von einem Ort zum anderen bewegen. Damit die Menschen wissen, was Gott will, benutzt er Engel als Boten, die die göttlichen Botschaften überbringen. So wollte der Gott der Christen, dass sein Sohn in der Gestalt eines Menschen auf die Erde kommt, damit er diesen hilft, den richtigen Glauben zu erkennen. Weil jeder Mensch eine Mutter braucht, hat Gott eine junge Frau ausgesucht, die die Mutter Gottes sein sollte. Um dieser Frau die frohe Botschaft zu überbringen, schickte er einen seiner Engel, einen so genannten Erzengel, weil das ja eine ganz besondere Aufgabe war.
Die christliche Religion kennt insgesamt neun verschiedene Arten von Engeln, die Gott zu Diensten sind. Einige sind für die Musik zuständig und dafür verantwortlich, dass im Himmel immer schöne Lieder zu hören sind. Andere achten darauf, dass alles ordentlich zugeht. Und dann gibt es noch die Schutzengel. Jeder Mensch sollte einen Schutzengel haben, der natürlich auch nicht sichtbar ist, aber über Kräfte verfügt, um Unheil von seinen Schutzbefohlenen abzuwenden.
Mein Schutzengel hat mir schon oft geholfen, wenn ich in Gefahr war. Das ich immer noch auf der Welt bin und es mir immer noch gut geht, das verdanke ich auch meinem Schutzengel. Daran glaube ich, weil es gut ist, darauf vertrauen zu können, dass immer jemand auf mich aufpasst. Das macht mich stark und mutig.
Da wir Menschen uns aber nur das richtig vorstellen können, von dem wir uns auch ein Bild machen können, haben sich viele Künstler darüber Gedanken gemacht, wie Engel aussehen könnten, wenn sie sichtbar wären. Selbstverständlich sollen Engel so aussehen wie besonders schöne und liebe Menschen. Da sie überall hinfliegen können, war es klar, dass sie Flügel haben müssen, die aus dem Rücken wachsen, damit sie ihre Arme und Hände benutzen können. Bekleidet sollten sie sein mit leichten Kleidern, damit sie schön anzusehen sind und diese sie nicht beim Fliegen behindern.
So wurden in tausenden von Jahren unendlich viele Bilder von Engeln gemalt, um uns zu zeigen wie sie aussehen könnten, wenn man sie denn sehen könnte. Wenn Du in eine Kirche gehst, kannst Du viele Engel sehen – kleine Kinderengel und große Erwachseneengel. Man kann sie an ihren Flügeln erkennen.
Ich habe versucht mir vorzustellen, wie mein Schutzengel aussehen könnte. Das war schwierig. Er sollte schön sein und sehr stark. Klug und vor allem sehr lieb. Eigentlich so wie Du – Bello. So stelle ich mir vor, dass mein unsichtbarer Engel aussieht wie Bello mit Flügeln – nur etwas größer, weil ich ja auch ziemlich groß bin.
So, das war es wieder einmal.
Diesmal werde ich meinen Schutzengel bitten, Dir meine Grüße im Traum zu übermitteln.
Dein Joschka - Grossvater
Die sechste Geschichte -
Wie es dazu kam, dass auf meinem rechten Knie eine Narbe ist
Lieber Bello!
Auch meine Haut war einmal glatt und rosig. Man kann es kaum glauben. Mit der Zeit ist sie an einigen Stellen runzelig geworden. Meine Muskeln wurden anfangs immer stärker – so wie bei Dir – aber jetzt werden sie wieder schwächer. Ich konnte – als ich noch jung war, hoch springen (1,65 m) und schnell laufen (12,0 Sekunden auf 100 m). Besonders gerne bin ich über hohe Hindernisse gesprungen. Einmal über sechs hintereinander gestellte Fahrräder. Am letzten Rad bin ich dann mit einem Fuß hängen geblieben, habe auf dem Boden eine Rolle vorwärts gemacht und bin dann weiter gelaufen, obwohl ich mir ganz arg weh getan hatte. Ich wollte ja nicht, dass man mich auslacht. Danach bin ich vorsichtiger geworden.
Ein Leistungssportler war ich nie – heute bedaure ich das. Wenn ich noch einmal geboren werden sollte, dann will ich früh damit anfangen, richtig zu trainieren. Welche Sportart? Das weiß ich noch nicht. Vielleicht Tennis oder Rudern oder Segeln.
Im Alter von 45 Jahren hatte ich die Leitung in einem großen Forschungsprojekt, in dem es um die Überprüfung der Wirkungen von Maßnahmen ging, die in mehreren Städten in Deutschland durchgeführt wurden, um zu verhindern, dass Menschen an Krankheiten des Herzens leiden müssen. Dazu hatten sich Forscher in Berlin ausgedacht, einen Triathlon für die Bevölkerung zu organisieren. Das sollte ein ganz besonderes Ereignis werden. Deshalb wurde gleichzeitig die Deutschen Seniorenmeisterschaften durchgeführt. Daran habe ich dann auch teilgenommen und bin 1 km geschwommen, 45 km mit dem Rennrad gefahren und zum Schluss noch 10 km gelaufen. Dazwischen kam es darauf an, sich möglichst schnell umzuziehen, da die Zeit für alles zusammen gemessen wurde. Ich bin dann nach 2:43 Stunden im Ziel angekommen und habe dafür eine schöne Urkunde bekommen. Dann habe ich erst einmal eine Pause eingelegt.
Als ich 64 Jahre alt geworden war, habe ich wieder mit dem Ausdauersport angefangen und bin zusammen mit meinem Sohn Jonas meinen ersten Marathon in Berlin gelaufen. Das hat mir so gut gefallen, dass ich auch die folgenden Jahre am Berlin-Marathon teilgenommen habe. Insgesamt acht mal. Eigentlich wollte ich das 10 mal machen, aber mein Körper wollte nicht mehr. Und das habe ich akzeptieren müssen.
Und was hat das mit meiner Narbe auf dem rechten Knie zu tun? Gar nichts. Aber ich will ja die Geschichte meines Körpers erzählen, und da ist das andere auch wichtig.
Mit der Narbe war das so. In der Zeit direkt nach dem Krieg gab es nur wenige Autos. Wir Kinder spielten auf der Straße, weil es natürlich auch keine Spielplätze gab. Ein bei uns beliebtes Spiel war Rollschuh-Hockey. Wir bildeten zwei Mannschaften, und jede spielte auf das Tor des Gegners. Ich hatte Rollschuhe geschenkt bekommen, die man an den Schuhen befestigen konnte. Ich konnte sehr schnell mit den Rollschuhen laufen und geschickt der kleinen Ball mit einem gebogenen Stock in das Tor der gegnerischen Mannschaft schießen. Natürlich fiel man manchmal auch hin, insbesondere wenn man angerempelt wurde. Einmal war meine Mannschaft dabei, ein wichtiges Spiel zu gewinnen. Ich wurde gefoult und stürzte auf mein Knie. Das tat sehr weh, aber wir mussten kämpfen für den Sieg. So habe ich trotz Schmerzen weiter gespielt. Als wir dann gewonnen hatten, ging ich nach Hause und meine Mutter bemerkte, dass mir Blut aus dem rechten Hosenbein lief. Ich musste die Hose ausziehen, und wir waren entsetzt, mein mit Blut verschmiertes Knie zu sehen. Gleich musste ich zum Arzt, der aber konnte nur feststellen, dass es zum Nähen der Wunde zu spät war. So wurden die Wundränder glatt geschnitten und mit einer Klammer zusammengefügt. Nach einigen Wochen war alles gut verheilt. Nur eine breite Narbe war geblieben. Dass meine Kniescheibe in der Mitte gebrochen und schief zusammen gewachsen war, habe ich erst später festgestellt. Gott sei Dank hatte ich damit aber keine Beschwerden. Es war noch einmal gut gegangen.
Meine Haut hat nur wenige Narben. Bisher musste ich noch nie so operiert werden, dass größere Narben zurück geblieben sind. Mein Körper und seine Haut sind alt geworden, aber noch unversehrt. Aber meine Muskeln sind nicht mehr so stark, wie sie früher einmal waren und werden immer schwächer.
Etwa seit meinem 40. Lebensjahr plagen mich Rückenschmerzen. Das wird wohl in der Familie meines Vaters vererbt. Da kann man nichts machen. Ich habe damals damit angefangen, jeden Morgen nach dem Aufstehen meine Kraft- und Streckübungen zu machen. Das hilft mir. Ohne diese Gymnastik wäre ich ziemlich behindert. Jeden Morgen mache ich meine Übungen – wo ich auch gerade bin. Heute bestehen diese aus Streckungen der Wirbelsäule, Kniebeugen, Liegestützen (im Durchschnitt 100) und weitere Übungen zur Stärkung der Rücken und Bauchmuskulatur. Es ist richtig spannend. Jeden Morgen gelingen einige Übungen leichter und mit anderen habe ich meine Mühe. Irgendwo tut es mir dabei immer weh – aber jedes Mal an einer anderen Stelle. Ich weiß nicht, warum das so ist, aber es macht das Ganze immer wieder aufs Neue spannend.
Einmal hatte ich einen Harnleiterstein. Das war sehr, sehr schmerzhaft. Ich musste ins Krankenhaus, und man hat mir ein Gewicht an den Stein gehängt, der diesen dann langsam heraus gezogen hat. Nachdem das zackige Ding draußen war, ging es mir gleich wieder gut. Heute ist das nur noch eine böse Erinnerung.
Und jetzt bin ich so alt geworden, dass ich langsam, aber sicher, tatterig werde. Irgendwann werde ich einen Gehstock brauchen und dann einen Rollator. Das ist so etwas wie eine Laufhilfe für kleine Kinder. Und vielleicht erfindet bis dahin noch jemand eine Art Kinderwagen für Tattergreise.
Früher habe ich leicht unwirsch reagiert, wenn mir jemand ein Kompliment machen wollte, mit der Aussage, dass ich bei weitem nicht so alt aussehe, wie ich alt bin. Heute freue ich mich sehr, wenn ich an
der Kinokasse um einen "Greisenrabatt" bitte und die Kassiererin mich fragt, ob ich denn schon 65 Jahre alt wäre. Es ist wohl genau so, wie wenn Jugendliche für älter gehalten werden, als sie sind.
So ist das Leben: Am Anfang wird man immer stärker und am Ende wieder schwächer. Aber jedes Lebensalter hat seine Vorteile und seine Nachteile. Es kommt nur darauf an, das zu erkennen und das Beste daraus zu machen.
Was meist Du, was die Vor- und die Nachteile Deines Alters sind?
Dein Nonno Joschka
Die siebte Geschichte -
über die Zeit, die das Wertvollste ist, was es gibt auf der Welt.
Lieber Bello!
Das hast Du bestimmt schon oft erlebt. Silas und Ronja spielen gerade so schön, und dann kommt die Mamma und sagt "Ihr müsst jetzt aber ins Bett! Es ist schon sehr spät!" Und ihr habt keine Lust dazu, weil es jetzt doch gerade so schön ist. Die Mutter denkt daran, dass ihr morgen früh aufstehen müsst und dann ausgeschlafen sein sollt. Euch aber ist das Spielen jetzt gerade viel wichtiger.
Jeder hat seine eigene Zeit im Kopf.
Auf dem Bild kann man das gut erkennen. Das Kind denkt an das, was es gerade macht, die Mutter, denkt an das, was sie als nächstes machen muss, der Großvater erinnert sich an das, was er mal gemacht hat.
Ist das Dir eigentlich auch schon aufgefallen? Kinder leben vor allem im Hier und Jetzt, Erwachsene denken viel an die Zukunft, und alte Menschen beschäftigen sich vor allem mit ihrer Vergangenheit. Warum? Ich weiß es auch nicht so genau. Frag doch mal die Erwachsenen. Ich bin gespannt, was sie antworten.
Kinder sind vor allem damit beschäftigt zu verstehen, was gerade passiert. Das ist viel Arbeit. Und anstrengend dazu. Ständig muss man etwas Neues lernen.
Erwachsene wissen schon viel. Vielleicht fragen sich deshalb so oft, was alles in der Zukunft passieren kann. Sie machen sich Sorgen und Pläne, wie sie das, was sie befürchten, vermeiden können.
Alte Menschen haben so viel an Erfahrungen und Wissen im Kopf angesammelt, dass sie sich immer wieder daran erinnern müssen, um nicht alles wieder zu vergessen.
Und was ist das Beste? Ich glaube, alles ist richtig. Es kommt nur darauf an, eine gute Mischung zu finden - zwischen dem Leben in der Gegenwart, der Vergangenheit und der Zukunft.
Die Zeit ist das Eigenartigste, was es gibt auf der Welt. Man kann sie nur schwer fassen. Gut - man kann sie mit Uhren messen, ganz genau, in winzig kleinen Teilen. Bei Wettrennen entscheiden manchmal Hundertstel Sekunden darüber, wer gewonnen hat. Das ist so wenig, dass wir es ohne Uhren gar nicht fassen können.
Wenn man keine Uhr hat, kann es schwer werden, die Zeit zu bestimmen. Dann kann man sich am Stand der Sonne orientieren - je nachdem, wo sie steht an ihrem täglichen Lauf über den Himmel, desto früher oder später ist es. Aber was macht man, wenn schlechtes Wetter ist und keine Sonne scheint?
An der Helligkeit kann man feststellen, ob es Tag oder Nacht ist. Das ist ja schon einmal etwas. Insbesondere, wenn man geschlafen hat und wieder aufwacht. Ich habe heute schlecht geschlafen. Eben bin ich aufgewacht, und es war noch dunkle Nacht. Da habe ich das Licht angemacht, um diese Gedanken aufzuschreiben.
Wir alle kennen das Gefühl, dass uns die Zeit wie Sand zwischen den Fingern zerrinnt. Eben war es noch 10 Uhr, und jetzt ist es schon 12. "Wo ist die Zeit geblieben?", fragen alte Menschen, denen nur noch wenig Zeit zum Leben bleibt.
"Ach, wenn doch die Zeit schneller vergehen würde!", sagen wir, wenn wir auf etwas warten. Zum Beispiel auf unseren Geburtstag oder die Weihnachtsgeschenke oder die Ferien. Wenn der Urlaub beginnen, haben wir dann das Gefühl, alle Zeit der Welt zu haben, um dann bald feststellen zu müssen, wie schnell die Zeit verflogen ist.
Ich habe immer wieder einmal versucht, die Zeit anzuhalten – wenn es richtig schön war und ich wollte, das es immer so bleiben oder doch etwas länger dauern sollte. Man kann sich darin üben, die Zeit anzuhalten. Man muss sich nur ganz und gar auf das konzentrieren, was man gerade macht, und dann scheint die Zeit, ein Einsehen zu haben und stillzustehen.
Manchmal bitten uns Menschen darum, dass wir ihnen etwas von unserer „Zeit schenken“. Sie meinen damit, dass wir nur für sie Zeit haben, dass wir uns nur mit ihnen beschäftigen und nicht mit etwas anderem.
Da Zeit schnell vergehen kann und die Zeit, die wir leben, begrenzt ist, kann Zeit sehr wertvoll sein. "Zeit ist Geld", sagen die, die Geld verdienen wollen und gar nicht genug davon bekommen können. Zeit kann man nicht sammeln oder speichern, sie ist sehr vergänglich. Man sagt manchmal "das mache ich später! Wenn ich die Zeit dafür habe".
Oft will man sich Zeit aufheben, für die Erledigung von Aufgaben, die wichtig sind. Aber damit lügt man sich, wie man so sagt, in die eigene Tasche. Zeit kann man nicht sparen oder aufheben. Zeit ist unfassbar und flüchtig. Deshalb sollte man sie rechtzeitig nutzen, sorgsam mit ihr umgehen und vermeiden, sie mit nichtsnutzigem Zeug zu vergeuden. Zum Beispiel mit Streiten. Streit ist die dümmste Form der Vergeudung von Zeit. Finde ich.
Jeder Mensch hat seine Lebenszeit, die mit der Geburt beginnt und mit dem Tod endet. Wir können nicht wissen, wann wir sterben, und somit können wir nicht wissen, wie lange wir leben werden, wieviel Zeit wir haben.
Manchmal habe ich das Gefühl, noch ganz viel Zeit zu haben. Und dann wieder rast mir die Zeit davon, und es wird sehr knapp.
Ich habe ein Mal einen ganzen Tag an Lebenszeit verloren. Das war so. Ich war im Flugzeug nach Australien geflogen. Das dauert sehr lange, weil Australien – von Deutschland her gesehen – auf der anderen Seite der Weltkugel liegt. Die Reise hat wirklich sehr lange gedauert: erst mit dem Zug zum Flughafen, dann mit dem Flugzeug nach Singapore, dort umsteigen und noch einmal viele Stunden bis zum Flughafen in Melbourne, durch den Zoll, und schließlich mit dem Taxi ins Hotel. Als ich dort ankam, war es Montag, der 8. August um 8:00 Uhr am Morgen. Insgesamt war ich 18 Stunden unterwegs gewesen. So war ich todmüde und beschloss, mich erst einmal zwei Stunden ins Bett zu legen.
Um 10:00 wachte ich wieder auf und habe mich beeilt, damit ich noch am Hotelfrühstück teilnehmen konnte. Das klappte auch. Beim Kaffee trinken kam ich auf die Idee, mir eine Zeitung zu holen, die ein Hotelgast am Nebentisch zurückgelassen hatte. Auf dem Deckblatt wollte ich feststellen, ob es auch die aktuelle Ausgabe war. Da stand Dienstag, der 9. August. Ich dachte, dass kann nicht sein. Ich bin doch am Montag, den 8. August angekommen. Da muss etwas
falsch sein. War aber nicht. Ich hatte nur 26 Stunden lang geschlafen. So müde war ich gewesen. Ich hatte einen ganzen Tag und noch zwei Stunden länger glatt verschlafen. So hatte ich für mein Leben einen Tag einfach verloren.
Zum Ausgleich habe ich viele Jahre später einen ganzen Tag geschenkt bekommen. Das war auf der Insel Bali. Dort übernachtete ich immer gerne in einem Hotel, dass "Three Brothers Inn" heißt, weil es vor vielen Jahren einmal von drei Brüdern gegründet worden war. Ich war auf einer langen Reise durch mehrere Inseln in Indonesien. Ich hatte meine Uhr abgelegt, um mich ganz auf die Lebensweise der Menschen in diesem Land einzulassen. Nun war die Reise zu Ende. Ich packte meine Sachen und ging am Abend noch einmal zum Strand, um Abschied zu nehmen. Am nächsten Morgen bezahlte ich die Rechnung und wollte mich zum Flughafen bringen lassen. Der junge Mann an der Rezeption gab mir eine Rechnung, auf der als Datum der 29. März angegeben war. "Das ist falsch!", sagte ich zu ihm. "Heute ist schon der 30. März. Mein Flug geht am 30. März, da bin ich mir ganz sicher!" "Nein, nein", sagte der Mann "heute ist erst der Montag, der 29. März!" Ich konnte ihm nicht glauben, schließlich wusste ich genau, dass mein Flugzeug am Dienstag, den 30. März nach Frankfurt fliegen sollte. Das stand auf meinem Flugschein. Den zeigte ich ihm. Da holte er den Kalender und zeigte mir, dass Montag der 29. und nicht Dienstag der 30. war. Ich war völlig verblüfft. Das konnte doch nicht wahr sein. Ich war ganz aus der Zeit gefallen. Dann aber habe ich mich sehr gefreut. Ich hatte einen ganzen Tag gewonnen. "Womit habe ich das wohl verdient?" fragte ich mich. Jedenfalls war ich so begeistert, dass ich mein Gepäck wieder auf mein Zimmer bringen ließ und dem Hotelboy 10.- Euro Trinkgeld gab. Das ist dort eine ganze Menge Geld. Das war es mir aber alle mal wert. Denn - ich hatte einen ganzen Tag geschenkt bekommen.
In der Nähe von Pisa in der Toskana von Italien befindet sich in einer weitläufigen Klosteranlage eines der ältesten Museen der Welt: das Museo di Storia Naturale der Universität Pisa, das 1596 begründet wurde. Entstanden ist das Museum aus einer der so genannten Kuriositätenkammern, in der die Fürsten und Könige früherer Zeiten all das gesammelt haben, was ihnen absonderlich vorkam. So wie auch wir Vieles, was wir finden, bei uns zu Hause aufheben, um uns immer wieder einmal daran zu erfreuen. In diesem Naturkundemuseum in Italien wird die Entwicklung der Tiere seit Bestehen der Erde gezeigt. Insbesondere die Veränderungen der Körperformen in der Anpassung an die sich verändernden Lebensbedingungen sind beeindruckend. In Millionen von Jahren haben sich unzählige Variationen des Körperbaus entwickelt. Für uns Menschen, die derzeit im Durchschnitt etwa 71 Jahre alt werden, ist das ein unvorstellbar langer Zeitraum. Besonders die längst ausgestorbenen riesigen Dinosaurier haben mich beeindruckt, die schon lange verschwunden waren, als die Menschen auf die Erde kamen und die trotzdem unsere Vorstellungen von Feuer speienden gefährlichen Drachen geprägt haben.
So, jetzt will ich erst einmal Schluss machen und Dir dafür danken, dass Du mir so lange zugehört und damit etwas von Deiner Zeit geschenkt hast.
Ich hoffe, es hat Dir Spass gemacht und Du hast auch ein bisschen gelernt. "Denn das beste, was man mit seiner Zeit anfangen kann ist - zu lernen." Sagt der Professor. Aber auch das stimmt nicht immer. Oft kann man mit seiner Zeit auch etwas Besseres anfangen. Oder? "Was meinst Du?"
Liebe Grüße von Deinem Joschka
Die achte Geschichte
Was an der Kunst so spannend ist …
Schon immer habe ich mich für Kunst interessiert. In der ersten Schulklassen durften wir um jede Seite im Schulheft – rundherum – mit Buntstiften eine Borte malen. Alle Farben nebeneinander in einer Zickzacklinie, um die Seite herum. Das habe ich sehr gerne gemacht. Meine Seiten hat die Lehrerin immer besonders gelobt. Ich habe mich deshalb angestrengt, immer schöner zu malen, so sehr, dass mir die Texte, die wir in unsere Hefte schreiben mussten, nicht so wichtig waren. Da machte ich dann viele Schreibfehler und bekam schlechte Noten. Aber für meine schöne Malerei wurde ich gelobt.
Als ich dann die Schule wechseln musste, weil meine Eltern umgezogen waren, interessierten sich meine neuen Lehrer nur noch für die Texte. Das Malen von Borten in Schulheften wurde mir verboten.
Dann habe ich nur noch für mich selber gemalt.
Den Kunstunterricht in der Schule fand ich langweilig, auch wenn ich dort immer meine besten Noten bekam. Mit 16 fing ich an, in Museen und Kunstausstellungen zu gehen. Im Abitur zum Abschluss meiner Schulzeit am Gymnasium habe ich dann eine mündliche Prüfung über die Bilder der Impressionisten abgelegt.
Zum Weihnachtsfest haben mir meine Eltern einmal einen Kasten mit Ölfarben geschenkt, und ich habe gleich ein Bild gemalt, wie ich mich vom Mond auf das Dach der Kirche vor unserem Haus abseile. Mir gefällt es noch heute. Ich bin gespannt, was Du dazu sagst.
In meiner Berufsausbildung und später im Beruf habe ich mich nicht mehr intensiver mit Kunst befassen können. Aber ich habe mir immer gerne Kunstausstellungen angesehen.
Als ich dann mit meiner Arbeit als Professor aufhörte, habe ich angefangen, Kunstkritiken zu schreiben und diese in zwei Zeitschriften veröffentlicht. Inzwischen sind das über 100 Berichte über Kunstausstellungen. Dabei habe ich viel gelernt. So wie ich damals als Schüler das meiste gelernt habe, wenn ich anderen Schülern Nachhilfeunterricht gegeben habe. Wenn man Anderen etwas erklären muss, dann lernt man selber am meisten.
Dabei habe ich mich natürlich auch mit der Frage befasst, was an der Kunst so spannend ist. Darauf gebracht hat mich Julia, die sowohl meine Tochter ist, wie die Mutter von Silas und Ronja. Sie ist eine studierte Künstlerin. Das heißt, sie malt Bilder und verkauft diese an Menschen, die sich für Kunst interessieren und ihre Bilder bei sich zu Hause an die Wand hängen wollen.
Julia hatte mir immer wieder einmal ihre Bilder gezeigt. Mir ist es dann sehr schwer gefallen, etwas dazu zu sagen. Klar habe ich gesagt: "Das ist aber toll. Das gefällt mir sehr gut!" Aber auf die Dauer ist das etwas einfallslos und langweilig. So habe ich mir eines Tages überlegt, "das muss anders werden!" Ich habe mir eines ihrer Bilder genommen, welches mir besonders gut gefallen hat und habe mich vor dem Einschlafen eine ganze Stunde davor gesetzt und das Bild genau angesehen und anschließend weggelegt.
Am nächsten Morgen, nach dem Aufstehen, habe ich dann - ohne das Bild noch einmal zu betrachten - aufgeschrieben, woran ich mich noch erinnern konnte. Das war eine ganze Menge. So habe ich dann immer wieder gemacht.
Vielleicht probierst Du das selber einmal?! Such Dir irgend ein Bild aus, sieh es Dir ganz lange an, leg es dann weg, und male selber ein Bild, das so aussehen soll, wie das, welches Du Dir gerade angesehen hast.
Ich gehe gerne in Kunstmuseen, in denen Bilder aus früheren Zeiten ausgestellt sind. Dann sehe ich mir alles genau an: wie die Menschen gekleidet sind, welche Frisuren sie tragen, was sie gerade machen.
Dabei achte ich besonders auf die Abbildung der Hände. Hände sind besonders schwierig zu malen. Warum - weiß ich nicht. Frag doch mal einen Maler, der kann dir das sicher erklären.
Ich rate Dir, einmal mit der Familie in ein Museum zugehen und Euch die Bilder auszusehen, die Menschen früher Zeiten gemalt haben. Zuerst werdet ihr feststellen, dass immer irgendein Ausschnitt aus einer Geschichte dargestellt ist - aus der Bibel (z.B. Maria und das kleine Jesuskind), aus dem Leben einer Familie (z.B. ein Abendessen zu Hause), aus Kriegen (z.B. die Belagerung einer Burg), Ereignisse in Städten (z.B. Große Feste), oder in Königshäusern (z.B. eine Hochzeit). Spannend ist nicht nur, was dargestellt ist, sondern auch wie das Bild aufgebaut ist. Man kann die Geschichten, die Bilder erzählen, lesen, wie ein Buch - von links nach rechts. Im Vordergrund sind oft spielende Kinder und Haustiere dargestellt. Darauf solltest Du besonders achten. Schau Dir mal an, welche Kleider die Kinder anhaben, und Du wirst feststellen, dass Kinder damals wie kleine Erwachsene aussahen.
Spannend finde ich auch zu sehen, was für Ringe die Menschen damals getragen haben. Während man heute Ringe vor allem am
Ringfinger trägt, kann man auf alten Bildern sehen, dass die Frauen und Männer ihre Ringe auch am Daumen oder am ersten Glied des Zeigefingers getragen haben.
Das Meiste lernt man dadurch, dass man es selber einmal ausprobiert – solange, bis man es ein bisschen kann und dann immer weiter, bis es richtig gut geht. So ist es auch mit dem Malen. Ich glaube, ich sollte wieder damit anfangen zu malen und nicht immer nur schreiben.
Schick mir doch einmal eines Deiner Bilder. Dann will ich mich eine Stunde davor setzen und sehen, was mir dazu einfällt. Und das schreibe ich dann auf – nur für Dich!
Dein Joschka
Die neunte Geschichte:
Meine Reisen hinter den Horizont
Lieber Bello!
Reisen ist das Schönste in Leben! Das habe ich gelernt. Jede Reise ist ein Abenteuer, bei dem ich Neues entdecken kann. Und ich bin halt ein neugieriger Mensch. Die Welt ist voller Geheimnisse, die entschlüsselt werden müssen, voller Schätze, die gefunden werden können, voller Abenteuer, die es zu bestehen gilt. Die Sehnsucht nach dem Unbekannten vermittelt mir das Gefühl, lebendig zu sein.
Immer, wenn die Anderen anfangen, sich über Langeweile zu beklagen, denke ich mir aus, was ich mit der Zeit anfangen kann. Man muss nur "den Hintern hoch kriegen", wie mein Vater immer sagte, und aufbrechen – wohin auch immer.
Reisen heißt ja nichts anderes, als sich zu bewegen. Das kann man auch – ohne den Ort zu verlassen – im Kopf machen. Wenn ich die Augen schließe, kann ich mir die tollsten Abenteuer ausdenken. Und wenn mir gerade nichts einfallen will, dann nehme ich ein Buch und lasse mich fallen in die Geschichten, die dort erzählt werden. Und Bücher gibt es ja nun wahrlich genug.
Als Schüler habe ich viel gelesen. Nicht nur Abenteuergeschichten, sondern besonders gerne Berichte über Reisen und Entdeckungen. Geschichten von Menschen, die die Sicherheit des Gewohnten verlassen haben, um Neues kennen zu lernen.
Reisen bedeutet für mich, das, was gerade ist, zu verlassen, um mich auf das Abenteuer von Veränderungen einzulassen.
Aber dann macht mir Reisen auch immer wieder bewusst, wie schön es ist, wieder nach Hause zurück zu kommen. Der Wert von Heimat erschließt sich erst richtig in der Fremde.
Janosch hat das in seinem Buch "Oh wie schön ist Panama" beschrieben. Der kleine Tiger und der kleine Bär wollten unbedingt nach Panama. Sie glauben, dass dort, wo sie nicht sind, das Glück verborgen ist. So verlassen sie ihr Haus, um Panama zu suchen. Sie erleben viele Abenteuer und kommen dann wieder zurück nach Hause, um mit Erstaunen festzustellen, dass es dort auch sehr schön ist.
So habe auch ich es erlebt – immer wieder. Ich verlasse meine gewohnte Umgebung, um Neues kennen zu lernen und komme wieder zurück, um das mir Bekannte besser wertschätzen zu können.
Aber zuerst einmal muss man den Mut haben, fortzugehen, die Sicherheit des Gewohnten zu verlassen. Und wenn man bereit ist, sich für das Fremde zu öffnen, kann es einem ebenso vertraut werden, wie die Heimat.
Seite 53
Natürlich habe auch ich immer ein bisschen Angst vor dem, was alles passieren kann. Das ist auch gut so und macht wachsam. Die überwindung meiner Vorbehalte und Ängste macht mich stark.
Auf meinen vielen Reisen habe ich gelernt, dass es immer irgendwie weitergeht. Mag die Situation noch so aussichtslos und unangenehm sein. "Wenn Du denkst es geht nicht mehr, kommt irgendwo ein Lichtlein her", hat meine Mutter immer gesagt, wenn es schwierig wurde, und damit hatte sie im Krieg und danach nun wirklich einige Erfahrungen machen müssen.
In meiner Jugend bin ich vor allem in der Phantasie gereist. Ich habe mich mit einem Buch zurückgezogen und bin dem Autor in die Fremde gefolgt. Dabei habe ich gelernt, Vertrauen zu haben, dass der Held letztendlich alle Gefahren bestehen wird. Zumindest solange bis das Buch zu Ende ist. Auch beim Ansehen von Abenteuerfilmen konnte ich mir sicher sein, dass die Hauptperson es schon irgendwie schaffen wird, die Bedrohungen zu überstehen.
Wenn jemand von seinen Abenteuern erzählt, kann er das nur, weil er alle Gefahren überlebt hat. Das kann gar nicht anders sein. Mit diesem Gefühl der Sicherheit kann ich mich gut auf alle Aufregungen einlassen.
Ich habe einen Freund, der liest zu seiner Beruhigung bei Kriminalromanen zuerst immer die letzten Seiten, damit er weiß, wie die Geschichte ausgeht. Nur dann ist für ihn die Spannung erträglich. So etwas mache ich nicht. Mir reicht die Gewissheit, dass der Autor seinen Helden bis zum Schluss beschützen muss, um die Geschichte zu Ende erzählen zu können.
Wenn ich Dir berichte, dass ich einmal auf einem kleinen Segelschiff im Mittelmeer einen schweren Sturm geraten bin oder wie ich einmal einem gefährlichen Drachen begegnet bin, der wenige Tage vorher einen Menschen angefallen hatte oder wie der Bus in Rio de Janeiro ausgeraubt wurde, dann kannst Du ganz beruhigt sein,
denn irgendwie muss ich das ja überstanden haben, sonst könnte ich Dir diese Geschichten jetzt nicht erzählen.
So ist es mir schließlich gelungen, einen sicheren Hafen zu erreichen. Der Drache war ein Komodo-Waran auf der Indonesischen Insel Flora, vor dem mich ein Wildhüter beschützen konnte. Und bei dem Busüberfall habe ich mich so unauffällig verhalten, dass mir persönlich nichts passiert ist.
Kurzum, das Beruhigende an der Erzählung von selbst erlebten Geschichten ist, dass derjenige, der von seinen Abenteuern erzählt, diese überlebt hat.
Die meisten Abenteuer, die wir erleben, sind ja – Gott sei Dank – auch nicht so fürchterlich gefährlich. Trotzdem besteht immer ein gewisses Risiko, und wir sind stolz, wenn wir den Mut gehabt haben, das zu tun, was wir wollten, und alles gut überstanden haben.
Weißt Du eigentlich, was ein Risiko ist? Immer wieder wird davon gesprochen, das irgend etwas "riskant" ist und deshalb vermieden werden sollte. Ein Risiko besteht darin, dass etwas Unerwünschtes passieren oder nicht ausgeschlossen werden kann.
Wenn man schnell läuft, besteht das Risiko, dass man stolpert, hinfällt und sich weh tut. Ein Risiko besteht immer, da kann man noch so sehr aufpassen. Aber die Wahrscheinlichkeit ist normalerweise sehr gering. Nur sehr selten passiert es, dass wir stürzen. Deshalb wäre es nicht sinnvoll, auf das Laufen zu verzichten. Besser ist es aufzupassen. Und wenn man wirklich einmal hinfällt, dann sollte man das hinnehmen, wieder aufstehen und weiter laufen.
Aber es gibt auch Risiken, die viel zu groß sind. So sollte man, wenn ein Ampel an einem Fußgängerüberweg "rot" zeigt, stehen bleiben und warten bis es "grün" wird. Auch wenn weit und breit kein Auto zu sehen ist. Das Risiko für einen Unfall ist zu groß. Und es dauert ja auch nicht so lang.
Kurzum, Risiken muss man abwägen. Auf der einen Seite steht, was man erreichen will und kann, auf der anderen Seite, welche Gefahren damit verbunden sind. Grundsätzlich gilt: Wenn das Risiko zu groß ist, dann sollte man es besser lassen. Wenn aber das Risiko gering und der mögliche Vorteil groß ist, dann kann man es wagen. Frag mal Deine Eltern, was sie davon halten.
Ich bin in meinem Leben oft hingefallen. Ich habe mir viele Beulen am Kopf geholt und Platzwunden an den Knien, aber das Risiko ernsthafter Verletzungen habe ich bisher – so gut es ging – vermeiden können.
Ach ja, da fällt mir noch ein Abenteuer ein, das ich in Südamerika, in Brasilien, auf einem Fluss erlebt habe, der Amazonas heißt. Ich hatte, ganz allein, für eine ganze Woche ein Fischerboot gemietet und hatte mich darauf herumfahren lassen. Einmal gab es ein großes Tropengewitter, bei dem wir nah ans Ufer fahren mußten und das Schiff arg geschaukelt hat. Zu den Mahlzeiten haben die beiden Fischer gekocht. Nachts habe ich in einer Hängematte auf dem Schiff geschlafen. Eines Abends wollten sie mir zeigen, wie man kleine Krokodile fängt. Das ist zwar verboten, aber sie machen es trotzdem. Dazu stiegen wir in einen kleinen Einbaum. Das ist ein aus einem Baum geschnitztes langes Boot. Vorne saß der eine Fischer, ganz hinten der andere. Ich saß dazwischen – auf einem schmalen Brett, mit den Füßen in dem ausgehöhlten Baumstamm. So paddelten wir am Flußufer ins Dunkle. Plötzlich gab uns der Fischer vorne im Boot ein Zeichen, dass er Krokodile entdeckt hatte. Er nahm eine Taschenlampe und steckte diese so in den Mund, dass sie nach vorne in die Dunkelheit hinein leuchten konnte. Ich sah über seine Schulter. Plötzlich konnte ich die leuchtenden grünen Augen eines Krokodils erkennen. Langsam und lautlos paddelten wir auf sie zu. Dann legte der Mann vorne im Boot sein Paddel beiseite, um beide Hände frei zu haben. Stille überall. Auf einmal griff er ins Wasser und zog ein kleines Krokodil heraus, das er von oben, direkt hinter dem Kopf gepackt hatte. Stolz zeigte er mir seinen Fang. Und
dann, dann gab er mir das kleine Krokodil mit den Worten "Halt Du mal" - natürlich in seiner Landessprache. Ob ich wollte oder nicht - ich hatte keine Chance - ich musste das Tier nehmen. Es zappelte etwas, aber ich konnte es am Hals fassen. Da saß ich nun in einem Einbaumboot, mit meinen beiden stolzen Fischern in der dunklen, schwarzen Nacht und einem Krokodil in der rechten Hand. Ich war stolz und ängstlich zugleich und fragte mich, was demnächst passieren könnte. Wir fuhren dann noch eine ganze Weile auf dem stillen, dunklen Fluss. Schließlich kamen wir zurück zu unserem Schiff. Ich erinnerte mich, gelesen zu haben, dass es streng verboten sei, kleine Krokodile zu fangen. Was tun? Kurz entschlossen warf ich mein Krokodil ins Wasser - nachdem ich ihm eine gute Reise gewünscht hatte. Meine beiden Fischer protestierten lautstark. Sie hatten sich schon auf einen leckeren Krokodilbraten gefreut. Ich aber war stolz, mein keines Krokodil gerettet zu haben.
Es müssen ja nicht immer die ganz großen Abenteuer sein. Auch die kleinen Abenteuer im Alltag können spannend sein. Was man tun muss ist, sich dem bisher Unbekannten zu stellen und alles zu tun, um die jeweilige Aufgabe erfolgreich zu bewältigen.
So gesehen, kann es ein Abenteuer sein, etwas zu essen, was man bisher noch nicht gegessen hat. Ein Abenteuer kann sein, Jemanden verstehen zu wollen, der so ganz anders ist, als man selber. Ein Abenteuer kann darin bestehen, irgendwohin zu gehen, wo man bisher noch nicht war, nur um zu sehen, wie es dort ist. Überall gibt es - wie im Märchen - verbotene Zimmer, wo es reizvoll sein kann, zumindest einmal, einen Blick durch das Schlüsselloch zu riskieren.
So viel könnte ich noch erzählen, aber es besteht dann doch das Risiko, dass Du müde wirst. Deshalb will ich jetzt aufhören.
Liebe Grüße von Deinem Nonno-Joschka
Die zehnte Geschichte – Auch ich hatte einen Beruf.
Lieber Bello,
Die meisten Menschen erlernen nach der Schule einen Beruf und üben diesen ein Leben lang aus, um damit das notwendige Geld für ihren Lebensunterhalt zu verdienen.
Auch ich habe nach meiner Schulzeit eine Berufsausbildung begonnen und dann angefangen, in dem erlernten Beruf eine Karriere zu machen, bis ich das Rentenalter erreicht habe und in den so genannten "wohlverdienten Ruhestand" entlassen wurde.
So weit – so gut.
Das war früher selbstverständlich. Für die Zukunft hat man vorgeschlagen, dass die Menschen in ihrem Leben mehrere Berufe ausüben werden, und somit das normale Leben sehr verschiedenartig ablaufen kann. Das kann Vorteile und auch Nachteile mit sich bringen.
In meiner Generation war es normal, einen Beruf zu erlernen und ein Leben lang auszuüben. Mit seiner Berufstätigkeit hat man sich das Einkommen verdient, das man brauchte, um die Miete für die Wohnung zu zahlen, ein Auto, Möbel und ein Fernsehgerät, Essen, Kleider und Gebrauchsgegenstände für sich und seine Familie zu kaufen und ab und an gemeinsam in den Urlaub zu fahren.
Es gibt viele Berufe. Manche scheinen durchaus spannend und andere recht langweilig zu sein. Letztlich aber kommt es darauf an, was man daraus macht. Ein Beruf, der von außen gesehen sehr attraktiv erscheint, kann auf die Dauer anstrengend und nervend sein – so wie der eines Filmstars – und andere, die wenig spektakulär sind, können sehr befriedigend gestaltet werden – wie der eines Lehrers.
Ich habe in meinem Leben eigentlich nur immer den einen Beruf ausgeübt. Damit waren dann viele andere Berufstätigkeiten verbunden. Was das heißt, erzähle ich gleich.
Zuerst will ich darauf eingehen, dass ich vor und während der Ausbildung zu meiner späteren, eigentlichen Berufstätigkeit viele andere Berufe, jeweils nur für eine kurze Zeit zum Geldverdienen ausgeübt habe. Ich war Nachhilfelehrer, Anstreicher und Maurer, Lieferwagenfahrer und Pfleger.
Nach dem Studium war ich Arzt im Krankenhaus, wissenschaftlicher Assistent, Professor, Vortragsredner, Moderator, Buchautor, Gutachter und Kunstkritiker. Ich habe Filme und Hörbücher gemacht. Ich habe Geld dafür bekommen, im Rundfunk und Fernsehen Interviews zu geben. Insgesamt eine ganze Menge von Tätigkeiten.
Jetzt bin ich schon einige Jahre pensioniert, und wir leben von der Pension, die ich mir in meinem langen Berufsleben verdient habe.
Den größten Teil meines Lebens bin ich Professor gewesen – inzwischen über 40 Jahre lang. Viele andere Tätigkeiten haben sich daraus ergeben. Die allermeisten habe ich ehrenamtlich gemacht, was heißt, dass ich dafür kein Geld bekommen habe. Zum Beispiel war ich Vorsitzender in Vereinen, Mitglied in Beiräten, Herausgeber von Zeitschriften und Büchern, Gutachter für Forschungseinrichtungen etc.
Immer habe ich viel gearbeitet und das richtig gerne. Ich durfte spannende Aufgaben erledigen, und immer habe ich versucht, das Beste daraus zu machen. Viele Nächte habe ich nicht geschlafen, sondern durchgearbeitet, an vielen Wochenenden die anstehenden Arbeiten erledigt. Für meine Familie war ich dann oft abwesend, was mir im Rückblick leid tut. Mein Beruf war mein Leben. Mein Selbstverständnis ergab sich aus meiner Arbeit. Dabei hatte ich den
vorteil, meine Arbeit selber bestimmen zu können. Immer war ich mein eigener Herr. Und ich habe darauf geachtet, bei allem, was ich tat, unabhängig zu sein. Vor allem war ich mir selbst verantwortlich – was auch immer ich getan oder gelassen habe. Das war mir wichtig.
Als ich noch zur Schule ging, hatte mir mein Vater die Gelegenheit vermittelt, verschiedene Berufe kennenzulernen. Am meisten hat mich der Beruf meines Onkels überzeugt, der in einer Kleinstadt auf dem Land als Hausarzt tätig war. Auch wenn nach der Ausbildung mein Berufsweg in eine andere Richtung gegangen ist, kann ich mir immer noch gut vorstellen, auch als Hausarzt glücklich geworden zu sein.
Es gibt viele Berufe. Manche scheinen sehr spannend und andere recht langweilig zu sein. Letztlich aber kommt es darauf an, was man daraus macht. Ein Beruf, der von außen sehr attraktiv erscheint, kann auf die Dauer sehr stressig sein – so wie der eines Filmstars – und andere, die wenig spektakulär sind, können sehr befriedigend gestaltet werden – wie der eines Lehrers.
Für viele Menschen wird das alltägliche Leben weitgehend vom Beruf bestimmt. Aber das weißt Du ja selber. Viele Erwachsene scheinen immer im Beruf zu sein. Sie können gar nicht anders. Wo sie auch sind, sind sie Polizist oder Friseur, Lehrerin oder Erzieher, Pfarrer oder Bürgermeister, Fußballtrainer, Ärztin oder Filmstar.
Der Beruf bestimmt das Leben der meisten Menschen in unserem Land. Deshalb fragen Erwachsene, die sich noch nicht kennen, zuerst nach ihren Beruf: "Womit verdienst denn Du Deinen Lebensunterhalt?" Dann weiß man ziemlich genau, womit sich dieser Mensch sein Leben lang beschäftigt, was er zu tun hat, und wieviel er damit verdient.
Deshalb sollte man sich genau überlegen, welchen Beruf man erlernen will. Früher war es so, dass die Kinder den Beruf ihrer Eltern erlernt haben. Wenn der Vater Bauer oder Lehrer war, dann erlernten dessen Kinder auch diesen Beruf.
Wenn Kinder nicht den Beruf ihrer Eltern ausüben wollten, sagten sie früher, dass sie "Schornsteinfeger" werden wollten oder "Lokomotivführer" und später "Pilot" oder "Rennfahrer". Fragt man heutzutage Jugendliche nach ihrem Traumberuf, sagen viele "Filmstar" oder "Model", "Rennfahrer" oder einfach nur "Millionär".
Handwerksberufe haben es heutzutage schwer, Lehrlinge zu finden. Viele wollen lieber an einer Hochschule studieren. Dabei werden immer wieder Berufsausbildungen begonnen und dann wieder abgebrochen, weil man sich das so nicht vorgestellt hat.
Da empfiehlt es sich, rechtzeitig daran zu denken, welchen Beruf man später – warum? – ausüben will.
Weiß Du schon, welchen Beruf Du einmal erlernen willst?
Ich glaube, ich würde mich wieder für den gleichen Beruf entscheiden. Vielleicht wäre ich aber auch als Eisverkäufer, Pirat oder Millionär glücklich geworden – wer weiß? Letztlich kommt es nur darauf an, was man daraus macht.
Liebe Grüße von Deinem Nonno-Joschka
Lieber Bello,
dieses ist erst einmal meine letzte Geschichte. Sie handelt vom Abschied nehmen. Das ganze Leben besteht daraus. Wir fangen etwas an, und dann ist es irgendwann zu Ende. Das gilt für den Kindergarten, wie die Schule, die Ausbildung und die Tätigkeit in einem Beruf, für ein Geburtstagsfest, ebenso wie für die Ferien ... Nichts dauert ewig. Alles hat einen Anfang, und alles hat ein Ende. Und das ist auch gut so. Stell Dir nur einmal vor, Du müsstest immer zu - ohne Ende - Lego spielen oder zu Mittag essen oder mit mir, dem Nonno zusammen sein. Das würde auf die Dauer irgendwann einmal langweilig werden. Nein, das Leben besteht aus Veränderungen. Wir fangen etwas an, und dann hören wir auch wieder damit auf.
Nach dem Kindergarten kommt die Schule. Wir haben uns sehr auf den ersten Schultag gefreut und die Eltern haben uns eine Schultüte geschenkt. Wir waren etwas aufgeregt und unsicher, wie das so sein würde in der Schule. Und dann haben wir uns daran gewöhnt, in die Schule zu gehen und wussten immer besser Bescheid, worauf es ankommt. Und dann kamen die großen Sommerferien. Endlich keine Schule mehr. Endlich mal wieder am Morgen lange ausschlafen können. Am Anfang konnten wir uns gar nicht vorstellen, dass die Ferien einmal zu Ende gehen. Und dann war es doch irgendwann Schluss damit und wir haben uns auch wieder auf die Schule gefreut.
Oft ist es so, dass wir verabschiedet werden und uns eigentlich noch gar nicht verabschieden, noch gar keinen Abschied nehmen wollten.
Eigentlich scheint es unvermeidbar, beim Verabschieden traurig zu sein. Insbesondere, wenn es schön war. Wir wollen dann, dass es
noch etwas länger so bleiben möge. Wenn Du gerade so schön am spielen warst, dann bettelst du "Ach lass mich doch noch ein bisschen spielen!" Wenn die eine Geschichte zu Ende ist wollen wir gleich noch die nächste hören, weil es so schön ist, wenn uns etwas vorgelesen wird. Und doch ist es dann einmal zu Ende. Wenn wir uns nach einem Besuch bei euch verabschieden müssen, bin ich immer traurig. Ich erinnere mich dann an ein schönes Lied von Paul Kreuder in dem er singt:
"Sag' beim Abschied leise "Servus",
nicht "Lebwohl" und nicht "Adieu",
diese Worte tun nur (so) weh.
Doch das kleine Wörterl "Servus"
ist ein lieber letzter Gruß,
wenn man Abschied nehmen muss..."
So sprechen die Österreicher, aber wir können es gut verstehen. "Servus" sagt man zum Abschied, ebenso wie zur Begrüßung. So kann sich mit einem Abschied die Hoffnung auf ein Wiedersehen verbinden.
Zumeist wird uns der Abschied dadurch versüßt, dass wir etwas Neues anfangen können. Doch irgendwann hört das auf. Wenn man so alt geworden ist wie ich, hat man auch viele Erfahrungen mit freiwilligen und unfreiwilligen Verabschiedungen gemacht.
Ich fühle mich derzeit wie zwischen verschiedenen Welten. Ich habe ein Woher, aber erkenne noch kein Wohin. Ich mache die Erfahrungen von alltäglichen Verlusten, die - erstmals in meinem Leben - nicht durch neue Anfänge ausgeglichen werden. Erstmals stelle ich mir ernsthaft die Frage, wohin ich noch will. So vieles durfte ich erleben, so vieles lernen, so reich wurde ich mit Erfahrungen und Liebe beschenkt. Alles habe ich ausgekostet und genossen.
Nun verringern sich meine Körperkräfte, mein Einkommen wird weniger, ebenso wie die Handlungsmöglichkeiten.
Ja, es ist so weit. Ich bin alt geworden. Ich muss es akzeptieren. Für Vieles bin ich inzwischen zu alt. Ich muss mir eingestehen, dass ich vieles nicht mehr lernen werde.
Zum Beispiel hätte ich gerne surfen gelernt, insbesondere Kite-Surfen. Als mir das möglich war, habe ich darauf verzichtet – mit dem Argument, das lasse ich mir von meinem Sohn beibringen. Mein Sohn hat das Surfen auch nicht gelernt und konnte es mir deshalb auch nicht beibringen. Daraus kannst Du lernen, dass man jede Gelegenheit nutzen sollte, in der man etwas lernen kann und nichts auf "Später" zu verschieben.
Viele Forschungsprojekte habe ich durchgeführt oder begleitet. Was ist dabei heraus gekommen? Was wäre heute anders, wenn ich nicht so viel gearbeitet hätte?
Meine Doktorarbeit über den "psychischen Hospitalismus" hat dazu geführt, dass es den Kindern heute im Krankenhaus besser geht und ihre Bedürfnisse stärker beachtet werden.
Meine Forschungsarbeiten zur "Gesundheitsförderung" haben dazu beigetragen, dass Gesundheit inzwischen (über die Abwesenheit von Krankheiten hinaus) als Fähigkeit verstanden und gefördert wird.
Mein Engagement für die Beachtung der psychosozialen Fragen in der Gesundheitsversorgung war insgesamt erfolgreich, so sehr, dass es inzwischen für selbstverständlich gehalten wird.
Meine Arbeiten für die Förderung der Gesundheit wurde in die Ausbildung der Gesundheitsberufe umgesetzt.
Eigentlich ist das ja doch eine ansehnliche Bilanz. Aber ich weiß auch, wieviel Zeit ich verbracht mit Arbeiten habe, für deren Ergebnisse sich heute niemand mehr interessiert.
Jetzt sind Andere gefordert, das fortzusetzen, was meine Kollegen und ich angefangen und vorangebracht haben.
Ich hatte das Glück, in einer spannenden Zeit zu leben mit vielen Veränderungen, die Dir heute selbstverständlich erscheinen werden. Als ich Kind war, haben wir auf den Straßen gespielt, weil es nur wenige Autos gab. Erst als ich 12 Jahre alt war, konnte sich mein Vater sein erstes Auto (einen VW, der aussah wie ein Käfer und deshalb auch so genannt wurde) kaufen. Die meisten Menschen konnten sich nicht leisten, im Urlaub wegzufahren, und wenn, dann fuhr man zu Verwandten. Es gab keine Handys, und nicht alle hatten zu Hause ein Telefon. Wenn man eine eilige Nachricht hatte, schickte man ein Telegramm, das der Postbote ins Haus brachte. In der Stadt standen überall Telefonhäuschen, die man für seine Telefonate nutzen konnte. Nur wenige Menschen hatten ein Fernsehgerät, und es gab nur zwei Programme (ARD und ZDF). Mit dem Flugzeug zu fliegen war etwas ganz Besonderes, was sich die meisten Menschen nicht leisten konnten. Und es gab kein Internet, keine Computer und somit auch keine SMS oder E-Mail. Musik hörte man von Schallplatten, die auf Schallplattenspielern mit einer Nadel zum Klingeln gebracht wurden. Kinder waren zumeist wie kleine Erwachsene angezogen. Eine Kindermode entwickelte sich erst, als ich schon erwachsen war. Ich hatte das Glück, dass in meinem Leben immer mehr Möglichkeiten eröffnet wurden. Es ging den Menschen in Deutschland und somit auch mir und meiner Familie immer besser. Trotzdem hatten auch wir unsere Sorgen und Probleme. Aber letztlich ist immer alles gut gegangen.
Und dann haben unsere Kinder Kinder bekommen und wir dürfen sie beim Größerwerden begleiten.
Ich bin gespannt, welche Veränderungen ihr erleben werdet. Von was ihr Abschied nehmen könnt, weil etwas Besseres möglich ist und von ihr Abschied nehmen müsst, weil das notwendig geworden ist.
Jetzt erst einmal sage ich leise "Servus" und verabschiede mich von Dir. Mach's Gut, mein Lieber!
Dein Nonno Joschka
P.P., Post Skriptum, was bedeutet - später hinzu gefügt. Inzwischen haben mich meine Krankheiten so sehr in Besitz genommen, dass von mir nur noch wenig übrig geblieben ist. Bald werde ich sterben. Das ist nun wahrlich nichts Besonderes! Alle Lebewesen müssen irgend wann einmal sterben. Das ist nun einmal so. Nur die Götter sind unsterblich - sagt man. Viele Menschen glauben daran, dass es einem nach dem Tod in einer anderen Welt, sehr viel besser geht. Darauf hoffe ich. Jedenfalls werde ich an Dich denken und wünsche mir, dass Du Dich manchmal auch an mich erinnerst. Wenn Du dann in der Nacht mit einem großen Sternenhimmel laut "Hallo Nonno!" sagst, kann ich Dich bestimmt hören. Dann freue ich mich ganz dolle.
Zugabe:
"Alles ist einmal zu Ende ..."
Lieber Bello!
"Alles hat ein Ende, nur die Wurst hat zwei", hat meine Mutter immer gerne gesagt, wenn wir mit dem Spielen aufhören sollten. "Ach bitte, jetzt ist es gerade so schön. Nur noch 10 Minuten!" haben wir dann immer gebettelt. Schließlich konnten wir ihr Herz erweichen: "Na gut, aber nur noch ein paar Minuten".
Wenn Musiker etwas Vorspielen, dann geben sie gerne noch eine Zugabe. Die wird vom Publikum eigentlich auch erwartet. Wenn es keine Zugabe gibt, sind alle sauer.
ALLES HAT EIN ENDE
NUR DIE WURST
HAT ZWEI...
So will auch ich dem Leser, der so lange durchgehalten hat, eine klitzekleine Zugabe schenken.
Was ist die wichtigste Fähigkeit für den Erfolg?
Richtig: Geduld und die Fähigkeit, sich konzentrieren zu können.
Die meisten Menschen lassen sich viel zu leicht ablenken.
Und dann sollte man sich klar darüber werden, was man will, was einem wichtig ist.
Immer wieder habe ich mich gefragt, warum es mir wichtig war, dieses Buch zu schreiben. Ich wollte diejenigen, die noch jung sind, teilhaben lassen an meinen Lebenserfahrungen.
Jeder wird sich irgendwann einmal der Frage stellen müssen, was man angefangen hat – mit dem Geschenk seines Lebens. Da ist es gut, wenn uns nicht nur Entschuldigungen und Vorwürfe an andere einfallen.
Was auch immer passieren mag, immer kommt es darauf an, die eigenen Chancen zu erkennen und zu nutzen.
Und noch ein letzter Rat? Nun, man sollte lernen, das was man erlebt hat, anschließend gleich aufzuschreiben und in Worte zu fassen.
So wie ich es versucht habe.
Und so sage ich "Tschüß" und "Ciao"
und wünsche Dir alles Gute
Dein Nonno Joschka
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UNIVERSIDAD DE VALLADOLID
Escuela Técnica Superior de Ingeniería Informática
ACTA DE REUNIÓN DE JUNTA DE ESCUELA
EJECUCIÓN DE ACUERDOS JUNTA DE ESCUELA DE 14 DE OCTUBRE DE 2011
NOMBRAMIENTO DE TRIBUNALES DE COMPENSACIÓN PARA EL CURSO 2011-2012
TRIBUNAL DE COMPENSACIÓN
TITULACIÓN: INGENIERÍA TÉCNICA EN INFORMÁTICA DE SISTEMAS
CURSO: 2011 - 2012
* Secretaria: Dª Helena Castán Lanaspa (Secretaria Académica)
* Presidente: D. Valentín Cardeñoso Payo (Director )
* Vocal 1: D. José Manuel Marqués Corral
* Vocal 2: Dª Mª Luisa González Díaz
* Suplente 1: D. Fernando de Prada Moraga
* Suplente 2: D. Miguel Ángel Laguna Serrano
* Suplente 3: Dª Mª Rosario Abril Raymundo
* Vocal 3: Dª Araceli Suárez Barrio
TRIBUNAL DE COMPENSACIÓN
TITULACIÓN: INGENIERÍA TÉCNICA EN INFORMÁTICA DE GESTIÓN
CURSO: 2011 - 2012
* Secretaria: Dª Helena Castán Lanaspa (Secretaria Académica)
* Presidente: D. Valentín Cardeñoso Payo (Director )
* Vocal 1: D. Carlos Enrique Vivaracho Pascual
* Vocal 2: Dª Mª Aránzazu Simón Hurtado
* Suplente 1: Dª Esperanza Manso Martínez
* Suplente 2: D. Carlos Javier Alonso González
* Suplente 3: D. Fernando Tejerina Gaite
* Vocal 3: D. José Manuel Pérez Ríos
Valladolid, 14 de octubre de 2011
Fdo pa, : Helena Castán Lanas
Secretaria Académica
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7
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Realize
How Men
How Women
Influence Influence
Influential Love
"But encourage one another every day…" Hebrews 3:13
FBC Couples' Conference February 27, 2021
To Influence
Synonyms: to persuade, sway, alter, stimulate, stir, touch, move Definition: the capacity or power of persons or things to be a compelling force on or produce effects on the actions, behavior, opinions, etc. of others
The Way We Influence
"Husbands, love your wives, just as Christ also loved the church & gave Himself up for her, that He might sanctify her" Ephesians 5:25-26 Treat her as a treasure to you.. highly valued- 1 Peter 3:7
"...Wives, be submissive to your own husbands so that… they may be won without a word by the behavior of their wives" 1 Peter 3:1-2
Husbands "Influence" to:
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2
3
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Wives "Influence" to:
Note: In both cases God is ________ the ________ but the spouse is ________ ________ by their ________ and ________. 5
The Reason We Influence
6
"for we must all appear before the judgment seat of Christ… knowing the fear of the Lord we persuade men" 2 Corinthians 5:10,11
The Things We Seek to Realize
"Let us consider how" 13 Things from Hebrews
Realize
How Men How Women
Influence
Influence
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Beschluss Chancen der Digitalisierung nutzen (Digitalisierung)
Gremium:
KMV
Beschlussdatum: 20.03.2019
Text
Chancen der Digitalisierung nutzen 668
Die Digitalisierung bietet unschätzbare Chancen in allen Lebensbereichen, um 669
gestalten, Verwaltung effizienter zu machen und Teilhabe zu stärken. 671
Menschen näher zusammenzubringen, Prozesse demokratischer und transparenter zu 670
Digitalisierung ermöglicht auch neue Arbeitsplätze, die bisher an größere Städte 672
Neues auszuprobieren und sowohl junge als auch ältere Menschen in die Lage 674
gebunden waren. Wo immer es geht wollen wir die Begeisterung dafür fördern, 673
versetzen, sich selbstbestimmt mit Technik auseinanderzusetzen. Bei kommunalen 675
Projekten gilt für uns: Datenschutz und IT-Sicherheit sind keine optionalen 676
677
Anhängsel, sondern grundlegende Vorbedingung, um überhaupt zu starten.
678
Smart-City-Projekte) müssen von Anfang an die Bürger*innen intensiv einbinden, 679
Großprojekte mit erheblichen Auswirkungen auf das alltägliche Leben (wie z.B.
damit tatsächlich die Gesellschaft als Ganze profitiert. 680
Die Digitalisierung unserer Schulen wollen wir in den kommenden Jahren 681
vorantreiben und dafür die in Aussicht gestellten Bundesmittel nutzen. Unsere 682
683
werden. Gleichzeitig wollen wir, dass dabei den Belangen des Strahlenschutzes 684
Kinder und Jugendlichen sollen aufs Beste auf die vernetzte Welt vorbereitet
685
686
687
688
Rechnung getragen und die Belastung durch hochfrequente Strahlung so gering wie schnelle Hilfe bei IT-Problemen ist für guten Unterricht unverzichtbar. Wir
möglich gehalten wird, gerade bei im Wachsum befindlichen Menschen. Eine begrüßen daher, dass die Stadtverwaltung nun eine personelle Aufstockung in
689
diesem Bereich plant.
Das Internet stellt auch für Kommunen ein wichtiges Instrument dar, 690
691
90/DIE GRÜNEN haben sich in den letzten Jahren erfolgreich dafür eingesetzt, 692
Verwaltungshandeln transparent zu machen und Bürokratie abzubauen. BÜNDNIS
693
dass dieMöglichkeiten des Internets stärker für eine bürger*innenfreundliche
694
Homepage der Stadt angeht, gibt es jedoch nach wie vor großen 695
Kommune genutzt werden. Was die Gestaltung und Benutzungsfreundlichkeit der
Verbesserungsbedarf. Die „Bürgerplattform" der Stadt ist dafür ein Ansatzpunkt. 696
Anlaufstellen vorgestellt. Allerdings muss die ePartizipation in der Stadt noch 698
Mittlerweile werden hier auch Bürger*innenprojekte, -initiativen und 697
699
deutlich verstärkt werden, etwa durch Umfragen und Online-Beteiligungen. Darüber
700
701
702
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hinaus fordern wir, dass Petitionen der Frankfurter*innen auch über das Internet bereits vorhanden. Nun muss die Stadtverwaltung dafür sorgen, dass sie besser
eingereicht und diskutiert werden können. Die Tools zur ePartizipation sind genutzt werden, z.B. durch eine verstärkte Öffentlichkeitsarbeit.
704
Datenschutz, IT-Sicherheit, Bürger*innenfreundlichkeit und Barrierefreiheit 705
Wir wollen eGovernment und ePartizipation unter Beachtung der Grundsätze von
deutlich nach vorne bringen. Um niemanden auszuschließen, ist für uns dabei aber 706
707
analog vor Ort angeboten werden muss. 708
auch klar, dass jede Behörden-Dienstleistung auf absehbare Zeit auch weiterhin
Eine digitale und papierlose Stadtverordnetenversammlung ist ein Ziel, um 709
Anforderungen an Datenschutz und IT-Sicherheit soll hier eine Ende-zu-Ende- 711
Prozesse nachvollziehbarer und transparenter zu machen. Angesichts der 710
Verschlüsselung bei der Kommunikation etabliert werden. Das elektronische 712
genutzt und ausgebaut werden soll. Daher besteht die Notwendigkeit eine 714
Ratsinformationssystem „ALLRIS" ist ein wichtiges Instrument, das weiterhin 713
ausreichende finanzielle und personelle Ausstattung des IT-Service der 715
Stadtverwaltung sicherzustellen und so eine professionelle Betreuung zu 716
717
ermöglichen.
In den letzten Jahren haben wir uns immer wieder für eine gute technische 718
öffentliches WLAN im Stadtgebiet. Dessen Umsetzung geht bisher aber noch zu 720
Infrastruktur stark gemacht, z.B. durch den Antrag unserer Fraktion für 719
langsam voran. Hier werden wir dran bleiben. Die Weichen für den Breitbandausbau 721
sind gestellt, nun gilt es, diesen auch zügig umzusetzen. 722
723
Wir wollen auch auf kommunaler Ebene die Verwendung von freier Software fördern. 724
Beteiligung und die digitale Selbstbestimmung der Bürger*innen. 726
Dies erleichtert den Zugang zu digitalen Angeboten, senkt Kosten und stärkt die 725
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* email@example.com www.ceurabics.com
www.facebook.com/ceurabics
Jahresbericht 2018 Auf dem Diwan/Auf dem Diwan 2.0.
Ehrenamtliche MitarbeiterInnen
Hannah Wiener-Withalm, BA Laura Plochberger, BA Dorothea Fahrwald, BA Elmy Lemus Soriano Anna Reindl, BSc (WU) Nausicaa Torrubia Hannah Vaplon, BA Isabella Zenz Olivia Schneider
Projekte
Auf dem Diwan (Jänner 2018- Juni 2018):
Von Jänner bis Juni 2018 lief das Projekt „Auf dem Diwan", welches im Herbst 2017 entwickelt und konzeptualisiert wurde. Die Initiative schaffte einen sicheren Raum für Begegnung und Austausch zwischen 12 Wiener SeniorInnen und 15 jungen Menschen aus dem Nahen Osten. Verschiedene Aktivitäten sollten eine Begegnung auf gleicher Augenhöhe und ein gegenseitiges Kennenlernen ermöglichen. So entstanden im besten Falle durch die Teilnahme Freundschaften, in denen Menschen sich gegenseitig im Alltag unterstützen können. Regelmäßige Veranstaltungen fanden von Januar bis Juni 2018 im Pensionistenklub in der Karl-Meißl-Straße 11 statt. Abgerundet wurde das Programm durch verschiedene Ausflüge in und um Wien. Jedes Treffen stand unter einem Motto. So wurden Sprachkenntnisse in 13 verschiedenen Sprachen ausgetauscht und mithilfe eines spannenden Ratespiels Wissen über Kunst und Handwerk aus aller Welt bewiesen.
Diwan 1.0. erhielt den Österreichischen Jugendfriedenspreis der Stadt Wien und wurde teilweise durch eine Förderung von der Wiener Gesundheitsförderung finanziert. Das Diwan- Team bildeten die studentischen Mentor*innen und ehrenamtlichen Mitarbeiter*innen Hannah Wiener-Withalm, BA und Laura Plochberger, BA (Koordination), Olivia Schneider (Social Media) und Nausicaa Torrubia, Dorothea Fahrwald, BA (Eventplanung) und wird begleitet von Mentorin Donata Kremsner, MA (CEURABICSS) und inhaltlicher Supervisor Univ.-Prof. Dr. Wolfram Reiss (EvangelischTheologische Fakultät).
Auf dem Diwan 2.0. (November 2018-April 2019):
Das Projekt „Auf dem Diwan 2.0." baut auf das erfolgreich abgeschlossene Projekt Diwan 1.0. auf, das von Dezember 2017-Juni 2018 stattgefunden hat. Jedoch wurden Methoden, Konzeption, Ziele und Teamaufstellung durch die gesammelten Erfahrungen des ersten Durchlaufs weiterentwickelt und angepasst, um das Projekt Diwan 2.0. mit einer noch höheren Qualität und Professionalität durchzuführen.
Im Projekt „Diwan 2.0" treten zugewanderte Menschen aus dem Nahen Osten mit Wiener SeniorInnen in Kontakt. Es ist ein Kooperationsprojekt des Vereins CEURABICS und der
Evangelisch-Theologischen Fakultät der Universität Wien mit den Pensionistenklubs Wien. Im Zeitraum von November 2018 bis April 2019 finden regelmäßige (ca. alle zwei Wochen mittwochs von 14:00-16:00 Uhr) Gruppenaktiviäten im Pensionistenklub KarlMeisl-Straße 11, 1200 Wien, statt, die von studentischen Mentorinnen bzw. ehrenamtlichen Mitarbeiterinnen von CEURABICS organsiert werden. Bei den Veranstaltungen haben die TeilnehmerInnen die Möglichkeit sich in einem sicheren und betreuten Rahmen, kennen zu lernen und soziale Beziehungen aufzubauen. Jede Aktivität zeichnet sich durch einen Themenschwerpunkt aus, wie z.B. Sprachen, kulturelle Feste, gemeinsames Singen, Tanzen, bei denen sich die TeilnehmerInnen im ersten Teil der Aktivität anhand verschiedener Gruppenübungen mit dem Thema gemeinsam kreativ und spielerisch auseinandersetzen. Dabei kann die Gruppe voneinander lernen und vorgefertigte Bilder und Annahmen, durch Erfahrung, Begegnung und Austausch ersetzen, reflektieren und überdenken. In der zweiten Einheit jeder Veranstaltung soll diesmal der Schwerpunkt auf persönliche Gespräche bzw. Dialog gelegt werden, die angeleitet werden.
Das Projekt wird von den Pensionistenklubs Wien teilweise finanziert. Das Diwan 2.0.Team bildet Hannah Wiener-Withalm, BA, Nausicaa Torrubia und Dorothea Fahrwald, BA (Koordination), Hannah Vaplon (Social Media) und Anna Reindl, BSc (Eventplanung) und wird begleitet von Mentorin Donata Kremsner, MA (CEURABICS), inhaltlicher Supervisor Univ.-Prof. Dr. Wolfram Reiss (Evangelisch-Theologische Fakultät) und Coach und Supervisor Alexander Kery.
Veranstaltungen
* 16.01.2018: 14:00-16:00 Uhr: 2.Aktivität des Projekts „Auf dem Diwan": Sprachennachmittag: im Pensionistenklub Karl-Meißl-Straße 11, 1200 Wien. An diesem Nachmittag wurden einige Vokabel in verschiedenen Sprachen, wie Arabisch und Wiener Dialekt, gelernt und die Sprachenvielfalt der TeilnehmerInnen aufgezeigt. (25TN)
* 08.02.2018: 14:00-16:00 Uhr: 3.Aktivität des Projekts „Auf dem Diwan": Kunstnachmittag: im Pensionistenklub Karl-Meißl-Straße 11, 1200 Wien. Die TeilnehmerInnen konnten sich anhand eines interaktiven Quizes mit verschiedenen Aspekten von Kunst auseinandersetzen und auch Kunstwerke und Bauten aus aller Welt kennen lernen. (23 TN)
* 08.03.2018: 15:00-16:00 Uhr: 4.Aktivität des Projekts „Auf dem Diwan": Führung im Weltmuseum von Pia Razenberger: Es wurde ein kurzer Einblick bzw. Rundgang durch das Weltmuseum gegeben. (24TN)
* 22.03.2018: 14:00-16:00 Uhr: 5.Aktivität des Projekts „Auf dem Diwan": Frühlingsfeste: im Pensionistenklub Karl-Meißl-Straße 11, 1200 Wien. Die TeilnehmerInnen beschäftigten sich mit den Themen Ostern und Newroz und besuchten verschiedene Stationen-Tische, bei denen sie Osterstriezel backen, Eier färben, LänderMemory spielen und vieles mehr ausprobieren konnten. (30TN)
* 12.04.2018: 14:00-16:00 Uhr: 6.Aktivität des Projekts „Auf dem Diwan": Quiznachmittag: im Pensionistenklub Karl-Meißl-Straße 11, 1200 Wien. In mehreren Teams wurden Fragen zu den Bereichen Geografie, Religion oder Musik beantwortet und es gab tolle Preise zu gewinnen. (26TN)
* 16.04.2018: 14:00-16:00 Uhr: Besuch im Haus Brigittenau im Rahmen des Projekts
„Auf dem Diwan": Brigittaplatz 19, 1200 Wien. An mehreren Tischen unterhielten sich die Freiwilligen des Projekts Diwan (Zugezogene Menschen aus dem Nahen Osten) mit den BewohnerInnen des Hause zu unterschiedlichen Themen wie Märchen und Schrift und bastelten gemeinsam. (35TN)
* 03.05.2018: 14:00-16:00 Uhr: 7.Aktivität des Projekts „Auf dem Diwan": Musiknachmittag: im Pensionistenklub Karl-Meißl-Straße 11, 1200 Wien. Die TeilnehmerInnen lernten Musikinstrumente aus aller Welt kennen und musizierten gemeinsam. (24TN)
* 09.05.2018: 14:00-16:00 Uhr: 8.Aktivität des Projekts „Auf dem Diwan": Minigolf: Golfstüberl, Arbeiterstrandbadstraße gegenüber Nr. 24. Die Diwan-Gruppe konnte in Teams verschiedene Minigolfbahnen ausprobieren und sich gemeinsam sportlich betätigen. (18TN)
* 22.06.2018: 14:00-16:00 Uhr: 9. Aktivität des Projekts „Auf dem Diwan": Abschlussfeier: im Pensionistenklub Karl-Meißl-Straße. Das Ende des Projekts wurde bei Speiß und Trank gemeinsam gefeiert und jeder bekam eine Teilnahmebestätigung. (30TN)
* 08.10.2018: 12:00-13:00 Uhr: Diwan 2.0. Projektvorstellung im Jugendcollege: Quellenstraße 2c, 5. Stock, Raum 512, 1100 Wien. (3TN)
* 29.06.2018: 09:00-13:00 Uhr: 10. Aktivität des Projekts „Auf dem Diwan": Bootstour in den Nationalpark Donau-Auen: Treffpunkt: Donaukanal, Salztorbrücke. An einem Vormittag ging es mit einem Ausflugsboot den Donaukanal entlang bis zum Nationalpark. Dort wurde die Diwan-Gruppe von einem Förster durch die Natur, vorbei an verschiedensten Pflanzen und Tieren, geführt. (25TN)
* 08.10.2018: 18:00-20:00 Uhr: Informationsveranstaltung „Auf dem Diwan 2.0.": Schenkenstraße 8-10, 6.Stock, HS 3, 1010 Wien. Erste wichtige Informationen und Termine wurden Projektinteressierten vermittelt. (7TN)
* 09.10.2018: 08:00-09:00 Uhr: Diwan 2.0. Projektvorstellung im Jugendcollege: Quellenstraße 2c, 5. Stock, Raum 511, 1100 Wien. (10TN)
* 09.10.2018: 12:00-13:00 Uhr: Diwan 2.0. Projektvorstellung im Jugendcollege: Spitalgasse 5-9, 2. Stock 2.10, 1090 Wien. (15TN)
* 23.10.2018: 18:00- 20:00 Uhr: Workshop „Altern in Wien" des Projekts „Diwan 2.0.": Schenkenstraße 8-10, 6.Stock, HS 3, 1010 Wien. Der Gruppe „Zugezogener Menschen aus dem Nahen Osten" des Projekts wurde das Thema „Alt werden" von Barbara Wimmer von den Pensionistenklubs nähergebracht und interaktiv diskutiert. (15TN)
* 14.11.2018: 14:00-16:00 Uhr: 1.Aktivität des Projekts „Auf dem Diwan 2.0.": Projektstart und Kennenlernnachmittag: im Pensionistenklub Karl-Meißl-Straße 11, 1200 Wien. Bei Gruppenübungen und Kartenspielen lernten sich die PensionistInnen und Zugezogene Menschen aus dem Nahen Osten erstmals kennen. (17TN)
* 28.11.2018: 14:30-17:00 Uhr: 2.Aktivität des Projekts „Auf dem Diwan 2.0.": Adventkonzert im Haus der Begegnung: Raffaelgasse 11-13, 1200 Wien. Die Diwan 2.0.Gruppe besuchte gemeinsam ein Adventkonzert des KWPs. (30TN)
* 12.12.2018: 14:00-16:00 Uhr: 3.Aktivität des Projekts „Auf dem Diwan 2.0.": Sprachennachmittag: im Pensionistenklub Karl-Meißl-Straße 11, 1200 Wien. An diesem Nachmittag wurden einige Vokabel in verschiedenen Sprachen, wie Arabisch und Wiener Dialekt, gelernt und die Sprachenvielfalt der TeilnehmerInnen aufgezeigt. (26TN)
* 19.12.2018: 14:00-16:00 Uhr: 4.Aktivität des Projekts „Auf dem Diwan 2.0.": Recyceln: im Pensionistenklub Karl-Meißl-Straße 11, 1200 Wien. Durch die NeuVerwendung von vermeintlichem Müll (Dosen, Tetrapack, Plastikflaschen...) bastelten die Diwan 2.0.-TeilnehmerInnen tolle Sachen, wie Vasen, Taschen, usw.. Es wurde außerdem das aktuelle Thema „Müll" und Umgang mit Müll in Österreich und in der MENAT-Region besprochen. (28TN)
Workshops
* 02.03.2018: 14:00-16:00 Uhr: Workshop „In den Schuhen des Orients" für PensionistInnen im Rahmen des Projekts „Auf dem Diwan." im Klub Karl-Meißl-Straße 11, 1220 Wien, gehalten von TrainerInnen Lisa Lenz und George Soued (10TN)
* 12.11.2018: 14:00-16:00 Uhr: Workshop „In den Schuhen des Orients" im Rahmen des Projekts „Auf dem Diwan 2.0." im Klub Karl-Meißl-Straße 11, 1220 Wien, gehalten von Trainerin Livia Stiller. (8TN)
Vernetzungstreffen
* 19.06.2018: 16:00-20:00 Uhr: MA17-Vernetzungstreffen zum Thema „Motivation von Freiwilligen"-Teilgenommen: Laura Plochberger, Dorothea Fahrwald und Oliva Schneider (Projektteam Auf dem Diwan)
* 03.12.2018: 16:00-20:00 Uhr: MA17-Vernetzungstreffen zum Thema „Umgang mit herausfordernden Situationen Wie gestalte ich den Austausch von Freiwilligen? Teilgenommen: Hannah Wiener-Withalm, Nausicca Torrubia und Dorothea Fahrwald (Projektteam Auf dem Diwan 2.0.)
Internetauftritt
* Videoclip: „Häuser zum Leben Aktuell: Auf dem Diwan": https://www.youtube.com/results?search_query=hzl+auf+dem+diwan (Am 11.05.2018 veröffentlicht)
Medien
* Artikel über Projekt Auf dem Diwan in Magazin „Leben und Freude" von Wien Leben, Club Wien: „Ali, du bist mein Hawara": S. 14-15. : https://club.wien.at/static/ePaper/leben-freude-2018-01/index.html#/1
* Beschreibung von Diwan auf der Seite der KWP: „„Auf dem Diwan" mit dem Österreichischen Jugend Friedenspreis ausgezeichnet!": https://www.pensionistenklubs.at/content/„auf-dem-diwan"-mit-demösterreichischen-jugend-friedenspreis-ausgezeichnet
* FB-Beitrag vom Österreichischen Jugendfriedenspreis über das Projekt „Auf dem Diwan": https://www.facebook.com/oesterreichischerjugendfriedenspreis/
Förderungen und Preise
* Am 09.05.2018 wurde das Projekt „Auf dem Diwan" mit dem Österreichischen Jugend Friedenspreis im Wiener Rathaus ausgezeichnet.
* Das Projekt „Auf dem Diwan" wurde größtenteils mittels einer Förderung der WIG (Wiener Gesundheitsförderung) finanziert.
* Das Projekt „Auf dem Diwan 2.0." wird von November 2018-April 2018 von den Pensionistenklubs Wien teilweise finanziert.
Zur Beantragung von Fördermitteln wurden außerdem folgende Anträge eingereicht:
Intercultural Achievement Award: Projektantrag „Auf dem Diwan 2.0."
Together Moving Forward: Projektantrag „Auf dem Diwan 2.0."
Blossom Hill Foundation Fellowship: Projektantrag „Auf dem Diwan 2.0."
FGÖ (Fonds Gesundes Österreich): Projektantrag „Auf dem Diwan 2.0."
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Na temelju članka 13. Zakona o udrugama ("Narodne novine", br. 74/2014) na Osnivačkoj sjednici Skupština udruge za promicanje novih tehnologija „TEHNO OZ" održana dana 22. siječnja 2016. godine donijela je
STATUT
Udruge za promicanje novih tehnologija „TEHNO OZ"
I. OPĆE ODREDBE
Članak 1
Ovim Statutom uređuje se: naziv, sjedište i područje djelovanja udruge; zastupanje; ciljevi te djelatnosti kojima se ostvaruju ciljevi udruge; članstvo te prava i obveze članova/ica; unutarnji ustroj; udruživanje u saveze ili zajednice udruga i članstvo u međunarodnim udrugama; tijela udruge, njihov sastav i ovlasti, način odlučivanja; imovina udruge, prestanak udruge i postupak s imovinom u slučaju prestanka; te druga pitanja u skladu sa zakonom.
Udruga za promicanje novih tehnologija „TEHNO OZ" (u daljnjem tekstu Udruga) ima svojstvo neprofitne pravne osobe.
Članak 2.
Naziv udruge je: Udruga za promicanje novih tehnologija „TEHNO OZ"
Skraćeni naziv udruge je: Udruga „TEHNO OZ"
Sjedište udruge je: Ozalj, Kurilovac 1
Udruga djeluje teritorijalno na području Republike Hrvatske
Članak 3.
Udruga za promicanje novih tehnologija „TEHNO OZ" je udruga registrirana pri Uredu državne uprave u Karlovačkoj županiji; prema sjedištu.
Članak 4.
Udruga ima pečat. Pečat Udruge je kvadratnog oblika 3X4 cm u prvom redu je navedeno UDRUGA ZA PROMICANJE NOVIH TEHNOLOGIJA, u drugom redu piše TEHNO a u trećem OZ. Pečat čuva i ovlašten/a je koristiti predsjednik Udruge i drugi članovi koje on/a ovlasti.
Članak 5.
Udrugu zastupa Predsjednik Udruge. Skupština može ovlastiti i druge osobe za zastupanje Udruge.
I I CILJEVI I DJELATNOSTI UDRUGE, PODRUČJE DJELOVANJA SUKLADNO CILJEVIMA
Članak 6.
Udruga „TEHNO OZ" je osnovana s ciljem:
- promicanja korištenja novih tehnologija u svrhu podizanja razine tehničkih znanja, sposobnosti i vještina djece, mladeži i opće populacije Grada Ozlja i Karlovačke županije
- promicanja i poticanja ekološke svijesti i multimedijalne kulture te principa održivog razvitka u lokalnoj zajednici (razvoj ruralnih područja i održivi gospodarski razvoj);
- poticanja suradnje sa zainteresiranim i nadležnim organima uprave, medijima, srodnim udrugama tehničke kulture, znanstvenim organizacijama u zemlji i inozemstvu
- informiranja, educiranja i uključivanje djece, mladih i ostalog građanstva u skladu sa ciljevima
- iniciranje projekata kojima je cilj poboljšanje životnih uvjeta svih građana, bez obzira na starosnu dob
PODRUČJE DJELOVANJA SUKLADNO CILJEVIMA
DEMOKRATSKA POLITIČA KULTURA
Volonterstvo
Ostale djelatnosti volonterstva
Javno informiranje i mediji
Proizvodnja medijskih sadržaja
Poticanje kritičke rasprave u medijima
Promicanje medijske pismenosti
KULTURA I UMJETNOST
Audiovizualna djelatnost
Radio-televizijska djelatnost
Interaktivni mediji
OBRAZOVANJE, ZNANOST I ISTRAŽIVANJE
Odgoj i obrazovanje
Razvoj i promicanje odgoja i obrazovanja
Znanost, stručni rad i istraživanje
Organizacija domaćih i međunarodnih znanstvenih i znanstvenostručnih skupova,
škola, kongresa i seminara
Popularizacija znanosti
Ostale djelatnosti iz područja obrazovanja, znanosti i istraživanja
TEHNIČKA KULTURA
Elektrotehnika, elektronika, automatika i robotika
Elektrotehnika i elektronika
Automatika
Robotika
Ostale djelatnosti elektrotehnike, elektronike, automatike i robotike
Graditeljstvo, modelarstvo i maketarstvo
Samogradnja vozila, plovila, letjelica, opreme i pribora
Informatika i računalstvo
Komunikacijska tehnika
Digitalne komunikacije
Bežični mrežni sustavi
Audiovizualne tehničke djelatnosti
Neprofesijska filmska djelatnost
Neprofesijska video djelatnost
Neprofesijska fotografska djelatnost
Ostale audiovizualne tehničke djelatnosti
Inovatorstvo
Cjeloživotno obrazovanje u tehničkoj kulturi
Organiziranje i razvijanje tehničke kulture
Poticanje kreativnosti i stvaralaštva djece i mladih u tehničkoj kulturi
Ostale djelatnosti iz područja tehničke kulture
ZAŠTITA OKOLIŠA I PRIRODE
Energetska učinkovitost i obnovljivi izvori energije
Ostale djelatnosti iz područja zaštite okoliša i prirode
Članak 7.
U svrhu ostvarenja svojih ciljeva propisanih čl. 6. ovog Statuta Udruge obavlja sljedeće djelatnosti:
- implementacija dostupnih tehnoloških rješenja u svrhu poboljšanja životnih uvjeta ;
- izrada robotskih rješenja koja mogu poslužiti u poljoprivredi i gospodarskoj djelatnosti ;
- organiziranje i provođenje edukacije djece i mladeži;
- sudjelovanje i organiziranje natjecanja;
- sudjelovanje u izradi studija utjecaja novih tehnologija na opću populaciju;
- izrada audio i video uradaka u svrhu popularizacije novih tehnologija radi promoviranja rada udruge;
- promoviranje rada udruge putem svih sredstava komunikacije uključujući i Internet;
- izdaje promotivne i slične materijale i tiskovine vezane uz rad Udruge;
- organizira izložbe, projekcije filmova, promocije knjiga, seminare i konferencije;
- organizira radionice i predavanja u cilju širenja znanja vezanih za moderne tehnologije;
- organizira i provodi projekte u području izvaninstitucionalnog odgoja i obrazovanja koji potiču i afirmiraju ljubav prema novim tehnologijama, informatici, robotici, internetu kod djece i mladih;
- organizira i provodi edukativne radionice neformalnog obrazovanja vezane za tehnologiju;
- u suradnji sa nadležnim institucijama na nacionalnoj i međunarodnoj razini aktivno sudjeluje u unapređenju i promicanju ruralnog poduzetništva i drugih ruralnih programa;
- provodi volonterske aktivnosti, informiranje, savjetovanje, edukacija volontera;
- planira i realizira suradnju s ekološkim i turističkim sektorom, te odgojno-obrazovnim ustanovama;
- razmjenjuje programe i surađuje sa sličnim organizacijama i udrugama u Hrvatskoj, Europi i svijetu;
- organizira i druge djelatnosti, u skladu sa zakonom, za ostvarivanje ciljeva Udruge;
- izdavanje knjiga, publikacija i multimedijalnih sadržaja iz područja svog djelovanja;
Članak 8.
Rad Udruge je javan. Javnost rada Udruge ostvaruje se na načine utvrđene ovim Statutom, te:
- pravodobnim izvješćivanjem članstva o radu Udruge i značajnim događajima;
- pisanim izvješćima, na posebnim skupovima ili na drugi prikladan način;
- putem sredstava javnog priopćavanja.
Članak 9.
Ciljane skupine s obzirom na članstvo i korisnike prema kojima je Udruga usmjerena
– Djeca, opća populacija
– Mladi, opća populacija
– Građani, opća populacija
– Osobe starije životne dobi
– Odgojno-obrazovne institucije
– Lokalna i regionalna samouprava
– Ruralno stanovništvo
– Poslovne organizacije
– Volonteri
III ČLANSTVO U UDRUZI
Članak 10.
Članom udruge može postati svaka fizička osoba i pravna osoba. Pravna osoba svoje članstvo u udruzi ostvaruje putem ovlaštenog predstavnika. Kategorije članstva su:
1. Fizička osoba (1 glas na Skupštini),
2. Pravna osoba (1 glas na Skupštini),
3. Donator-počasni član (ne sudjeluje u radu Skupštine),
4. Učenici i studenti (ne sudjeluju u radu Skupštine)
Član Udruge postaje se upisom u Registar članova.
Registar članova vodi Tajnik udruge.
Registar članova vodi se u elektroničkom obliku i sadrži podatke o svakom članu: OIB, ime, prezime, datum rođenja, adresa, datum pristupanja, kategorija članstva, funkcija.
Članak 11.
Članovima udruge izdaje se članska iskaznica. Izgled, sadržaj i način izdavanja iskaznice utvrđuje Predsjedništvo. Tajnik Udruge dužan je svakoj fizičkoj osobi koja je postala članom u roku od 30 dana izdati člansku iskaznicu.
Članak 12.
Godišnji iznos članarine za kategoriju pod točkom 1. i 2. iz članka 10. određuje Skupština Udruge. Kategorija pod točkom 3. iz članka 10. ne plaća članarinu nego donira proizvoljni iznosu u novcu ili u naturi (robe i/ili usluge). Kategorija po točkom 4. iz članka 10. ne plaća članarinu.
Članak 13.
Prava redovnih članova su:
– sudjelovanje u upravljanju poslovima Udruge,
– sudjelovanje u radu i odlučivanju na sjednicama Skupštine Udruge
– birati i biti biran u tijela Udruge
– uvid u sve djelatnosti udruge i sudjelovanje u djelatnostima udruge
– uvid u stručne, informacijske i ostale materijale koje proizvodi udruga
Dužnosti članova su:
– pridržavanje i poštivanje odredaba Statuta,
– zastupanje ciljeva i programske osnove udruge,
– čuvanje ugleda udruge,
– ispunjavanje preuzetih obaveza unutar djelatnosti udruge
– pravodobno plaćanje članarine
Članak 14.
Članstvo u udruzi prestaje: dragovoljnim istupanjem, neplaćanjem članarine, isključenjem.
Član se briše iz Registra članova bez posebne odluke ako do konca godine ne plati članarinu za tekuću godinu. Brojnost i vrstu članstva određuje Tajnik temeljem potvrda o uplaćenoj članarini.
Ukoliko se član Udruge ne pridržava odredbi ovoga Statuta ili nanese veću materijalnu ili drugu štetu Udruzi može biti isključen iz Udruge. Odluku o isključenju donosi Predsjedništvo Udruge većinom glasova. Isključeni član ima u roku od 30 dana od dana primitka pismene odluke o isključenju pravo prigovora Skupštini čija je odluka o isključenju konačna.
Članovi nadziru rad Udruge. Ako član Udruge utvrdi nepravilnosti u provedbi statuta, ovlašten je na to upozoriti skupštinu. Ako se upozorenje ne razmotri na sjednici skupštine u roku od 30 dana od dostavljenoga pisanog upozorenja i nepravilnosti ne otklone, član ima pravo podnijeti tužbu županijskom sudu nadležnom prema sjedištu udruge radi zaštite svojih prava propisanih statutom udruge.
Članak 15.
Udruga se može udruživati u saveze ili zajednice udruga. Udruga se može učlanjivati u međunarodne saveze udruga. Odluku o udruživanju donosi Skupština .
IV UPRAVLJANJE I TIJELA UDRUGE
Članak 16.
Tijela Udruge su: Skupština Udruge; Predsjedništvo; Predsjednik
Članak 17.
Skupština je najviše tijelo upravljanja udrugom. Skupštinu sačinjavaju svi poslovno sposobni članovi Udruge i po jedan predstavnik pravne osobe redovne članice, a mogu joj prisustvovati i svi ostali članovi.
Članak 18.
Skupština može biti redovna, izborna ili izvanredna. Skupština redovito zasjeda najmanje jednom u tijeku godine, dok se izborna sjednica skupštine održava svake četiri godine, a izvanredna prema potrebi. Sjednice skupštine saziva Predsjedništvo Udruge.
U odluci o sazivanju skupštine Predsjedništvo utvrđuje dnevni red sjednice, te dan i mjesto održavanja sjednice.
Predsjedništvo je dužno sazvati izvanrednu sjednicu skupštine kada to zatraži najmanje 1/3 članova Skupštine. U svom zahtjevu za sazivanje skupštine predlagatelji su obvezni predložiti dnevni red sjednice. Ako Predsjedništvo ne sazove izvanrednu sjednicu skupštine u roku od 15 dana od dana dostave zahtjeva sazvati će je predlagatelj (odluka treba sadržavati prijedlog dnevnog reda, te mjesto i dan održavanje sjednice).
Članak 19.
Sjednici Skupštine predsjedava predsjednik Udruge, a u njegovoj odsutnosti dopredsjednik. U slučaju odsutnosti predsjednika i dopredsjednika Udruge Skupština će na početku sjednice javnim glasovanjem odrediti osobu koja će predsjedavati Skupštinom. O radu sjednice vodi se zapisnik, koji se trajno čuva u arhivi Udruge.
Članak 20.
Skupština odlučuje pravovaljano ako je nazočna natpolovična većina svih članova Skupštine, a odluke donosi većinom glasova nazočnih članova, ako Statutom nije određena posebna većina, osim u slučaju kad Predsjednik donese odluku da se o pojedinom pitanju glasuje tajno.
V SKUPŠTINA UDRUGE
Članak 21.
Na zasjedanjima Skupština:
– usvaja statut udruge i njegove izmjene i dopune
– bira i razrješava osobe ovlaštene za zastupanje, osim ako statutom nije propisano da osobe ovlaštene za zastupanje bira i razrješava drugo tijelo udruge koje bira skupština
– bira i razrješava druga tijela udruge, ako statutom nije drukčije propisano
– odlučuje o udruživanju u saveze, zajednice, mreže i druge oblike povezivanja udruga
– usvaja plan rada i financijski plan za sljedeću kalendarsku godinu i izvješće o radu za prethodnu kalendarsku godinu
– usvaja godišnje financijsko izvješće
– odlučuje o promjeni ciljeva i djelatnosti, gospodarskih djelatnosti, prestanku rada i raspodjeli preostale imovine udruge
– donosi odluku o statusnim promjenama
– te odlučuje i o drugim pitanjima za koja statutom nije utvrđena nadležnost drugih tijela udruge.
– bira i razrješuje dužnosti članove Stegovne komisije;
– odlučuje o prigovorima članova Udruge protiv odluka Stegovne komisije;
– odlučuje o imenovanju i opozivu likvidatora;
VI PREDSJEDNIŠTVO UDRUGE
Članak 22.
Izvršne funkcije i druge poslove utvrđene ovim Statutom obavlja Predsjedništvo
Udruge.
Članak 23.
Predsjedništvo broji 5 članova. Predsjednik i Tajnik su članovi predsjedništva po položaju. Predsjedništvo bira Skupština na mandat od 4 godine. Predsjedništvo je izvršno i operativno kolegijalno tijelo.
Članak 24.
Predsjedništvo:
– saziva Skupštinu Udruge;
– utvrđuje prijedlog Programa rada i Statuta koji se podnose Skupštini na razmatranje i prihvaćanje;
– utvrđuje prijedloge programa djelatnosti i planove rada;
– brine o izvršenju usvojenog Programa rada i provedbi odluka Skupštine Udruge;
– upravlja imovinom Udruge;
– podnosi izvješća o radu Skupštini Udruge;
– imenuje Tajnika na prijedlog predsjednika, imenuje komisije i slična tijela prema potrebi, te im određuje zadatke;
– donosi opći akt kojim odlučuje o naknadama, nagradama i potporama, te besplatnom korištenju objekata i opreme;
– obavlja i druge poslove predviđene Statutom i drugim općim aktima Udruge.
Članak 25.
Sjednicu Predsjedništva saziva Predsjednik Udruge koji je ujedno i predsjednik Predsjedništva.
Odluke Predsjedništva donose se većinom glasova svih članova Predsjedništva.
Sjednice Predsjedništva održavaju se prema potrebi o čemu odlučuje Predsjednik, a mora se održati najmanje jednom u 6 mjeseci.
Članak 26.
Za svoj rad Predsjedništvo je odgovorno Skupštini.
Predsjedništvo podnosi Skupštini godišnje izvješće o svom radu.
Mandat članova Predsjedništva traje četiri godine.
VII PREDSJEDNIK UDRUGE
Članak 27.
Predsjednika Udruge bira Skupština na mandat od četiri godine. Predsjednik Udruge je po funkciji ujedno i predsjednik Predsjedništva.
Predsjednik:
– zastupa Udrugu i odgovoran je za zakonitost rada Udruge;
– saziva sjednice Predsjedništva;
– odgovoran je skupštini za podnošenje prijedloga godišnjeg financijskog izvješća;
– obavlja i druge poslove u skladu sa zakonom, statutom i aktima udruge
– vodi poslove udruge sukladno odlukama skupštine, ako statutom nije drukčije propisano;
– dostavlja zapisnik s redovne sjednice skupštine nadležnom uredu koji vodi registar udruga;
– sklapa ugovore i poduzima druge pravne radnje u ime i za račun udruge;
U slučaju odsutnosti ili spriječenosti predsjednika u svim poslovima zamjenjuje ga dopredsjednik. Dopredsjednika bira Skupština na mandat od 4 godine i za svoj rad odgovora Skupštini.
VIII TAJNIK UDRUGE
Članak 28.
Tajnika Udruge bira i imenuje Predsjedništvo na prijedlog Predsjednika Udruge na mandat od četiri godine, a dužnost je Tajnika da obavlja stručno administrativne poslove. Tajnik vodi Registar članova Udruge sukladno članku 10. Statuta.
IX STEGOVNA KOMISIJA
Članak 29.
Članovi Udruge stegovno odgovaraju za povredu svojih članskih dužnosti utvrđenih Statutom Udruge ili drugim aktima.
Stegovni postupak vodi Stegovna komisija sastavljena od tri člana, koje bira i opoziva Skupština.
Zahtjev za pokretanje stegovnog postupka može podnijeti Predsjedništvo ili najmanje 1/10 članova Skupštine. Mandat članova stegovne komisije je četiri godine. U stegovnom postupku mogu se izreći sljedeće stegovne mjere: opomena i isključenje iz članstva Udruge. Odluke se donose jednoglasno.
Članak 30.
Protiv odluke stegovne komisije može se u roku od 15 dana računajući od dana dostave odluke, podnijeti prigovor Skupštini. Skupština je dužna prigovor riješiti u roku od 30 dana od dana dostave prigovora.
Članak 31.
Za rad u pojedinim područjima djelovanja Udruge Predsjedništvo može osnovati i povremene komisije ili druga radna tijela.
Odlukom o osnivanju komisije ili radnih tijela utvrđuje se njihov sastav, zadaća, vrijeme za koje se osnivaju i odgovornost za obavljeni posao.
X LIKVIDATOR
Članak 32.
Likvidatora imenuje Skupština svojom odlukom i to natpolovičnom većinom članova Udruge. Likvidator zastupa Udrugu u postupku likvidacije te se otvaranjem likvidacijskog postupka upisuje u registar udruga kao osoba ovlaštena za zastupanje udruge do okončanja postupka likvidacije i brisanja udruge iz registra udruga. Likvidator je dužan provesti likvidacijski postupak u roku od 60 dana od dana primitka rješenja nadležnog ureda o otvaranju likvidacijskog postupka. Odluku o opozivu likvidatora donosi Skupština.
XI IMOVINA UDRUGE I NAČIN STJECANJA IMOVINE
Članak 33.
Imovinu Udruge čine; novčana sredstva, pokretnine , nekretnine i prava i obaveze Udruge.
Članak 34.
Udruga stječe imovinu: od članarine, dobrovoljnih priloga i darova, donacija iz proračuna i iz drugih izvora u skladu sa zakonom. Djelatnosti Udruga ne smije obavljati radi stjecanja dobiti za svoje članove ili treće osobe. Ako u obavljanju djelatnosti Udruga ostvari višak prihoda nad rashodima, on se mora sukladno statutu koristiti isključivo za obavljanje i unapređenje djelatnosti Udruge kojima se ostvaruju njeni ciljevi utvrđeni statutom. Predsjednik, uz suglasnost Skupštine donosi odluku od stjecanju nekretnina, kao i odluku o prodaji, prijenosu na drugu pravnu osobu ili davanje u zakup imovine.
Članak 35.
Izvješće o materijalno – financijskom poslovanju Predsjedništvo podnosi Skupštini na razmatranje i prihvaćanje. Udruga je dužna voditi poslovne knjige i sastavljati financijska izvješća prema propisima kojima se uređuje način vođenja računovodstva neprofitnih organizacija.
Članak 36.
Udruga za ostvarenje svojih ciljeva može obavljati gospodarsku djelatnost, u skladu sa zakonskim propisima.
Xl PRESTANAK RADA UDRUGE
Članak 37.
Udruga prestaje sa radom u slučajevima predviđenim zakonom i odlukom Skupštine, uz odluku o prestanku djelovanja Udruge 2/3 većinom glasova od ukupnog broja članova Skupštine.
U slučaju prestanka postojanja Udruge imovina se, nakon namirenja vjerovnika i troškova likvidacijskog, sudskog i drugih postupaka, predaje udruzi, ustanovi, zakladi ili fondaciji određenoj statutom udruge, a koja ima iste ili slične statutarne ciljeve.
Ako se u slučaju prestanka postojanja Udruge iz bilo kojih razloga ne može provesti postupak s imovinom udruge koji je udruga odredila svojim statutom, preostalu imovinu stječe jedinica lokalne samouprave na čijem je području sjedište udruge.
U slučaju prestanka rada Udruge zbog pripajanja drugoj udruzi, spajanja s drugom udrugom ili podjele udruge razdvajanjem, Skupština će odlučivati o imovini na svojoj posebnoj sjednici sukladno Zakonu o udrugama.
Članak 38.
Za svoje obveze Udruga odgovara svojom cjelokupnom imovinom. Članovi Udruge i članovi njegovih tijela ne odgovaraju za obveze Udruge. Nad Udrugom se može provesti stečaj, sukladno zakonu.
Udruga i osobe ovlaštene za zastupanje za štetu učinjenu u udruzi ili udruge prema trećim osobama odgovaraju sukladno općim propisima o odgovornosti za štetu.
XII RJEŠAVANJE SPOROVA I SUKOBA INTERESA
Članak 39.
Spor/sukob interesa u Udruzi postoji ukoliko se radi o pravima i interesima članova Udruge kojima članovi mogu slobodno raspolagati a koji utječe na rad Udruge u cjelini odnosno ako se ona odnose na pitanja od zajedničkog interesa na sve članove.
Članak 40.
Ako postoji spor između članova koji otežava ili onemogućava rad Udruge te se ne može riješiti kroz postupke propisane ovim Statutom, članovi Udruge dužni su pokušati taj spor riješiti mirenjem. Ako postupak mirenja ne uspije, članovi Udruge spor rješavaju pred nadležnim općinskim sudom.
Za rješavanje sporova/sukoba interesa, Skupština imenuje Arbitražno vijeće između članova udruge. Sastav, mandat, način odlučivanja vijeća uređuju se pravilnikom koji donosi Skupština. Arbitražno vijeće u svom radu na odgovarajući način primjenjuje odredbe Zakona o mirenju. Odluka Arbitražnog vijeća je konačna.
XIII PRIJELAZNE I ZAVRŠNE ODREDBE
Članak 41.
Statut Udruge donosi Skupština većinom glasova ukupnog broja članova u Skupštini nakon provedene rasprave.
Članak 42.
Tumačenje odredaba ovog Statuta daje Skupština Udruge, a tumačenje drugih akata daje Predsjedništvo Udruge.
Članak 43.
Ovaj Statut stupa na snagu danom donošenja, a primjenjivat će se danom upisa u Registar udruga Republike Hrvatske.
U Ozlju 22. siječnja 2016
Predsjednik:
Predrag Matko
_________________
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RESOLUTION NO. 08-621
A RESOLUTION OF THE TOWN COUNCIL OF THE TOWN OF MIAMI LAKES, FLORIDA APPROVING THE QUOTATION AND PROPOSAL FROM COLUMBIA EQUIPMENT COMPANY INC., FOR THE PURCHASE OF FOUR (4) NEW BUS SHELTERS; WAIVING PROCUREMENT PROCEDURES; AUTHORIZING TOWN OFFICIALS TO IMPLEMENT THE TERMS AND CONDITIONS OF THE QUOTATION AND PROPOSAL; AUTHORIZING THE TOWN MANAGER TO EXPEND BUDGETED FUNDS; AUTHORIZING THE TOWN MANAGER TO EXECUTE A PURCHASE ORDER; AND PROVIDING FOR AN EFFECTIVE DATE.
WHEREAS, on October 10, 2005, the Town of Miami Lakes (the “Town”) issued an Advertisement For Bids (the Advertisement”) for Bus Bench and Shelter Upgrades; and
WHEREAS, the Advertisement provided that the award of contract would be to the lowest Responsive and Responsible Bidder; and
WHEREAS, on October 31, 2005 the bids were scheduled to be publicly opened and the Town received no bids; and
WHEREAS, the Town Manager subsequently requested a quote for the bus shelter and bus route frames from Columbia Equipment Company, Inc., (“Vendor”), the Town’s previous supplier of bus shelters and frames; and
WHEREAS, in 2005, the Town Council approved the Vendor for the purchase of five (5) new bus shelters and ten (10) bus route frames along Ludlam Road; and
WHEREAS, in an ongoing effort to upgrade elements of the Town’s infrastructure and to implement elements within the Town’s Transportation Masterplan, four (4) additional bus shelters are proposed to be installed; and
WHEREAS, the Town has requested a Quotation and Proposal for the four (4) new bus
shelters from the Vendor; and
WHEREAS, the Town finds that the Quotation and Proposal from the Vendor is comparable with the quote obtained by the Town in 2005; and
WHEREAS, the Town Council determines that waiver of Section G(1) of the Town’s Purchasing Procedures Ordinance is appropriate for the approval of this Vendor for the purchase of four (4) new bus shelters.
NOW, THEREFORE, BE IT RESOLVED BY THE TOWN COUNCIL OF THE TOWN OF MIAMI LAKES, FLORIDA, AS FOLLOWS:
Section 1. Recitals. The foregoing Recitals are true and correct and are incorporated herein by this reference.
Section 2. Approval of Vendor/Waiver of Purchasing Procedures. The Town Council determines pursuant to Section G(1) of the Town’s Purchasing Procedures Ordinance, to waive the purchasing procedures to select Columbia Equipment Company, Inc., to provide the Shelters pursuant to the Quotation and Proposal dated August 30, 2007, a copy of which is attached as Exhibit “A,” together with such non-material changes as may be acceptable to the Town Manager and approved as to form and legality by the Town Attorney.
Section 3. Authorization of Town Officials. The Town Manager is authorized to execute a Purchase Order for the Shelters in accordance with the Quotation and Proposal (the “Purchase Order”) and the Town Manager and Town Attorney are authorized to take all steps necessary to implement the terms and conditions of the Purchase Order.
Section 4. Authorization of Fund Expenditure. Notwithstanding the limitations imposed upon the Town Manager pursuant to the Town’s Purchasing Procedures Ordinance, the
Town Manager is authorized to expend budgeted funds to implement the terms and conditions of the Purchase Order.
**Section 5. Execution of Purchase Order.** The Town Manager is authorized to execute the Purchase Order on behalf of the Town, to execute any required agreements and/or documents to implement the terms and conditions of the Purchase Order and to execute any extensions and/or amendments to the Purchase Order, subject to the approval as to form and legality by the Town Attorney.
**Section 6. Effective Date.** This Resolution shall take effect immediately upon adoption.
PASSED AND ADOPTED this 12 day of February, 2008.
Motion to adopt by Mary Collins, second by Nancy Simon.
**FINAL VOTE AT ADOPTION**
| Position | Vote |
|---------------------------------|------|
| Mayor Wayne Slaton | yes |
| Vice Mayor Nancy Simon | yes |
| Councilmember Roberto Alonso | yes |
| Councilmember Mary Collins | yes |
| Councilmember Robert Meador | yes |
| Councilmember Michael Pizzi | yes |
| Councilmember Richard Pulido | yes |
Wayne Slaton
MAYOR
ATTEST:
Debra Eastman
TOWN CLERK
APPROVED AS TO LEGAL SUFFICIENCY:
TOWN ATTORNEY
Weiss, Serota, Helfman, Pastoriza,
Cole & Boniske, P.L.
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Karkkilan kaupungin tilinpäätös vuodelta 2018
Kaupunginhallitus 25.03.2019 § 70
Esittelijä: kaupunginjohtaja Tuija Telén
Kuntalain 113 §:n mukaan kunnan tilikausi on kalenterivuosi. Kunnanhallituksen on laadittava tilikaudelta tilinpäätös seuraavan vuoden maaliskuun loppuun mennessä, jonka jälkeen kunnanhallituksen on saatettava se valtuuston käsiteltäväksi. Valtuuston tulee hyväksyä tilinpäätös kesäkuun loppuun mennessä.
Tilinpäätökseen kuuluvat tuloslaskelma, tase, rahoituslaskelma ja niiden liitetiedot sekä talousarvion toteutumisvertailu ja toimintakertomus. Lisäksi tilinpäätöksen tulee sisältää konsernituloslaskelman, konsernitaseen, konsernirahoituslaskelman ja niiden liitetiedot.
Tilinpäätöksen käsittelyjärjestys on Suomen Kuntaliiton suosituksen mukaan seuraava:
1. Kaupunginhallitus valmistelee tilinpäätöksen siihen liittyvine asiakirjoineen, allekirjoittaa tilinpäätöksen sekä saattaa sen tilintarkastajille tarkastettavaksi ja kaupunginvaltuuston käsiteltäväksi.
2. Tilintarkastaja luovuttaa tarkastuslautakunnalle ja valtuustolle osoittamansa tarkastuskertomuksen. Kertomukseen sisältyy lausunto siitä, voidaanko tilinpäätös hyväksyä ja tilivelvollisille myöntää vastuuvapaus.
3. Jos tilintarkastuskertomus sisältää tilimuistutuksen, tarkastuslautakunta hankkii asianomaisten selitykset sekä kaupunginhallituksen lausunnon.
4. Tarkastuslautakunta jättää tilinpäätöksen tilintarkastuskertomuksineen valtuuston käsiteltäväksi ja antaa arvionsa tehdyistä muistutuksista, niihin annetuista selvityksistä ja kaupunginhallituksen lausunnosta sekä tekee esityksen siitä, voidaanko tilinpäätös hyväksyä ja tilivelvollisille myöntää vastuuvapaus.
Edellä todettu käsittelyjärjestys perustuu siihen, että tarkastuslautakunnan laatima arviointikertomus käsitellään omana pykälänään.
Yhteenveto vuoden 2018 tilinpäätöksestä
Karkkilan kaupungin vuoden 2018 tilikauden tulos on 895 471,10 euroa alijäämäinen.
Kaupungin vuoden 2018 toimintakate oli 46,03 miljoonaa euroa ja se heikkeni vuoteen 2017 nähden 0,63 prosenttia, joka on noin 289 074 euroa. Vuoden 2018 muutettuun talousarvioon nähden toimintakate parani 2,00 prosenttia, joka on 936 595 euroa.
Ulkoisia toimintatuottoja vuonna 2018 kertyi 6,76 miljoonaa euroa. Toimintatuotot kasvoivat vuoteen 2017 nähden 4,5 prosenttia, joka on 289 645 euroa. Vuoden 2018 muutettuun talousarvioon verrattuna toimintatuottoja saatiin 429 838 euroa enemmän. Toimintatuottoja saatiin enemmän muun muassa joukkoliikenneavustuksina, hankerahoituksina ja pysyvien vastaavien myyntituloina.
Ulkoiset toimintakulut 52,79 miljoonaa euroa kasvoivat vuoteen 2017 nähden 1,11 prosenttia, joka on 578 720 euroa. Vuoden 2018 muutettuun talousarvioon verrattuna toimintakulut laskivat 506 757 euroa. Muutettu talousarvio sisälsi mm. Perusturvakuntayhtymä Karviaisen 400 000 euron lisämäärärahan, ja suurin syy toimintakulujen pienenemisessä on Karviaisen 679 000 euron palautus.
Verotuloja Karkkilan kaupungille vuonna 2018 kertyi yhteensä 30,72 miljoonaa euroa, joka oli noin 838 000 euroa vähemmän kuin talousarviossa oli ennakoitu ja noin 715 000 euroa vähemmän kuin vuoden 2017 tilinpäätöksessä. Kunnallisveron osuus verotuloista vuonna 2018 oli 27,27 miljoonaa euroa, joka oli 633 000 euroa vähemmän kuin talousarviossa 2018 oli varattu. Yhteisöverojen osuus 1,19 miljoonaa euroa, joka oli 107 000 euroa vähemmän kuin talousarviossa 2018. Lisäksi kiinteistöverotuottojen osuus 2,26 miljoonaa euroa, jotka toteutuivat lähestulkoon talousarvion mukaisesti.
Valtionosuuksia saatiin noin 17,79 miljoonaa euroa, joka on noin 369 000 euroa enemmän kuin vuonna 2017. Talousarvioon nähden valtionosuuksia saatiin 200 114 euroa enemmän.
Poistot ja arvonalentumiset 2,96 miljoonaa euroa kasvoivat vuoteen 2017 nähden 7,11 prosenttia, joka on 196 377 euroa enemmän. Talousarvioon nähden poistot ja arvonalentumiset toteutuivat lähestulkoon talousarvion mukaisesti.
Vuonna 2018 investointimenot olivat yhteensä 1,45 miljoonaa euroa ja investointitulot 639 621 euroa. Nettomääräinen investointimeno oli 808 104 euroa.
Investointimenot alittuivat muutettuun talousarvioon nähden 224 276 euroa ja investointitulot ylittyivät 529 621 euroa.
Investointeihin liittyviä tuloja saatiin maa-alueiden myynneistä, kiinteistö osakeyhtiö Yrittäjäntie 53 myynnistä, työkeskus Pajakatu 2 rakennuksen myynnistä ja Technopolis OYJ:n osakkeiden myynnistä.
Suurimmat investointikohteet vuonna 2018 olivat vesi- ja viemäriverkon parantaminen mukaan lukien hulevesi 322 767 euroa, Harjun kentän kunnostus 110 862 euroa, katujen päällystäminen 103 604 euroa ja yhteiskoulun sisäilmakorjaukset 109 096 euroa.
Kaupungin lainamäärä 31.12.2018 oli 59,08 miljoonaa euroa. Lainamäärä laski vuoden takaisesta 130 000 euroa. Asukaskohtainen lainamäärä oli vuoden 2018 lopulla 6 718 euroa / asukas.
Konsernin tulos oli noin 916 000 euroa alijäämäinen. Konsernin kertynyt ylijäämä oli noin 1,81 miljoonaa euroa. Konsernin lainakanta 31.12.2018 oli 62,98 miljoonaa euroa ja lainaa konsernilla oli 7 163 euroa / asukas.
Kaupunginjohtajan ehdotus:
Kaupunginhallitus päättää
1) esittää kaupunginvaltuustolle, että tilikauden tulos -895 471,10 euroa siirretään kokonaisuudessaan alijäämänä taseen omaan pääomaan edellisiltä tilikausilta kertyneisiin yli- ja alijäämiin,
2) allekirjoittaa vuoden 2018 tilinpäätöksen ja jättää sen tilintarkastajan tarkastettavaksi,
3) valtuuttaa kaupunginjohtajan tekemään vuoden 2018 tilinpäätökseen teknisiä korjauksia
4) saattaa tilinpäätöksen tarkastuslautakunnan valmistelun jälkeen kaupunginvaltuuston käsiteltäväksi.
Päätös:
Kaupunginhallitus päätti ehdotuksen mukaan yksimielisesti.
Täytäntöönpano:
kaupunginvaltuusto
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Atlantic Marketing Journal
Volume 10
Number 2
2021
Building Connections in Co-Production Environments
Kimberly D. Grantham
University of Georgia, email@example.com
Kimberly R. McNeil North Carolina Agricultural and Technical State University, firstname.lastname@example.org
Gail Ayala Taylor Dartmouth College, email@example.com
Roland L. Leak North Carolina Agricultural and Technical State University, firstname.lastname@example.org
Follow this and additional works at: https://digitalcommons.kennesaw.edu/amj
Part of the Marketing Commons, and the Sales and Merchandising Commons
Recommended Citation
Grantham, Kimberly D.; McNeil, Kimberly R.; Taylor, Gail Ayala; and Leak, Roland L. (2021) "Building Connections in Co-Production Environments," Atlantic Marketing Journal: Vol. 10 : No. 2 , Article 3. Available at: https://digitalcommons.kennesaw.edu/amj/vol10/iss2/3
This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Atlantic Marketing Journal by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact email@example.com.
Article 3
Building Connections in Co-Production Environments
Kimberly D. Grantham, University of Georgia, firstname.lastname@example.org Kimberly R. McNeil, North Carolina Agricultural and Technical State University Gail Ayala Taylor, Dartmouth College
Roland L. Leak, North Carolina Agricultural and Technical State University
Abstract - With the impact of the Covid-19 pandemic felt around the globe, consumers look forward to once again being able to engage in communal experiences where relationships with other customers and with service providers are integral parts of ongoing service experiences. The purpose of this study is to provide a framework for service establishments to better understand the communal approach to becoming a service co-creator, helping service providers create more meaningful relationships between their customers when customers are engaging in the service experience in a group and as an individual. We distinguish individual versus group influences that emerge as a result of this unique but growing class of service offerings. We extend knowledge in this area by uncovering the nontangible elements of a co-production experience found to deepen the customer-service provider relationship, which ultimately impacts repeat patronage. We examined these influences in two different co-production environments and subsequently laid the foundation for the need for further research in this area, with the goal of identifying common practices that can enhance co-creation across varied industries.
Keywords - Co-creation, Co-production, customer experiences, service experiences, service providers, service quality
Introduction
In an effort to respond to consumers' desire to follow safety guidelines in the midst of a pandemic, and at the same time fulfill a desire to spend time with family and friends, Walmart is hosting the Walmart Drive-In in hundreds of Walmart parking lots around the country. By offering these types of experiences, Walmart is tapping into consumers' desire to engage in memorable experiences with others, and to do so in a safe manner. Companies like Walmart recognize the importance of these communal experiences (Whiteside 2020). In this study, we examine communal experiences and explore the "notion" of simultaneous production and consumption within such experiences. This unique aspect of services has been thought of as a challenge (Sampson 2001) but we explore whether what has been thought of as a challenge may actually be an opportunity.
As co-contributors in the creation of the service experience, we propose that customers are seeking service experiences in which they can be actively involved, and thus create a communal "what's in it for us" experience (with service provider and consumer becoming service co-creators) versus an individual "what's in it for me" experience. Like the Walmart Drive-in example, consumers make a choice to engage in a communal drive-in experience with others or individually watch an older classic movie using a streaming service at home. In our research we seek to better understand this communal experience in a "customer controlled" service environment where without the customer's input, the service offering would not exist (Ramaswamy and Gouillart, 2010). The purpose of this study is to provide a framework for service establishments to better understand the communal approach to becoming a service co-creator, helping service providers create more meaningful relationships between their customers when customers are engaging in the service experience in a group and as an individual. We distinguish individual versus group influences that emerge as a result of this unique but growing class of service offerings.
Researchers have studied co-creation/co-production in an attempt to understand benefits, factors and activities that are involved in the co-creation environment. While there is extensive research related to co-production, we contribute by highlighting how the presence of others in the co-creation environment can impact outcomes of a co-production experience coupled with how one enters a service establishment, as an individual or as a member of a group (i.e., with friends or family), can influence the level of satisfaction in the service encounter. Using a meal assembly service as the context to explore co-production experiences, we gathered insights from focus groups, and followed up with survey data from an art studio to explore how other customers, unacquainted and known, impact individuals' service experiences.
Literature Review
In light of the extensive research that has been conducted with regard to co-production, this literature review focuses on the two areas that tie specifically to the present study, value creation in co-production and consumer relationships in co-production.
Value creation in Co-Production
Lengnick-Hall et al. (2000) state that companies involved in co-production are "engaging customers as active participants in the organization's work." When customers are active participants, they are in essence helping to create the value that they desire (Prahalad and Ramaswamy, 2000). Due to this value creation on the part of the consumer, Prahalad and Ramaswamy refer to co-production experiences as "co-creation" experiences. Research conducted by Grönroos and Ravald (2011) clarifies many of the terms used within studies examining coproduction, and establishes the context of environments where co-creation value is sought. Auh et al. (2007) state that co-production has two main benefits: 1) productivity gains for organizations, and 2) customization of offerings to customers' needs. Auh et al.'s examination of co-production revealed three consumer factors that are key to positive service outcomes in a coproduction environment: 1) perceived clarity of the task, 2) ability or competence of the consumer, and 3) motivation of the consumer. They conclude that co-production is significantly associated with attitudinal loyalty and attitudinal loyalty is positively and significantly related to behavioral loyalty.
Prahalad (2004) outlines five activities of co-creation: customer engagement, self-service, customer experience, problem solving, and co-design. Gebauer et al. (2010) focused on Prahalad's (2004) five activities of value co-creation to determine how the Swiss Federal Railway operator (SBB) addressed each to ultimately provide a better customer experience and increase ridership and revenue. Using a service-dominant logic, the value in public transport is co-created with the passengers as value-in-use. Gebauer, Johnson and Enquist (2010) conclude that it is important to involve customers in co-creation of their own service experience to suit their own personalized experiences. This same emphasis on personalized experiences is stressed by Prahalad and Ramaswamy (2000) as they state that personalization is about the customer becoming a cocreator of the content of their experiences. Gebauer, Johnson and Enquist (2010) emphasize the importance of customers being active participants instead of passive participants. While Auh et al. (2007) examined loyalty in the context of co-production in financial services and Gebauer et al. (2010) examined value co-creation in the context of public transport services, it is imperative to also determine the extent to which loyalty is impacted in different co-production environments, as recommended by Gebauer, Johnson and Enquist (2010).
Etgar's (2008) model of the consumer co-production process also has implications for how companies can enhance the overall value to the consumer, as consumers customize the products and services purchased through their participation in the production process. Vargo and Lusch (2004) established what they termed as a service dominant logic in which value is created by the dynamic exchange that takes place with the consumer (as opposed to the traditional view where emphasis was placed on the product). One of the main implications of this service dominant logic (Grönroos, 2008) is for the company to cultivate relationships with customers who are viewed as active participants in relational exchanges as the company and the customer co-create value. Puccinelli et al. (2009) made note in their examination of customer experience management in retailing that consumers are willing to pay more for co-creation, an indicator of consumers' desire to be a part of the product assembly. An example of consumers paying more for co-creation can be seen in the frozen yogurt industry. Many "self-serve" yogurt stores have become popular. These stores allow consumers to serve themselves as much yogurt as they'd like and add toppings. The Wall Street Journal published an article called "Yogurt Chains Give Power to the People," which states that the average price on a self-serve ticket is $6.32, while at a traditional yogurt store, the average ticket is $5.61 (Pessin, 2011). This illustrates the idea that consumers are willing to pay more to be involved in the production experience. The same trend can be seen with Build-ABear Workshop, where consumers can choose every aspect of their stuffed animals, from type of animal to clothing and accessories. Bloomberg Businessweek published an article stating that the average price of a Build-a-Bear is $32 (Crockett, 2005). Meanwhile, most stuffed animals of similar quality are found on Amazon in the price range of $7.00-$9.00. Once again, this reinforces the notion that in certain situations the process of co-creation increases the value of what consumers receive in the exchange. Consumers' willingness to pay more for services in which they have had input, enhances the concept of value in this service context.
Poulsson and Kale (2004) actually approach co-production from an even broader perspective as they define the customer's experience in a commercial setting in terms of co-production. They define commercial experience as, "an engaging act of co-creation between a provider and a consumer wherein the consumer perceives value in the encounter and in the subsequent memory of that encounter." They conclude that the value created depends on the level of intensity and feelings of enchantment associated with service experience, and that this perceived value should be high enough such that the consumer is willing to pay a premium for it. Zomerdijk and Voss (2010) explore how this emotional connection between a service provider and customer is managed. In Tynan and McKechnie's (2009) review and assessment of experience marketing, they note that the co-creation of value involves a certain level of risk, and highlight the need to establish trust in the service experience. "From the customers' perspective, co-creating value involves risk-taking as information is shared, and is accompanied by an ongoing risk to the privacy of all parties concerned. To respond to this, successful marketers will need to exhibit evidence of being trustworthy by offering meaningful guarantees, being honest, reliable, and open in their dealings, and demonstrating commitment throughout the entire consumption process, particularly at the post-experience stage (page 511)." An example of this can be seen at hibachi style restaurants. While there is a certain level of risk with consumers choosing their own ingredients for their entrees and watching their meals prepared with those select ingredients, if the restaurants establish trust, consumers are willing to pay more for this type of co-creation.
Consumer relationships in Co-production
McGrath and Otnes (1995) conducted early research on the interactions between unacquainted consumers in a variety of settings, including bookstores, clothing stores, department stores, and grocery stores. Using observation, depth interviews, and shopping with consumers, they created a framework to explain interaction between consumers. The framework describes 11 types of interactions, broadly categorized into overt versus covert interactions, as well as into categories based on who initiated the interaction. Some of these interactions that are particularly relevant to the present study are help seeker, reactive helper, and proactive helper. The "help seeker" is a consumer who actively seeks information from other consumers. This was found to be the most common type of interaction. The "reactive helper" is a consumer who helps other consumers in response to help solicitation. Due to its ties to the "help seeker" interaction, this is the second most common type of interaction. The "proactive helper" is a consumer who helps another consumer without being asked. These three types of interactions are more relevant to the present study than some of the other 11 types of interactions as they are more likely to occur in co-production.
Similarly, Verhoef et al. (2009) found that the interactions between customers, not just between retailers and customers, affect the social environment of the customer experience. They conclude that companies should foster environments where customers can actually help each other, which, in turn, will increase customer experience satisfaction. In addition, companies can facilitate mutually fulfilling customer experiences by attracting similar types of customers (i.e., compatibility management). Thakor et al. (2008) found that when this similarity was missing, it impacted customer perceptions of the service as well as patronage intentions. Specifically, they found that young consumers' attitude to the service deteriorated in the presence of older consumers for services requiring physical attributes. Customer-to-customer interactions in "third places" outside of work and home seem to mirror the customer to employee impact on behavioral intentions and overall firm quality (Nicholls, 2010). Finsterwalder and Kuppelwieser (2011) also found that customer engagement in a group task influences customer-to-customer interactions in co-creation environments.
Study 1 Methodology
Focus groups were conducted to explore the experiential elements of co-production and determine the factors of importance to consumers in co-production environments that impact overall experience. The members of the focus groups were customers of a meal assembly company, and during the focus group sessions, they discussed their experiences with different aspects of the company's services. Some of the topics discussed included what they enjoyed about meal assembly, the types of relationships they had with the employees, and with whom they typically attended meal assembly sessions. The meal assembly industry was chosen for this study because of the unique involvement of the customers in the co-creation of the end product.
In a meal assembly company, customers preselect the meals they would like to create during their visit. Upon arrival, the customer finds individual cooking stations stocked with fresh ingredients that have been prepared (sliced, diced, etc.) weighed and/or measured along with the corresponding recipe. The customer has all inputs needed to prepare the preselected item using the detailed instructions provided. They also have the latitude to customize the recipe if they desire by adding more cheese or less spice, etc. allowing them to personalize the item to their liking. The assembled meals are put in storage containers that can be refrigerated or frozen at the consumer's home. Sessions typically last for two hours and customers often prepare several meals during a single visit.
The rationale for conducting focus groups was to gain a deeper understanding of coproduction from a communal perspective and allow for a group dynamic in which ideas can be bounced off different group members, and shared insights explored. Further, because the large majority of Dinner Ready* customers are women, we wanted to ensure our study participants were representative of the company's customer base. In preparation for the focus groups, the researchers reviewed purchase behavior data supplied by Dinner Ready in order to segment customers into different groups based upon past purchase behavior. Customers were classified based upon their usage rates (heavy, one-time, occasional users).
The first round of invitations consisted of 150 individuals given an estimated 20% acceptance rate. These potential respondents were randomly selected. These selected customers were sent a customized email message inviting them to attend. Email solicitations were used to align communication about the research study with email communications that the subjects were accustomed to receiving from the company. Subjects then went to a website to register. A reminder telephone call (scripted for consistency) was placed prior to the focus group meeting.
In addition, customers were segmented by how they engaged with Dinner Ready (Note: Dinner Ready, the name of the test company, as well as the names of participants have been disguised for confidentiality). If they were introduced to Dinner Ready's services by being invited as a member of a party and continued to go only as a participant in a party, the customers were classified as "party only." Customers who did not actually prepare meals but purchased meals that had previously been prepared by Dinner Ready staff were classified as "pick-up" customers. Customers who came as individuals (not as a member of a party) were classified as "regular" customers. The fourth category consisted of customers who had experience with the company in more than one of the abovementioned ways (e.g., customer who came as a member of a party and came individually). These customers were referred to as "combo" customers.
On the day of each of the four scheduled focus groups, subjects arrived, were greeted and escorted to the focus group room. A professionally trained moderator facilitated the focus groups based upon a prewritten moderator's guide. At the conclusion of each 1-2 hour discussion, participants were thanked for attending and then given $50.00 financial compensation. The stipends were provided by the researchers (not by Dinner Ready). Each of the four focus groups were video and audio taped for ease of transcription. The focus group tapes were then transcribed and analyzed.
Study 1 Findings
As stated previously, the goal of study one was to understand coproduction and the factors that contribute to a consumer's involvement. Data were combined and analyzed using conventional iterative interpretive methods (Spiggle, 1994). The researchers analyzed verbatim quotes using the part-whole process of hermeneutic analysis (Thompson, 1997). The researchers tacked back and forth between theory and data analysis using models of naturalistic inquiry as a guide (Belk et al., 1988). The researchers developed codes for different themes and, through data reduction merged the data into more general themes and categories. The two main themes are: 1) Relationship-building tactics by providers lead to feelings of connectivity between the customer and the service establishment and 2) Customer-to-customer interaction impacts the co-production experience. We elaborate on each of these themes below, then discuss how we used these themes to develop propositions and survey questions for Study 2 to examine how the factors are weighted in a different co-production environment.
Relationship with the Co-Production Provider
One theme that emerged in the focus groups was how the use of marketing tactics by the service provider influences service provider-customer relationships. Some of the ways that Dinner Ready facilitated the formation of these relationships were by helping customers prepare food (via helpful tips), coupons, and ensuring a friendly atmosphere. Jamie illustrates this point in the following quote:
"I think that is true because if they didn't treat you well and didn't treat you like they wanted you there, the convenience and the quality of the food wouldn't really matter for me... I didn't feel that way at (name of competitor), and I do feel that way at Dinner Ready. They (employees at Dinner Ready) even go the extra mile, they always recognize my face when I go in and they make a point of greeting me by my name and when I leave. They are like 'see you next time.'"
This demonstrates the theme of consumers building significant relationships with the service provider, feeling stronger relationships when the service provider goes above and beyond what the customer expects. Jamie explains this theme based on her experience:
"It is nice to know that if you are loyal to them they are going to continue to be loyal to you… some places you go in have all sorts of perks to get you in the door, but then once they get you in the door they think, 'Ahh I've got you. I am not going to try anymore.' I have never felt that way. I feel like they are glad you are a customer and the quality has been consistent from the day they opened."
Alisa shares that the staff of Dinner Ready enhance her overall experience at the establishment. Alisa was very impressed with the personable nature of the staff. It truly enhances the exchange that takes place with the company. She made several comments regarding the owners' presence as well. "The staff is really upbeat though too. They have great staff at Dinner Ready." Sally is very personable. She just walks around and talks to you like you are her best friend. Like every time she remembers things about you." Marianne also emphasized the presence and importance of the staff at Dinner Ready. She stated, "Jim and Sally just kind of appear. Sally does more often. She is not always there but it is always nice to see them come out and they will kind of mingle around."
"One time I was there and Jim was dishing some dishes up and I was doing mine. My friend and I and Jim were there and we just had a good time talking just about I don't know what. He was friendly too. That was nice."
Lynn noted that the staff also provides helpful hints to further enhance the exchange process.
"The last time I went and I made the calzones. 'Ohhh you'll love them but be careful. Don't put too much meat in the middle or they are going to puff up at the end.' And then also the lady from Dinner Ready said, 'You might want to put water on it and press it down with the fork.' It doesn't say that in the recipe but she had found out from other people that helps in the process of cooking it. So they were giving helpful tips too."
Hence, the relationship established with the co-production provider is a key component of the customers' experience within the co-production environment. We identified that the service provider engaging in relationship-building tactics makes the customer feel strongly connected to the service establishment.
Relationships with Other Customers
When the relationship with the co-production provider is solid, relationships formed or enhanced between consumers can be positioned as a unique benefit that consumers get while engaging in co-production. In the meal assembly context, women co-produce together, or with a spouse or significant other, and in doing so, build stronger relationships with one another. As one customer reflects,
"My name is Teresa and my husband and I have 3 kids that are all grown so I am always looking for new ways to spice up our relationship . . . so when I found out about Dinner Ready I thought, 'Oh, this is awesome. We can go together and make meals and it will be fun.' It took him about a year actually. The first time we went I finally got him to go to the open house for their 1 year anniversary. So we got a really good deal on the food that we got and it was delicious and he loved it. So from then on we always go to Dinner Ready like once every other month or so and make meals together. It is a lot of fun."
Elaine adds, "I go with my husband too. It is our date night because we don't see each other a whole lot. I have always gone with him, never gone by myself." Customer Amy enjoyed the social aspect of the preparation process as well. She says,
"I'm Amy and I learned about Dinner Ready this past year from a bunch of neighborhood women, the mothers there. . . .when I actually did it, it was a lot of fun. We actually had a good time . . . ."
Customer Kate reflects on her bonding experience with her daughter as she says, ". . . I have an older daughter, and she actually went along with me, so that was a good experience for some mother/daughter time (bonding)."
Alisa adds,
"It sure is a lot more fun. You can do it by yourself but when you are there with a group of people it is not the importance of it (sic), it is just the bonding, you're laughing."
Alisa enjoys the camaraderie as well as she notes,
"Yeah, if you want to go sit and have a coffee and take a break, you can sit around and talk, and sometimes you get together with friends you don't get to see all the time because you are busy with family. To have that hour or hour and a half of just laughing. . . A lot of times when you walk in there you hear a lot of laughter in there. It seems that there is just chatter all the time. I introduced it to my mothers' group. When I was in the mothers' group we were having like 20 people go to the parties because they all loved it."
Marianne notes, "It is like a little refuge to me." Customer Teresa adds, "I like it for the companionship and fun."
The following quote by Jamie also illustrates this importance of establishing relationships with other customers in a co-production environment:
"It's the fun of being able to go with some friends and being able to squeeze in a girls night out that you're still getting, you feel like you're getting grocery shopping and food prep done, but at the end you can sit down and have a glass of wine with your friends."
Anna also discusses the relationships formed between consumers:
"A lot of people had their children there and were doing the peppermint candy cane cookies and so it was a nice kind of family bonding time. My one girl who I go with on a regular basis, we went and we had a ball."
The relationships nurtured with other customers are an important component of the customer's overall experience. Many customers go with friends to prepare meals. The experience of meal assembly thus includes a key component of camaraderie and time spent with others. This aspect was illustrated by the aforementioned quotes that highlight how much customers value the social aspect of Dinner Ready and building relationships in the meal assembly context. It shows that customer-to-customer interaction brings additional value to the co-production experience and may lead to repeat patronage.
Propositions
Study 1, exploratory in nature, laid the foundation for a more pointed second study based on understanding themes that surfaced. Based on our findings from Study 1, we developed three propositions. Study 2 allowed for examining these propositions related to mode of entry, relationship between service provider and customer, and the influence of customer-to-customer interactions.
Attempts such as those previously mentioned to strengthen the social interactions in the service environment can be essential to the service establishment's long-term growth and viability. Recognizing the importance of consumers' emotional experience with the brand and with other consumers in the context of co-production, it is important to further explore how co-production companies can use these factors to enhance connectivity and affinity for the service experience. Baker et al. (1992) found that the service provider and consumer relational benefit has an influence on both behavioral intentions and overall firm quality. However, this is only when customers actively desire it. In a co-production environment, when an individual participates within a group, there is an assumed propensity to social interaction, given they are entering amongst others whom they know. It is for these customers who are part of a group, and in anticipation of more social interaction, where we would anticipate seeing evidence of the service provider/customer support serving as a "type of glue" that bonds the customer to the company (Rosenbaum, 2009). Based on the theme from Study 1 that emphasized the importance of the relationship between the service provider and customer, we postulate something different. When initial entry into the co-production environment is as a group, there is a ready-made community built within the group; however, we propose that consumers participating as individuals will be positively impacted by consumer-toconsumer interactions as well (even if they did not enter in a group) and this will influence perceptions of the service experience.
P1: Relationships with the service provider regardless of mode of entry (individual or group) impacts perceptions of service experience.
The first emergent theme from Study 1 emphasized the importance of the relationships established between the service provider and customers. We believe that these established relationships can intensify positive outcomes. These positive outcomes may lead to repeat patronage. Hence, we offer Proposition 2:
P2: Consumers are more likely to return to co-production environments where they perceive strong relationships with the service provider.
Interestingly, Albrecht et al. (2017) found that customers in groups show greater anger and have more negative word-of-mouth after experiencing a service failure as a group vs. as an individual. Based on the second emergent theme from Study 1, we understand that in a coproduction environment, this involvement of other customers is paramount. Successful coproduction environments where customers continue coming back will be based on the degree to which the company establishes consumption experiences where the link to other consumers is strong, along with the service experience. Thus, the following proposition is offered:
P3: Consumers are more likely to return to co-production environments as a group if the service provider encourages interaction among consumers.
Study 2 Methodology
To better understand the proposed relationships and interactions, we conducted a quantitative study based on the emergent themes. We developed survey questions to further examine how the factors were weighted in a different co-production environment. We worked with The Art in You art lounge in order to distribute and collect survey data (Note: The Art in You is a fictitious name for the art lounge from which we surveyed customers). The Art in You is described as a studio where everyone is an artist. When coming as a solo individual, customers view the calendar online to see the designated pictures that will be painted on designated days. Customers can then book their reservation to paint with the assistance of an art instructor who will teach customers in the studio to paint their designated picture. The same picture is being painted by all individuals in the studio. Customers may also be invited as part of a group (e.g., date night, sorority outing, birthday party, etc.) where the designated portrait has been chosen by the host. When coming as a group, only the group and the instructor(s) are in the studio at that time.
Through the assistance of an art instructor, each participant follows instructions in painting the design, while at the same time incorporating their own creativity and flair into their final product. In this co-production environment, customers and art instructors work closely together to paint the designated picture while incorporating each individual's style and creativity. After each painting session, art instructors asked participants to complete a 22-question survey. A total of 150 surveys were completed. The survey questions were developed based on the two themes identified from the focus group research. Table 1 identifies the survey questions that were associated with each of the themes. The standard question format was based on a 5-7 point likert scale. Questions linked to repeat patronage and demographic questions including age, race/ethnicity, education level, and employment status were also asked at the end of the questionnaire.
Table 1. Survey Questions related to Themes and Overall Experience
Study 2 Findings
A regression analysis was conducted to determine the impact of the relationships and interactions as stated in the propositions. Of the two themed areas, several relationships were found to align with the "relationship with the co-production provider" theme. As customers perceived stronger relationships with their instructor, they had higher ratings of experience quality. Customers were more pleased with their output and their overall experience when they described their relationship with their instructor in a positive manner. This finding stresses the importance of positive instructor interaction with customers regardless of mode of entry as customers receive a product and a service. Companies strive to satisfy their customers. Significant relationships were found to support this notion in the survey data.
When asked their likelihood to recommend the company, a significant relationship between experience quality rating and likelihood to recommend (β - .52, t = 4.65, p < .001) surfaced. Being pleased with the experience led to a higher likelihood to recommend the experience to others. Individuals that enjoyed the experience would have positive word of mouth communications with others about their experience. Further support was found in the significant relationship between pleased with outcome and likelihood to recommend (β = .244, t = 3.39, p = .001). Consistent with prior research in non-coproduction environments, the more someone liked their product (in this case, piece of artwork), the more likely they would recommend the establishment.
Additionally, the instructor reinforces the "relationship with other customers" theme. A significant relationship exists between instructor cultivated relationships with customers and experience quality (β = .369, t = 7.695, p < .01). When customers perceive the instructor as encouraging customer interaction, customers perceive more quality in the experience. Significant relationships manifested between instructor cultivating relationships with customers and forming a group yourself and coming back (β = .46, t = 2.555, p = .011) and instructor cultivating relationships and giving positive recommendations (β = .437, t = 4.997, p < .01).
There is also a significant relationship between strength of relationship with instructor and likelihood of coming alone (β = .282, t = 2.52, p = .012). Customers would be less likely to return alone if their relationship with the instructor was strong. Strength of relationship with instructor and giving positive recommendations yielded a significant relationship (β = .162, t = 3.040, p = .003). Cultivating relationships is critically important to the relational atmosphere in the establishment regardless of initial mode of entry (alone or in a group).
Discussion
In this study, we have identified and presented findings that explain the essential components of a co-production environment. Through focus group discussions, the two themes of 1) relationship established with the service provider and 2) relationship strengthened with other customers emerged. Our survey findings indicated relationship with the service provider and relationship with other customers positively influence overall quality of experience. These findings provide support for Proposition 1 and Proposition 3. The study's findings reflected that stronger relationships with the service provider increased the perception of quality of the service experience (Proposition 1) and when consumers perceive strong relationships with service providers, they are more likely to come back in a group regardless of mode of entry (Proposition 3). By further developing these specific relationships, co-creation service providers will enhance the communal aspect of customer engagement. While we did not find direct support for Proposition 2, we note that the higher consumers rate their co-production experience, which the service provider influences, the more likely they are to recommend the experience to others. This significant relationship may influence the likelihood for these consumers to return. Based on the significant relationships outlined in the themed areas above, the relationship between the customer and the instructor should be cultivated and the result will be more satisfied customers who will return and recommend the establishment to others. This is especially important in a co-creation environment because customers can often times be a great source of positivity through word-of-mouth recommendations.
With initial entry into the co-production environment as a group, there is a ready-made community built with the group entry. Our research highlights the importance of the sense of community, even when initial entry into the environment is not as a group. Nicholls (2010) encouraged marketing managers to proactively manage these communities so that they can be proactively sustained. In the context of a co-creation environment, this may mean extending group invitations to return, and inviting other members to join the group, or in other words expand the core community and possibly be given incentives to do so.
Given the importance of the relationships established with the co-production provider, as well as relationships with other consumers during the co-creation experience, we understand the implications for repeat purchase behavior. In a meal assembly context, there is great value placed on spending time with family and friends, while at the same time gaining the functional benefit of meal preparation. In the context of an art studio, feeling positive about one's final product is strengthened by the community-orientation of the experience, namely one's interaction with the art instructor and with other customers. This social component is a benefit that may enhance the likelihood that customers engage in co-production environments. In addition, as the co-production service provider builds strong connections with customers, customers feel more valued, and they rate the quality of the experience higher. Customers value being an active participant and take more ownership of the outcome because of their involvement. Likewise, customers enjoyed the camaraderie with other customers, as evidenced by the comments of focus group participants at Dinner Ready. This social engagement can include laughter, chatter, drinking wine, and sharing of ideas. The ability to engage with family and friends while dual tasking is crucial and unique to some co-production environments, such as the meal prep and art studios. These components of customer experience, particularly the relationships established with the service provider, and the relationships built between customers, were vital to what customers deemed as important in building connections to the co-production establishment. Our findings validate that in a coproduction environment experience matters, and specifically, the relationships established in and within the context, are of utmost importance.
Conclusion
Using our findings, service providers can evaluate their own practices, and learn what they need to change if they would like to transform their current environment into one of communal cocreation. This is recommended, as customers who engage in co-production value the experience when there are enhanced interactions between the service provider and customer.
To date, most studies of co-production have focused on the tangible aspects of customer's experiences. Our study focused on the experiential (intangible) elements of co-production. Ultimately, we have extended knowledge in this area by uncovering the nontangible elements of a co-production experience found to deepen the customer-service provider relationship, which ultimately impacts repeat patronage.
In Study 1 we observed that customers place significant value on their experience, as they engage with co-production environments. Participants recognized that in the context of coproduction, there is a unique emphasis on the sense of belonging resulting from relationships formed with the co-production provider, and relationships formed between consumers. These contributing factors of the customers' experience gave a higher level of meaning to the product/service purchased. There is also evidence of the numerous socio-emotional and instrumental benefits gained by co-production consumers. Lastly, the degree to which consumers noted their desire to return to the establishment is further evidence of the process orientation of relationship building.
This overall communal experience focusing on relationships was further examined in Study 2 within the context of a co-production art experience. As the co-production service provider (i.e., the art instructor in our study) builds strong connections with customers, customers feel more valued, and they rate the quality of the experience higher. In addition, customers enjoyed the relationships built with other customers around the experience. These components of customer experience, particularly the relationships established with the service provider, and the relationships built between customers, were vital to what customers deemed as important in rating the quality of their experience. Our data allowed us to identify the important factor of communal exchange in Study 1 and solidify the extent of this importance using survey research. Our findings show the importance of two fundamental aspects of co-production, with the focus on relationships built with the service provider and relationships engaged with other customers. The research further shows how these factors come together to personify the most important elements necessary to enhance the co-production environment and foster repeat patronage. By examining two different co-production environments, we see that there are common practices that can be identified to enhance co-creation across varied industries. These findings can be examined in other coproduction contexts as well.
Future Directions
While our research sheds light on how the co-production experience can be enhanced in different contexts, there is a need for future research to quantify the generalizability of these findings. Our findings were based on data collected from two industries, meal assembly and art co-creation. Researching other co-production environments in other industries could be a next step toward establishing reliability across settings.
In addition to comparing co-production environments in other industries, examining crosscultural differences is another direction for future research. In other cultural contexts, experience matters to different degrees. In Mannheim, Germany there are cook studios with different themes such as Italian cooking and Asian cooking. In the Netherlands where the meal assembly concept involves the preparation of an eleven-course meal and is very time consuming, the experience is at the core of the message. Some recipes have more than 35 steps. It takes more than two hours to prepare the dinner and only one group/party (ex. fifteen people together) occupies the establishment while cooking. The expectation in the Netherlands cultural context is that it will be a lengthy process, different from that of the United States. Hence, the nature of the more involved experience may lend itself to further developing and strengthening the relationships established. Future implications include examining these differences in depth of involvement, and the importance of the relationship on repeat purchase intentions.
With respect to economics, future research directions include exploring how the dynamics uncovered in this research may change when customers and sometimes retailers are faced with less financial resources and there is a need to balance this constraint with an affordable price. Given the price elastic nature of the industries, practitioners may need to better understand how economic changes might impact potential customer loyalty and re-patronage.
Lastly, this research focused on the segment of the population that uses co-production for hedonic purposes; however, there is a segment of the population that focuses primarily on the utilitarian values of the experience. For various reasons, these individuals do not care about the brand community nor do they value the relationships established within the community. Future research is needed to explore the extent to which the experience in co-production is superseded by other values of this distinct population.
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Advances in salivary gland pathology. Histopathology, 2007;51:1-20
W Cheuk, J.K.C Chan
Department of pathology, Queen Elizabeth Hospital, Hong Kong
陳靜怡R3
2007/09/18; 10/23; 11/27
Abstract
本篇回顧文章總結了下列五類關於唾液腺病理學的新發現：
1. Immunohistochemistry
(1) Luminal cell component – CD117
(2) Abluminal cell component – p63 or mapsin
2. Molecular genetics
(1) pleomorphic adenoma – translocation involving PLGA1 or HMGA2
(2) mucoepidermoid carcinoma – MECT1-MAML2 fusion
3. Newly recognized tumor types
(1) sclerosing polycystic adenosis
(2) sclerosing mucoepidermoid carcinoma with eosinophilia
(3) keratocystoma
(4) adenoma with additional component (lymphadenoma, lipoadenoma and adenofibroma)
(5) cribriform adenocarcinoma of the tongue
(6) signet ring adenocarcinoma of minor salivary gland
4. Known tumor entities with new findings
(1) salivary duct carcinoma – 新的次分類（mucinous, micropapillary and sarcomatoid variants）
(2) intraductal carcinoma – 命名確認（controversies in terminology）
(3) mucoepidermoid carcinoma – 新的分級參數與次分類（grading parameters and oncocytic variant）
(4) epithelial-myoeptithelial carcinoma – 新的次分類
(5) small cell carcinoma – 大部份的cases與Merkel cell carcinoma有關
(6) extra-nodal marginal zone B-cell lymphoma – 與特定基因translocation有關
(7) chronic sclerosing sialadenitis – 與IgG4相關之sclerosing disease 的要素之一
5. Progression of salivary gland tumors
(1) 良性腫瘤的malignant transformation
(2) 由low-grade 進展為high-grade carcinoma
(3) 原位癌的dedifferentiation或stromal invasion
Introduction
本篇文章回顧了去十年所累積關於唾液腺腫瘤與類腫瘤疾病的新資訊，文章重心在於具有診斷重要性的發現與新觀念。
What is new in immunohistochemistry?
唾液腺之結構可分為兩類
(1) luminal cells – acinar and ductal cells
(2) abluminal cells – myoepithelial and basal cells
acini與intercalated ducts是由myeptithelial cells 所包圍，接下來的conducting portion則是由basal cells所支持。
利用immunohistochemistry來區分luminal 與abluminal cells有助於了解唾液腺複雜的結構、幫助診斷。
Markers for luminal cells
低分子量cytokeratin (CK, eg: CAM5.2)，carcinoembryonic antigen 或epithelial membrane antigen對luminal cells為陽性反應。
CD117對正常唾液腺細胞為陰性反應，對唾液腺腫瘤的luminal cells則經常呈現陽性。這可用來找出腫瘤中rudimentary或abortive glands。之前宣稱CD117再唾液腺腫瘤中對adenoid cystic carcinoma具有相當的專一性並未得到證實，雖然CD117會在ductal cells表現，但將一種特定針對adenoid cystic carcinoma的tyrosine kinase receptor inhibitor (imatinib)用於臨床實驗上證實對治療
ACC沒有助益。
Markers for abluminal cells
高分子量cytokeratin (eg:34βE12或CK14)，或針對myoepithelial cells 的免疫組織化學染色。
(1) 針對myoid proteins的免疫組織化學染色，eg: muscle-specific actin、smooth muscle actin或calponin。
(2) p63 –最近變得熱門，對basal cell與myoepithelial cell皆呈現nuclear immunoreactivity。無專一性，squamous cells與其腫瘤細胞也會呈現陽性反應。
(3) CD10 – myoepithelial cells呈陽性反應，無專一性。
(4) mapsin – 一種tumor suppressor，屬於myoepithelial marker。在正常唾液腺中，mapsin會出現在myoepithelial cell的核與質中。對具有雙重分化（ductal cell-myoepithelial cell）的唾液腺腫瘤（eg: pleomorphic adenoma·basal cell adenoma·adenoid cystic carcinoma·epithelial-myoepithelial carcinoma），myoepithelial component會呈現強陽性反應，而ductal component則會呈現陰性或局部弱陽性反應。Mapsin雖可顯現腫瘤的myoepithelial component，卻對myoepithelioma或myoepithelial carcinoma 缺乏專一性，因為其他腫瘤（eg: colorectal cancer·lung cancer·oral cancer）也會呈現陽性反應，而且並不少見（not uncommonly）。
3. Markers for prognosis
(1) Ki67 –使用最廣泛的免疫組織化學染色。High Ki67 index與下列腫瘤的poor overall survival有關，包含mucoepithelial carcinoma·acinic cell carcinoma與adenoid cystic carcinoma。
(2) p53 –與survival無顯著關係。
(3) NM23 protein – 與tumor metastasis有關，減少或過度表現都曾被顯示與increased metastasis及poor prognosis有關。
(a) cytoplasmic NM23 staining – 出現在pleomorphic adenoma·adenoid cystic adenoma與mucoepidermoid carcinoma，彼此間呈現陽性細胞的頻率無顯著差異。
(b) nuclear NM23 staining – 只出現在具有metastasis的惡性唾液腺腫瘤中，可用於預測惡性唾液腺腫瘤的轉移。
(4) Membrane-bound mucins in mucoepidermoid carcinoma – MUC1、MUC4、MUC5AC。
(a) high MUC1表現與high histological grade、高復發率、高轉移率及short disease-free interval有關。
(b) high MUC4表現與low histological grade、低復發率及long disease-free interval有關。
(c) MUC5AC – 可用來區別high grade mucoepidermoid carcinoma與SCC。
(5) CD43 – T cell與histiocyte的marker，偏好在adenoid cystic carcinoma中表現。
One study – ACC:100%，PLGA: 7%，monomorphic adenoma: 12%
Another study – ACC: 48%，其他SGTs：0%
可用於診斷ACC。
What is new in molecular genetics?
特定基因的translocation在pleomorphic adenoma與mucoepidermoid carcinoma都曾被報告過，但仍需進一步的探索這對診斷這兩種腫瘤的潛在價值。
Pleomorphic adenoma
70% pleomorphic adenoma病例的cytogenetic aberrations可分為下列三類：
1. Rearrangement of 8q12 -- 39%
(1) 不同chromosome之間cryptic translocation
Target gene：PLAG1
Partner gene：CTNNB1（β-catenin），in t(3;8)(p21;112)
LIFR（leukaemia inhibitory factor），in t(5;8)(p13;q12)
SII（transcription elongation factor SII）
兩者fusion → dysregulated expression of PLAG1 by swapping promoter region。
(2) 同一chromosome之間cryptic rearrangement
fusion的產物CHCHD7-PLAG1或TCEA1-PLAG1 → 造成PLAG1的overexpression。
2. Rearrangement of 12q13-15 – 8%
Target gene: HMGA2
2. Partner gene: FHIT (fragile histidine triad gene) in t(3;12)(p14.2;q145)
NFIB (nuclear protein involved in transcriptional regulation) in
ins(9;12)(p23;q12q15)
造成DNA與mRNA分開，使得HMGA2的表現失調。
Sporadic clonal changes 與8q12、12q13-15無關 – 23%
PLGAI與HMGA2 gene translocation只在pleomorphic adenoma中出現可，進一步利用RT-PCR或螢光in situ hybridization的方式來幫助診斷。
Mucoepidermoid carcinoma
1. 在70%的cases中可發現t(11;19)(q21;p13)的Translocation
MECT1 (mucoepidermoid carcinoma traslocated-1) – 19p13
MAML2 (mastermind-like gene family) – 11q21
MECT1與MAML2因translocation而fusion形成新的protein會表現在各種type的mucoepidermoid carcinoma中。這種基因改變打破了Notch signaling pathway。
2. 呈現MECT1-MAML2 fusion-positive的病人們與MECT1-MAML2 fusion-negative的病人相較，具有顯著減少的復發率、轉移率以及與腫瘤有關的死亡率，fusion-positive存活年限的中位數為10年，而fusion negative為1.6年，可作為有用的prognostic marker。
3. 傳統的cytogenetic或molecular genetic研究發現Warthin’s tumor中也會出現MECT1-MAML2 fusion，最近以RT-PCR及in situ hybridization檢測後則沒有發現MECT1-MAML2 fusion。
Adenoid cystic carcinoma
1. 最常出現overexpression的為basement membrane and extracellular martrix proteins of myoepithelial cells的encoding gene, e.g.: laminin-β1, versican, biglycan, type IV collagen-α1。
2. 最少被表現為proteins of acinar-type differentiation 的encoding gene, eg: amylase, carbonic anhydrase, salivary proline-rich proteins。
3. Loss of heterozygosity in chromosome 6q23-25也曾在76% ACC cases中發現。
Newly recognized entities
Sclerosing polycystic adenosis
1. Clinical features and new evidence of its neoplastic nature
(1) first characterized in 1996
(2) resembling fibrocystic change of the breast
(3) still under-recognized and frequently misdiagnosed, e.g.: ACC
(4) clinical features
(a) Age: 9-80 yrs, mean age – 33~44.5 yrs
(b) Gender: female/male – 3/2
(c) Location: most in major salivary gland, rare in oral minor salivary gland
(d) Growth: slow growing mass
(e) Recurrence: 1/3
(f) Metastasis or mortality: no report
(5) new evidence
before: pseudoneoplastic benign entity
now: 利用human androgen receptor assay進行clonal分析，發現 這種疾病為clonal，因此可能是neoplastic。
2. Pathological features
(1) well circumscribed and partially encapsulated
(2) proliferation of microcysts, ducts and acinar structures in a sclerosing stroma。
(3) 局部淋巴球浸潤
(4) 腺樣組織呈lobular pattern
(5) 不等程度的表皮增生，形成solid aggregate與篩狀結構
(6) 狹窄的管腔，使人聯想到sclerosing adenosis of breast
(7) 腺狀上皮細胞具有foamy、vacuolated、mucinous 的外觀，有一些細胞會有large、brightly eosinophilic granules
(8) 40%~75%的cases會有ductal epithelial atypia，由mild dysplasia至carcinoma in situ
3. Immunohistochemical stain
(1) positive：EMA、BRST-2(常用乳癌marker)
(2) focal positive：oestrogen（雌激素）receptor、progesterone（黃體素）receptor
(3) negative：c-erbB2(致癌基因，常用乳癌marker)
Sclerosing mucoepidermoid carcinoma with eosinophilia
1. Clinical features
(1) 一種不常見的甲狀腺腫瘤，發生於Hashimoto thyroiditis，臨床進展緩慢
(2) 曾有2個形態類似的原發性病例發生在主要唾液腺
(3) 為low-grade malignancy
(4) 資料有限，無法確定這代表一種截然不同的獨立疾病，或是mucoepidermoid carcinoma的一個分支。
2. Pathological features
(1) 具有infiltrated border
(2) 嚴重的慢性發炎細胞與嗜酸性白血球浸潤
(3) low nuclear grade
(4) 大部份細胞呈現squamous外觀與部份角化，glandular structure與squamous islands混合，或形成有空腔的小管。
Keratocytoma
1. Clinical features
(1) 非常罕見，只有3 cases
(2) Age：3-38 years (children or young adult)
(3) location：parotid gland
(4) recurrence after complete excision：nil
(5) 易被誤判為well-differentiated SCC
2. Pathological features
(1) multicystic lesion with creamy material;
(2) multiple cystic structures lined by stratified squamous epithelium with ortho- or parakeratosis，缺乏granular layer，管腔中充滿lamellated keratin
(3) solid nests of squamous cells
(4) fibrotic stroma with chronic inflammatory cell infiltration
(5) foreign body reaction when keratin extruded from the ruptured cysts
Adenoma with additional stromal component
最近數種具有additioinal stomal component的adenoma被舉出，additional component包括：lymphoid cell, adipose cells，或fibrovascular stroma。
Lymphadenoma
1. 為這個group中最重要的腫瘤，因為可能會被誤診為惡性腫瘤。Lymphadenoma是一種adenoma accompanied by a dense lymphoid infiltrate，與sebaceous lymphadenoma類似（除了缺乏sebaceous component）。可能不能視為distinctive tumor type，只能看作basal cell adenoma 或cystadenoma伴隨a heavy lymphoid infiltrate。
2. Clinical features
(1) 所有的cases都發生在parotid gland。
(2) 完全切除即可治愈。
3. Pathological features
(1) well circumscribed
(2) admixed adenomatous and lymphoid components
(3) adenomatous component 会形成相交通的 trabeculae、islands、solid tubules、cystically dilated glands filled with proteinaceous materials，或 papillary structures (Fig. 7)
(4) cyst 或 gland-lining cells 为 cuboidal to columnar，没有明显的 cellular atypia
(5) solid islands 或 trabeculae 则是由 basaloid cells 组成
(6) lymphoid component 为 lymphocytes 與 plasma cells, lymphoid follicle 可能有也可能无
(7) 一些 cases 中，lymphoid component 太明显以致于盖过 epithelial component，使得肿瘤看起来像 lymphoma，可用 PAS stain 染 epithelial islands 的 basement membrane 来确认
4. Differential diagnosis
(1) lymphoepithelial carcinoma – definite nuclear atypia, invasive growth, significant mitotic activity, squamous rather than glandular differentiation
(2) lymphoepithelial sialadenitis – lymphoadenoma 有明显的 border
(3) metastatic carcinoma in lymph node – lymphoadenoma 缺乏 nuclear atypia
Lipoadenoma (sialolipoma)
1. Clinical features
(1) Age: wide range
(2) Gender: male predilection
(3) Location: major or minor salivary gland
(4) Growth: slowly growing mass
(5) 完全切除即可治愈
2. Pathological features
(1) well encapsulated
(2) benign tumor consisting of adipose tissue admixed with adenomatous glands
(3) 肿瘤 90% 为 adipose tissue
(4) 一些 cases 会产生 oncocytic change、ductal dilatation with fibrosis、sebaceous differentiation or squamous metaplasia
(5) glandular component 为陷进去的腺样组织或是组成 tumor 一份子仍不清楚
Adenofibroma
1. very rare neoplasm
2. admixture of adenomatous gland and a fibrocellular stroma
3. glands 会有 metaplastic change (eg: oncocytic metaplasia) 或 cystic dilation
4. stoma 由 spindly cells 所组成，这些 spindly cells 呈现 CD34+，而且缺乏 myoepithelial features（S-100、actin 与 p63 为 negative）
Cribiform adenocarcinoma of the tongue
1. 1999 年，Michal et al 提出 8 个 cases，并命名为 cribiform adenocarcinoma
2. 目前仍不清楚这是否是为 distinctive tumor type 或只是 PLGA 的一种 variant，但与后者相对照，cribiform adenocarcinoma 只发生在 tongue 且 cervical lymph node metastasis 频率也高出许多（100%）。
3. Pathological features
(1) 具有不同的生长 pattern -- solid、microcystic、follicular、cribriform 与 papillary
(2) 肿瘤细胞具有一致且经常重叠的细胞核，chromatin 呈现 vesicular 或 ground glass 的样子 (Fig. 8)
(3) 无明显 mitotic activity、necrosis 或 haemorrhage
Signet-ring cell (mucin-producing) adenocarcinoma of minor salivary gland
1. Clinical features
1. mean age: 56.4 yrs
2. location: 所有的 cases 都發生在口腔中的 minor salivary gland
3. exophytic mass fixed to underlying tissue
4. low-grade malignant neoplasm with no recurrence or metastasis after excision
2. Pathological features
(1) 腫瘤為 infiltrative, 形成狹窄平行的 strands, 其中散布 small tumor nests 或單獨的 tumor cells
(2) Signet ring 細胞佔大部份, 其細胞質中有一個至數個 mucin vacuoles, 細胞核偏離中心
(3) 小部份 tumor cells 具有 eosinophilic 或 clear cytoplasm
(4) mild cytological atypia, rare or absent of mitotic figures, no necrosis, mucin pool 只在一個 case 中出現, perineural invasion 也不常見
Known tumor entities with new findings
Salivary duct carcinoma
最近有數種 variants 被發表出來, 對診斷並不會造成問題因為典型的 salivary duct carcinoma 都會至少佔腫瘤的局部部份。
1. Mucin-rich variant – areas of mucinous/colloid carcinoma, 可見到 clusters of carcinoma cells (with or without cytoplasmic mucin) float in mucin pools
2. Invasive micropapillary variant – 形成 morule-like tumor cell clusters, 沒有 fibrovascular cores, 並且被一圈 clear space 所包圍, 形態上類似 micropapillary variant of breast or urothelial carcinoma。比傳統的 salivary duct carcinoma 更 aggressive (Fig. 9A)。
3. Sarcomatoid variant – 具有 sarcomatoid component, 由 anaplastic spindly cells、怪異的多核細胞、rhabdoid cells 以及 osteosarcomatous cells (罕見, Fig. 9B) 所組成。這些 anaplastic cells 常顯示有 focal immunochemistry and ultrastructural evidence of epithelial differentiation。觀念上, 作者將這個 variant 視為一種 salivary duct carcinoma 去分化 (dedifferentiation) 後的 form。
Intraductal carcinoma: the controversies in terminology
1. Concept: pure intraductal proliferation of tumor cells, 所有的 tumor islands 周圍都有完整的 myoepithelial layer 包圍, 具有 low malignant potential, 行為類似 breast 的 intraductal carcinoma。
2. 1983 年第一次被描述 (Chen), 在 2005 年 WHO 分類中仍不是 a recognized entity。此命名並沒有被廣泛接受, 其原因可能為一些具有 pure intraductal-like growth 的 salivary duct carcinoma 仍具有 aggressive course, 而且在轉移的腫瘤中有時也可看到 intraductal-like component。作者認為這些觀察可歸因於 “intraductal-like” 這個 term 被無區分 (indiscriminate) 的使用, 它通常表示 invasive growth 而非 genuine in situ growth。
3. 在已發表的文獻中常被稱為 low-grade salivary duct carcinoma, 作者認為實際上這些 cases 不是屬於 pure intraductal carcinoma 就是 intraductal carcinoma with microinvasion。作者也認為使用 intraductal carcinoma 比 low-grade salivary duct carcinoma 更適合, 這可避免與 more aggressive 的 salivary duct carcinoma 產生混淆。新 WHO 分類中採用 “low grade cribriform cystadenocarcinoma” 這個名詞, 這引起更多誤解, 作者與 Weinreb 等學者並不推薦採用這個命名。Intraductal carcinoma 到底代表 conventional salivary duct carcinoma 的 precursor 還是一種完全分開獨立的 entity 仍待釐清。
4. Clinical features
(1) Location: 最常發生於 parotid gland, 與 salivary duct carcinoma 相同, 也會侵犯小唾液腺。
(2) Prognosis: 完全切除後結果很好, 沒有 metastasis 或 mortality。復發可歸究於 incomplete excision。放著假以時日 invasive component 會發生。
5. Pathological features
(1) multiple smooth contoured ducts expanded by epithelial proliferation forming cribriform, fenestrated, solid-comedo, micropapillary or Roman-bridge patterns, 結構類似乳房的 atypical ductal hyperplasia 或 intraductal carcinoma (Figure 10A)。
(2) 組成細胞通常顯示低至中度的 cytological atypia, 有時高度 cellurlar atypia 也會出現 (Figure 10B)。這些細胞也會展現 apocrine features。Tumor islands 周圍的 myoepithelial cell layer 在光學顯微鏡下可能很明顯也可能不明顯。
(3) The stroma is sclerotic and 可能具有次發性變化 (secondary changes) 例如：haemorrhage, chronic inflammatory infiltrate and dystrophic calcification。
(4) 偶爾，microscopic invasive component 也會出現，可能在原發腫瘤中也可能在復發的情況下，這對臨床的重要行仍不清楚，但預後則是 favorable。
6. Prerequisites of diagnosis
要診斷為 intraductal carcinoma，必須以 complete sampling 與 immunohistochemistry 顯示每一個 tumor island 都有完整的 myoepithelial layer，將 invasive component 排除 (Figure 11)。
Mucoepidermoid carcinoma
Grading
1. Traditional → low grade, intermediate grade, high grade
Criteria：
(1) prominence of cysts
(2) abundance of mucus cells
(3) mitotic activity and cytological atypia
2. Evans → low grade, high grade
Criteria：intracystic space > 10%，排除 stroma 與 extravasated mucus 所佔的區域。
3. AFIP scoring system → low grade (score 0-4), intermediate grade (score 5-6), high grade (score >= 7)
Criteria：
(1) intracystic component < 20% (score 2)
(2) neural invasion (score 2)
(3) necrosis (score 3)
(4) mitoses >= 4 / 10 high power fields (score 3)
(5) anaplasia (score 4)
缺點：容易 undergrade
與臨床結果的關係：
intraoral 與 parotid mucoepidermoid carcinomas：good correlation
submandibular：無法預測
4. Modified → adding 3 parameters
(1) lymphovascular invasion
(2) bone invasion
(3) invasion in the form of small nests and islands
Oncocytic variant (Fig. 12)
1. Rare
2. 特色：extensive presence of oncocytic cells
3. 容易誤診為 oncocytoma
兩者差異：
(1) oncocytoma – pure population of cells，偶爾有一些具有 clear cytoplasm 的細胞出現。
(2) mucoepidermoid carcinoma, oncocytic variant – 除了 oncocytic cells，還會出現細胞具有 cytoplamic mucin，mucin-containing cystic spaces，或 non-oncocytic tumor islands
Epithelial-myoepithelial carcinoma
Oncocytic variant
1. rare
2. 特色：extensive oncocytic change in luminal cells alone or in both luminal and abluminal cells
3. 有些會有 papillary growth pattern，也可能產生 sebaceous cell differentiation
Double clear variant
1. 特色：clear cell change in both luminal and abluminal cells
2. 當 epithelial component 增生形成 solid 或 cribriform 的結構時，以型態來區分 epithelial 與 myoepithelial cells 可能會有困難
Ancient variant
myoepithelial component 產生 ancient change – hyperchromatic nuclei，smudged chromatin，random
cytological atypia, no increase of mitotic activity。
Other morphological features
1. complete lacking of clear cell change – 20%
2. sebaceous differentiation – 13.1%
3. spindle cells – formed by myoepithleial component occasionally, 可能會出現palisaded nuclei，形成類似Veroacay bodies 的結構。
Progression of epithelial-myoepithelial carcinoma
有兩種progression：
1. high grade myoepithleial carcinoma
(1) 特色：overgrowth of myoepithelial cells with nuclear anaplasia (Fig. 13)
(2) criteria：nuclear atypia > 20% of myoepithelial cells
(3) prognosis：worsened
2. high grade carcinoma lacking evidence of myoepithelial differentiation
(1) 特色：high mitotic activity, necrosis
(2) prognosis：greatly worsened
Small cell carcinoma
1. an aggressive malignancy，超過一半的病人發生local recurrence或distant metastasis。
2. 兩種type – Merkel cell type, Pulmonary type
73% small cell carcinoma為CK20(+)，這表示大部份的cases與Merkel cell carcinoma(CK20+)較有關連。Merkel cell type的存活時間比pulmonary type(CK20-)長。
3. Overall survival rate 為40%-50%，與cutaneous Merkel cell carcinoma相當，比conventional pulmonary 或non-pulmonary small cell carcinoma要好。
Extranodal marginal zone B-cell lymphoma of salivary gland
1. salivary gland 中最常見之lymphoma – extranodal marginal zone B-cell lymphoma of mucosa-associated lymphoid tissue(MALT)
2. 與extranodal marginal zone B-cell lymphoma相關的四種chromosomal translocation：
(1) t(11;18)(q21;q21): AP12/MALT1
(2) t(1;14)(p22;q32): BCL10/IGH
(3) t(14;18)(q32;q21): IGH/MALT1
(4) t(3;14)(p14.1; q32): FOXP1/IGH.
這四種type的final pathway都牽涉到nuclear factor- κB，而且具有organ-specificity，例如t(11;18)主要發在消化道與肺的MALT lymphoma，而salivary gland MALT lymphomas中，有12-22%的cases具有t(14;18)(q32;q21)，其它三種則完全沒發現。一篇北美的研究則是無法在salivary gland MALT lymphoma中偵測到t(14, 18)，這篇研究所發現的abnormality為trisomy 18。organ-specificity的原因仍不明。
Chronic sclerosing sialadenitis (Kuttner tumor)
New concept of the nature of chronic sclerosing sialadentis
1. Clinic features
(1) Location：exclusively affecting submandibular gland
(2) Age：middle-aged or elderly
(3) Gender: slight male predominance
(4) bilateral hard swelling, in advanced stage → 稱為Kuttner tumor
2. Nature
(1) 以前—a chronic inflammatory disease resulting from inspissated secretion, stones or microoliths, and perpetuated by ascending infection
(2) 最近—belong to the spectrum of IgG4-related sclerosing disease。
IgG4-related sclerosing disease -- a syndrome characterized by involvement of one or more tissue by a chronic inflammatory cell infiltrate which includes IgG4 plasma cells, accompanied by atrophy of the normal tissue and sclerosis。一些患者患有相關自體免疫疾病(例如風溼性關節炎
)或circulating autoantibodies，血清中的IgG4, IgG, 及IgG4/IgG ratio都升高，這種疾病對類固醇療法反應佳。
Pathology
1. histological features與autoimmune pancreatitis 很類似
(1) 疾病初期，lymphoplasmacytic infiltrate around the salivary ducts.
(2) 接著產生periductal fibrosis
(3) lymphoplasmacytic infiltrate 與 fibrosis逐漸變強，侵犯整個lobe，使acini萎縮(Fig. 14A)。
(4) 常產生reactive lymphoid follicles。
2. Immunohistochemistry
(1) T cells 與ducts及acini有密切關係
(2) B cells 爲限在lymphoid follicles中
(3) 有大量的IgG4+ plasma cells出現(Fig. 14B)
Progression in salivary gland tumors
腫瘤的發展是一種multistep的過程，牽涉到sequential accumulation of genetic changes。Salivary gland tumors 提供很好的機會來釐清腫瘤發生的機制，原因如下：
(1) SGTs有複雜的細胞結構
(2) SGTs有數種不同的indolent tumors，可作為累積新突變的土壤
Malignant transformation
Pleomorphic adenoma → Carcinoma ex pleomorphic adenoma
Basal cell adenoma → Carcinoma ex basal cell adenoma
(including basal cell adenocarcinoma)
Myoepithelioma → Myoepithelial carcinoma
Warthin tumour → Various types of carcinoma
Oncocytoma → Oncocytic carcinoma
Figure 15. Progression of salivary gland tumours: malignant transformation.
Carcinoma ex pleomorphic adenoma: what’s new?
Evolution of carcinoma ex pleomorphic adenoma
循序漸進式演化有時可在 carcinoma ex pleomorphic adenoma 的發展過程中被觀察到，這些不同的時期具有 prognostic significance。
1. Earliest phase
carcinoma cells with large atypical nuclei 取代 the neoplastic ductal luminal cells，在原先的 pleomorphic adenoma 仍維持完整一層的 non-atypical myoepithelial cells (Figure 19). 這可被視為一種 carcinoma in situ，而且此時腫瘤沒有轉移的 potential。
2. With time
the carcinoma cells 突破了原先完整的 myoepithelial sheath並且侵犯至周圍的 stroma。若 carcinoma cells 仍局限在原先的 pleomorphic adenoma 則可視為 ‘intracapsular’ (Figure 20)，此種情況以complete excision治療後的預後良好，只有一個case出現cervical lymph node轉移。
3. Invasion 延伸至capsule外
此時的carcinoma ex pleomorphic adenoma 被視為 ‘invasive’。還可分為
(1) minimally invasive -- tumor with minimal metastatic potential，目前在WHO的分類，tumors with invasion of < 1.5 mm from the tumor capsule
(2) frankly invasive
在數個研究中發現良好預後出現在腫瘤已有extracapsular invasion，侵犯之深度超過capsule < 8 mm, 5 mm or 1.5 mm。臨床上，在某些病例可能很容易去測量界定侵犯的深度，在某些病例則變得困難。
Cell types that undergo malignant change in pleomorphic adenoma
(1) 75% cases -- luminal epithelial cells 發生惡性轉變
(2) 19% cases – dual epithelial–myoepithelial differentiation
(3) 6 % cases -- pure myoepithelial differentiation
Genetic mechanisms mediating malignant transformation
1. 8q21與12q13-15 發生改變或重新排列常可在carcinoma ex pleomorphic adenoma中發現，與其 benign counterpart 類似。Pleomorphic adenoma 中，12q loci失去heterozygosity的subset 具有 malignant transformation 的潛力。
transformation.116 12q13-15的變異造成下列基因的amplification與overexpression，包括 CDK4 、HMGA2與MDM2，可能代表對malignant transformation 具有影響的genetic events。
2. p53 gene 改變 -- 29–67% cases；p53 protein overexpression -- 41–75% 顯示這個基因至少在某些cases的malignant transformation中佔有一個角色。
3. c-erbB2 overexpression或amplification -- 21–82%，c-erbB2被假設可用來區分carcinoma ex pleomorphic adenoma from atypical pleomorphic adenoma (Figure 21).
Dedifferentiation of salivary gland carcinomas
‘Dedifferentiation’ – 即唾液腺惡性腫瘤由細胞分化良好的low grade轉分化差的high grade，其原
來的cell line特徵以不再明顯。
**Progression to high grade**
Low grade carcinoma
Adenoid cystic carcinoma
Mucoepidermoid carcinoma
Epithelial–myoepithelial carcinoma (progressing to myoepithelial carcinoma)
Higher grade carcinoma
Figure 16. Progression of salivary gland tumours: progression from low grade to high grade.
**Dedifferentiation**
Carcinoma
Acinic cell carcinoma
Adenoid cystic carcinoma
Polymorphous low grade adenocarcinoma
Mucoepidermoid carcinoma
Epithelial–myoepithelial carcinoma
Myoepithelial carcinoma
Salivary duct carcinoma
High grade carcinoma with loss of original line of differentiation
Figure 17. Progression of salivary gland tumours: dedifferentiation.
1. Acinic cell carcinoma.—第一個被觀察到有dedifferentiation的惡性SGT，被去分化的部分轉變為high-grade adenocarcinoma、poorly differentiated carcinoma或undifferentiated carcinoma.
2. 最近幾年各種惡性SGT的dedifferentiation都有被發現，包含下列惡性SGT—mucoepidermoid carcinoma, adenoid cystic carcinoma, myoepithelial carcinoma, polymorphous low-grade adenocarcinoma, epithelial–myoepithelial carcinoma, hyalinizing clear cell carcinoma and salivary duct carcinoma.雖然dedifferentiation並不常見。除salivary duct carcinoma之外，其它惡性SGT一開始都是indolent tumors，當新的genetic alterations逐漸累積，最後high-grade aneuploid carcinoma就產生了。
Clinical features
Dedifferentiation可發生在initial tumor也可能在relapse時出現。臨床上可看到一個長期存在的腫
腫在近期內發生快速的生長，造成bulky disease。有些cases則是在low grade carcinoma relapse時發生快速生長。Recurrence與metastasis屬常見，與原先的carcinoma相較，預後普遍poor。
Common pathological features
會有明顯的invasive growth與coagulative necrosis (Figure 22)，腫瘤細胞會有明顯的nuclear atypia, pleomorphism與不正常的細胞分裂活動。通常原始腫瘤區域與去分化後的區域會緊接在一起，中間沒有過渡區(transitional zone)。
Genetic changes that mediate dedifferentiation
目前學者對於造成dedifferentiation的molecular mechanisms的認識仍很有限，在一些cases，數個基因被發現可能與此有關，例如：p53 mutation (accompanied by strong expression of p53 protein), increased cyclin D1 expression, c-erbB2 protein overexpression or gene amplification, and loss of expression of Rb protein。
| 题號 | 題目 |
|------|------|
| 1 | 下列發生於salivary glands的腫瘤何者不屬於malignant mixed tumor?
(A) Metastasizing mixed tumor
(B) Pleomorphic low grade adenocarcinoma
(C) carcinosarcoma
(D) Carcinoma ex pleomorphic adenoma |
答案( B ) 出處：Oral & Maxillofacial Pathology, P.353
| 题號 | 題目 |
|------|------|
| 2 | 下列何種組合的惡性唾液腺腫瘤常見有perineural invasion?
(A) Adenoid cystic carcinoma & carcinoma ex pleomorphic adenoma
(B) Acinic cell carcinoma & Adenoid cystic carcinoma
(C) Pleomorphic low grade adenocarcinoma & Adenoid cystic carcinoma
(D) Adenoid cystic carcinoma & salivary adenocarcinoma, NOS |
答案( C ) 出處：Oral & Maxillofacial Pathology, P.349~358
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
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MAGYAR KUVASZ FAJTAGONDOZÓ EGYESÜLET
A Magyar Ebtenyésztők Országos Egyesületeinek Szövetsége (mint az FCI) tagja 5650. Mezőberény Ókert u. 53.
www.magyarkuvasz.hu
Nevezési lap / Entry form / Meldeschein
Az alábbi kiállításra nevezek/ Event location / Ausstellung:
.
A kutya neve
Dog Name, Hund Name:
Az alábbi napra nevezek/ I Register for this day / lch melde für diesen Tag:
Fajta/Breed/Rasse: Kuvasz
A kutya apja
1 Sir, Vater:
A kutya anyja . 1 Dame, Mutter:
Tenyésztö neve
Telefonszám
Phone no. Tel.:
E-mail:
Nevezési osztály, Class, Klasse
Növendék
15-24 hónapos korig
lntermediate, Zwischen
15-24 months, 15-24 Monate
Munka
15-hónapos kor felett
Working, Gebrauch
from 15 months, ab 15 Monate
A fajtára elóírt, FCI által elfogadott (5 nyelvű) bizonyítvány másolatával. Ennek hiányában a kutyát automatikusan nyilt osztályba sorolJu k. Working class entries must be accompainied by a proof of entitlement, Othe1wise the dog will automatically be admitted in the Open class. Bei Meldungen in die Gebreuchshundeklasse muss der Berechtigung snachhweis beigeiügt werden, Sonst wird der Hund in die Offene Klasse versetzt
Gyöztes Champion
15-hónapos kor felett
from 15 months, ab 15 Monate
Nemzeti vagy nemzetközi szépségchamp1on bizonyítvánnyal, Ennek hiányában a kutyát autómatikusan nyIlt osztályba soroljuk. Champion class entnes must be accon,painied by a proof of entitlement, Otherwise the dog will automatically be admitted in the Open class. Be1 Meldungen in die Championklasse muss dIe Championbestatigung beIge1ügt werden, Sonst wird der Hund in d1e Offene Klasse versetzt
1 !3reeder name , Züchter:
Tulajdonos neve:
Lakhely/ Ország
ITKV.szám
8 éves kor elett from 8 ears, ab 8 ·ahre
A kutya kora / Dog's age
A korhatár megállapításánál a bírálat napja az irányadó! / The decisive date for age is the day the dog is shown
- A kutyák által okozott, minden néven nevezendö kárért a tulajdonos felel! A nevezési lap beküldésével a kiállító felhatalmazza a MEOE-,t hogy a katalógusba az itt közölt adatokat feltüntesse. A nevezési lap aláírásával a kiállító elfogadja az FCI és MEOE szövetség kiállítási szabályzatát. consider them compulsory
- W ith signing the form I state that all data is valid and I confirm Ihat I accept the rules of the FCI and MEOE and - Mit der Anmeldung erklart der Ausste ller der FCI und MEOE Ausstellungsordnung anzuer kennen und diese zu beachten.
.
Dátum/Date/Datum:
Alá
í
rás/Signature/Unterschrift:
.
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HuggingFaceFW/finepdfs/tree/main/data/hun_Latn/train
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finepdfs
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hun_Latn
| 2,486
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Q2 interim report 2015/16
January 1 – March 31
CEO Lars Marcher
CFO Michael Højgaard
Webcast: May 3 2016
Agenda
• Q2 highlights
• Status on growth drivers
• Financials and outlook
• Q&A
Disclaimer
Forward-looking statements, especially such relating to future sales and operating profit, are subject to risks and uncertainties. Various factors, many of which are outside Ambu’s control, may cause the actual development of the company to differ materially from the expectations contained in this presentation. Factors that might affect such expectations include, among others, changes in healthcare, in the world economy and in exchange rates.
Q2 highlights
• Strong growth continues
• Earnings more than doubled for H1
• Our main product groups take market share
• aScope sales continue the high growth
• Outlook adjusted upwards
Q2 performance
Organic growth: 8%
Revenue: DKK 532m
Gross margin: 50.8%
EBIT margin: 16.0%
Strong global performance
Q2 organic growth
- North America: Growth of 4% - adjusted 8%
- aScope sales develop very positively
- Continues to improve US market position
- Europe: Growth of 12%
- High market share on Anaesthesia and PMD
- Continued strong penetration of aScope
- Rest of World: Growth of 12%
- Growth in Asia-Pacific is 28%
- Weak economies in Middle East & Latin America impact growth
Q2 revenue split
- North America: 48%
- Europe: 42%
- Rest of World: 10%
Growth rates stated in local currency
Anaesthesia and PMD in growth
**Anaesthesia**
- Growth of 13% - adjusted 15%
- High growth despite negative circuit development
- aScope is now product group with highest revenue
- Core anaesthesia grows satisfactorily
**Patient Monitoring & Diagnostics**
- Growth of 1%
- Growth in H1 of 4%
- Healthy growth in neurophysiology and cardiology
- Overall market continues to be difficult with tough competition
**Q2 organic growth**
- Anaesthesia: 13%
- PMD: 1%
**Q2 revenue split**
- Anaesthesia: 62%
- PMD: 38%
*Growth rates stated in local currency*
Status on growth drivers
Growth drivers in strategy period
- **Revenue drivers**
- Strong growth in scopes
- Resuscitators, laryngeal masks and neurophysiology at 7% CAGR
- **EBIT drivers**
- Better product mix
- Lean operation
- Scale and cost discipline
- Towards target of 17-18% EBIT in 2017
Growth drivers in Q2
- Core contains bulk and an increasing range of growth products
- Flexible scopes yield triple-digit growth
Core
3-4% growth in Q2 adjusted for circuits
- Resuscitators
- Face and laryngeal masks
- Electrodes
- Manikins and collars
Flexible scopes
110% growth Q2
- aScope
- vScope
- Isiris
Cardiology 4% growth
Neurophysiology 8% growth
Resuscitators 9% growth
Face masks 9% growth
Laryngeal masks 13% growth
aScope growth drivers
External drivers
- Cost
- Savings in use
- Availability
- Ready when needed
- Cross-contamination
- Increased focus on infections
Internal drivers
- Selling deeper and wider
- Investment in cost-studies and tools
- Global expansion incl. China
- Investments in R&D
Launch of ICU aScope in Q3 15/16
- aScope Large will broaden the aScope offering
**Ambu® aScope 3™ Slim**
- Launched 2013
- Working channel 1.2mm
**Ambu® aScope 3™ Regular**
- Launched 2013
- Working channel 2.2mm
**New**
**Ambu® aScope 3™ Large**
- To be launched 2016
- Working channel 2.8mm
aScope customers
Two separate hospital call points
Operating Room (OR)
- Scheduled and acute operations
- Difficult airway management
- SLV - monitoring of tube placement
Intensive Care Unit (ICU)
- Critically ill patients
- Bedside bronchoscopy (BAL, PDT, intubation, secretion management)
Ambu aScope sales
Approx. 50/50 split between OR and ICU
Expect to be at 40/60 in 2020
## aScope Slim, Regular and Large
### 3.0m addressable procedures
| Estimated annual no. of procedures | Operating Room (OR) | Intensive Care Unit (ICU) |
|------------------------------------|---------------------|---------------------------|
| | 1.2m | 1.8m |
| Type of procedure* | Difficult airways | SLV (single-lung ventilation) | PDT (percutaneous dilatational tracheostomy) | BAL (bronchial alveolar lavage) |
| | 575k | 625k | 300k | 1.5m |
**aScope range**
- Ambu aScope 3 Slim
- Ambu aScope 3 Regular
- Ambu aScope 3 Large
* Procedures are not exclusive to either OR or ICU but they are primarily performed in a specific department.
Financial results and outlook
## Financial results
| DKKm | Q2 15/16 | Q2 14/15 |
|---------------|----------|----------|
| Revenue | 532 | 483 |
| Gross profit | 270 | 231 |
| Gross margin (%) | 50.8 | 47.8 |
| Capacity costs| -185 | -183 |
| EBIT | 85 | 48 |
| EBIT-margin (%) | 16.0 | 9.9 |
| Financials, net | -11 | 29 |
| Net result | 52 | 58 |
- Strong revenue growth yields scale
- Gross margin improved by product mix and more efficient manufacturing
- Increase in capacity costs by 1%-points
- EBIT earnings at DKK 85m vs. DKK 48m LY
- EBIT-margin up 6% points to 16%
- Fx impact is positive vs. LY by approx. DKK 5m
- Free cash flow of DKK 31m vs. DKK 4m LY
| DKKm | Q2 15/16 | Q2 14/15 |
|---------------|----------|----------|
| Cash flow from operations | 50 | 27 |
| Cash flow from investments | -19 | -23 |
| Free cash flow | 31 | 4 |
### Balance sheet
| DKKm | Q2 15/16 | Q2 14/15 |
|------------|----------|----------|
| Total assets | 2,301 | 2,371 |
| Equity | 860 | 978 |
| Working capital | 572 | 556 |
| Net interest-bearing debt | 958 | 832 |
| Gearing (NIBD/EBITDA) | 2.4 | 2.8 |
| Working capital (% of revenue) | 28 | 33 |
| Investments (% of revenue) | 4 | 5 |
| ROIC (% after tax incl. goodwill) | 15 | 12 |
- Improved working capital now at 28% of revenue vs. 33% LY
- Overall collection days on Accounts Receivables improved from 94 to 77 days
- Net-interest bearing debt peaking at DKK 958m
- Gearing at 2.4 vs. 2.8 LY
- Unused credit facilities at DKK 167m
## Full-year outlook upgraded
| | Expected 2015/16 in local currencies | Expected 2015/16 in DKK | Targets 2016/17 in DKK |
|----------------------|-------------------------------------|-------------------------|------------------------|
| | 3 May 2016 | 11 Nov. 2015 | 3 May 2016 | 11 Nov. 2015 | DKK ~2bn |
| Revenue | 8-9% | 7-9% | 10-11% | 9-11% | |
| EBIT margin | - | - | 15-16% | 14-15% | 17-18% |
| Cash flows | - | - | 150-175m | 150-175m | - |
| Gearing | - | - | ~2.0 | ~2.0 | - |
In summary
• Strong results for first half of 2015/16
• Solid growth continues
• Significant growth in aScope
• New aScope version in Q3
• Benefits from scale and cost discipline
• Full-year outlook adjusted upwards
Q&A
Read more at www.ambu.com
Contact
CEO Lars Marcher, firstname.lastname@example.org or +45 5136 2490
CFO Michael Højgaard, email@example.com or +45 4030 4349
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 7,825
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Návod na obsluhu pre vlhkomer HYDROMETER GM-200
1.Úvod
Prístroj je koncipovaný pre meranie vlhkosti betónu, sádry, cementu a EPS. Rovnako je možná aj vlhkostná analýza dreva. K nesporným výhodám uvedenej metódy patria vysoké rozlíšenie, jednoduché používanie a skutočnosť, že je to meranie bez zásahu do skúšanej plochy. Malé rozmery, ergonomická forma a gumový okraj prístroja sa starajú o bezpečný úchyt a pohodlné ovládanie. Aby bolo meranie tak komfortné ako je možné, je použitý akcelerometer, ktorý sa stará o správne nastavenie displeja pri meraní.
2.Vlastnosti
Rozmery : 142 x 79 x24 mm
Hmotnosť ( s batériou ) : 200 g
Napájanie : 2xAA-baterie
Priemerná životnosť pri nových batériach : 20 hodín
Displej : monochrom, rozlíšenie 128x63 pixel, zadné
podsvietenie, automatické vyrovnávanie
Teplota pri prevádzke : od 5°C do 40°C
9 škál pre merania
1. Škála, 2. Merané hodnoty, 3.Označenie škály
4. Tlačidlo „Výber materiálu", 5. Tlačidlo „Zapnutie"
6. Tlačidlo „Výber displeja"
3. Zapnutie prístroja
Pre zapnutie stlačte tlačítko „ ON „. Prístroj sa zapne automaticky bez kalibrácie. Po zapnutí prístroja sa na displeji ukáže posledná volená škála. Slabé batérie indikuje prístroj na displeji a následne sa vypne.
4. Vypnutie prístroja
Prístroj sa vypína automaticky, ak sa s ním dlhší čas nepracuje. To predlžuje životnosť batérií. Pre manuálne vypnutie držte stlačené tlačítko SELECT MATERIAL. Pri každom vypnutí sa uloží vždy posledné nastavenie ( škála, jazyk, hodnoty prahu alarmu ).
5. Meranie
Prístroj zisťuje vlastnosti materiálov dielektricky cez meranie elektrického poľa, ktoré emituje kovová gulička. Dielektrické vlastnosti sú závislé od vlhkosti, hustoty materiálov a kovových častíc. Pozor !! Kovové časti (napr. klince, šróby...) v dosahu merania prístroja výrazne zvyšujú merané hodnoty. Výsledky merania sa zobrazujú na displeji. Vlhkomer má k dispozícií viac ako 13 škál, ktoré umožňujú určenie vlhkosti daných materiálov. Navolená oblasť sa zobrazí v dolnej časti displeja. Pri meraní tlačte kovovú guličku ku meranému materiálu a držte stlačené tlačítko „ ON „. POZOR !! Uhol medzi prístrojom a meranou plochou musí ležať v rozmedzí 45° až 90°. Po uvalnení tlačítka „ ON „ prechádza prístroj do režimu HOLD.
Navolenie škály
Pri možnosti navolenia množstva škál v prístroji nie je nutné používať korigačné tabuľky. Preto je tento spôsob merania nielen presný ale aj jednoduchý a pohodlný. Navolená oblasť sa zobrazí dole na displeji. Pre jej zmenu krátko stlačte tlačítko „ SELECT MATERIAL „. POZOR !! Pri následnom zapnutí sa vám na displeji zobrazí vždy posledne navolená škála.
Tabuľka 1. Označenie a popis oblasti merania, ktoré súk dispozícií pri GM-200.
CM škála v tomto prípade nenahrádza merania zvyškovej vlhkosti CM prístrojom ako napr. výklad podľa DIN 18365.
HOLD – Funkcia
Vďaka tejto funkcii je zobrazovaná vždy posledná navolená hodnota. HOLD-funkcia sa aktivuje automaticky po pustení tlačidla „ON". Prechod prístroja do tohto režimu sa zobrazuje ako symbol,
ktorý svieti na lište v hornej časti displeja.
Displej
Vlhkomer GM-200 je vybavený funkciou otáčania displeja. Táto funkcia zabezpečuje pohodlné odčítanie hodnôt, nezávisle od sklonu skúšaného materiálu. Nastavenie je možné meniť tak manuálne, ako aj automaticky.
Pre manuálne prestavenie displeja krátko stlačte tlačítko SELECT DISPLAY. Uhol sa mení vždy o 90°proti smeru hodinových ručičiek.
Ak si neželáte automatickú zmenu pre nastavenie displeja, môže byť displej blokovaný cez stlačené tlačítko ( podržaním ) SELECT DISPLAY. Blokovanie sa zobrazuje cez symbol,
ktorý svieti na lište v hornej časti displeja. V tomto prípade je následná zmena nastavenia prístroja možná len manuálne. Systém sa odomkne cez dlhé stlačenie SELECT DISPLAY.
Menu obsluhy
Slúži k zmene nastavenia hodnoty prahu alarmu pre jednotlivé škály merania ako aj k nastaveniu jazyka. Pre vyvolanie tohto menu držte súčasne stlačené tlačítka SELECT MATERIAL a SELECT DISPLAY. Na orientáciu v menu slúžia tlačítka SELECT MATERIAL a SELECT DISPLAY. Tlačítkom „ ON „ meníte úroveň menu a potvrdzujete nastavený parameter.
POZOR : najdôležitejšie parametre sú pred neželanou zmenou chránené dodatočnou výstrahou a potvrdením úlohy. Stlačenie tlačítka znamená krok späť a krátkym stlačením tlačítla „ ON „ sa dostanete do hornej úrovne menu. Pri potvrdení funkcie „Zuruck - späť" na prvej úrovni menu sa dostanete do hlavného okna.
GM 200 v menu Modus 1- voľba skorších menu bodov alebo zníženie hodnôt; 2-potvrdenie volených funkcií alebo volených hodnôt; 3- prechod na ďalšie menu alebo zvýšenie hodnôt
Alarm
Pri prekročení predprogramovaných hodnôt zaznie signál. Pre každú škálu môžeme nastaviť nezávislý prah alarmu. Prah alarmu sa mení v menu obsluhy. V menu obsluhy navoľte „ Alarm Level „ a potom stlačte tlačítko „ ON „ až kým sa neobjaví vo voľbe želaný materiál. Po zvolení škály opäť stlačte tlačítko „ ON „ aby ste sa dostali k nastaveniu prahu alarmu. Po nastavení hodnôt podvrďte „ ON „. Opätovným stlačením tlačítka „ ON „ zabránite ich náhodnej zmene. K opusteniu zmeny stlačte SELECT MATERIAL. Hodnota prahu alarmu sa uloží aj po vybratí batérie. Cez voľbu funkcie „ Werkeinstellungen „ sa prevedené zmeny zrušia a prejdú na pôvodné nastavenia.
Voľba jazyka
Software je nastavený tak aby bolo možné nastaviť rôzne jazyky. Zmena jazyka je možná cez Menu – Ebene ( úroveň menu ). Prejdením na menu obsluhy zvoľte funkciu ( jazyk ) a cez tlačítko „ ON „ sa dostanete k voľbe jazyka. Zvolený jazyk potvrďte tlačítkom „ ON „, pre opustenie zmien stlačte tlačítko SELECT MATERIAL. Jazyk sa uloží aj po vybratí batérie.
Obnovenie pôvodných nastavení
Obnovenie pôvodných nastavení je možné opätovným vrátením prahových hodnôt. Pre toto obnovenie zvoľte cez úroveň menu a potvrďte „ ON „. Opätovným stlačením „ ON „ zabránite náhodnej zmene. Pre opustenie zmien stlačte SELECT MATERIAL.
Napájanie
Používajte dve AA-baterie. Vyvarujte sa používaniu jednoduchých batérií, tak ako aj dobíjateľných akubatérií. Stav batérií je zobrazený na displeji. Ak ukazovateľ batérií nie je plný je nutné ich vymeniť.
Používajte batérie rovnakého typu. Používanie akubatérií v jednej sade s jednoduchými batériami alebo len čiastočne dobité batérie s novými nie je dovolené.
Zobrazená poloha batérií.
Záruka
Výrobca poskytuje záruku podľa zákonov jednotlivých krajín, najmenej však 2 roky, počínajúc dňom predaja spotrebiteľovi. Záruka sa vzťahuje výhradne na chyby materiálu alebo chyby vo výrobe. Pri uplatňovaní záruky sa vyžaduje originálny doklad o predaji s dátumom predaja. Garančné opravy smú vykonávať len autorizované opravovne. Záruka sa nevzťahuje na :
- nesprávne používanie
- hrubé zaobchádzanie, poškodenie cudzou činnosťou alebo cudzími telesami ( piesok, voda )
- škody spôsobené nedodržaním návodu na prevádzku
- bežné opotrebovanie
Zo záruky sú vylúčené tiež čiastočne alebo kompletne demontované prístroje.
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HuggingFaceFW/finepdfs/tree/main/data/slk_Latn/train
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finepdfs
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slk_Latn
| 6,937
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SLO 1055 V2
10.4" Open Frame LCD Display, LED Backlight 1000nits,XGA
SLO 1055 V2 open frame LCD display, built-in 1000 nits high brightness for sunlight readable application. Features wide operating temperature, high brightness, AOT optical bonding, touch screen capable, and customized mechanical design; fulfill the demand for extreme environments. It offers the best visibility, performance and cost effective value. The high level of brightness together with fast response time and LED backlight technology, the monitor brings remarkable display quality. And guaranteeing product life cycle longevity, stability, and reliability. Perfectly suitable for kiosk, ATM, POS, marline, military, medical, transportation, and outdoor industrial application.
Key Features
[x] Sunlight Readable
[x] LED Backlight
[x] High Shock & Vibration Resistance
[x] Low Power Consumption
[x] Wide Temperature. Range (-20°C~60°C)
[x] High Uniformity (90%)
[x] Low EMI Noise
[x] Wide Dimming
[x] Life Expectancy (70,000hrs)
Applications
Marline, Military,
Medical, Transportation
Industrial
Specifications
V1
SLO= Panel+LED Driving Board+Control Board
Mechanical Drawing
Outline Dimensions
Unit:mm
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<urn:uuid:18b04e8d-f188-4b38-82df-fe32cf6e6190>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 1,192
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Rural Municipality of Calder No. 241 AGENDA
For Wednesday, February 12 th , 2020 Beginning at 9:00 a.m.
Rural Municipality of Calder No. 241 AGENDA
For Wednesday, February 12 th , 2020 Beginning at 9:00 a.m.
Item # AGENDA ITEM
DOCUMENTS
9. TRANSPORTATION SERVICES
9.a Workshop
Area Transportation Planning Committee
9.b GRAVEL Inventory
Gravel Usage and Inventory Report 2019
9.c
9. d
10. PROTECTIVE SERVICES
10.a RCMP Letter
RCMP Community Town Hall Consultations Letter
10.b RCMP 2020 Priorities
RCMP Esterhazy-Langenburg Detachment priorities for 2020
10.c
11. ENVIRONENTAL, HEALTH & WELLNESS SERVICES
11.a
11.b
11.c
11.d
11.e
11.f
11.g
11.h
12. PLANNING & DEVELOPMENT SERVICES
12.a Subdivision Request
Proposed Subdivision at the SW 3-26-31-W1
12.b
13. UTILITY SERVICES:
13.a Water Reports
Inspection, Reports and Monthly Plant Reports for 2019
13.b Water Analysis
Report
14. RECREATIONAL SERVICES
14.a
15. COUNCIL, COMMITTEE REPORTS, HR
15.a
Approval of Council Committee REPORTS
15.b
Approval of Council EXPENSES
15.c
15.d
16. CORRESPONDANCE
MOVED BY:
Rural Municipality of Calder No. 241 AGENDA
For Wednesday, February 12 th , 2020 Beginning at 9:00 a.m.
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<urn:uuid:f7b6c274-d027-4f49-8685-0df834e39596>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 1,211
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Masterplan
- Parkbos woningen: 11 woningen
- Kloosterhof herinrichting:
- 50 zorgplaatsen
- 8 middenduurr
- gemeenschappelijke functies
- algemene ruimten congregatie
- Kloosterhof Nieuwbouw:
- 44 sociale huurapp.
- 14 middenduurr
- 39 vrije sector
- 20 zorgwoneren
- Binnenhof
- Boerderij & Nutstuinen
- Oude bakkerij/ Tuinmanswoning en Oranjerie:
- transformatie en nieuwbouw tot landwinkel
- Weilanden
- Kassen
- Wasserij
- Hooiland
Behoud Landgoed voor toekomstige generaties
Nieuwe Tijdlaag en Impuls
Versterk het Landschap
Herstel Monumenten
Legenda
- Rijbaan: auto/voet/fiets - calamiteiten/bevoorrading
- Rijbaan: eenrichting calamiteiten/bevoorrading/xulnis-tweerichtingen - voet/fiets
- Voet/fietspad
- Voetpad
- Alleen toegankelijk voor terreinbeheerder
Padenstructuur
Toegankelijkheid – Stand van zaken
Legenda
- openbaar conform reglement
- semi openbaar voor bezoekers woningen
- beperkte toegang Groene Long
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HuggingFaceFW/finepdfs/tree/main/data/nld_Latn/train
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finepdfs
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nld_Latn
| 946
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Aktuell informasjon:
- Lovsangskveld 10.juni kl.19.30. Sangere og musikere fra flere menigheter er med på denne. Bli med du også!
- Felleskaps-/ delekveld 11.juni kl.19 med kveldsmat, vitnesbyrd og bønnestasjoner.
- 13.september begynner nytt Alphakurs. Hvem kan du invitere med deg? Er dette noe for deres smågruppe å prioritere?
- 12.-17.oktober kan du bli med til Romania. Kontakt Odd Arild ved interesse
Samtaleopplegg 11/2023. «Forny drømmen», Odd Arild Berge
Bibelsteder fra søndag 4.juni 2023.
A: Les sammen Apostlenes gjerninger 8:1-40:
- Hva legger du merke til i teksten?
- Hva utfordres du av i det du leser?
- Hva tenker du om at dette er «menighetens bibelhistorie»?
Samtal om spørsmålene under:
- Har du eller har du hatt drømmer for livet? Er de drømmer Gud har lagt ned i deg?
- Tett på Jesus, hverandre og Grimstad er menighetens visjon
o Hvordan ser livet ditt med Jesus ut?
o Har du ekte fellesskap med noen hvor du kan dele tro og liv?
o Hvor eller til hvem er du sendt?
Be gjerne:
- For det som har kommet frem i løpet av kvelden og samtalen.
-
For og med hverandre og velsign hverandre.
- For månedens bønnefokus som for juni er Fevik misjonskirke
Adr: Grooseveien 36
Tlf: +47-992 26 889 E-post: firstname.lastname@example.org
Bank: 2801 39 58000
N-4876 GRIMSTAD
Internett: www.grimstadmisjonskirke.no
Org.nr: 971 327 669
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HuggingFaceFW/finepdfs/tree/main/data/nob_Latn/train
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finepdfs
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nob_Latn
| 1,358
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Dental Health
Tell us about your smile...
Do you like your smile? [ ] Yes [ ] No
Are you apprehensive about your dental w [ ] Yes [ ] No
Do you want to save your teeth? [ ] Yes [ ] No
Any problems with your previous dentist? [ ] Yes [ ] No
Do you want to complete your dental trea [ ] Yes [ ] No
Do you chew tobacco? [ ] Yes [ ] No
Do you wear dentures? [ ] Yes [ ] No
Do you have, or have you ever had, any of the following? (Check all that apply)
Gag easily [ ] Yes [ ] No
Avoid brushing because of pain [ ] Yes [ ] No
Notice slow-healing sores in mouth [ ] Yes [ ] No
Your jaw makes noise OR gets stuck [ ] Yes [ ] No
Earaches or pain in front of your ears [ ] Yes [ ] No
Habitually chew gum [ ] Yes [ ] No
Food catches between your teeth [ ] Yes [ ] No
Gums bleed easily [ ] Yes [ ] No
Discomfort with HOT foods/liquids [ ] Yes [ ] No
Clench or Grind your teeth frequently [ ] Yes [ ] No
Temporamandibular jaw disorder [ ] Yes [ ] No
Take fluoride supplements [ ] Yes [ ] No
Difficultly chewing [ ] Yes [ ] No
Gums bleed when flossing [ ] Yes [ ] No
Discomfort with COLD food or liquids [ ] Yes [ ] No
Jaws feel tired [ ] Yes [ ] No
Pain in face, cheeks, jaw joints [ ] Yes [ ] No
Chew on only one side of your mouth [ ] Yes [ ] No
Gums feel swollen or tender [ ] Yes [ ] No
Discomfort with SWEET or SOUR foods [ ] Yes [ ] No
Discomfort when chewing or opening wide [ ] Yes [ ] No
Had e tramuma to the jaw [ ] Yes [ ] No
How often do you brush?
[ ]
How often do you floss?
[ ]
To the best of my knowledge, the questions on this form have been accurately answered. I understand that providing incorrect information can be dangerous to my (or patient's) health. It is my responsibility to inform the dental office of any changes in medical status.
Signature of Patient, Parent or Guardian:
X
Date: ____________
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 1,878
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MINUTES OF THE DORR TOWNSHIP BOARD MEETING
Dorr Township Office
December 12, 2023 at 7:00 p.m.
1039 Lake Ave., Woodstock, IL 60098
Present: Supervisor Susan Brokaw; Clerk Brenda Stack; Highway Commissioner John Fuller; Trustee Laura Cullotta: Trustee John Buckley; Trustee Tom Thurman; Trustee Jon Sheahan.
Absent: Assessor Tammy Benitez
Public present: None
Meeting called to order by Supervisor Brokaw at 7:00 p.m.
Pledge of Allegiance recited.
1. Roll Call of Board Members present as listed above.
2. Public Comments: None.
3. Approval of Minutes of the November 9, 2023 Board Meeting.
Clerk Brenda Stack notes several changes in the Minutes.
Motion by Trustee Buckley to approve the Minutes of November 9, , 2023. Motion seconded by Trustee Thurman. Trustee Sheahan abstained from the vote due to being absent last month. Vote called; motion approved unanimously.
4. Approval of Claims for the period November 10, 2023 to December 12, 2023.
TF $50,977.67 GA $6,125.82
DRD $7,759.02 PHR $27,330.08
Motion by Trustee Buckley to approve the claims for the period November 10, 2023 to December 12, 2023. Motion seconded by Trustee Sheahan. Trustee Thurman abstained. Vote called. Board polled; motion carries.
General Assistance and Salvation Army case reports (copies provided for review).
5. Senior Activities Report
No written report. Supervisor Brokaw advised that
6. Road District Building Project
7. Levy
a. Dorr Township
b. Road District
8. Legislative Updates
9. Reports:
Supervisor:
Assessor:
Highway Commissioner:
Clerk:
Trustees:
10. Executive Session a. Semi-annual review of Executive Session Minutes
11. New Business
None.
12. Future Agenda
13. Motion to adjourn.
Motion by Supervisor Brokaw to adjourn. Motion seconded by Trustee Sheahan. Motion approved unanimously. Meeting adjourned at 7:58 p.m.
Next Meeting: Tuesday, January 9, 2024 at 7:00 p.m.
Submitted by Brenda Stack, Dorr Township Clerk
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 1,962
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Grand challenges: companies and universities working for a better society
Selected papers from Sinergie-SIMA Management Conference 2020
University of Pisa - Scuola Superiore Sant'Anna
Pisa 7-8 September 2020
S I M A
Italian Society of MANAGEMENT
FONDAZIONE CUEIM
Official Journal of Italian Society of Management
Sinergie Italian Journal of Management is a peer-reviewed scholarly publication focusing on the principal trends in management studies.
Formerly Sinergie rivista di studi e ricerche
Published quarterly
Founded in 1983
ISSN 0393-5108
Open access at www.sijm.it
Indexed in Google Scholar, ACNP, ESSPER
Accepted for inclusion in Scopus (june 2021)
Sinergie Italian journal of management is published by Fondazione CUEIM, a foundation aiming to carry out and to promote scientific research, especially in the fields of business administration and of organizations management, both profit and non profit.
Sinergie Italian journal of management is the official journal of SIMA, the Scientific Society of Italian Professors of Management, whose aim is to contribute to the development and dissemination of management knowledge in the academic, economic and social fields, on an excellence basis.
The editing activity is sponsored by Consorzio Universitario di Economia Industriale e Manageriale - CUEIM - www.cueim.it
Sinergie
Italian journal of management
formerly
Sinergie, rivista di studi e ricerche
Founding Editor Giovanni Panati
Editor in chief
Marta Ugolini, University of Verona, Italy
Co-Editor in chief
Alberto Pastore, Sapienza University of Roma, Italy
Former Editors
Gaetano M. Golinelli, Sapienza University of Roma, Italy
Claudio Baccarani, University of Verona, Italy
Associate Editors
Federico Brunetti, University of Verona, Italy
Maria Colurcio, University of Catanzaro, Italy
Charles Hofacker, Florida State University, USA
Umberto Martini, University of Trento, Italy
Alfonso Vargas-Sanchez, University of Huelva, Spain
Donata Vianelli, University of Trieste, Italy
Scientific Advisory Board
Gaetano Aiello, University of Firenze, Italy
Ilan Alon, University of Agder, Norway
Daniela Baglieri, University of Messina, Italy
Camilla Barbarossa, Toulouse Business School, France
Sergio Barile, Sapienza University of Roma, Italy
Giuseppe Bertoli, University of Brescia, Italy
Paolo Boccardelli, LUISS Guido Carli, Italy
Enrico Bonetti, University of Campania Vanvitelli, Italy
Stefano Bresciani, University of Torino, Italy
Francesca Cabiddu, University of Cagliari, Italy
Francesco Calza, University of Napoli Parthenope, Italy
Michelle Cano, University of Paisley, Scotland, UK
Alfio Cariola, University of Calabria, Italy
Matteo Caroli, LUISS Guido Carli, Italy
Pier Paolo Carrus, University of Cagliari, Italy
Sandro Castaldo, Bocconi University, Milano, Italy
Mauro Cavallone, University of Bergamo, Italy
Elena Cedrola, University of Macerata, Italy
Ludovica Cesareo, Lehigh University, USA
Peggy Chaudhry, Villanova University, USA
Francesco Ciampi, University of Firenze, Italy
Laura Costanzo, University of Southampton, UK
Augusto D’Amico, University of Messina, Italy
Daniele Dalli, University of Pisa, Italy
Alfredo De Massis, University of Bolzano, Italy - Lancaster University, UK
Giacomo Del Chiappa, University of Sassari, Italy
Manlio Del Giudice, Link Campus University, Italy
Angelo Di Gregorio, University of Milano Bicocca, Italy
Alex Douglas, Editor The TQM Journal
Bo Edvarsson, Karlstad University, Sweden
Renato Fiocca, Catholic University of Milan, Italy
Vincenzo Formisano, University of Cassino and Southern Lazio, Italy
Daniele Fornari, Cattolica del Sacro Cuore University, Piacenza, Italy
Mariangela Franch, University of Trento, Italy
Marco Frey, Sant’Anna School of Advanced Studies, Pisa, Italy
Elena Giaretta, University of Verona, Italy
Gianluca Gregori, Politecnica delle Marche University, Italy
Anne Gregory, University of Huddersfield, UK
Michael Heinlein, ESCP Europe, France
Morten Huse, BI Norwegian Business School, University of Witten-Herdecke, Germany
Gennaro Iasevoli, LUMSA University of Roma, Italy
Francesco Izzo, University of Campania Vanvitelli, Italy
Stanislav Karapetrovic, University of Alberta, Canada
Hans Rudiger Kaufmann, Nicosia University, Cyprus
Philip Kitchen, Salford University, UK
Beatrice Luceri, University of Parma, Italy
Amedeo Maizza, University of Salento, Italy
Jacques Martin, ESOE, France
Marcello Mariani, University of Bologna, Italy - University of Reading, UK
Piero Mastroberardino, University of Foggia, Italy
Alberto Mattiacci, Sapienza University of Roma, Italy
Chiara Mauri, LIUCC Castellanza, Italy
Gerardo Metallo, University of Salerno, Italy
Angelo Miglietta, IULM University, Milano, Italy
Tonino Minguzzi, University of Molise, Italy
Andrea Moretti, University of Udine, Italy
Patricia Moura e Sa, University of Coimbra, Portugal
Fabio Musso, University of Urbino Carlo Bo, Italy
Margherita Pagani, Emlyon, France
Scientific Advisory Board (continued from previous page)
Antigoni Papadimitriou, Johns Hopkins School of Education, Baltimore, Western Kentucky University, USA
Riccardo Passeri, University of Firenze, Italy
Tonino Pencarelli, University of Urbino Carlo Bo, Italy
Lara Penco, University of Genoa, Italy
Francesco Polese, University of Salerno, Italy
Carlo Alberto Pratesi, Roma Tre University, Italy
Yossi Raanan, Levinsky College of Education, Yaffa-Tel Aviv, Israel
Angelo Renoldi, University of Bergamo, Italy
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Maria Vernuccio, Sapienza University of Roma, Italy
Gian Mario Verona, Bocconi University, Milano, Italy
Tiziano Vescovi, University of Cà Foscari, Venice, Italy
Salvio Vicari, Bocconi University, Milano, Italy
Roberto Vona, University of Napoli Federico II, Italy
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Grand challenges: companies and universities working for a better society
Selected papers from Sinergie-SIMA 2020 Conference
Pisa 7-8 September 2020
Aphorisms
Alberto Pastore
Faust, the burst forth the career and publication ethics
Best papers
Elisa Martinelli - Francesca De Canio
Country image dimensions and retail brand equity. A multi-cue analysis
Stefano Romito - Angeloantonio Russo - Clodia Vurro
The impact of sustainability orientation on firm propensity to ally
Selected papers
Mariasole Bannò - Graziano Coller - Giorgia M. D'Allura
Family firms, women, and innovation
Sergio Barile - Irene Buzzi - Ernesto D'Avanzo - Francesca Landolo
Decision trees to identify companies’ distress: the AI at work
Letizia Lo Presti - Giulio Maggiore - Vittoria Marino
Online public engagement is the New Deal! Along the distinctive pathway of Italian University
Francesco Polese - Maria Vincenza Ciasullo - Raffaella Montera
Value co-creation in University-Industry collaboration. An exploratory analysis in digital research projects
Annunziata Tarulli - Domenico Morrone - Pierluigi Toma
Exploring connections between vintage marketing and sustainability in the italian agri-food sector. An empirical analysis
| Title | Page |
|----------------------------------------------------------------------|------|
| Aims and scope | 155 |
| Peer review procedures | 157 |
| Access to journal content | 158 |
| Publishing ethics and publication malpractice statement | 159 |
| Author guidelines | 161 |
| Papers in Italian language | 164 |
| Subscription | 165 |
1. Work without love is slavery.
(Madre Teresa di Calcutta)
2. If you think adventures are dangerous, try routine: it’s lethal.
(Paulo Coelho)
3. Take rest; a field that has rested gives a beautiful crop.
(Ovidio)
4. Wherever you go, go with all your heart.
(Confucio)
5. Why repeat the old errors, if there are so many new errors to commit?
(Bertrand Russell)
In my opinion, it is rewarding for all of us to observe how our community of Italian management scholars has significantly evolved in recent years.
Breaking free from the academic logic that ruled in the past, we have set up SIMA, our own representative and democratically elected scientific society of Italian management scholars; we have identified the values in which we recognize ourselves: openness, rigour, relevance, dissemination, ethics; we have nurtured a new organizational culture devoted to participation and service for the benefit of the scientific community; we have contributed, in a decisive manner, to configuring the newly expanded governance design of scientific societies in Italy dealing with accounting, management and organization studies. In this redesigning process, the AIDEA (Italian Academy of Economia Aziendale) was given a new role as the official representative with the responsibility of relating with institutions, professional bodies, and policymakers.
Within the institutional context, among other achievements, we have attained the formal recognition of the non-bibliometric nature of our discipline and the establishment of a dedicated organizational framework (GEV 13B) for the evaluation of research in the field of business studies.
As regards the Italian community of management scholars, we have exponentially improved our ability to fulfil rigorous and relevant research. Our scientific production standards have grown dramatically, placing our community in a prominent position not only among business disciplines but within the extensive area of economics and statistics studies (Area 13). Now we are fully participating in the scientific debate at an international level by collaborating and interacting with the most important scientific organizations worldwide. Our journals are firmly aligned with this international perspective, as underlined by the recent acceptance of *Sinergie Italian Journal of Management* in Scopus.
We have taken on the responsibility of leading the training of future generations and the life-long training of the managerial class; we have enhanced our connections with business companies, and we are leading in universities’ third mission and public engagement activities, as well as in management and service activities for our own universities.
While being pleased about this, we cannot forget that there are some very important issues that remain unsolved, as well as new emerging issues. Among these pending issues, the following stand out for their relevance: the matters of the value of research and the enhancement of its results; the search for the complete adequacy of evaluation and selection systems; respect for ethical principles in our profession, research and publication. The SIMA positioning paper “Job and career of the Management scholar”
Regarding the first point, the value of research and the enhancement of its results, if we agree - and frankly it seems hard not to do so - that the ultimate purpose of our work is to create value for society and the economy, this means that when we carry out research we should produce studies and publications that have a tangible impact for the business environment and society, thus generating knowledge as a competitive resource. Therefore, we must critically reflect both on the contents and objectives of our research and on the channels and terms we use to disseminate our results. Within such a context, the risk of locking ourselves in the ivory tower and becoming autoreferential is very likely.
The second critical point concerns the adequacy of evaluation and selection systems, which represents a major issue. Here we must limit ourselves to underlining that the current systems in place are strongly unbalanced in favor of the dimension of research, to the detriment of other areas of the academic profession. With specific reference to the selection of professors at the Italian national qualification level - and even more so at the local level - the following burning questions emerge: How can a scholar’s be awarded in the absence of a teaching evaluation? How can a candidate’s research capacity be evaluated without discussing his or her scientific titles?
The third aspect involves respect for ethical principles in the profession, research and publication. Our scientific society SIMA has issued its own Code of Ethics, referring to the general aspects of the management professor’s activity that all us SIMA Associates are required to adhere to (we hereby suggest all members to carefully read the Code of Ethics).
Here, we will further explore our reflection on ethics applied to research and publication. It is a topic that has become increasingly relevant in recent times, leading the AIDEA to publish a brief note on “Ethics, Integrity and Responsibility of Authors in Publications”.
Let us consider the main critical issues on this matter by adopting the researcher’s perspective.
The first case concerns data falsification, which is about the collection of data and their manipulation to demonstrate a preconceived thesis. This behavior must be severely penalized, as it undermines the truthfulness of the results not only in the specific study at hand, but also in the stream of research that originates from it.
Another critical issue is plagiarism, which is a form of misappropriation of intellectual property. In our case, plagiarism consists in the use of ideas or portions of other scholars’ research output without authorization or failing to quote the original reference.
Duplicate publications can be assimilated to a form of self-plagiarism, i.e. the use of the same output / article in different publications, with or without relative references. This is on the same level of redundant publications, which replicate existing publications by recycling their hypotheses, results and conclusions, and simply integrating them by expanding the processed data. Both duplicate and redundant publications are considered unethical practices, as they infringe copyright law, “inflate”
the curricular credentials of authors, and bring confusion to the scientific community.
An extremely relevant and current issue concerns the potential distortion of selection and publication processes due to convergence or conflict of interest. Being part of an interest group - of evaluators and evaluated, clients, editors, reviewers and authors - and the presence of public and private conflicts of interest can produce alterations in decision-making processes inherent to the evaluation process. The consequences can be extremely serious both in terms of the incorrect consideration of real research quality and the dissemination of scientific results that are not adequately validated, as well as in terms of an unfair evaluation of researchers’ profiles, especially when their careers and possibilities of promotion are under assessment.
Another important aspect to consider is so-called “authorship”, i.e. the correct identification of authors who really contributed to a research project. As clearly highlighted in the aforementioned AIDEA document, some incontrovertible data reveal the emergence of problems such as the abnormal growth in the number of publications per single author and that of the number of authors per single publication. From an ethical point of view, the phenomena of “gift authorship”, as well as the multiplication and cross-subsidization of the signatures of publications, must be clearly avoided since these behaviours determine a falsification of researchers’ quality and scientific productivity. Furthermore, a single author’s intellectual and organizational contribution should exceed a minimum reasonable threshold for it to be included among the authors of a scientific product.
The choice of publication channel may also have ethical implications. As underlined in the SIMA positioning paper, the publication of research results must occur through channels characterized by transparency, seriousness, and professionalism. As far as scientific journals are concerned, it is strongly desirable to avoid publication in so-called “predatory journals”. Characterized by absent or unclear “aim & scope” sections, predatory journals operate with poor transparency, publish an exaggerated number of articles without carrying out an adequate selection and peer review procedure, and require significant financial contributions for submission and/or publication.
This examination of ethical principles applied to research and publication is certainly not exhaustive. Still, we believe it is enough, in the present context of discussion, to lead us to the concluding reflections of this editorial, labelled under the provocative title “Faust, the burst forward in careers and publications ethics”.
The Italian research evaluation system (VQR) and the scholarly evaluation system for career development purposes (ASN and local public exam) in place have taken on their own (perfectible!) connotations, and in these contexts the competitive dynamics among applicants have become increasingly strong. The tool of ASN median values that positively stimulated productivity in the academic community at the beginning, now manifests its intrinsic degeneration by projecting the threshold
of acceptance higher and higher, thus causing a potentially endless “quantitative” run-up, despite the quality and relevance of research.
However, the current fierce and sometimes distorted competition can lead researchers to obtain publications “for career purposes only”. This approach can cause highly harmful effects such as, for example, research with little relevance, research results that are not properly disseminated, the neglect of other dimensions of the profession (in particular teaching, but also third mission and service activity). Above all, the exertion of strong “contextual” pressures on morally less solid subjects can induce some researchers to approach unethical practices, such as those described above, in order to improperly and only apparently strengthen their scientific curricular profile.
In these cases, we want to specify the unethical and sometimes illegal profile of certain behaviours, which produce the effect of disowning meritocracy, harming our community and, when brought to evidence, directly harming the person concerned. In Goethe’s literary work, the protagonist Faust, a scholar of philosophy and science, sells his soul to Mephistopheles to obtain even greater power, youth and knowledge. Playing with the metaphor, we hope that no management scholar will be tempted to follow Faust’s example and that good research and publications that are rigorous, relevant and useful and are produced following ethical principles will always prevail.
The ethical sense of research and publication must be a solid and founding principle of our scientific community. From this perspective, our *Sinergie - Italian Journal of Management* is strongly committed to the affirmation of this principle.
**Academic or professional position and contacts**
**Alberto Pastore**
Co Editor in Chief Sinergie Italian Journal of Management
Full Professor of Management
Sapienza University of Roma - Italy
e-mail: firstname.lastname@example.org
Best papers
Country image dimensions and retail brand equity. A multi-cue analysis
Elisa Martinelli - Francesca De Canio
Abstract
**Frame of the research:** Today, retailers possess stronger brands with a high level of awareness and are increasingly going international. A better understanding of consumer-based brand equity (CBBE) from an international marketing perspective is required.
**Purpose of the paper:** To this aim, this study investigates the factors affecting retail brand equity (RBE) when a multi-cue approach is applied, that is: considering traditional RBE antecedents (e.g. retail brand awareness, retail brand image, retail perceived value) together with country image (CI) cues – in their cognitive and affective dimensions.
**Methodology:** A survey was carried out administering a structured questionnaire to a sample of consumers. A structural equation modeling (SEM) was employed to test the proposed model.
**Findings:** All the postulated relationships were verified, apart from the retail perceived value (RPV). Country image affects retail brand equity, but unexpectedly. While the cognitive image of the retailer’s country of origin exerts a negative effect, the affective country image impacts in a positive way.
**Research limits:** Despite the contribution to the retailing and international marketing literature, the research has some limitations. It is performed on a single retail brand and focused on Italian consumers only. Finally, this first study did not include any mediating or moderating variables.
**Practical implications:** International retailers, with particular attention to discounters, would understand the factors to leverage in order to boost their consumer-based brand equity.
**Originality of the paper:** So far, poor attention has been given to the effect of country image on retail brand equity. However, the retailer’s image develops not only in accordance with the service provided, but also in relation to the stereotypes connected with the retailer’s country of origin. Moreover, the study employs a multi-cue perspective, using traditional RBE antecedents together with CI dimensions.
Key words: retail brand equity; country image; brand awareness; brand image; discounter; SEM.
---
1 Although this contribution is the result of the joint work of the authors, it can be attributed to them as follows: Elisa Martinelli paid particular attention to the extension of paragraphs 1, 2, 3 and 6; Francesca De Canio contributed specifically to paragraphs 4, 5 and 7.
1. Introduction
The spread in international trade has facilitated the availability of brands from one country to consumers in other countries. Today, many companies have a global and multinational approach to their development. However, convergence and divergence in consumer behavior and cross-cultural issues continue to affect the tendency to grow internationally, in particular when retailing is concerned (De Mooij and Hofstede, 2002). Going international, retailers need to transfer, negotiate and adapt their business models to the local context as they embed themselves in different institutional environments (Burt et al., 2016). This acknowledgment is opening up new research avenues. To this concern, an area that requires supplementary studies is related to consumer-based brand equity (CBBE) from an international marketing perspective. Specifically, until now, to the best of our knowledge, no study has investigated the factors affecting retail brand equity (RBE) when the retail brand originates from a foreign country. To fill this gap, the current study focuses on the perception of origin at the brand level rather than on the actual origin at the product level as extant literature on the country-of-origin effect (COE) is mainly focused on (Roth and Diamantopoulos, 2009), contributing to field advancement.
The importance of the brand consists in shaping the consumers’ beliefs and attitudes and enters in the consumers’ conscience quickly and strongly. Some authors have highlighted the brand importance in the context of COE, proposing that the “origin” – in the country of origin research - should be conceptualized as a perceived brand origin (Pharr, 2005; Thakor and Kholi, 1996). Consumers appear to “place” products and services based on the perceived origin of the brand. Accordingly, the issue of how various facets of place influence brand equity (BE) is emerging as an interesting avenue for advancing the knowledge of origin effects.
In this study, we decided to use the origin with explicit reference to a brand in the retail sector. In fact, the sector in question has been hardly taken into consideration by the studies on the country-of-origin effect. However, the image of a retailer might develop not only in accordance with the retail service provided, but also in relation to the stereotypes concerned with the retailer’s country of origin. Yet, companies like Wal-Mart and Carrefour recall their origins, respectively American and French, while some others use an opposite approach applying an adaptation strategy in the purpose of “think globally, act locally”. But despite the strategic companies’ aims, are consumers impacted by a retailer’s country image when they value a retail brand? In synthesis, this is our main research question.
To this purpose, the current paper aims at exploring the effect of country image (CI) on the perceptions of consumers with respect to the perceived equity of an international retail brand. Specifically, this study is purposed at investigating the factors affecting RBE adopting a multi-cue approach where not only traditional RBE antecedents are concerned [e.g. retail brand awareness (RBA), retail brand image (RBI), retail perceived value (RPV)], but also country image (CI) cues are included, intended in a cognitive (CCI) as well as affective (ACI) conceptualization. This is fulfilled through a survey, administering a structured questionnaire to a sample of
consumers, and then employing a structural equation modeling (SEM) to test the proposed model.
This paper intends to provide the following contributions. First of all, to extend the academic knowledge on the role of country image in the retail context. Generally speaking, the literature specifically aimed at exploring the COE in service settings reveals a shortage of studies (Ahmed et al., 2002; Berentzen et al., 2008; Martinelli and De Canio, 2019; Javalgi et al., 2001). The way in which consumers are affected by the COE depends on the product category (Ahmed and d’Astous, 1996), and this has been found enhanced when services are involved (Pecotich et al., 1996). Empirical works aimed at exploring the COE role when a service offer is involved, especially in the grocery retailing context (Kan et al., 2015) are required (Martinelli and De Canio, 2019). Second, even if a number of studies show that COE directly affects products brand equity (Buil et al., 2008; Pappu et al., 2006, 2007; Shocker et al., 1994; Thakor and Katsanis, 1997; Yasin et al., 2007) - even if recent studies found that BE dimensions could not be always clearly discriminated in all national contexts (Christodoulides et al., 2015) - no studies were addressed to the retail setting, at least to our knowledge. Hence, the present research is one of the first studies meant at examining the relationship between two sets of constructs: country image and retail brand equity.
Third, this work aims at developing the scientific knowledge on RBE at the retail company level rather than at the store or private label level, as the literature on the subject has mainly done so far. As a matter of fact, “conceptualisation of retail equity is still in want of consensus” (Rashmi and Dangi, 2016, p. 67) and further studies are required. This is even more important today, as the spread of multichannel retailing makes quite limited the exclusive focus on equity at the point-of-sale level. Into this perspective, the retail branding policies should be reviewed, extending to the retail corporate brand upper level. In this spirit, due to the difficulties associated with the measurement of the BE, scholars argued that the assessment of brand equity at the corporate level in the retail setting can pose further challenges compared to operating the same measurement with products instead of services (Ailawadi and Keller, 2004). From this point of view, the few studies in line with this perspective offer non-univocal measures and models often contradictory compared to the findings of the mainstream literature and do not include the COE as a RBE determinant. Last but not least, whilst previous research (e.g. Buil et al., 2008; Yoo and Donthu, 2001) applied the Aaker’s (1991) scale of consumer-based brand equity using cross-national data, the samples used were usually composed by students rather than real consumers, limiting the managerial return of findings. In this study, we collected data from real shoppers, to overcome this possible limitation.
For the remaining of the paper, we first review the relevant country image and retail brand equity literature, outlining then the conceptual model and the theoretical hypotheses postulated. A description of the methodology applied to collect and measure data, the sample features, and the empirical model and measure validity follow. We then outline and discuss the findings, highlighting the main theoretical and managerial
implications of our work. We conclude by presenting some study limitations and future avenues for further research.
2. Country image and retail brand equity: a literature review
The country-of-origin effect is considered as one of the most widely researched topics in international marketing (Magnusson et al., 2011; Pharr, 2005; Usunier, 2006).
The COO has been found to operate as an extrinsic cue able to influence the consumer decision-making process likewise the price and/or product guarantee. Consumers infer beliefs about product attributes because of the stereotypes that individuals possess about a certain country and the products originated from there (Han, 1989; Johansson, 1989; Knight and Calantone, 2000).
This body of research brought to the acknowledgment that a product’s COO affects product evaluations and purchasing behavior (Roth and Diamantopoulos, 2009; Verlegh and Steenkamp, 1999) depending on the level of consumer knowledge (Han, 1989). Indeed, this impressive consideration has developed also a fair amount of criticism that has drawn attention to a number of issues, such as the lack of theoretical development in the field (Bloemer et al., 2009), the presence of methodological bias (Bilkey and Nes, 1982; Samiee, 2010) and the usefulness of the effect in the real-world (Usunier, 2006, 2011).
The research focus has gradually evolved over time. Initially, the scholar attention was addressed to the evaluation of the global quality of the products with distinct origins (Bilkey and Nes, 1982; Han, 1989; Nagashima, 1970, 1977; Roth and Romeo, 1992), while then the focus passed on the multiple origin of products, so-called hybrid products (Chao, 1993), and was later centered on the country image conceptualization and measurement (Martin and Eroglu, 1993; Nebenzahl et al., 2003; Parameswaran and Yaprak, 1987). More recently, country equity (Pappu and Quester, 2010) and country branding (Marino and Mainolfi, 2010, 2013; Papadopoulos and Heslop, 2002) emerged as developing topics.
Country image is a construct defined at the macro and micro level (Heslop and Papadopoulos, 1993; Balboni et al., 2011). The macro country image summarizes the beliefs of individuals on the political, economic, and socio-cultural characteristics associated with the overall image of a country (Country Image) (Heslop and Papadopoulos, 1993). Conversely, the micro-country image refers to the perceptions and beliefs related to a specific product category produced in a certain country (Country related product image) (Johansson et al., 1985; Roth and Romeo, 1992). Most COE research measured “country” image through product rather than country measures (Han, 1989). Moreover, a line of research on the country image investigated its multi-dimensionality (Papadopoulos et al., 1990, 1993), identifying three components: a cognitive component, including consumers’ beliefs about the country’s industrial and technological advancement; an affective component, defining the consumers’ affective response to the country’s people; and a conative component, consisting
of the consumers’ desired level of interaction with the sourcing country. However, most empirical studies on country image have not considered its multi-dimensionality when operationalizing the construct (Johansson *et al.*, 1985; Han, 1989; Knight and Calantone, 2000).
More recently, some scholars started to suggest that the focus of origin effect research should shift away from products and focus on brands (Thakor and Lavack, 2003; Pharr, 2005; Josiassen and Harzing, 2008; Usunier, 2011). Actually, if we go back to the definition of country image given by Nagashima (1970), it is possible to find a similarity with the way in which Keller (1993) defined customer-based brand equity: “*What the two definitions share is the emphasis upon the perceptual nature of these images, which can lead to a great variation in what consumers actually associate with a given image*”. (Andehn *et al.*, 2016, p. 227). As a cue-based cognitive short-cut, brand origin information is a place association reflecting the personal meaning about a brand stored in the consumers’ memory (Samiee *et al.*, 2005).
In the last decade, retailers toughly increased the awareness and value of their brands. This has led scholars to pose more attention to retail brand equity: a number of studies started to focus on this matter (Swoboda *et al.*, 2009; Jara and Cliquet, 2012; Swoboda *et al.*, 2013; Swoboda *et al.*, 2016; Londoño *et al.*, 2016, 2017), providing preliminary support to the RBE construct and its antecedents. Although these contributions highlighted the growing interest in the topic of BE conceptualization within the application area of retailing, extant literature on RBE is mainly aimed at conceptualizing it at the store (Pappu and Quester, 2006; Gil-Saura *et al.*, 2013) or at the private label levels (Das *et al.*, 2012), ignoring that it is the retail corporate brand that should become the key study reference (Burt and Davies, 2010; Anselmsson *et al.*, 2017). In fact, retail brand equity should be considered under three conceptual perspectives: (1) the equity associated with the retailer’s brand (e.g., Coop, Conad), (2) the equity associated with a specific retailer’s store; 3) the equity associated with the retailer’s store brand (e.g. Conad’s Sapori & Dintorni, ViviNatura, etc.). The young and not well-established literature on RBE is mainly focused on the second perspective, that is: measuring store equity, ending in neglecting an important level on which studies on RBE should be articulated. This is the study of the RBE at the retail corporate brand level, in the perspective of the “retailer as a brand” orientation (Ailawadi and Keller, 2004; Burt, 2000; Burt and Davies, 2010; Martinelli and De Canio, 2018). However, the few studies in line with this perspective report contradictory results. For example, Anselmsson *et al.* (2017) consider a conceptualization of RBE in terms of retail brand image measured in a multi-dimensional perspective, differently from the product branding literature in which the brand image is traditionally considered the antecedent of its value (Keller, 1993) and from other retail literature (Gil-Saura *et al.*, 2013). More recently, studying the equity concept in a retailing channel, Londoño *et al.* (2016) identified awareness, quality and loyalty as formative indicators of equity, while Martinelli and De Canio (2018) proved that RBE acts as a mediator of BA and of retail perceived value in developing customer loyalty to the retail corporate brand. Yoo *et al.* (2000) examined the influence of marketing
mix elements on CBBE, finding that store image, advertising, and price level increase the consumers’ perceptions of brand equity whereas frequent sales promotions destroy brand equity. However, empirical research on brand equity has focused largely on a single country’s data, resulting from neglecting international marketing issues and focusing on evaluations of brands almost only in the goods domain (Christodoulides et al., 2015).
To clarify the role of country image in the consumer-based retail brand equity formation, a structural model is proposed in the following paragraph.
3. Conceptual model and hypotheses
This paper explores consumer-based retail brand equity from an international marketing perspective. Specifically, our study is aimed at investigating the factors affecting RBE, adopting a multi-cue approach where not only traditional RBE antecedents are concerned (e.g. RBA, RBI, RPV), but also country image cues (i.e. cognitive and affective) are included. In our work RBE refers to the retail brand at the corporate level (Burt and Davies, 2010), while country image is defined as “the sum of beliefs and impressions people hold about places” (Kotler and Gertner, 2002, p. 251) and the local population (Laroche et al., 2005).
Brand awareness (BA) is fundamental to influence consumer behavior and boost sales. Keller (1993, p. 3) defined brand awareness as “related to the likelihood that a brand name will come to mind and the ease with which it does so”. This author stated that without being conscious and mindful of a brand, it is difficult to make it strong and favorable. BA has been found to positively stimulate BE (Keller, 1993) and store equity (Yoo et al., 2000; Hartman and Spiro, 2005; Pappu and Quester, 2006; Jinfeng and Zhilong, 2009; Anselmsson et al., 2017), as it reflects the level of recognition or recalls from a set of alternatives by the consumer. This effect emerges also when the retail corporate brand equity is studied (Martinelli and De Canio, 2018).
H1: Retail brand awareness (RBA) has a significant and positive effect on Retail Brand Equity (RBE)
According to Aaker (1991, p. 109), brand image is defined as “anything linked in memory to a brand, usually in some meaningful way”. In the retailing literature, consumers’ perception of a retailer’s image has been traditionally conceptualized and investigated in terms of store image (Morschett et al., 2005). Hartman and Spiro (2005) and Gil-Saura et al. (2013) found that a positive store image has a similar effect on store equity. The same relationship would be expected when the retail company brand is concerned. The following hypothesis is postulated:
H2: Retail brand Image (RBI) has a significant and positive effect on RBE.
Aaker (1991) proposes that brand equity creates value not only for the company but also for its customers. Perceived value was conceptualized as
the consumers’ assessment of the utility and expectations offered by retail stores (Zeithaml, 1988). Studies on consumer behavior have investigated the effects of perceived value, “but they have seldom analyzed the relationship between perceived value and retail brand equity” (Weindel, 2016, p. 288). Previous research investigated the impact of perceived value on BE (Lassar et al., 1995), and verified this relationship when store equity is studied too (e.g., Jinfeng and Zhilong 2009; Yoo et al. 2000; Gil-Saura et al., 2013), but also when the retail corporate brand equity is considered (Martinelli and De Canio, 2018). Consequently, we postulate to assess this link when retail brand equity is considered. The third hypothesis underpinning our conceptual model is as follows:
*H3: Retail Perceived Value (RPV) has a significant and positive effect on RBE.*
In the present study, the country image cue is considered as composed of two dimensions: the cognitive country image (CCI) and the affective country image (ACI) (Laroche et al., 2005; Roth and Diamantopoulos, 2009). The cognitive country image is considered in broad terms, as the stereotypes and beliefs that individuals hold on the political, economic, and socio-cultural characteristics associated with respect to a given country (Martin and Eroglu, 1993; Roth and Diamantopoulos, 2009). Traditionally, in fact, scholars investigated the origin effect on consumer evaluations as depending upon the perceived level of the general development of the country from which a product, service, or brand originates (Martin and Eroglu, 1993; Verlegh and Steenkamp, 1999; Roth and Diamantopoulos, 2009). This effect is sharable, as consumers might expect higher quality products and services as coming from a country they perceive to be more economically, socially and technologically evolved. Magnusson et al. (2011) explored the perceived country image of a product in relation to brand attitude and demonstrated a significant relationship regardless of the brand origin perceptions’ objective accuracy. As CCI has been proved to constitute a relevant factor in consumers’ evaluation and attitude formation toward brands in the manufacturing sector (Andéhn et al., 2016), we would like to test the same when a service offer is concerned.
The affective country image is defined as “the consumers’ affective responses (e.g. liking) to the country’s people” (Laroche et al., 2005, p. 99). In fact, the country of origin of a product, service, brand may evoke positive or negative feelings. Whether the consumer likes the product will then depend, at least in part, on his/her sentiments toward the associated national origin (Johansson, 1989; Knight and Calantone, 2000). The direct impact of the affective side of the country image on behavioral intentions was detected by Klein et al. (1998) and Villanueva and Papadopoulos (2003). However, to our knowledge, no studies investigated the impact of ACI on brand equity, as our fifth hypothesis posit, instead.
*H4: Cognitive Country Image (CCI) has a significant and positive effect on RBE.*
*H5: Affective Country Image (ACI) has a significant and positive effect on RBE.*
The respondents’ age and sex were included in the model to further the results’ explanation.
**Fig. 1: The theoretical model**
Source: our elaboration
### 4. Methodology
#### 4.1 Data collection
A survey was conducted among Italian consumers intercepted in the city center of three different towns located in North Italy. Interviewees were approached by three trained interviewers. The survey lasted two weeks and was accomplished during Spring 2019.
The first question posed by the interviewers was aimed at selecting the household responsible for grocery shopping. In case the approached individual neglected this role, the interviewer was instructed to thank him/her and pass to another potential interviewer.
The rest of the questionnaire was devoted to exploring country image perceptions and consumer-based brand equity in relation to the main discounter operating in Italy. This is a German discounter present since a long time in the country, selected also as it is a top retail-spender in advertising. Socio-demographics information on the respondents was collected too.
All the people in line with the first research design requirement were then asked with an open-ended question aimed at checking the perceived country of origin of the discounter observed, intended as the country in which the interviewee believes that the discounter’s headquarters are located, giving as sole information some of the almost thirty countries in which the discounter operates. This in order to collect a knowledgeable
sample and in line with the requirements suggested by Thakor and Khali (1996). 85.8% of the respondents indicated Germany as the country of origin of the retail brand investigated, while only 1.5% indicated Italy; 5% indicated Norway, while 3% of the respondents believe in a French origin of the discounter. Other countries (Great Britain, Spain, Austria, Holland, and the United States) were marginally cited. Therefore, an accuracy rate of the country of origin detection is evident in our sample (Magnusson et al., 2011; Samiee et al., 2005).
4.2 Sample characteristics
In total, 400 completed and valid questionnaires were collected, but only 343 of them were processed, in order to focus only on the 85.8% of the respondents who recognized the correct country of origin of the discounter investigated.
The sample is mainly composed of women (64%). Younger shoppers (18-24 years old) represent 14.3% of the sample, while 24.5% of the respondents are included in the cluster 25-35 years old, and 28.3% the cluster of 36-50 years old. Adults (over 51-65 years) compose 23.3% of the sample and 9.6% of the sample are older than 65 years.
In terms of educational level, respondents are distributed as follows: 46.1% of the sample has a high school diploma while 13.7% a Bachelor’s Degree, and 12.8% a Master Degree. Moreover, 3.2% of the respondents got a Ph.D or others post-degrees while 21.3% of them possess a Middle School Diploma and 2.9% a Primary School Diploma.
4.3 Measurements
The measures used to fulfill the survey were derived from the extant international marketing literature on the country of origin and from the retailing literature on RBE (Tab. 1).
Following the recommended translation procedure, a double translation English-Italian and Italian-English was used to reduce translation errors. Interviewees were asked to evaluate construct measures on a 7 points Likert-scale (1= Strongly disagree; 7= Strongly agree).
### Tab. 1: Constructs, items, and original scales
| Constructs | Code | Item | Original Scale |
|-----------------------------|------|----------------------------------------------------------------------|-------------------------|
| Retail Brand Equity (RBE) | RBE1 | If another retailer is not different from X in any way, it seems smarter to purchase in X’s stores. | Yoo et al. (2000) |
| | RBE2 | If there is another retailer as good as X, I prefer to buy in X | |
| | RBE3 | Even if another retailer has same features as X, I would prefer to buy in X. | |
| | RBE4 | It makes sense to buy in X’s stores instead of any other retailers’ stores, even if they are the same | |
| Retail Brand Awareness (RBA)| RBA1 | I know what X looks like | Yoo et al. (2000) |
| | RBA2 | I can quickly recall the symbol or logo of X | |
| | RBA3 | I am aware of X’s brand | |
| | RBA4 | I can recognize X among other competing brands | |
| Retail Brand Image (RBI) | RBI1 | X is committed to sustainable development | Adapted by Kremer and Viot (2012) |
| | RBI2 | X is concerned with the environment | |
| | RBI3 | X fights for the customers’ interests | |
| | RBI4 | X is close to customers | |
| Retail Perceived Value (RPV)| RPV1 | X’s employees are willing to help | Adapted by Sweeney et al. (1997) |
| | RPV2 | X is good value for money | |
| | RPV3 | X has quick customer service to deal with returns and complaints | |
| Cognitive Country Image (CCI)| CCI1 | Germany has high labor costs | Adapted by Martin and Eroglu (1993); Laroche et al., 2005 |
| | CCI2 | Germany has a high level of industrialization | |
| | CCI3 | Germany is a highly developed economy | |
| | CCI4 | Germany has an excellent level of education | |
| Affective Country Image (ACI)| ACI1 | German people are likable | Laroche et al., 2005 |
| | ACI2 | German people are trustworthy | |
| | ACI3 | German people are hardworking | |
Source: our elaboration
### 4.4 Empirical model and measure validity
Following the recommendations of Anderson and Gerbing (1988) a two-step approach is used to analyze the data: the measurement model is estimated to verify the relationship between dependent latent variables and their indicators (items); the structural model is subsequently estimated to measure paths between constructs (latent variables).
The convergence validity of the scales is assessed. In fact, all factor loadings are closer to the cut-off of 0.7 and significant (t-statistics > 9) (Hu and Bentler, 1999). Further, all the items reveal a high item–total correlation, indicating their capability to measure the investigated construct. Cronbach’s alphas (Table 2) are greater than .70 (de Vaus, 2002), confirming the good reliability of the measures. The Average Variance Extracted (AVE) and the Composite Reliability (CR) values assess the convergent validity of the constructs. In fact, both indicators are greater than the thresholds cited in
the relevant literature for all the constructs (AVE > 0.5 and CR>0.7; Fornell and Larcker, 1981) (Table 2).
**Tab. 2: Statistic Descriptive of Items and Discriminant validity**
| Constructs | Code | Factor Loadings | T-statistics | Cronbach's α | AVE | CR |
|-----------------------------|------|-----------------|--------------|---------------|-------|-------|
| Retail Brand Equity (RBE) | RBE1 | 0.844 | n.a. | 0.956 | 0.802 | 0.957 |
| | RBE2 | 0.932 | 29.411 | | | |
| | RBE3 | 0.958 | 31.117 | | | |
| | RBE4 | 0.944 | 28.382 | | | |
| Retail Brand Awareness (RBA)| RBA1 | 0.770 | n.a. | 0.861 | 0.522 | 0.867 |
| | RBA2 | 0.771 | 12.099 | | | |
| | RBA3 | 0.912 | 19.129 | | | |
| | RBA4 | 0.683 | 9.799 | | | |
| Retail Brand Image (RBI) | RBI1 | 0.765 | n.a. | 0.898 | 0.688 | 0.898 |
| | RBI2 | 0.789 | 21.444 | | | |
| | RBI3 | 0.899 | 17.569 | | | |
| | RBI4 | 0.858 | 15.236 | | | |
| Retail Perceived Value (RPV)| RPV1 | 0.971 | n.a. | 0.951 | 0.870 | 0.953 |
| | RPV2 | 0.970 | 53.022 | | | |
| | RPV3 | 0.853 | 29.305 | | | |
| Affective Country Image (ACI)| ACI1 | 0.873 | n.a. | 0.866 | 0.708 | 0.877 |
| | ACI2 | 0.952 | 24.043 | | | |
| | ACI3 | 0.675 | 12.435 | | | |
| Cognitive Country Image (CCI)| CCI1 | 0.697 | n.a. | 0.828 | 0.557 | 0.834 |
| | CCI2 | 0.718 | 11.609 | | | |
| | CCI3 | 0.821 | 10.349 | | | |
| | CCI4 | 0.745 | 11.425 | | | |
Source: our elaboration
Applying the Fornell and Larcker criterion (1981) the discriminant validity of the measurement model is assessed. The square root of the average variance extracted for each construct is higher than the correlation between the construct and the others (Fornell and Larcker, 1981) (Table 3).
**Tab. 3: Fornell-Larcker Criterion and Correlation Matrix**
| | RBE | RBA | RBI | RPV | CCI | ACI | SEX | AGE |
|----------------------|------|------|------|------|------|------|------|------|
| Retail Brand Equity | **0.895** | | | | | | | |
| Retail Brand Awareness| 0.524 | **0.722** | | | | | | |
| Retail Brand Image | 0.597 | 0.535 | **0.830** | | | | | |
| Retail Perceived Value| 0.402 | 0.442 | 0.608 | **0.933** | | | | |
| Cognitive Country Image| 0.070 | 0.257 | 0.265 | 0.169 | **0.747** | | | |
| Affective Country Image| 0.220 | 0.048 | 0.284 | 0.204 | 0.267 | **0.842** | | |
| Sex | -0.054 | -0.115 | -0.084 | -0.163 | -0.057 | -0.131 | **1.000** | |
| Age | 0.158 | 0.042 | 0.202 | 0.209 | -0.021 | 0.039 | -0.154 | **1.000** |
Note: Diagonal elements in bold are the square root of Average Variance Extracted (AVE).
Source: our elaboration
The structural model presents a good overall fit. The significant Satorra and Bentler chi-square $\chi^2_{(SB)(226)} = 551.576$, $p < 0.00$, and the
significant Close-Fit RMSEA (RMSEA=0.0649, p-value= 0.0002) showing the possibility that the model does not mirror the pattern of covariance contained within the raw data, are compensating by a good value for the chi-square ratio $\chi^2_{(SB)}/\text{df}$ (2.441). Two other indicators are used to assess the goodness of the model fit. The Bentler and Bonnet index (Normed Fit Index, NFI = 0.950) is considered acceptable as it is closer to the 0.90 value suggested by Byrne (2013). Moreover, the standardized root mean square residual (SRMR= 0.0480), lower than the cut-off of 0.05 posed by Byrne (2013), confirms the acceptable model fit, indicating a low value for the root mean square discrepancy between the observed correlations and the model-implied correlations.
5. Findings
The structural model shows an interesting predictive power in explaining retail brand equity ($R^2_{(\text{RBE})} = 0.449$).
Results of the paths between constructs, presented in Figure 2, show that retail brand awareness and retail brand image positively influence retail brand equity confirming the first two hypotheses (RBA$\rightarrow$RBE: $\beta=0.342$, t-value=6.098; RBI$\rightarrow$RBE: $\beta=0.415$, t-value=5.044). In particular, the retail brand image shows the strongest effect. The country image dimensions (i.e. cognitive and affective) show both a significant effect on retail brand equity. Nevertheless, while the affective country image positively influences retail brand equity - in line with our fifth hypothesis (ACI$\rightarrow$RBE: $\beta=0.132$, t-value=2.651), that it is consequently verified - the cognitive dimension of country image reports an opposite effect, negatively influencing retail brand equity, partially disconfirming our fourth hypothesis (CCI$\rightarrow$RBE: $\beta=-0.158$, t-value=3.009). Finally, no significant effect is found between retail perceived value and retail brand equity; accordingly, the third hypothesis is rejected. None of the control variables included in the model (i.e. age and sex) showed a significant effect on RBE.
*Fig. 2: The measurement model*
Source: our elaboration
6. Discussion
Findings evidenced that all the postulated relationships underpinning our structural model were verified, apart from the effect of retail perceived value that did not result as significant, differently from previous studies (Martinelli and De Canio, 2018). Retail brand image and retail brand awareness emerged as exerting the strongest effects in generating value to the retail brand, confirming the solid role of these factors in driving RBE, even when the retail corporate brand - and not the store brand - is involved. In this way, our study extends the main RBE results (Hartman and Spiro, 2005; Gil-Saura et al., 2013; Yoo et al., 2000) to an upper level, enlarging the scientific knowledge on the subject, in accordance with the most recent ongoing debate in this area (Swoboda et al., 2016). In addition, this work is the first to assess the role of country image in impacting RBE, opening up to new opportunities in extending the international marketing knowledge on the role of country image in a consumer-based perspective when services are involved. From this viewpoint, our findings focused on retailing, extending our empirical understanding: till now it has been mainly confined to other service sectors such as banking, airlines, insurance (Pecotich et al., 1996; Berentzen et al., 2008) and restaurants (Martinelli and De Canio, 2019). Moreover, as expected, country image directly affects brand equity confirming extant literature results (Buil et al., 2008; Pappu et al., 2006, 2007; Shocker et al., 1994; Thakor and Katsanis, 1997; Yasin et al., 2007). Both country image dimensions (i.e. cognitive and affective) show a significant effect on retail brand equity, but in unexpected ways. While the cognitive image of the country of origin of a retailer exerts a negative effect, affective country image impacts in a positive way. The former result has the effect of reducing the value that the consumer associates with the retail brand. Into this perspective, our findings are in line with some studies proving that origin effect can also negatively influence an individual’s attitude toward products or brands (Chu et al., 2010; Dakin and Carter, 2010). On the contrary, the affective side of a brand’s origin positively impacts RBE. To this concern, we have to remember that Laroche et al. (2005) evidenced that when the country image is mainly based on affect, its influence on product evaluation will be greater than its influence on product beliefs (attitude). This could be an explanation of the smaller effect exerted by ACI compared to the traditional RBE antecedents.
The results that emerged in this study are also useful from a managerial viewpoint. Managers of grocery retailing brands and professionals who deal with the sector must understand that RBE is clearly perceived by consumers and is a construct associated with the retail corporate level, which serves as an important intangible asset (Jinfeng and Zhilong, 2009). RBE is a key factor able to develop customer loyalty to the retailer (Martinelli and De Canio, 2018) and to enhance market share, financial performance and shareholder value (Keller, 1993; Londoño et al., 2017; Swoboda et al., 2013, 2016). However, a few are the retailers who have developed specific retail brand management departments in their headquarters, supported by adequate resources and competencies. The attention at the branding level is strongly placed on private labels, when instead our results suggest that
this logic should be integrated into wider branding policies articulated on several levels, where the attention should be placed, above all, at the corporate level. Apart from this general requirement, the investigated German discounter is pursuing a positioning strategy aimed at supporting as much as possible its association with Italy; this is demonstrated by the creation of dedicated private labels, whose naming immediately leads to Italy; from the creation of a dedicated logo reporting Italian signs (e.g. the colors of the Italian flag; the football passion of Italians, etc.); by the commitment to have most of its products sourced from Italian suppliers. Despite this strategy, only 1.5% of the respondents associated the discounter brand with Italy, and the results emerged from the structural model show that the association with Germany in a cognitive way tends to reduce the value of the brand for Italian people. As this strategy is used in many other countries in which the discounter operates, maybe its rethinking would be worthwhile as it looks not advantageous for the brand to disguise its country of origin, as local people are aware of it. The company’s management should instead invest in boosting its brand image and persist in increasing its brand awareness. From this point of view, the discounter should continue to invest in TV advertising but also on social media in order to increase consumer confidence and its overall image. Stressing the trustworthy and hard-working side of German people in the communication messages rather than the country functional features would help in boosting retail brand equity.
To conclude, the results that emerged from our study might be useful to international retailers in general and to discounters in particular: they would better understand the factors to manage to leverage their brand equity between consumers.
7. Conclusions
This study contributes to the international marketing and retailing literature giving evidence that the country of origin influences brand equity not only when a manufacturing brand is concerned, but also whenever a retail brand is investigated. Moreover, our findings are particularly interesting for two main reasons: first, the dimensions of country image - affective and cognitive - do not exert the same effect on retail brand equity; second, the multi-cue approach here adopted can further our understanding of the antecedents of RBE when retailers are fulfilling an international development. The latter is a unique perspective in current literature.
Despite the contributions made by this work, a number of limitations are present, opening up for further studies on the topic.
First of all, the research focused on a single retail brand operating in the discount segment. A replication of the empirical analysis on grocery retail multiples (i.e. Carrefour) could improve our understanding and reinforce or differentiate our findings. This paves the way to another possible development of our work: repeating the research on retailers coming from different countries - that is: with a different origin - can rend more
robust the findings and can also bring to perform a multigroup analysis. Understanding if the effect of affective and cognitive CI is confirmed even when retailers with different origins are compared would consist in a substantial contribution to the topic.
Second, the study was performed on Italian customers. As the role of national culture was found to influence retail patronage and image (Kan et al., 2015), conducting a comparative work in other national contexts can lead scholars to catch cross-country cultural differences, helping international retailers to better deal with them.
Finally, the study although controlling for the respondents’ sex and age, did not include any mediating or moderating variables, even if we consider the shopping responsibility and the level of brand knowledge in selecting the sample investigated. In the next studies, it might be useful to control for further socio-demographics data regarding the respondents and consider factors such as the level of ethnocentrism and/or fit as moderators in order to get a more comprehensive understanding of consumer-based brand equity when international retailing takes place. Moreover, a more complex and articulated model where RBE can act as a mediator of the retailer’s performance, for instance, can strengthen the theoretical scope of the study and boost managerial implications.
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The impact of sustainability orientation on firm propensity to ally
Stefano Romito - Angeloantonio Russo - Clodia Vurro
Abstract
Purpose of the paper: The aim of this paper is to analyse the effect of firm sustainability orientation, defined as the overall proactive strategic stance of firms toward the integration of environmental and social concerns and practices into their strategic and operational activities, on its propensity of making alliances.
Methodology: We validate our arguments using panel data on 10,509 unique firm-year observations over the period 2003-2017.
Findings: We find support for our baseline hypothesis: sustainability orientation has a positive impact on alliance formation. Additionally, we find that the hypothesized relationship is stronger for firms with lower expected value creation and for those that operate in opaque contexts.
Research limits: Our work represents an initial attempt to investigate the role of firm sustainability orientation in explaining firm alliance propensity. In so doing, we adopted a firm level perspective assuming alliance counterparts to be homogeneous, which represents the main limitation of this study. Other limitations, as well as topics for future research are discussed in the last section.
Practical implications: Our arguments and findings emphasize the critical role played by the way in which the firm manages the network of relationships in which it is embedded, in addition to the considerations about the type of relationship a firm owns that have been widely analysed. In particular, our study contributes to obtain a deeper understanding of the benefits of a stakeholder-oriented approach, which remains fundamental to encourage managers to adopt stakeholder theory practices in their behaviour.
Originality of the paper: To the best of our knowledge, this study represents the first attempt to study the relationship between firm sustainability orientation and its alliance propensity.
Key words: sustainability orientation; alliance formation; stakeholder management
1. Introduction
While many firms rush to jump on the bandwagon of strategic alliances to leverage complementarities or defray costs, only few succeed to achieve expected outcomes. Limited attractiveness because of perceived exchange related risks (Hitt et al., 2000; Russo et al., 2019) and inadequate alliance management capabilities (Wang and Rajagopalan, 2015) are among the
\footnote{The authors equally contributed to the design and implementation of the research, to the analysis of the results and to the writing of the manuscript, and are listed in alphabetical order.}
key reasons that derail firms from alliance formation. Indeed, research and practice have long investigated how the development of valuable resources (Lavie and Rosenkopf, 2006), the availability of information on prospective partners (Luo, 2007), and the active engagement in activities that stimulate partnering skills (Zollo et al., 2002) can support firms in the decision to ally.
In the mainframe of what drives firm’s attractiveness as an alliance partner, the role of sustainability orientation, defined as the overall proactive strategic stance of firms towards the integration of environmental and social concerns and practices into their strategic and operational activities (Roxas and Coetzer, 2012), has been mostly neglected. Previous research has largely documented that sustainability orientation is an important driver for the development of innovative capabilities that could easily attract a prospective partner (Carayannopoulos and Auster, 2010). Moreover, the long term attitude of sustainability oriented firms act as a signal that increase their perceived trustworthiness (Parmar et al., 2010). Similarly, the increased availability of information, both directly disclosed and sourced from third parties, about sustainability oriented firms reduces opacity, which, in turn, mitigates the perceived risk of adverse selection (Cho et al., 2013; Cui et al., 2018). Finally, sustainability-oriented firms develop collaborative capabilities with stakeholders that predispose them to cope with situations of higher risk of moral hazard (Russo et al., 2018). Taken together these arguments support the need for further research on the existence of a positive effect of firm sustainability orientation on alliance formation.
Heeding the call for a deeper understanding of what drives the choice of an alliance partner and building on recent advancements on the relevance and role of sustainability orientation (Cheng, 2020; Eccles et al., 2014), we aim at advancing this stream of research by submitting that sustainability-oriented firms are also different in terms of attractiveness as an alliance partner and ability to form and mange strategic alliances, resulting in a greater propensity to ally. We test our hypotheses using a comprehensive panel dataset of 10,509 unique firm-year observations drawn from US-listed firms over the period from 2003 to 2017. We find support for the notion that sustainability orientation significantly increases the propensity of a firm to form strategic alliances. Moreover, we find evidence that the positive effect of a firm sustainability orientation on its alliance propensity is stronger only for those firms that show characteristics that are commonly associated to a lower attractiveness (i.e., when the financial market does not acknowledge a high potential for value creation and when the risk related to adverse selection is higher because of increased opacity).
The reminder of the paper is structured as it follows. First, earlier research focused on the reasons that derail firms from forming alliances and on the different factors that can support firms in overcoming obstacles is recapitulated. Second, the theoretical framework and hypotheses are developed. These sections are followed by the empirical analysis. Finally, the findings and contributions are discussed, as well as the limitations of the paper.
2. Literature review and hypotheses
Firms participate in strategic alliances for various reasons (Gulati and Singh, 1998). They might engage in collaborative relationships for developing knowledge, experimenting with assets on an arm’s length basis, preserving limited resources and gaining access to markets (Dacin et al., 2007; Hitt et al., 2000). Despite motivations, firms are heterogeneous in their propensity to form alliances. In an attempt to explain such variety, theory has converged on two firm-specific perspectives.
The first perspective is related to the observation that some firms might be less attractive than others as an alliance partner. For instance, resource-based view (RBV) scholars focus on the role of the resources a firm owns as a predictor of its alliance propensity (Mowery et al., 1998). Accordingly, alliances are considered as means to get access to valuable resources which will generate a competitive advantage (Hitt et al., 2000). Thus, a firm that does not possess resources that can be leveraged to develop managerial skills and capabilities, generate new knowledge or build valuable relationships that might facilitate the counterpart’s access to a new markets (Russo and Vurro, 2010), will be considered less attractive as an alliance partner. Other scholars point to the risks associated to the alliance as a deterrent for its formation. In particular, strategic alliances are considered as risky means of corporate development because of exchange related hazards, which are connected to the asymmetry of information in assessing ex-ante firm resources and capabilities, and the risk of moral hazard, which is connected to the cost (or the impossibility) of monitoring a firm’s contribution to the alliance (Gulati and Higgins, 2003). Previous work has emphasized that, ceteris paribus, limited or incomplete information when assessing the value of inter-firm collaborations reduce a firm’s likelihood to attract potential partners for an alliance (Hoenig and Henkel, 2015). Similarly, it has been found that the lack of trust in the counterpart increases the cost associated with the monitoring of opportunistic behaviors of the parties involved in the alliance (Das and Teng, 1998), reducing firm attractiveness.
The second perspective is related to the observation that some firms might be less able than others in forming and managing alliances. In particular, extant research points to the lack of alliance capability as a key factor that negatively affect a firm’s propensity to ally (Wang and Rajagopalan, 2015). In fact, limited abilities to search, negotiate, manage, and terminate an alliance (Kale and Singh, 2007) are associated to a lower propensity of participating into an alliance. For instance, it has been observed that firms not endowed with this capability prefer alternative growth strategies, such as acquisitions or internal development (Villalonga and McGahan, 2005).
Several studies have investigated which factors could mitigate these negative effects. Some scholars have focused on the strategic decisions or on the investments that increase the resource endowment of a firm, which, in turn, might positively affect firm attractiveness as an alliance partner. For instance, it has been found that superior technological knowledge makes a firm more attractive as potential alliance partner, compared to firms with inferior technological knowledge (Ahuja, 2000). Similarly,
having resources that might enable a partner’s understanding of non-market environments or provide access to decision and opinion makers increases a firm’s attractiveness (Lin and Darnall, 2015). Other scholars focus on the aspects that might mitigate the relational risk. For instance, it has been found that the existence of specific inter-organizational ties, such as those with highly reputed business partners or suppliers increase the perceived trust in the firm (Luo, 2007). Similarly, firm status (Stuart, 2000), market identity (Russo et al., 2019), reputation (Stern et al., 2014), and investment to reduce its environmental impact (Norheim-Hansen, 2015) are considered as trust-enhancing mechanisms in the context of alliance formation.
By adopting a capability lens, research has also analyzed what contributes to the emergence of alliance-related skills (Wang and Rajagopalan, 2015). While a firm’s previous experience in collaborating via alliances has been identified as one of the most important antecedents of the emergence of this capability, scholars have recently examined the role played by the dedicated alliance function (Russo and Vurro, 2019). This function is an organizational unit that contributes to the codification of the knowledge relative to the alliances and manages the activities that have to be performed (Kale and Singh, 2007). Similarly, it has been observed the existence of a spillover effect on alliance capability from performing activities that show similar features to those of the alliance in terms of knowledge domains, managerial tasks or a/the counterpart’s characteristics (Zollo and Reuer, 2010).
2.1 Sustainability orientation and alliance propensity
Despite the vast amount of research aimed at identifying which factors may foster or impede a firm’s participation in alliances, we argue that a key neglected element that can also influence a firm attractiveness as an alliance partner, as well its ability to form and manage alliances, is a firm’s orientation towards sustainability. This orientation is rooted in the development of sustainability strategies consisting of the planning and implementation of corporate activities in response to social and environmental responsibilities. Accordingly, sustainability orientation implies a stronger involvement of stakeholders in the firm’s decision making processes and a greater attitude toward long-term value creation (Eccles et al., 2014). As a consequence, sustainability-oriented firms display a greater ability in understanding the stakeholders’ needs and expectations (Freeman et al., 2007), which in turn elicits the emergence of relations based on mutual trust (Bridoux and Stoelhorst, 2014) and an increased propensity in measuring and disclosing non-financial information (Cui et al., 2018). Indeed, firms with strong sustainability orientation have been observed to behave differently from others, in terms of the governance structure they adopt to take into account environmental and social issues (Eccles et al., 2014), especially in the context of corporate development activities such as acquisitions (Russo et al., 2018), or innovation (Cheng, 2020).
We wish to advance this stream of research by submitting that sustainability-oriented firms are also different in terms of attractiveness as an alliance partner, thus resulting in a higher propensity to ally. In particular, four main arguments point to a positive effect of firm orientation toward sustainability on in propensity of forming alliances. The first argument pertains the type and value of the resources and capabilities owned by a sustainability-oriented firms. In fact, sustainability orientation has been indicated as an important driver for the development of innovative capabilities within the firm. On the one hand, by engaging in sustainability firms, they are more aware of a wider set of need of their stakeholders, including social and economic ones (Adams et al., 2016). This results in an increased ability to interpret external stimuli and in the continuous search for solutions that will enable the firm to integrate the stakeholders’ needs in the development of product and services (Cheng, 2020). On the other hand, the long term attitude of sustainable firms elicits the creation of relationships based on principles of fairness and mutual trust, which, in turn promote the utilization and dissemination of knowledge within the stakeholder network (Jiang et al., 2019). In particular, the characteristics of the relationships and the continuous interactions between the parties promote the development of a shared perspective and a shared vocabularies between them, which are necessary elements for the transmission of tacit knowledge (Jones et al., 2018). Further, these resources and capabilities are difficult to be imitated by an outside actor because of the complexity and the causal ambiguity related to their formation. The intrinsic characteristics of these resources, such as the complexity in assessing them or the fragility associated to the fact that they have been generated and are embedded within the firm stakeholder network, might increase the likelihood that a potential counterpart will seek them through an alliance (Carayannopoulos and Auster, 2010).
The second argument is rooted in the observation that sustainability orientation might be perceived as a signal of trustworthiness by potential counterparts because of the long-term attitude and expected fairness which emerge from developing an attitude towards stakeholders (Eccles et al., 2014; Zander and Zander, 2005). In this sense, an higher level of sustainability orientation could represent a signal of trustworthiness for the firm possessing it, increasing its attractiveness to external audiences (Parmar et al., 2010). In addition, the firm’s sustainability orientation reflects its tendency to build and manage relationships according to the principles of fairness and reciprocal trust (Bridoux and Stoelhorst, 2014). This suggests that if a potential partner makes an “outside-in” analysis to assess the focal firm (i.e. interviewing suppliers, customers, former employees and other stakeholders to collect information) the stakeholders involved in this process will be more likely to provide them with positive feedbacks about the firm under assessment and about its management (Chen et al., 2018). These positive feedbacks, in turn, might positively influence the counterpart’s perception about the focal firm trustworthiness, smoothing the negotiation process and increasing the likelihood of alliance formation.
The third argument pertains to the effect of sustainability orientation on information asymmetry. Recent developments in CSR literature indicate
that firms with higher levels of sustainability orientation display lower level of information asymmetry, because of the higher propensity to disclose information about internal processes and outcomes, not only economic but also social and environmental (Cui et al., 2018). Furthermore, devoting attention toward sustainability has been associated to a better social evaluation (King, 2008), which can, in turn, influence a firm’s external visibility (Pollock et al., 2010) and the likelihood of it being covered by analysts (Bowers and Prato, 2018). Taken together, these studies indicate that firms with strong sustainability orientation would convey a larger amount of information to external audiences because of their tendency to be transparent and a higher likelihood to be covered by analyst and specialized press. Overall, the increased availability of information can reduce the efforts potential counterparts have made to identify and assess the quality of the firm (Ozmel et al., 2013), increasing its attractiveness as an alliance partner.
The fourth argument relates to the observation that sustainability orientation might increase firm ability to form and manage alliances by contributing to the emergence of alliance capability. It has been argued, in fact, that capabilities related to the development of a sustainability oriented approach, influence corporate development activities (Russo et al., 2018). In particular, it has been argued that the capabilities developed in assessing and managing social and environmental issues might be redeployed in the context of target selection or during the negotiation phase, supporting the focal firm in successfully managing these complex tasks. Similar considerations might apply in the case of alliances. Sustainability-oriented firms might have a higher propensity to form alliances as the capabilities they have developed in the interactions with stakeholders might facilitate the assessment of the counterpart’s resources. In addition, sustainability orientation might predispose these firms to cope with situations in which there are higher risks of moral hazard (Lorenzoni and Lipparini, 1999) as firms make extensive use of relational contracts to access internal and external resources (Gibbons and Henderson, 2012). These contracts are more generic and open-ended compared to formalized contracts, which imply a higher risk of moral hazard in the relationships of sustainability-oriented firms. This may be related to two aspects that influence the firm’s alliance propensity: first, it might indicate that sustainability-oriented firms are more prone to cope with situations surrounded by uncertainty and, second, it might signal that firms have developed a capability to manage cooperative relationships under uncertainty (Garcia-Castro and Aguilera, 2015).
Taken together, these arguments point to a higher attractiveness of high sustainability-oriented firms, which depend on the resources owned, the lower perceived exchange hazards such as moral hazard and adverse selection, and stronger relational capabilities. These considerations will result in a higher likelihood of observing alliances that involve sustainability-oriented firms. Thus, we hypothesize:
*Hypothesis 1: The more sustainability-oriented a firm is, the greater its tendency to form strategic alliances.*
2.2 Boundary conditions and alternative mechanisms
In our baseline prediction we postulated that the sustainability orientation of firms will be positively associated to the likelihood of being involved in alliances, because they are more attractive, they will be perceived at lower risk of adverse selection, they will be considered as more trustworthy, and they will be more comfortable in collaborating. This effect could be mitigated under certain conditions, which posit the need for contextualization. We propose three conditions that have the potential to offset the positive impact of sustainability orientation on alliance formation.
The first mitigating factor we consider is the firm potential for value creation, which represents the external assessment of the value of the resources owned by a firm. The second factor relates to an important governance device external to the firm, i.e., the number of analysts covering a given company. The third, which is an important antecedent of the development of a firm ability to form and manage alliances, is the firm’s level of diversification. In the next sections, we discuss how these mechanisms provide useful boundary conditions to our baseline hypothesis about sustainability orientation and its effect on propensity to ally.
2.2.1 Firm potential value creation
Tobin’s Q is the measure of the market perception about a firm value creation. In particular, this measure represents the market assessment about the value of firm resources (Villalonga, 2004), such as its human capital (Vomberg et al., 2015), its technological knowledge (Bracker and Ramaya, 2011), or its ability to gain consensus from the market and the communities in which it operates (Dorobantu et al., 2017). This variable has often been considered as a proxy for firm value creation (see, for example, Garcia-Castro and Francoeur, 2016; Huselid et al., 1997; Kim and Bettis, 2014). In this sense, the degree to which a firm has resources that contribute to value creation might increase its attractiveness as an alliance partner because partnering with that firm can provide higher payoffs, being them in terms of knowledge creation or in terms of access to resources or to valuable partners (Dyer, 2000; Hitt et al., 2004; Jap, 1999).
This argument suggests that the higher the market assessment of firm value the higher the value attributed to firm resources. Thus, we expect the value creation potential to mitigate the value creation effect of firm sustainability orientation on alliance formation.
Hypothesis 2: Firm value creation potential weakens the positive influence of sustainability orientation on alliance propensity
2.2.2 Financial analyst coverage
Financial analysts are key for the correct functioning of financial markets. Given their extensive training in finance and industry-specific knowledge, financial analysts provide valuable information in the form of earnings forecasts and recommendations which are useful to investors,
and stakeholders more broadly, in order to assess the financial conditions and prospects of firms (Lang and Lundholm, 1996). Analyst coverage has been shown to alleviate informational frictions in financing policies, making firms better able to obtain external financing from equity markets (Chang et al., 2006). In addition, previous work has documented a positive correlation between the number of analysts following a firm and the likelihood to voluntarily disclose financial information (Hutton, 2005). As such, the analysts covering a firm act both as information intermediaries and as stimuli for the firms’ transparency to the external markets as well as to potential partners.
In this context, we can expect the informational advantage that is associated to firms characterized by a high sustainability orientation to be upper bounded as the benefit deriving from increased information availability decreases marginally when the amount information that are available to an external audience reaches a certain threshold level. For instance, Pollock and Rindova (2003) found that the level of media coverage affect investors’ decisions at a diminishing rate because the information conveyed through, and thanks to, the relational bonds with stakeholders becomes increasingly redundant. Thus, we posit:
*Hypothesis 3: Financial analysts’ coverage weakens the positive influence of sustainability orientation on alliance propensity.*
### 2.2.3 Firm Diversification
The first strand of theoretical consideration pertains the firm diversification as a resource enhancing mechanism, which, in turn, might influence a firm’s propensity of making alliances (Krammer, 2016). Firms that span several knowledge domains develop superior coordinating routines and combinative capabilities that enable them to harness divergent knowledge streams within their boundaries (Kogut and Zander, 1992). The ability to manage internal diversity also enables the firm to handle and derive advantage from external diversity, i.e. the ability to engage with different types of external actors. Additionally, due to their ability to manage external diversity by engaging with different kinds of alliance partners (representing a potentially wide array of technologies and knowledge streams), firms that span different knowledge domains will be able to better predict and identify combinatorial opportunities that are novel and path-breaking, thereby enhancing the potential benefits that they can realize from knowledge-based alliances (Rosenkopf and Almeida, 2003). In this sense, diversified firms might have a higher ability to form and manage alliances as compared to firms that operate in a single sector.
Thus, we expect the firm diversification to mitigate the positive effect of firm sustainability orientation on alliance formation and hypothesize:
*Hypothesis 4: Firm diversification weakens the positive influence of sustainability orientation on alliance propensity*
3. Methodology
3.1 Sample selection and estimation procedure
We tested our hypothesis over a sample of US firms in the period 2003-2017. To build the dataset we initially collected data from the Thomson Reuters Asset4 database, one of the most comprehensive databases providing data on ESG (Environmental, Social and Governance) factors for over 7,000 public companies from 2002. Asset4 analysts collect data from several public sources such as annual reports, NGO websites, and stock exchange filings. The data collection process is designed to maximize data quality and comprises automated checks, independent audits, and managerial reviews (Eccles et al., 2014). Asset4 was preferred to other databases used in papers on stakeholder orientation such as the Kinder, Lydenberg, Domini & Co. (KLD) due to the detail and accuracy of the data which is ensured by rigorous processes of quality check and auditing. This choice follows recent trends in studies on CSR and inter-organizational relationships (Ioannou et al., 2016). The first step in the sampling process was identifying the 2,888 US firms whose ESG performance had been assessed by ASSET4. Second, the Thomson Reuters Securities Data Company (SDC) Platinum database was used to collect data on alliances realized by these companies in the period 1997-20017. This choice follows an established practice in the existing alliance literature (Lavie and Rosenkopf, 2006). Out of the 2,888 ASSET4 US firms, 1,270 have realized at least one alliance in the period 2003-2017, with a total number of 6,516 alliances. This data was used to compute the number of alliances carried out by each firm in each year between 2003 and 2017 and to identify in which years of the analysis period each firm carried out new alliances (if any). The third step in the sampling process was collecting data about control variables for each firm. This was done by using the Thomson Reuters Datastream database. Collected data was then merged with the stakeholder orientation data from ASSET4 and variables related to alliance activity computed based on SDC data. The 6-digit version of the CUSIP identifier was used throughout the entire sampling process as the linking field to merge the three different datasets and identify each firm. The risk of possible discrepancies in CUSIPs was minimized by using databases that all belong to Thomson Reuters (ASSET4, SDC, and Datastream) and should report the same CUSIP for each firm. In addition, manual checks were also performed to ensure accuracy. Finally, we retrieved information about industry concentration from the Hoberg-Philips data library. The final sample was reduced to 10,509 observations due to missing data in Datastream and in the Hoberg-Philips datasets.
To estimate the effect of firm sustainability orientation on the alliance propensity we ran population-averaged regression models and used a generalized estimating equation (GEE) to control for firm heterogeneity. Given the nature of our dependent variable, we used a negative binomial model. In each model, the independent and control variables were lagged by 1 year. This approach follows an established practice in alliance literature to mitigate reverse causality concerns (Russo et al., 2019).
3.2 Dependent Variable
The dependent variable is the propensity of a firm to form alliances, measured as the number of alliances formed by a firm in a given year (Rothaermel, 2001).
3.3 Explanatory Variables
Firm sustainability orientation. To operationalize firm sustainability orientation, we took the Environmental, Social and Governance (ESG) scores assigned by Asset4 to each firm included in the sample. These scores reflect firm decisions and investments aimed at reaching certain outcomes in terms of social impact, environmental footprint, transparency, and inclusiveness. Following previous research (see, for example, Cheng et al., 2014), we constructed the variable sustainability orientation as an equally weighted average of the environmental, social and governance (ESG) scores for the focal firm for every year in our dataset.
The second explanatory variable is firm value creation potential. To operationalize it, we adopted the firm Tobin’s Q which is the ratio of firm market value divided by the book value of its assets. This variable captures a firm’s market-based performance, as well as the growth opportunities a firm can access through an alliance or an acquisition of the firm (Deng et al., 2013).
The third explanatory variable is coverage by financial analysts. At firm level, we operationalized this variable as the number of analysts covering a firm in a given year. Since the I/B/E/S database reports quarterly data, we used the average of the four quarters’ figures to obtain a yearly score.
The fourth explanatory variable is firm diversification. To operationalize it, we counted the number of segments (SIC codes) in which the firm operates (Rothaermel, 2001).
3.4 Control Variables
Several firm-specific control variables were introduced in the analysis to mitigate concerns for potential heterogeneity at firm level in the tendency to form alliances. We controlled for firm size as previous research has shown its influence on the propensity to form alliances (Beckman et al., 2004). Following an established practice in the alliance literature, this was measured as the log of the number of the employees. We accounted for the effect of previous experiences with alliances using the number of alliances the firm conducted in the previous three years (Alliance experience) (Kale and Singh, 2007). We included firm financial solvency which indicates the financial resources available to support alliance activities, and can reveal organizational slack which in turn can influence its alliance propensity (Lavie and Rosenkopf, 2006; Vurro and Russo, 2009). We operationalized the variable as the debt-to-asset ratio, following previous papers on alliances.
We included the intangible asset ratio which might positively influence the attractiveness of a firm as a partner for alliances (Bizzi,
We included a control for firm financial performance as it can also have an influence on alliance-related decisions, for instance by facilitating reinforcement of existing routines and discouraging alliance formation (Lavie and Rosenkopf, 2006). This was included as control through earnings per share (EPS). To account for potential heterogeneity based on experience, we included firm age as a control for the analysis, measured as the logarithm of the difference between the focal year and the year in which the firm was founded. Seventh, we included the intensity of competition within the focal firm industry to control for industry dynamics (Caves, 1998). In order to estimate the extent of competition faced by a given firm, we adopted the formulation of the Herfindahl-Hirschman concentration index (HHI) proposed by Hoberg and Phillips according to whom the strength of competition between a pair of firms can be inferred from the degree of similarity with which each describes its products in their annual statements (2010). More specifically, since US public firms are legally required to provide accurate and updated product description in their annual statements, the two scholars rely on a text-based analysis of such descriptions to compute a pairwise similarity matrix - i.e. a matrix of the pairwise similarity score for any two given firms in the sample. Based on the similarity scores, the two scholars construct a Text-Based Industry Classification (TNIC-3) with the same degree of coarseness\(^2\) as the SIC-3 and calculate the HHI index accordingly. Lastly, we controlled for industry effect using two-digit US Standard Industrial Classification codes (industry dummy variables), for temporal effects (year dummy variables). Table 1 reports the summary statistics and the pairwise correlations.
**Tab. 1: Summary statistics and pairwise correlations**
| Variable | Mean | Std Dev | 1 | 2 | 3 | 4 | 5 | 6 |
|---------------------------|--------|---------|-------|-------|-------|-------|-------|-------|
| Alliance propensity | 0.376 | 1.295 | | | | | | |
| Alliance experience | 0.218 | 1.805 | 0.642 | | | | | |
| Intangible Asset Ratio | 0.225 | 0.212 | 0.041 | 0.013 | | | | |
| Industry Competition | 0.242 | 0.235 | -0.006| -0.014| 0.183 | | | |
| Age | 0.365 | 1.040 | 0.050 | 0.054 | 0.035 | 0.202 | | |
| Debt/Asset | 0.266 | 0.212 | -0.015| -0.021| 0.149 | 0.003 | 0.010 | |
| **Size** | 0.265 | 1.581 | 0.148 | 0.139 | 0.023 | 0.032 | 0.128 | 0.016 |
| EPS | 2.539 | 5.948 | 0.003 | -0.002| 0.006 | -0.006| -0.002| 0.003 |
| Sustainability Orientation| 0.066 | 0.997 | 0.170 | 0.178 | -0.011| 0.114 | 0.309 | -0.055|
| Tobin's Q | 1.252 | 1.270 | 0.036 | 0.032 | 0.052 | 0.059 | -0.072| -0.021|
| Analyst | 0.572 | 1.152 | 0.240 | 0.216 | 0.105 | -0.045| 0.156 | -0.051|
| Diversification | 2.773 | 1.503 | 0.048 | 0.041 | -0.053| 0.066 | 0.253 | -0.016|
| Variable | 7 | 8 | 9 | 10 | 11 | | | |
|---------------------------|-------|-------|-------|-------|-------|-------|-------|-------|
| EPS | | 0.004 | | | | | | |
| Sustainability Orientation| | | 0.264 | 0.060 | | | | |
| Tobin's Q | | -0.015| -0.003| -0.037| | | | |
| Analyst | | | 0.236 | -0.006| 0.219 | 0.063 | | |
| Diversification | | | 0.143 | -0.003| 0.206 | -0.087| 0.163 | |
Source: Our elaboration
\(^2\) Coarseness refers to the likelihood that, choosing randomly two firms in the sample, these firms result related according to the proposed classification
4. Results
Table 2 reports the regression models used to test our hypothesis. Model 1 is the baseline model, including only control variables. Coefficient estimates for the control variables confirm results shown in previous research: alliance experience ($p=0.000$), firm size ($p=0.000$), and intangible asset ratio ($p=0.000$) are all positively correlated with the likelihood of entering into an alliance.
The coefficient estimate for the effect of firm sustainability orientation on the propensity to ally (Model 2) is positive and statistically significant, which provides support for *hypothesis 1*. In particular, an increase in the firm’s stakeholder orientation by one standard deviation is associated to a 1.7% increase in the alliance propensity ($p=0.000$).
Our second hypothesis submitted that the firm potential for value creation mitigates the positive effect of stakeholder orientation on the intensity of alliance activity. In Model 3 we report the coefficient associated to the interaction term between stakeholder orientation and Tobin’s Q which is negative and significant ($p=0.000$). This result supports *hypothesis 2*.
In the third hypothesis, we predicted that the number of financial analysts covering the firm might mitigate the positive effect of firm stakeholder orientation on alliance intensity. Results reported in Model 4 provide support for the hypothesis. In fact, the coefficient estimate for the interaction term is negative and significant ($p=0.000$).
Model 5 presents the results of the analyses aimed at testing hypothesis 5. The interaction between sustainability orientation and firm diversification is positive and not statistically significant ($p=0.378$), which does not provide support for the mitigating effect of diversification.
Table 3 presents a set of additional analysis aimed at ensuring the robustness of our main result. In Model 6 we replicated the analyses using a random effect Poisson estimation.
In Model 7, we dichotomized the dependent variable and we estimated the effect of sustainability orientation on alliance likelihood using a random effect Logit estimation, including a control for the sector in which the firm operates (first 2 digits of the firm’s primary SIC codes). Results do not differ from those reported in Table 2, confirming our findings.
| | Model 1 | Model 2 | Model 3 | Model 4 | Model 5 |
|--------------------------|-----------|-----------|-----------|-----------|-----------|
| Alliance Experience | 0.687*** | 0.663*** | 0.657*** | 0.659*** | 0.655*** |
| | (0.014) | (0.014) | (0.014) | (0.014) | (0.014) |
| Intangible asset ratio | 0.711*** | 0.708*** | 0.735*** | 0.651*** | 0.711*** |
| | (0.118) | (0.118) | (0.119) | (0.119) | (0.117) |
| HHI | -0.031 | -0.033 | -0.090 | -0.047 | -0.044 |
| | (0.111) | (0.110) | (0.112) | (0.111) | (0.110) |
| Age | 0.011 | -0.039 | -0.035 | -0.040 | -0.029 |
| | (0.029) | (0.030) | (0.031) | (0.031) | (0.030) |
| Debt Asset | -0.057 | -0.044 | 0.025 | -0.028 | -0.026 |
| | (0.118) | (0.123) | (0.122) | (0.121) | (0.121) |
| Size | 0.037*** | 0.018* | 0.017 | 0.021* | 0.014 |
| | (0.012) | (0.011) | (0.011) | (0.011) | (0.011) |
| EPS | -0.006 | -0.012* | -0.010 | -0.014* | -0.012* |
| | (0.005) | (0.007) | (0.007) | (0.008) | (0.007) |
| Sustainability Orientation| 0.166*** | 0.274*** | 0.220*** | 0.012 | |
| | (0.026) | (0.033) | (0.027) | (0.051) | |
| Tobin's Q | | | | 0.031* | |
| | | | | (0.019) | |
| Sustainability Orientation*Tobin's Q | | | | -0.069*** | |
| | | | | (0.017) | |
| Analyst | | | | 0.059** | |
| | | | | (0.024) | |
| Sustainability Orientation*Analyst | | | | -0.088*** | |
| | | | | (0.017) | |
| Diversification | | | | -0.060 | |
| | | | | (0.022) | |
| Sustainability Orientation*Diversification | | | | -0.107 | |
| | | | | (0.22838) | |
| Constant | -1.926*** | -1.794*** | -1.825*** | -1.918*** | -1.634*** |
| | (0.125) | (0.122) | (0.124) | (0.147) | (0.134) |
| Year | YES | YES | YES | YES | YES |
| Observations | 10,509 | 10,509 | 10,339 | 10,509 | 10,509 |
| Number of firms | 2,056 | 2,056 | 2,016 | 2,056 | 2,056 |
| Chi-Squared | 3,131.06 | 3,217.11 | 3,192.59 | 3,244.24 | 3,241.46 |
| Prob > Chi Squared | 0 | 0 | 0 | 0 | 0 |
Robust standard errors in parentheses
*** p<0.01, ** p<0.05, * p<0.1
Source: our elaboration
| | Model 6 Random effect Poisson | Model 7 Random effect Logit |
|----------------------|-------------------------------|-----------------------------|
| Alliance Experience | 0.100** | 2.475*** |
| | (0.051) | (0.120) |
| Intangible asset ratio | 1.061*** | 0.258 |
| | (0.174) | (0.170) |
| HHI | -0.060 | -0.340** |
| | (0.169) | (0.149) |
| Age | -0.119*** | 0.058* |
| | (0.042) | (0.032) |
| Debt Asset | -0.086 | 0.027 |
| | (0.149) | (0.156) |
| Size | 0.230*** | 0.017 |
| | (0.082) | (0.017) |
| EPS | -0.007 | -0.005 |
| | (0.011) | (0.009) |
| Sustainability Orientation | 0.249*** | 0.073* |
| | (0.064) | (0.038) |
| Constant | -1.926*** | -1.794*** |
| | (0.125) | (0.122) |
| Year | YES | YES |
| Sector | NO | YES |
| Observations | 10,509 | 10,509 |
| Number of firms | 2,056 | 2,056 |
| Chi-Squared | 3,131.06 | 3,217.11 |
| Prob > Chi Squared | 0 | 0 |
Source: our elaboration
5. Discussion and conclusion
In this paper, we analyzed the influence of sustainability orientation on firm alliance propensity. Our results show that firm sustainability orientation positively influences its propensity to ally. We theorized that this relationship is attributable to the fact that sustainability-oriented firms are perceived as more attractive as an alliance partner, because of the resources they own and the lower relational risk they convey. Moreover, we predicted that these firms display a higher ability to form and manage alliances, because of the development of relational capabilities.
We showed that sustainability orientation particularly matters for firms that present characteristics that are commonly associated to lower attractiveness as an alliance partner. In particular, when the financial market does not acknowledge to the focal firm a potential for future value creation, the relational resources the firm has developed by collaborating with its stakeholders in the mainframe of corporate sustainability, still represent a source of valuable knowledge for potential partners. Further, in case of
limited external information to assess potential partners, the sustainability orientation is associated with a lower perceived risk of adverse selection.
By bridging literature on the drivers of partner selection in strategic alliances and sustainability orientation, this paper makes contributions to two distinct streams of research. First, we advance our understanding of the antecedents of alliance formation by introducing the role of sustainability orientation. We extend alliance research that has examined, through different theoretical lenses, the factors that affect firm attractiveness in the alliance context, by theorizing on how a firm sustainability orientation shapes firm propensity to ally. Our arguments and findings, therefore, emphasize the critical role played by the way in which the firm integrates sustainability into its strategic decision-making processes, in addition to the considerations about the role of entrepreneurial or market orientation emphasized in previous research. Second, we contribute to the corporate sustainability literature. In particular we advance existing knowledge on the relationship between sustainability orientation and corporate development activities (Cheng, 2020; Russo et al., 2018). Obtaining a deeper understanding of the benefits of a sustainability-oriented approach, in fact, remains fundamental to encourage managers to increase the integration of sustainability in their decision making. In the alliance context, as discussed in this paper, managers have several incentives to adopt a sustainability-oriented approach, as this approach can provide them with capabilities, routines and social capital which facilitate alliance formation, knowledge exchange and alliance management. More efforts are needed in this research area, since resulting insights could equip managers with a more profound knowledge of the mechanisms underlying alliance formation, partner selection and alliance management, improving their alliance capabilities and incentivizing them to adopt sustainability-oriented behavior.
Our work represents an initial attempt to investigate the role of firm sustainability orientation in explaining alliance propensity. In so doing, we adopted a firm level perspective assuming that the counterparts are homogeneous. Relaxing this assumption and analyzing the effect similarity/dissimilarity in partners sustainability orientation on alliance formation might contribute significantly to advance our understanding of the relation between stakeholder orientation and alliance behavior.
Additionally, future research should examine the potential effects of sustainability orientation on alliance performance, which have only been supposed. In fact, sustainability orientation is likely to have a relevant influence also on the management of alliances and, in turn, on their performance, as hypothesized in the previous section. This can happen, for instance, by influencing the development of firm capabilities and social capital, which can have an important impact on alliance management. Third, studies about the relationship between sustainability orientation and types of alliances might be integrated more deeply with concepts and theories from the exploration-exploitation alliance literature, like the balancing of exploration and exploitation across dimensions, time and organizational modes.
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**Academic or professional position and contacts**
**Stefano Romito**
Post-doc researcher of Management
University of Milan - Italy
e-mail: email@example.com
**Angeloantonio Russo**
Full Professor of Management
LUM University - Italy
e-mail: firstname.lastname@example.org
**Clodia Vurro**
Associate Professor of Management
University of Milan - Italy
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Selected papers
Family firms, women, and innovation
Mariasole Bannò - Graziano Coller - Giorgia M. D’Allura
Abstract
**Frame of the research:** We aim to inform family business literature and family business managers on the effect to include women as managers by providing empirical evidence on their impact on innovation.
**Purpose of the paper:** The paper investigates the impact of female directors on innovation in Family Businesses (FBs). We assume that the presence of women, due to recent generations with the presence of daughters or due to marriages involving third parties, could be more common than in non-FBs.
**Methodology:** We tested our hypotheses on a sample of 755 Italian FBs through a count data model.
**Findings:** Our findings show how and when the invisible women became visible and their effect on innovation performance. Prejudice against women in FBs is detrimental to innovation; however, both the presence of female family members in control positions and the presence of a critical mass helps to mitigate the effect of prejudice on innovation.
**Research limits:** The sample is limited to Italian firms only. The social dynamics and the role of women in the entrepreneurial arena are strongly influenced by the institutional system in which the firm operates.
**Practical implications:** Our findings will be relevant to family business owners and managers with regard to their innovation strategy. A greater understanding of the relationship between female directors and innovation may contribute to increasing the number of women in these important roles.
**Originality of the paper:** We extend our understanding of the effects on innovation of the involvement of female family members on the board of directors. We discuss the invisibility of female family members. We enhance our growing knowledge on female directors in family businesses by studying women’s roles as president or vice president, in relation to innovation.
Key words: gender; invisible women; family business; innovation
1. Introduction
The study of women as managers and/or owners is not new to management literature (Terjesen et al., 2009). Some studies investigated the relationship between the presence of women in management roles and firms’ strategic choices (Post and Byron, 2015; Sila et al., 2016; Smith et al., 2006; Fagenson, 1993; Vinnicombe and Colwill, 1995). Others focused on the differences in the firms’ performance as the female presence in top roles increases. These studies originate from the Upper Echelons Theory (Hambrick and Mason, 1984), according to which the observable
demographic variables constitute important factors influencing the decisions taken by the upper echelons and, consequently, on the behaviors and results of the firms.
This issue has always attracted researchers’ interest in both FB and non-FB domains, but there remains a need to improve our understanding due to the main change that is occurring at the institutional level related to the inclusion of women in the boardroom. For example, in Italy in 2011, the Golfo-Mosca law obliged listed companies to reserve one third of the seats on boards to women. From this date forward, the presence of women in listed companies was no longer spontaneous, but legally required. However, as the presence of women increases, so does the need for new research surfaces. As a result, management scholars have called for major research on the topic. We aim to contribute to the FB literature by considering how the FB potential supports the presence of women in management and on the board (Bannò and D’Allura, 2018). Our interest is to improve our understanding both in quantitative terms (if women are formally present in key roles or are still invisible) and qualitative terms (what is their influence on firm innovation). In this paper, we aim to extend this literature by providing an empirical investigation into women’s presence on the boards of family firms and their role in firm innovation.
The presence of women in managerial roles is a topic relevant to the case of FBs started in the 80s (Campopiano et al., 2017), and FB scholars call for further investigation (Cesaroni and Sentuti, 2014; Gallucci, 2010; Gallucci et al., 2015). We contribute to this mainstream research in many ways. First, we extend our understanding of the effects on innovation of female family involvement in the board of directors. In particular, we discuss the invisibility of female family members. Second, we add to the growing literature on FB (e.g., Dibrell and Memili, 2019) by addressing how innovation output of FBs varies depending on the composition of the board of directors, specifically with regard to the presence of female directors. Third, we enhance our knowledge of women’s roles in FBs relative to innovation (e.g., Campopiano et al., 2017; Chadwick and Dawson, 2018), by studying cases in which women act as president or vice president. Fourth, from an empirical point of view, our paper investigates the impact on innovation of the presence of women in a sample of 755 Italian FBs. Finally, our research is also relevant to practitioners (e.g., FB owners and managers) with regard to their innovation strategy, specifically in connection to the composition of the board of directors. Finally, a greater understanding of the relationship between women’s presence on the board and innovation may contribute to the increase of the number of women in the upper echelon.
2. Theoretical framework
2.1 Women’s presence in family firms
In their recent review, Campopiano et al. (2017) emphasize that contributions analyzing the role of women within FBs are still limited.
Available research suggests that FBs offer a relatively favorable environment for women to cover upper echelon positions (Bianco *et al.*, 2015; Chadwick and Dawson, 2018). For example, small- and medium-sized FBs offer a more advantageous context for women to join the board of directors (Songini and Gnan, 2009). Family connections with the controlling shareholder are conducive to joining the board, especially in small firms with concentrated ownership (Bianco *et al.*, 2015). Indeed, in developed countries, FBs generally have more women on their boards than non-FBs; this is often because female directors are part of the owning family (Bettinelli *et al.*, 2019).
Even if women are more present in FBs, they usually play informal roles (Dumas, 1992). It is not clear from the literature whether the family environment supports or opposes the female presence in leadership positions. Some studies suggest that FBs represent the most suitable place to offer opportunities to women. Other studies suggest that traditional family roles are perceived as inconsistent with corporate hierarchies and, consequently, the spaces available for women are marginal or invisible (Montemerlo and Profeta, 2009). The female presence could be inhibited by the work–family conflict (Vera and Dean, 2005): women can have problems looking after the family if they work too many hours a day (Cadieux *et al.*, 2002). Therefore, the family tends to protect the primary role of caring for the woman’s family at the expense of her presence in the firm.
This also affects how daughters and sons are prepared for succession (Haberman and Danes, 2007); usually daughters spend less time in FBs than sons. Consequently, the daughters inevitably develop less firm-specific knowledge, and this will be a hindrance to the later identification processes of the successor. According to what emerges from the FB literature, as well as historical and current anecdotal evidence, it is clear that the preferred route in family succession is to identify the heir in the male child. In fact, even if there is an increase in women-led enterprises, there has always been a greater propensity to ignore daughters as possible successors (Dumas, 1998). Keating and Little (1997) identified the gender factor of the successor, explaining the rule according to which daughters could not become chosen heirs to lead the companies following generational change, except in the absence of other possible heirs.
The manifold reasons why women are rarely chosen as successors are linked to a set of stereotypes attributable to their supposed lower working capacity and to their reluctance to sacrifice the family in which the female role is central. In this regard, investigating the challenges and opportunities that women must face and seize respectively, and considering that the contribution of women in FBs is recognized but not evident, Dumas (1998) identifies the barriers to participation and hiring leadership in (a) the social structure, in (b) the family expectations about the woman’s role, in (c) the relationship with parents, siblings, and unfamiliar members, and in (d) problems related to the assumption of power and authority. Furthermore, female leaders tend to favor the family over the company’s performance (Gherardi and Perotta, 2016), which could lead to a negative assessment of women’s presence in key roles by relatives and other stakeholders. It is often the case that women are considered by their families to be less
legitimate than males to manage the FB, and thus they do not plan a real career within the firm, participating only when needed or during a crisis (Dumas, 1998). The need to ensure the dynastic continuity of the firm is one of these cases and can contribute to the encouragement of female entrepreneurship (Cassia et al., 2011).
2.2 Women and firm innovation output
While, in the domain of FB, few papers investigate the effects on innovation of women’s presence in upper echelons (Campopiano et al., 2017), this issue has long been investigated in management literature. This literature is often quantitative, comparing the tendencies of women and men to contribute to innovation. Whittington (2011) suggests that “academic mothers” are less likely to patent because “family responsibilities” impede women’s ability to innovate. As a consequence, the intersection of gender and innovation appears to favor men. Other studies show that male researchers are more likely than female researchers to be involved in industry cooperation (Bozeman and Gaughan, 2007). Further, public support for innovation or R&D is mainly given to science and engineering, and there is a strong association between masculinity, science and engineering, and innovation since these processes are intertwined (Dautzenberg, 2012; Marlow and McAdam, 2012). As a consequence, it is not surprising to find in the literature that the concept of innovation is highly gendered, with a strong male connotation (Marlow and McAdam, 2012).
2.3 Hypotheses development
FBs are unique institutions. They represent a context in which two superficially different social units (i.e., families and businesses) are substantially integrated (D’Allura, 2019). There is an “intimate connection between family and business” that is “natural and compatible” (Davis, 1968). This connection covers succession across generations. As a result of this connection, FBs generally have more women on their boards than non-FBs, because female directors are part of the owning family. The main consequence is that they are often selected because of their family ties rather than for their competencies (Bettinelli et al., 2019). However, even if directly involved in the daily operations of the FB, women do not receive recognition for their contribution, neither with a formal position in the company nor for a salary and, in short, they do not receive the same consideration as their male relatives within the enterprise due to the motivation for their selection (Hollander and Bukowitz, 1990). This phenomenon has been recognized in the literature as the “invisibility of women” (Cole, 1997). We argue that there is a further kind of invisibility such that, even if female family members are recognized by the Board, they cannot exercise their role because they are tokens for the family and because their presence is seen as a product of an inferior succession process. Indeed, family firms formally include female family members, but continue to treat them more as family members than professionals (Campopiano et
This reveals how the presence of these women is not related to their effective role in the decision-making process, particularly in terms of innovation.
For these reasons, we expect that:
**HP1: The relationship between female family presence and level of innovation is negative**
Further, women in the boardroom face family and social barriers that create the condition of often being the minority on the board. Often, women prefer to leave their business roles to maintain their family roles, preferring the caring of the family to their professional lives (Cesaroni and Sentuti, 2014; Bianco *et al.*, 2015). Moreover, innovation literature states that women’s orientations also influence their propensity to innovate (Dautzenberg, 2012); as a result, compared to males, they patent less. However, previous contributions have suggested that women need to have other qualities to be influential directors, such as having specific prior board experience and network ties, interlinks with other boards, and individual power as president or vice president (Westphal and Milton, 2000; Cook and Glass, 2015). Another way for women to be influential is to reach a critical mass (Kanter, 1977; Konrad *et al.*, 2008), which the literature identifies as three seats on the board (e.g., Torchia *et al.*, 2011). Consequently, what is expected here is a change in the relationship between women’s presence and innovation; in this case, the conditions should change in terms of power or critical mass, and, consequently, women should exercise their roles by making their impact on innovation.
Following previous contributions on women in power positions and critical mass, we expect that:
**HP2: The relationship between female family presence and level of innovation become positive when female family members are on the board with other females and/or they are president or vice president.**
### 3. Methodology
#### 3.1 Data and sample
FBs play a primary role within the global context both in terms of social impact and with respect to the importance assumed within the economic dynamics (Tapies and Ward, 2008). According to estimates by the Family Firm Institute\(^1\), two out of three companies are FBs. They produce an annual gross domestic product share of approximately 70% to 90% and, in most countries, create more than half of the jobs available (between 50% and 80%). The predominant role of FBs is also confirmed in the European context and, in particular, in Italy (Cesaroni and Sentuti, 2010; Corbetta, 2010; Gallucci and Gentile; 2009), where 82% of firms are FBs. In the Italian context, a further peculiarity is that even the largest companies are
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\(^1\) [https://www.ffi.org/](https://www.ffi.org/)
FBs (Corbetta, 2010). These characteristics of the industrial ecosystem justify and support the use of a sample of Italian firms to conduct empirical analyses.
The sample for this study comprised 755 Italian family firms. The dataset, updated to 2018, was randomly gathered by merging data from the following datasets: Espacenet, Aida (Bureau Van Dijk), Borsa Italiana, and Reprint. We operationalized FB through the key dimensions of ownership. Firms were selected randomly; therefore, each firm had the same probability of being selected. We controlled for the representativeness of the sample according to relevant dimensions. Further tests were conducted by comparing the representativeness of family dimension and firm dimension.
We selected Family Business as a binary variable equal to 1, if either a non-listed firm was majority-owned by the family or no less than 20% of a listed firm was owned by the family, and 0, if otherwise (Anderson and Reeb, 2003). The variable describing the family nature of the firm was constructed by crossing data from the Aida database and the Borsa Italiana databases.
### 3.2 The variables and the models
Given the count nature of the dependent variable, for the main effect we adopted Poisson models to estimate the influence of the independent variables on the dependent variables (Greene, 2018; Wooldridge, 2013; Kennedy, 2003).
Table 1 reports the definitions and sources of both the dependent and independent variables.
**Dependent variable.** The dependent variable is the number of patents (Innovation).
**Independent variable.** We measure the female presence as the number of women on the BoD (variable Female Board). We measure the variable Female Family as a dummy variable indicating whether they are part of the family or not. We measure the variable Female Power, as a dummy variable with value 1 if the female is a president or vice president, and 0, if otherwise.
**Control variable.** According to previous research on the factors affecting a firm’s degree of innovation, we controlled for several firm-specific characteristics: firm size and age, profitability, firms’ internationalization, geographical localization, financial constraints, productivity, listed, and industry (e.g., Chabchoub and Niosi, 2005; Arundel and Kabla, 1998; Mansfield, 1986; Horstmann et al., 1985).
Firm size and firm age are proxies for accumulated knowledge and managerial experience (Brouwer and Kleinknecht, 1999). Thus, we measured Size as the logarithm of total sales and Age as the logarithm of the number of years since the firm’s foundation.
We controlled for Profitability, measured as the return on equity (Hanel and St-Pierre, 2002).
We further controlled for Internationalization, which is measured by the logarithm of the number of total Foreign Direct Investments (FDIs)
made by the parent company in foreign markets. Past literature suggests that by acting in international markets, firms can better capitalize the exclusive rents of innovation. Multinational firms offer products to a larger number of potential buyers, thereby enhancing profits from innovation efforts and distributing innovation costs. Internationalization lowers the risk of R&D by avoiding fluctuations and business cycles specific to a single market (Kafouros et al., 2008). Furthermore, international investments enhance a firm’s knowledge about the environment and the competition in different countries. This knowledge drives the firm’s efforts into the most promising innovative objectives. We proxy international presence through the variable *Internationalisation*, here measured as the logarithm of the number of the firm’s foreign subsidiaries.
The binary variable *Localisation* takes the value 1 when the firm is located in the North of Italy, and 0, if otherwise; regional location of the headquarters in Southern Italy vs. other regions entails differing services and resource availability.
To take into account whether the firm is exposed to financial restrictions (a firm needs adequate capital to develop its innovative ideas), we control for *Financial Constraints* (ratio of current assets net of inventory to current liabilities).
We also controlled for *Productivity*, which is measured as the value added per employee (Hanel and St-Pierre, 2002).
**Tab. 1: Definition and source of the variables used in the empirical analyses**
| Variable | Definition | Source |
|---------------------------|-----------------------------------------------------------------------------|----------|
| Dependent variable | | |
| Innovation | Number of patent | Espacenet|
| Independent variables | | |
| Gender variable | | |
| Female Board | Number of women on the board of directors. | Aida |
| Female Family | Dummy variable taking value 1 when a family woman is on the board of directors, 0 otherwise. | Aida |
| Female Power | Dummy variable taking value 1 when a family woman that is on the board of directors or is the president or vice president, 0 otherwise. | Aida |
| Control variable | | |
| Size | Logarithm of total sales (euro). | Aida |
| Age | Logarithm of firm age (years). | Aida |
| Profitability | Return on equity (%). | Aida |
| Internationalization | Logarithm of the number of the past FDIs. | Reprint |
| Localization | Dummy variable taking the value 1 if the firm is located in the north of Italy, 0 otherwise. | Aida |
| Financial Constraints | Ratio between bank debt and total assets. | Aida |
| Productivity | Logarithm of the value added per employee (euros). | Aida |
| Listed | Dummy variable if the firm is listed, 0 otherwise. | Borsa Italiana |
Source: author elaboration
The variables *Listed* is a dummy; in this case, it is equal to 1 if the firm is listed, and 0 if otherwise.
Finally, we include industry dummies as further controls, not only because of the significant impact of the industry on innovation capacity (Scherer, 1983), but also because patenting is more extensively used as an intellectual-property protection tool in science-based industries. The analysis monitored the industry by using the Pavitt taxonomy (1984). Four binary variables identify whether the firm belongs to a traditional sector, a scale-intensive sector, a specialized supplier sector, a science-based sector, or any other sector; the variables are Pavitt traditional, Pavitt scale intensive, Pavitt specialised supplier, Pavitt science based, and Pavitt other, respectively.
To test our hypothesis, we developed five econometric models that relate the innovation output of the firm with the different roles of women in the boardroom. In Model 1, we consider the presence of women in the board of directors.
**Model 1: Innovation = f (Female Board; Control Variables)**
We then estimated four other conceptual models to further elaborate on the idea of female presence in family firms. With Model 2 we consider the simple presence of a female family member on the board.
**Model 2: Innovation = f (Female Board; Female Family; Control Variables)**
Then, we consider the presence of a female family member on the board using three different scenarios. The first scenario (Model 3) concerns the case where female family directors are on the board with other non-family females. The second scenario (Model 4) concerns the case where female family directors are on the board with a powerful role (i.e., president or vice president women). The last scenario (Model 5) concerns the synthesis of the previous two.
**Model 3: Innovation = f (as.factor Female Board X Female Family; Control Variables)**
**Model 4: Innovation = f (Female Board; Female Family; Female Power; Control Variables)**
**Model 5: Innovation = f (as.factor Female Board X Female Family; Female Power; Control Variables)**
### 3.3 Descriptive analysis
The overall descriptive statistics reported in Table 2 show that the average Innovation is equal to 36 patents.
As for the female variables, if we consider the whole sample, there is an average female presence in important decision-making roles of just 11% (on average one female director for every board), a percentage that rises to 31% if we refer to the subgroup where at least one family woman takes part in the board. The percentage of family members holding the
president or vice president position is very high, while the percentage of female president or vice president is very low, for an average of just 11%. Companies with a female presence in decision-making roles are larger and more structured. The average size is equal to 3.26 logarithm of total sales. Almost nine out of ten firms are located in the North of Italy. The average age is 3.6 years and profitability is more than 8%, revealing a good sample of profitable family firms. Correlation is acceptable among all variables (Table 3) (Greene, 2018; Wooldridge, 2013).
**Tab. 2: Descriptive statistics**
| Statistic | Mean/Percentage | St. Dev. | Min | Max |
|--------------------|-----------------|----------|-------|-------|
| Innovation | 36.764 | 312.622 | 0 | 7,710 |
| Female Board | 0.544 | 1.005 | 0 | 5 |
| Female Family | 31.1% | 0.463 | 0 | 1 |
| Female Power | 11.2% | 0.316 | 0 | 1 |
| Size | 3.265 | 1.917 | -5.116| 8.079 |
| Age | 3.615 | 0.538 | 2.079 | 5.231 |
| Profitability | 8.2% | 0.174 | -1.430| 0.790 |
| Internationalization| 1.477 | 1.143 | 0 | 4.898 |
| Localization | 90.0% | 0.300 | 0 | 1 |
| Financial Constraints | 0.412 | 0.227 | -0.396| 1.000 |
| Productivity | 7.822 | 8.042 | 0.080 | 98.740|
| Listed | 5.5% | 0.228 | 0 | 1 |
Source: author elaboration
**Tab. 3: Correlation matrix**
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|----------------|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|
| 1. Innovation | 1 | | | | | | | | | | | |
| 2. Female Board| 0.031| 1 | | | | | | | | | | |
| 3. Female Family| -0.003| 0.803| 1 | | | | | | | | | |
| 4. Female Power| -0.001| 0.391| 0.524| 1 | | | | | | | | |
| 5. Size | 0.143| 0.169| 0.113| 0.067| 1 | | | | | | | |
| 6. Age | 0.070| 0.128| 0.039| 0.071| 0.234| 1 | | | | | | |
| 7. Profitability| 0.020| -0.002| -0.010| -0.001| 0.111| 0.012| 1 | | | | | |
| 8. Internationalization| 0.131| 0.185| 0.097| 0.046| 0.545| 0.236| -0.043| 1 | | | | |
| 9. Localization| 0.023| -0.125| -0.096| 0.008| -0.001| 0.004| 0.035| -0.082| 1 | | | |
| 10. Fin. Constraints| 0.033| 0.062| 0.066| 0.030| 0.012| 0.099| 0.096| 0.007| 0.026| 1 | | |
| 11. Productivity| -0.044| -0.019| -0.006| -0.044| 0.063| -0.080| 0.092| -0.052| -0.027| -0.018| 1 | |
| 12. Listed | 0.048| 0.572| 0.266| 0.089| 0.167| 0.150| 0.012| 0.203| -0.125| 0.024| -0.016| 1 |
Source: author elaboration
### 4. Results
#### 4.1 Empirical findings
Table 4 reports the regression results from Model 1 to Model 5. The econometric results highlight that not all female-related variables considered exert the same impact, and that only some of the traditional variables included as determinants of innovation had the expected impact.
Results show that a female presence on the board has a negative impact on innovation (Female Board is negative and significant at $p<.01$ in Model 1), but when controlling for the presence of female family members (introducing the variable Female Family), the variable of Female Board became positive and significant at $p<.01$ in Model 2. This reveals that the presence of female family members has a negative impact on innovation (Female Family is negative and significant at $p<.01$ in Model 2). Female Family shows the same negative coefficient in Models 2 and 4.
When looking at the interaction of Female Family and Female Board as factors in Model 3, results demonstrate that the influence of female family members became positive only when at least three women were on the board, suggesting that the critical mass must be reached in order to make their contribution effective (as.factor Female Board = 1 Female Family and as.factor Female Board = 2 Female Family are both negative and significant at $p<.01$; as.factor Female Board = 3 Female Family, as.factor Female Board = 4 Female Family, as.factor Female Board = 5 Female Family are all positive and significant at $p<.01$ in Model 3; similar results hold also for Model 5). When considering the role of president or vice president, the impact of female family members became positive and significant (Female Power is positive and significant at $p<.01$ in Models 4 and 5).
The control variables also yielded interesting results. Both Size and Age, reflecting managerial capability, had a positive impact and their coefficients are significantly different from zero at $p<.01$ in all models. International presence is positive and significant in all Models, except Model 3. Concerning the remaining variables, firms localised in North of Italy and less financially constrained, show a greater innovation (Localization and Financial Constraints are positive and significant at $p<.01$ in all Models). Also, Productivity, surprisingly negative and significant at $p<.01$ in all Models, directly affects innovation; on the contrary, the profitability does not seem to crucially influence innovation, at least in the full Model (Profitability is not a significant factor in Models 3 and 5). Variable Listed shows mixed results in different models. Not surprisingly, there are always significant differences among sectors.
4.2 Robustness check
We produced various robustness checks and we tried additional models. First, we included alternative measures of the presence of women on the board of directors, attaining outcomes consistent with previous ones. Second, other specifications for the dependent variable Innovation have been considered in the analysis and, again, have yielded the same results (i.e., a dummy variable and a log variable). Third, to check for possible selection bias due to the presence of only innovative firms, we made a Heckman selection model, which included the sample of non-innovative firms as a control, again finding the same results. All the alternative models produced the same results proposed in this paper. Finally, we believe that endogeneity might not represent a major issue in our analysis, because our hypotheses included interaction terms. Bun and Harrison (2019) report that endogeneity is minimized when the findings of interest include
interactions. Our regressions are thus safeguarded in terms of endogeneity, because our results involve a 2-way interaction (Hypotheses 1 and 2). All the results of the robustness checks performed are available upon request.
**Tab. 4: Empirical results**
| | Dependent variable: Innovation |
|--------------------------|-------------------------------|
| | (1) | (2) | (3) | (4) | (5) |
| Female Board | -0.124*** | 0.223*** | | 0.254*** | |
| | (0.007) | (0.012) | | (0.013) | |
| as.factor Female Board=1 | | | -0.598*** | | -0.721*** |
| | | | (0.020) | | (0.024) |
| *Female Family | | | | | |
| as.factor Female Board=2 | | | -1.006*** | | -1.085*** |
| | | | (0.032) | | (0.033) |
| *Female Family | | | | | |
| as.factor Female Board=3 | | | 0.072** | | -0.084** |
| | | | (0.033) | | (0.036) |
| *Female Family | | | | | |
| as.factor Female Board=4 | | | 0.720*** | | 0.766*** |
| | | | (0.045) | | (0.044) |
| *Female Family | | | | | |
| as.factor Female Board=5 | | | 0.198*** | | 0.196*** |
| | | | (0.048) | | (0.048) |
| *Female Family | | | | | |
| Female Family | | | -0.928*** | | -1.065*** |
| | | | (0.026) | | (0.030) |
| Female Power | | | | 0.232*** | 0.293*** |
| | | | | (0.025) | (0.027) |
| Size | 1.207*** | 1.185*** | 1.197*** | 1.184*** | 1.197*** |
| | (0.009) | (0.008) | (0.008) | (0.008) | (0.008) |
| Age | 0.383*** | 0.341*** | 0.332*** | 0.334*** | 0.324*** |
| | (0.015) | (0.015) | (0.015) | (0.015) | (0.015) |
| Profitability | 0.110** | -0.374*** | -0.076 | -0.301*** | -0.004 |
| | (0.051) | (0.051) | (0.056) | (0.052) | (0.056) |
| Internationalization | 0.023*** | 0.015* | 0.014 | 0.019** | 0.021** |
| | (0.008) | (0.008) | (0.009) | (0.008) | (0.009) |
| Localization | 0.345*** | 0.247*** | 0.276*** | 0.197*** | 0.207*** |
| | (0.031) | (0.031) | (0.031) | (0.032) | (0.032) |
| Financial Constraints | 1.709*** | 1.886*** | 1.848*** | 1.897*** | 1.856*** |
| | (0.035) | (0.036) | (0.037) | (0.036) | (0.037) |
| Productivity | -0.453*** | -0.448*** | -0.456*** | -0.449*** | -0.457*** |
| | (0.004) | (0.004) | (0.004) | (0.004) | (0.004) |
| Listed | 0.538*** | 0.142*** | -0.148*** | 0.065** | -0.214*** |
| | (0.027) | (0.032) | (0.035) | (0.033) | (0.035) |
| Sector | YES | YES | YES | YES | YES |
| Constant | -1.818*** | -1.423*** | -1.545*** | -1.340*** | -1.481*** |
| | (0.078) | (0.078) | (0.080) | (0.079) | (0.080) |
| Observations | 755 | 755 | 755 | 755 | 755 |
| Log Likelihood | -32,483.910 | -31,811.770 | -31,404.710 | -31,768.090 | -31,344.77 |
| Akaike Inf. Crit. | 65,005.82 | 63,663.54 | 62,855.43 | 63,578.17 | 62,737.53 |
Note: *p<0.1; **p<0.05; ***p<0.01
Source: author elaboration
### 4.3 Discussion
The empirical relationship between the female directors and firm performance has received much more attention in the literature than the female presence measured as we propose here.
Our results suggest the existence of the phenomenon of family tokenism for female members. Tokenism, polarization, and assimilation phenomena derive from the low proportionate representation of minority group members. Tokenism is defined as “a tendency for minority members to be viewed as representatives of their culture group rather than as individuals, as well as a tendency for their performance, good or bad, to be magnified because of the extra attention that their distinctiveness creates” (Cox, 1994). We demonstrated that even if female family members are recognized by the board, they cannot exercise their roles because they are tokens for the family. This explains the negative role of female family members on innovation.
However, if at least three women are on the board, the effect of female family members on innovation becomes positive. This result confirms those explained in previous literature that argue that females should reach a critical mass in order to be effective (Kanter, 1977; Konrad et al., 2008, Torchia et al., 2011).
Furthermore, the aforementioned effect is emphasized when considering female family members of the board holding power positions.
Overall these results confirm the idea that, given the social barriers female family members face in the boardroom, female minorities need to have either critical mass or powerful positions to be influential.
5. Conclusion, limits, and future developments
In this paper we investigated the effect of female directors on innovation with a focus on FBs. From a theoretical point of view, we build on the invisibility of female family members to outline our hypotheses. From an empirical point of view, we tested our hypotheses on a sample of 755 Italian FBs. Our results support the idea that the relationship between female family members on the board and the level of innovation is negative due to their invisible condition. Specifically, given the social barriers family females face in the boardrooms, they need to reach a critical mass and/or to hold powerful positions in order to be influential. In that case, the relationship between family women on the board and the level of innovation becomes positive, because they lose their invisible condition.
The women-invisibility is a well-known phenomenon in the literature: women are rarely considered as candidates for the management team or for succession to the helm of the business. Still, in family firms, female presence on boards and in control positions (president or vice president of the BoD) is higher than in non-family firms; however, this choice is forced by the lack of male successors or by a crisis looming over the company (Curimbaba, 2002; Dumas, 1992, 1998; Haberman and Danes, 2007). Our findings confirm the idea that to consider women as members of the family (formal inclusion to the board) instead of professionals (consider their skill and listen to their voice) is detrimental to innovation. However, both the presence of family women in control positions (i.e., as president or vice president) and the presence of a critical mass (i.e., three or more women on the BoD) helps in mitigating the effect of prejudice on innovation.
Our findings are relevant also to practitioners. Owners and managers can observe how female directors positively impact firms’ innovation strategies. The concept of innovation is often regarded as a highly gendered phenomena with a strong male connotation. However, our results suggest that women’s presence on the board may be either beneficial or detrimental to innovation. Beneficial effects are obtained with critical mass and may be enhanced by women in power positions. However, power position alone is not sufficient to induce such positive effects. This is particularly relevant for family firms where family women are more likely to be involved in the board of directors, but where women-invisibility and tokenism phenomena are still present (potentially triggering the aforementioned detrimental effects). In order to leverage the positive effects of female presence on the board, family firms should place particular attention on overcoming tokenism (with family or non-family female members).
We hope that these results can inspire a new path for women inside FBs, increasing the number of women in important roles. Further research is still needed in order to improve our understanding of the relationship between female directors on the board and innovation, with the goal to support owners’ and managers’ practices.
Our paper presents some limitations. First the sample is limited to Italian firms only. The same study could be replicated in countries characterized by different institutional and socio-cultural contexts, which could provide different results. The social dynamics and the role of women in the entrepreneurial arena are strongly influenced by the institutional system in which the firm operates. Specifically, a culture more inclined towards the female figure in leadership roles can influence the contribution made by women to those processes.
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**Academic or professional position and contacts**
**Mariasole Banno**
Associate Professor of Applied Economics
University of Brescia - Italy
E-mail: firstname.lastname@example.org
**Graziano Coller**
Associate Professor of Business Economics
University of Trento - Italy
E-mail: email@example.com
**Giorgia M. D’Allura**
Assistant Professor of Management
University of Catania - Italy
E-mail: firstname.lastname@example.org
Decision trees to identify companies’ distress: the AI at work
Sergio Barile - Irene Buzzi - Ernesto D’Avanzo
Francesca Iandolo
Abstract
**Frame of the research:** The main subject of investigation is represented by the valuation of a company’s distress, adopting decision trees, a well-established artificial intelligence methodology to automatically identify a combination of attributes to explain two target variables of interest, that is the zone of discrimination and cut off. The proposed methodology allows for the representation of decision processes according to paths on the tree’s branches, or through a set of easily browsable if-then rules.
**Objectives:** The study aims to examine whether and how artificial intelligence (AI) may facilitate the joint comprehension of corporate distress and corporate legality. The main subjects of investigation are both represented by the valuation of the company’s distress, as well as by the legality rating (LR), which is a measure of the company’s degree of legality. The combination of a new set of variables, allows to understand – within a given range of accuracy – the company’s financial health, and conversely, the company’s distress, regardless of the Altman Z-score.
**Methodology:** The dataset is composed of companies in possession of legality ratings. Two experimental settings, which make use of decision trees, allow us in this study to automatically identify the unique combination of variables from the dataset that explains two target variables – ‘zone of discrimination’ and ‘cut off’ – from the standpoint of a unique perspective; one that is not considered by the Altman Z-score.
**Findings:** AI allows for the identification of a new ‘basket’ of variables, one different from those employed by the Altman Z–score. These variables may be used to determine a company’s level of distress. The experiments test the ‘ability’ of the algorithm to identify a combination of variables to predict the target value. It is thereby possible to analyse in which way these variables operate alongside one another to produce with accuracy the correct identification of the target variable. In light of this scenario, the contribution of the study is the identification of two algorithms able to determine two settings of if-then rules that produce the same outcomes obtainable through the application of the Altman Z-score model, without directly using the model itself.
**Research limits:** The methodology described above was required to determine a plausible interval for the variables identified by the decision trees. The current development of the research, however, reveals that the methodology still needs to be adapted in order to determine the plausible intervals for the variables identified by the decision trees. In fact, the dimensionality of the dataset could benefit from resampling the variables for the proposed methodology, which suffers from certain degrees of skew.
**Practical implications:** The AI methodology can process large amounts of records within a given dataset, thereby allowing for the testing of the effectiveness of LR in the assessment of creditworthiness.
1. Introduction
The study aims to examine whether and how artificial intelligence (AI) may suggest and facilitate a different joint comprehension of distress (Vulpiani, 2014) and legality within the business context.
The legality rating (LR) system is employed to measure the company’s degree of legality. It was introduced by the Italian legal system through the Legislative Decree n.1/2012, and it measures a company’s compliance along a scale of values – from ‘*’ to ‘***’ (see Section 2) - in relation to the different levels of achieved legality. The current Italian regulatory framework suggests that companies, in possession of a LR, can benefit from certain advantages when accessing credit both from public administrations and banks.
This study evaluates the financial performance of the Italian companies in possession of a LR, by examining their distress, using as a benchmark the Altman Z-score, which is a bankruptcy prediction model.
The novelty of the paper is represented by the employment of decision trees (DTs), a well-established artificial intelligence methodology (Quinlan, 1993; Mitchell, 1997; Witten, 2011; Barile et al., 2019; D’Avanzo et al., 2018), to automatically identify a combination of attributes (from 2 to 7, out of 101 variables) to explain two target variables of interest; that is, the zone of discrimination and cut off. The proposed method uses a new ‘basket of variables’, different from those employed by the Altman Z-score, in order to identify a company’s distress zones. The proposed methodology allows for the representation of decision processes according to paths on the tree’s branches, or through a set of easily browsable if-then rules (Anderson et al., 2015; Masias et al., 2015).
The recognition and composition of these new variables, which were previously not considered by Altman’s formulation, can be interpreted as a tool to reinforce understanding of a company’s distress. In fact, the new variables and attributes consider other aspects of the company’s financial profile, which collectively can be translated into a model for understanding said company’s financial health.
The paper is organised as in the follows. Section 2 reports on the LR, companies’ distress, and Altman’s Z-score; these factors represent the benchmark for the subsequent analysis. Section 3 contains a description of the artificial intelligence methodology employed. Section 4 reports on the experimental settings - describing, respectively, how DTs identify zones of discrimination and cut off targets. The final section discusses the results and depicts the conclusion.
2. Background
Company’s distress and its evaluation
Analysts usually differentiate between *financial* and *operational distress* (Vulpiani, 2014). The former occurs when the values of *equity* and *debt* show probabilities of default. The latter is related to sporadic events or factors, such as economic downturns, employee turnover, and so on.
Bankruptcy is recognized as the last *threshold of distress* (Pratt, 2010; Damodaran, 2002), whereas *financial distress* is usually considered the last step before bankruptcy, as it is present when it is impossible to generate revenues or incomes to meet or to pay financial obligations.
To assess the severity of business *distress*, most of the time one employs bankruptcy prediction models, which, usually, are divided into ‘accounting-ratio-based’, ‘market-based’, and ‘hybrid-based’.
*Altman’s Z-score*, and its subsequent variants, belong to the category of an accounting-ratio-based model, which works with information and data collected from the financial statements\(^1\).
According to Altman’s formulation, the ‘zone of discrimination’ allows for the classification of the companies into three zones: *safe zone*, *grey zone*, and *distress zone*, whereas the ‘cut off’ divides the companies according to the zone of *possible distress* and the zone of *potential solvency*. In other words, a zone of discrimination identifies companies with a well-defined financial profile (namely, *solvent*, *insolvent*, and *to be determined*), while a cut off deals with uncertainty, since it allows for a better understanding of the conduct of companies falling into the *grey zone*, defined by the zone of discrimination. In other words, the cut off establishes a demarcation line of the financial behaviour, suggesting when the zone of discrimination is grey.
*Legality rating: general features*
The LR is a measure of the *degree of legality*, valid only within the Italian legal system. It is a voluntary rating, granted by the Italian Competition Authority (AGCM) at the request of the interested party.
To obtain a LR, companies must comply with the following requirements:
- operational headquarters in Italy;
- a minimum turnover of two million euros in the last financial year closed by the time of the request for the rating - this stands for a single company or group which has requested the rating, and evidence provided must come from a financial statement approved and published under the law;
- at the date of the LR request, the business must have been registered for at least two years;
- compliance with the other substantive requirements of the AGCM.
The base score of LR is ‘*’, one star, granted to companies that comply with all the substantive legislative requirements. In fact, these basic
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\(^1\) See ‘Supplementary materials’ published online on www.sijm.it’ for a detailed explanation about the three models.
requirements refer both to the legal persons requesting the rating, and to the individuals they represent.
This type of requirements include, for instance, the absence of precautionary measures or penal sentences for convictions related to crimes against national and European Institutions, social security, as well as a history of compliance with law provisions.
The base score may be increased by a ‘+’ for each additional requirement which the company meets. For instance, one additional requirement\(^2\) is the adoption of protocols or legal agreements aimed at preventing and counteracting the infiltration of organised crime into the legal economy. Another requirement is represented by the use of payment tracking systems which include the tracking of payments of sums of amounts lower than those required to be tracked by law, or another involves the adoption of organisational models for the prevention of and defence against corruption.
The achievement of three ‘+’ rewards the attribution of an additional ‘*’, up to a maximum score of ‘***’ (i.e. three stars).
**Tab. 1: Legality rating - Requirements**
| Purpose | Requirements |
|------------------|-------------------------------------------------------------------------------|
| Request of LR | Cumulatively: |
| | • operational headquarters in Italy |
| | • turnover ≥ € 2 million |
| | • registered in the business register for at least two years |
| ‘*’ Achievement | Compliance with the other substantive requirements |
| ‘+’ increase | Compliance with an additional requirement |
| ‘*’ increase | Compliance with three additional requirements |
Source: authors’ elaboration on LR requirements, AGCM.
The possible combinations of LR in relation to their requirements are summarised in the following table.
**Tab. 2: Legality rating scores**
| Rating | Requirements |
|--------|---------------------------------------------------|
| * | Basic requirements |
| *+ | Basic requirements and 1 additional requirement |
| *++ | Basic requirements and 2 additional requirements |
| ** | Basic requirements and 3 additional requirements |
| **+ | Basic requirements and 4 additional requirements |
| **++ | Basic requirements and 5 additional requirements |
| *** | Basic requirements and 6 additional requirements |
Source: authors’ elaboration on LR requirements, AGCM.
A LR lasts two years from the date of issuance, is renewable on request, and is free of charge.
\(^2\) See ‘Supplementary materials’ for the full list of the additional requirements.
Company’s distress and legality rating
As mentioned above, the adoption of a LR allows firms to benefit from certain advantages when accessing credit. For instance, both public administrations and banks, when granting loans, consider the company’s LR. Companies, when seeking loans from public administrators, enjoy at least one of the following rewards if they have a respectable LR:
- preference in ranking;
- attribution of a higher credit rating;
- share reserve of the financial resources allocated.
Regarding access to bank credit, the potential benefits of LR while dealing with banks should include the reduction of the investigation time, better economic conditions when requesting or renegotiating the loan, and the reduction of investigation costs.
In relation to the access to bank credit, the Italian legal system actively encourages Italian financial institutions to consider LR among the parameters in assessing a company’s creditworthiness.
In fact, Italian banks are encouraged to define and formalise internal procedures to regulate the use of LR. Financial institutions take LR into account to determine loans’ conditions of disbursement whenever relevant.
In light of these considerations, LR is related to the company’s creditworthiness, and by consequence, to the company’s distress. In fact, the higher the creditworthiness, the lower the likelihood of bankruptcy.
3. Methodology and data
Since LR is a measure of the degree of legality, valid only within the Italian legal system, the dataset employed in the following experiments is exclusively composed of Italian companies. In particular, it involves qualitative and quantitative information of 6,005 Italian companies, extracted from the Bureau van Dijk database, AIDA. All of the companies under investigation have their own LR.
The sample includes companies whose LR was conferred for the first time, or renewed by the Italian Competition Authority (AGCM) and updated on 12/10/2018. The list of companies is publicly available on the AGCM website. Companies have been classified into four geographical areas (North East, North West, Centre, South, and Insular) according to the NUTS 1 (Nomenclature of Territorial Units for Statistics at the first level - subdivision for Groups of Regions), based on the region of the operational headquarters. In cases lacking this information, the companies were classified based on the legal headquarters with which they had registered.
The size-class of a company considers three parameters, and defines four categories of companies: micro, small, medium, and big\(^3\).
\(^3\) This classification is borrowed from the Italian Legislative Decree n. 139/2015, which distinguishes the limited companies (società di capitali) based on quantitative parameters.
As said above, in order to better grasp the peculiarities of the Italian business context, this research uses Altman’s Z-Score as a corporate bankruptcy prediction model\(^4\). This choice originates from the main intrinsic features of the Z-score, which are suitable for non-listed companies. This characteristic allows the Z-score to fit with the companies within our sample. The data used to calculate the Z-score refers back to the 2016 financial year.
The *cut off* corresponds to a Z-score equal to 2.675 (Altman, 2013). Compared to this value, companies with a higher Z-score fall into the *potential solvency* category, while companies with a lower Z-score fall into the *possible distress* category. However, it is undisputed that when Z-score is lower than 1.23, companies are surely in the *distress zone*, and when Z-score is higher than 2.90 companies are surely in the *safe zone*. Consequently, the *cut-off* analysis allows us to better understand the performance of companies with a Z-score from 1.23 to 2.90, which fall into the *grey zone*. In other words, the *cut-off* could be interpreted as a measure of uncertainty.
After having illustrated the main features of the sample, and the criteria referring to the profiling of the *zone of discrimination* and the *cut-off*, it would be suitable to highlight the key concepts related to the AI methodology used in the research.
Decision trees are a classification scheme, widely employed both to represent and to run decision processes (Anderson *et al.*, 2015), which themselves generate a *tree* and a set of rules from a given dataset (Witten and Frank, 2011). They represent a useful graphical tool, as they allow for an intuitive understanding of a problem, and can aid decision-making, since they are interpretable through *if-then* rules by any professional – including trainees, even if he or she is not trained in computer applications. Users can refer to rules generated by the DT in order to make decisions, since such rules are based on a short-ordered list of features (also referred to as attributes).
Experiments introduced below employ an implementation of the *C4.5 DT algorithm*, developed by Quinlan (1993). The C4.5 DT algorithm classifies instances (i.e. companies’ records) by sorting them down from the *root* to some *leaf nodes*. It provides the classification of the *instances* according to the values of a given *target attribute* (e.g. a *cut-off* that can assume two values: *possible distress* and *potential solvency*). Nodes of the DT specify a testing of some features describing the instances, such as
\(^4\) See ‘Supplementary materials’ for a more complete discussion.
Return on Assets (ROA) at the root node of the DT, shown in Figure 5. Branches descending from nodes correspond to one of the possible values the attribute may assume; for instance, in the case of the tree depicted in Figure 6, the root attribute may assume two sets of possible values: 21.54%, and > 21.54%. The same process is repeated for the sub-tree rooted at the new node. Looking at Figures 5 and 6, after testing ROA at the root node, the C4.5 DT algorithm jumps on the right and left branches, based on the two sets of value the root feature may assume, and, if this is the case, then the algorithm tests other variables (e.g., Total Debt% on the left branch); otherwise, it stops. The process is repeated until a leaf node is reached, where the class label is present, such as in the tree represented in Figure 6, where it corresponds to possible distress and potential solvency.
As a feature selection methodology - i.e. which feature/attribute is to be tested at each node of the tree - used in the experiments introduced below, Information Gain has been employed (Mitchell, 1997). Information Gain is strictly related to Entropy (Mitchell, 1997), or an index of the purity of a dataset, since it only represents the expected reduction in entropy that results from the partition of the examples according to this attribute.
Experiments performed have been tested using different evaluation metrics (Fawcett, 2006). As a first evaluation metric, accuracy has been employed. This measures how often the DT makes the correct prediction by calculating the ratio between the number of correct predictions and the total number of predictions. Accuracy, however, does not distinguish between false-positives and false-negatives. For such a kind of evaluation, the confusion matrix was employed, showing a detailed breakdown of correct and incorrect classifications for each class; such sorts of information would otherwise be lost just looking at the overall accuracy.
A precision score estimates how many cases are needed so that the DT assigns an extraction target, while recall allows for the determining of how many cases are found to be true by the DT, out of all the true cases.
4. AI at work
Preliminary considerations on the sample
This section reports on some preliminary considerations on the features of the sample dataset employed.
An analysis from descriptive statistics has allowed for the exploring of certain macro aspects, such as legality rating, zone of discrimination, and cut-off, concerning four geographic areas.
Companies are classified by their geographic areas, and in comparison to this variable, other variables are assessed. First and foremost, the sample’s geography shows an uneven composition: the number of firms belonging to the Centre and the North East regions are, respectively, 24% lower than the average, and 16% higher than the average.
Concerning the LR, cross-region trends arise: the most recurring LR is ‘*+’, present in almost one-third of the sample. The higher the LR (‘**++’ or ‘***’), the lower the diffusion within the sample (about 5%).
Moreover, in all geographic areas, the LR featured by ‘*’ (and its variants - ‘*+’ and ‘*++’) amounts to two-thirds of the whole sample.
The relative frequency of each LR-class, assessed by geographic area, does not differ significantly from the average value. It can be therefore derived that the four geographic areas show the same average LR regardless of distribution.
**Fig. 1: Legality rating vs. geographic area**
Source: authors’ elaboration
Secondly, a common cross-geographical trend emerges also around the *zones of discrimination* (as derived from Z-score). This means that in all four areas, roughly the same percentages for each zone of discrimination applied: *safe zone* - around 20%; *grey zone* - around 70%; and *distress zone* - around 10%. It is relevant to note that a consistent portion of the sample is composed of companies featuring an uncertain financial profile.
Moreover, companies in the *distress zone* were situated mainly in the South (37%), whereas those marked as within the *safe zone* were significantly present in the North East.
In the following chart, these considerations are expressed in relation to absolute frequencies.
**Fig. 2: Zone of discrimination vs. geographic area**
Source: authors’ elaboration
An additional analysis leads to the comparison between *cut-off* and geographic area.
It is useful to state a brief reminder that the *cut-off* point (Z-score equal to 2.675) allows for the distinguishing of companies marked as within *possible distress*, from those companies marked by *potential solvency*. Regional differences then emerge: in the North east, *possible distress* is three times as common as *potential solvency*; in the South, the *possible distress* is four times as frequent as *potential solvency*.
Furthermore, an overall analysis of the sample shows that the *possible distress* is prevalent in the South (about 30%), whereas the *potential solvency* is mainly depicted in the North East (34%).
*Fig. 3: Cut off vs. geographic area*
Source: authors’ elaboration
Lastly, the assessment of companies’ size-classes shows the clear predominance of small companies, as such typology includes approximately two-thirds of the sample. Moreover, small and medium firms together compose about 90% of the sample.
Size classes are distributed in the same order across geographic areas; namely small, followed by medium, then large, and lastly micro. Despite maintaining the same order, however, the geographical areas show different concentrations of companies’ in relation to their size-classes: large companies are gathered in the North West (16% of the regional total); medium companies are gathered in the North East (32% of the regional total); and small and micro companies are gathered in the South (respectively, 65% and 2% of the regional total).
The same territorial differences are also maintained, as evidenced in the analysis of the deviations from the average values for each size class. Comparing against the total number of large companies, the North West and South regions register respectively +5% and -5% more or less than the average for this size-class. Similarly, against the total number of medium companies, North East and South show respectively +2% and -2% more
or less than the average of the size-class. Conversely, regarding the total of small companies, the North West and South regions mark respectively -6% and +7% more or less than the average for this size-class. Lastly, against the total number of micro-companies, the Centre and South regions display divergent dynamics (respectively -1% and +1% more or less than the average of this size class).
**Fig. 4: Size-class vs. geographic area**
Source: authors’ elaboration
The inquiry is composed of two experiments aimed at analysing two different target variables; respectively, the zone of discrimination (experiment 1) and cut off (experiment 2).
In this section, we illustrate the experimental setting, the *if-then* rules, the metrics, and the DTs of each experiment.
The rules shown in both the experiments are those generated in the training phase, and, therefore, each of the counts refer to this step. It may be appropriate to generate everything in the test phase, so as to align with the measurement metrics.
**Experiment 1: DT to identify ‘zone of discrimination’ target**
The first experiment assesses the ‘zone of discrimination’ as the target variable - the values of which, in relation to the Z-score, can be: *safe zone*, *grey zone*, and *distress zone*.
The goal of the experiment is to test the ability of the algorithm to identify a combination of variables, used then to predict the target without considering the pre-written variables of ‘cut off’ and ‘Z-score’ in the dataset.
The experimental setting for the first experiment is described in the following table.
Tab. 4: Experimental setting (experiment 1)
| Number of initial records | 6,005 |
|---------------------------|-------|
| Number of records after the elimination of 'N/A' values | 5,726 |
| Target variable | Zone of discrimination |
| Values of the target variable | DISTRESS ZONE
GREY ZONE
SAFE ZONE |
| Features of the experimental setting | The variables ‘cut off’ and ‘Z-score’ are eliminated in order to test the ability of the algorithm to identify a combination of variables to predict the target. |
| Data partition for training and testing | Training set: 4,580
Test set: 1,146
Total: 5,726 |
| Feature selection method | Gain ratio |
| Pruning method | Minimal Description Length |
Source: authors’ elaboration
This experiment identifies eight *if-then* rules (R1 - R8), and consequently, the best practices that generate the respective DT. Before illustrating each rule and its outcome, in the following table an explanation of the financial meaning of the variables involved in the first experiment is provided.
Tab. 5: Financial meaning of the rules (experiment 1)
| Variable | Financial meaning |
|----------------|------------------------------------|
| Total Debt% | Total debt/Total liabilities and equity |
| ROA | ROA (Return on Assets) |
| EBIT | EBIT (Earnings Before Interest and Taxes) |
| Non-current assets % | Non-current assets/Total Assets |
| Sales | Sales |
Source: authors’ elaboration
R1 is made up of two variables; Total Debt% and ROA. The outcome of the first rule is the prediction of the *safe zone*.
R2 is made up of four variables that predict the distress zone. The variables are EBIT, Non-current assets %, Total Debt%, and ROA.
R3 predicts the *safe zone* thanks to five variables: Total Assets, ROA, EBIT, Non-current assets %, Total Debt%, and ROA.
Five variables Sales, Total Assets, ROA, EBIT, Non-current assets %, Total Debt%, and ROA are featured in R4, which predicts the *distress zone*.
R5 has six variables – Sales, Total Assets, ROA, EBIT, Non-current assets %, Total Debt%, and ROA – that predict the *grey zone*.
R6 comprises of four variables, ROA, EBIT, Non-current assets %, and Total Debt%, and predicts the *safe zone*.
R7 has three variables, namely Non-current assets %, Total Debt%, and ROA, that predict the *distress zone*.
Lastly, R8 is made up of one variable, ROA, which predicts the *safe zone*.
In order to better explain the results expressed above, a brief summary of the *if-then* rules, their outcomes, the record count, and the number of correct cases is presented in the following table.
| | if-then rules (best practices) | Outcome | Record count | Number of correct cases |
|---|------------------------------------------------------------------------------------------------|-------------|--------------|-------------------------|
| R1| IF Total Debt% ≤ 18.204271574863533 AND ROA ≤ 22.86 | Safe zone | 112 | 95 |
| R2| IF EBIT ≤ -374.7615 AND Non-current Assets% ≤ 76.30784360563888 AND Total Debt% > 18.204271574863533 AND ROA ≤ 22.86 | Distress zone | 106 | 71 |
| R3| IF Total Assets ≤ 1138.336 AND ROA ≤ 15.934999999999999 AND EBIT > -374.7615 AND Non-current Assets% ≤ 76.30784360563888 AND Total Debt% > 18.204271574863533 AND ROA ≤ 22.86 | Safe zone | 101 | 65 |
| R4| IF Sales ≤ 1633.301 AND Total Assets > 1138.336 AND ROA ≤ 15.934999999999999 AND EBIT > -374.7615 AND Non-current Assets% ≤ 76.30784360563888 AND Total Debt% > 18.204271574863533 AND ROA ≥ 22.86 | Distress zone | 101 | 55 |
| R5| IF Sales > 1633.301 AND Total Assets > 1138.336 AND ROA ≤ 15.934999999999999 AND EBIT > -374.7615 AND Non-current Assets% ≤ 76.30784360563888 AND Total Debt% > 18.204271574863533 AND ROA ≤ 22.86 | GREY ZONE | 3,731 | 2,997 |
| R6| IF ROA > 15.934999999999999 AND EBIT > -374.7615 AND Non-current Assets% ≤ 76.30784360563888 AND Total Debt% > 18.204271574863533 AND ROA ≤ 22.86 | Safe zone | 202 | 139 |
| R7| IF Non-current Assets% > 76.30784360563888 AND Total Debt% > 18.204271574863533 AND ROA ≤ 22.86 | Distress zone | 109 | 82 |
| R8| IF ROA ≥ 22.86 AND TRUE | Safe zone | 118 | 113 |
Total | 4,580 | 3,617 |
Source: authors’ elaboration
In order to give a complete illustration of the first experiment, its metrics are outlined in two tables.
**Tab. 7: Metrics - Part 1 (experiment 1)**
| Zone of discrimination | GREY ZONE | Safe zone | Distress zone |
|------------------------|-----------|-----------|---------------|
| GREY ZONE | 736 | 35 | 33 |
| Safe zone | 115 | 95 | 1 |
| Distress zone | 85 | 2 | 44 |
Source: authors’ elaboration
**Tab. 8: Metrics - Part 2 (experiment 1)**
| | |
|------------------------|----------|
| Correct classified | 875 |
| Wrong classified | 271 |
| Accuracy | 76,353% |
| Error | 23,65% |
| Cohen’s Kappa | 0,406 |
Source: authors’ elaboration
The decision tree corresponding to this experimental setting can be viewed in the supplementary material file.
**Experiment 2**
The second experiment assesses the cut off as the target variable - the value of which, in relation to Z-score, can be: *potential solvency*, or *possible distress*.
The goal of the experiment is to test the ability of the algorithm to identify a combination of variables, later used to predict the target without considering the pre-determined variables of ‘zone of discrimination’ and ‘Z-score’ in the dataset.
The experimental setting for the second experiment is described in the following table.
**Tab. 9: Experimental setting (experiment 2)**
| Number of initial records | 6,005 |
|---------------------------|-------|
| Number of records after the elimination of 'N/A' values | 5,726 |
| Target variable | Cut off |
| Values of the target variable | Potential solvency Possible distress |
| Features of the experimental setting | The variables ‘Z score’ and ‘Zone of discrimination’ are eliminated in order to test the ability of the algorithm to identify a combination of variables to predict the target. |
| Data partition for training and testing | Training set: 4,580 Test set: 1,146 Total: 5,726 |
| Feature selection method | Gain ratio |
| Pruning method | Minimal Description Length |
Source: authors’ elaboration
This experiment identifies nine *if-then* rules (R1 - R9), and consequently the *best practices*, which generate a respective DT.
An explanation of the financial meanings of the variables involved in the second experiment is presented in the following table. In relation to the use of the symbol “” in the name of the variable, the same considerations of the previous experiment are applied.
**Tab. 10: Financial meaning of the rules (experiment 1)**
| Variable | Financial meaning |
|----------------|--------------------------------------------------------|
| Total Debt% | Total Debt % (Total Debt/Total liabilities and equity) |
| ROA | ROA (Return on Assets) |
| Total Assets | Total Assets |
| Long-term Debts| Total debt due beyond the financial year |
| Labour cost% | Labour cost/Sales |
Source: authors’ elaboration
R1 is made up of two variables; Total Debt% and ROA. The outcome of the first rule is the prediction of the *potential solvency*.
R2 has three variables, namely Total Assets, ROA, Total Debt%, and predicts the *potential solvency*.
R3 predicts the *potential solvency* thanks to three variables: Total Debt%, Total Assets, ROA.
Five variables are featured in R4: Long-term Debts, Labor cost%, ROA, Total Debt%, and Total Assets. The outcome of the fourth rule is the prediction of the *potential solvency*.
R5 has five variables that predict the *possible distress*. The variables involved are: Long-term Debts, Labor cost%, ROA, Total Debt%, and Total Assets.
R6 predicts the *possible distress*. In order to produce this outcome, four variables are involved: Labor cost%, ROA, Total Debt%, Total Assets.
R7 comprised of three variables: ROA, Total Debt%, and Total Assets. The outcome is the prediction of the *potential solvency*.
R8 has two variables, ROA and Total Debt%, that predict the *potential solvency*.
Lastly, R9 is defined by one variable, ROA, which predicts the *potential solvency*.
In the following table, in relation to the second experiment, a brief summary of the *if-then* rules, their outcomes, their record count, and their number of correct cases, is presented.
**Tab. 11: If-then rules (experiment 2)**
| | if-then rules (best practices) | Outcome | Record count | Number of correct cases |
|---|------------------------------------------------------------------------------------------------|------------------|--------------|-------------------------|
| R1| IF Total Debt% ≤ 18.196832168335906 AND ROA ≤ 21.54 | Potential solvency | 125 | 116 |
| R2| IF Total Assets ≤ 1241.238 AND ROA ≤ 16.055 AND Total Debt% > 18.196832168335906 AND ROA ≤ 21.54 | Potential solvency | 149 | 99 |
| R3| IF Total Debt% ≤ 25.066864783615408 AND Total Assets > 1241.238 AND ROA ≤ 16.055 AND Total Debt% > 18.196832168335906 AND ROA ≤ 21.54 | Potential solvency | 101 | 63 |
| R4| IF Long-term Debts ≤ 318.2925 AND Labor cost% ≤ 4.276964813170087 AND ROA ≤ 13.6149999999999998 AND Total Debt% > 25.066864783615408 AND Total Assets > 1241.238 AND ROA ≤ 16.055 AND Total Debt% > 18.196832168335906 AND ROA ≤ 21.54 | Potential solvency | 137 | 79 |
| R5| IF Long-term Debts > 318.2925 AND Labor cost% ≤ 4.276964813170087 AND ROA ≤ 13.6149999999999998 AND Total Debt% > 25.066864783615408 AND Total Assets > 1241.238 AND ROA ≤ 16.055 AND Total Debt% > 18.196832168335906 AND ROA ≤ 21.54 | Possible distress | 157 | 119 |
| R6| IF Labor cost% > 4.276964813170087 AND ROA ≤ 13.6149999999999998 AND Total Debt% > 25.066864783615408 AND Total Assets > 1241.238 AND ROA ≤ 16.055 AND Total Debt% > 18.196832168335906 AND ROA ≤ 21.54 | Possible distress | 3,497 | 3,085 |
| R7| IF ROA > 13.6149999999999998 AND Total Debt% > 25.066864783615408 AND Total Assets > 1241.238 AND ROA ≤ 16.055 AND Total Debt% > 18.196832168335906 AND ROA ≤ 21.54 | Potential solvency | 112 | 66 |
| R8| IF ROA > 16.055 AND Total Debt% > 18.196832168335906 AND ROA ≤ 21.54 | Potential solvency | 177 | 134 |
| R9| IF ROA > 21.54 | Potential solvency | 125 | 120 |
Total | 4,580 | 3,881 |
Source: authors’ elaboration
In order to give a complete illustration of the first experiment, its metrics are outlined in two tables.
**Tab. 12: Metrics - Part 1 (experiment 2)**
| Cut off | Possible distress | Potential solvency |
|---------------|-------------------|--------------------|
| Possible distress | 807 | 57 |
| Potential solvency | 113 | 169 |
Source: authors’ elaboration
**Tab. 13: Metrics - Part 2 (experiment 2)**
| Metric | Value |
|-------------------------|-----------|
| Correctly classified | 976 |
| Wrongly classified | 170 |
| Accuracy | 85.166% |
| Error | 14.83% |
| Cohen’s Kappa | 0.572 |
Source: authors’ elaboration
The decision tree corresponding to this experimental setting can be viewed in the supplementary material file.
### 5. Conclusion
The experiments performed show reveal an algorithm capable of identifying a combination of variables used later to predict the target, without considering the two variables of, respectively ‘cut off’ and ‘Z-score’ (experiment 1), and ‘zones of discrimination’ and ‘Z-score’ (experiment 2), in the dataset.
Two different settings of *if-then* rules are featured in the experiments: the first identifies eight rules able to predict the values of the ‘zones of discrimination’, while the second determines nine rules, the outcomes of which are related to the values of the cut off.
Despite the unique targets typical of each experiment, and the different combinations of variables involved, the key role of the variable ROA – that is, *Return on Assets* – emerges in both cases. In fact, in both experiments, ROA is at the root node of the decision tree.
It should be noted that ROA corresponds with the variable X3 ((EBIT)/Total Assets) of the Altman Z-score, connected to which is the highest weighting coefficient within the linear combination. This means that both the AI algorithms and the Altman Z-score model confer a pivotal role towards the same variable.
ROA (or EBIT/ Total Assets) represents a profitability ratio that suggests how a company can conduct business activity, regardless of the form of financing. In other words, this ratio depicts the ability of a company to create value through internal assets: the higher the ROA, the greater the ability to enhance the resources. It can be derived that ROA gives stakeholders an idea of management’s efficiency at using assets to generate earnings.
Both experiments share the use of one other variable - which, unlike the previous one, is not mentioned in the Altman Z-score model. This variable is Total Debt%, which is equal to total debt divided by total liabilities and equity.
This ratio is related to the company’s financial structure, and it expresses the weight of the total debt over the invested capital. According to another perspective, this ratio is complementary to the financial-independence index, equal to equity over invested capital. This comparison allows for the examination of the relationship between risk capital (equity) and debt capital, as well as allows the considering of the relationships between the remuneration of the former and the cost of the latter. Therefore, with the same invested capital, the higher the total debt, the lower the equity. It follows, then, that companies will prefer to use third-party capital, rather than their own capital.
From this brief explanation of the financial meaning of this variable emerges the conclusion that, despite its absence within the Altman Z-score model, Total Debt% works as a good predictor of the features associated with the company’s financial structure. For this reason, it is plausible that it may be used as a measure to represent both of the target variables (‘zone of discrimination’ and ‘cut off’).
However, both experiments are marked by the presence of other variables missing in Altman’s Z-score model.
In particular, the first experiment also includes the following variables: Sales, EBIT, and Non-current assets %, which represents the non-current assets ratio.
Sales and EBIT are both items of the income statement, and so they pertain to the analysis of the company’s economic situation. Each express different sides of profitability: while sales refers to the value of a company’s sales of goods and services, where the revenue or income process begins, EBIT is a company’s net income before income tax expense and interest expenses have been deducted. Although EBIT is also present in the ROA formula, it is in this case considered to represent ROA’s absolute value. It represents a good indicator with which one can analyse the performance of a company’s core operations without considering the impact on profit of the costs of the capital structure and tax expenses.
The non-current assets ratio is given by the weight of non-current assets (fixed, intangible, and financial) over total assets, and it indicates the long-term methods involved in business operations to generate income.
This ratio pertains to the assessment of the financial position, and is complementary to the current asset ratio. This means that, when total assets are equal, the higher the value of fixed assets the lower the value of current assets - and by extension a higher number of assets are not expected to be consumed or converted into cash in the short period.
The second experiment considers three variables not included in Altman’s Z-score model: Total Assets (total assets), Long-term Debts (total debt due beyond the financial year), and Labor cost% (personnel costs ratio). These variables pertain to two different sides of evaluation: the first two are related to the financial assessment, while the second to economic analysis.
Total assets represent the total amount of invested capital, and so the variable gives a measure of the resources with economic value that are able to generate cash flow, reduce expenses, or improve sales. Total assets are given by the sum of all non-current assets (fixed, intangible, and financial) and all current assets, which are the short-term resources expected to be converted into cash within one year.
Total debt due beyond the present financial year represents the non-current liabilities, and so the liabilities to be paid over the medium to long period.
The personnel costs ratio is given by the personnel costs (salary and wage expenses) on sales. Personnel costs are included within the operating costs - a negative component that contributes to determining the operating result. It can be derived that, when sales are equal, the higher the personnel costs are the lower are the operating costs and, consequently, the net income.
In light of this scenario, the contribution of the study is the identification of two algorithms able to determine two settings of *if-then* rules that produce the same outcomes obtainable through the application of the Altman Z-score model, without directly using the model itself.
It derives that, thanks to the combination of a new set of variables, it is possible to understand - within a given range of accuracy - the company's financial health, and conversely, the company's distress, regardless of the Altman Z-score.
The current development of the research reveals that the methodology still needs to be adapted in order to determine the plausible intervals for the variables identified by the decision trees. In fact, the dimensionality of the dataset could benefit from resampling the variables for the proposed methodology, which, even using high-quality software and hardware, suffers from certain degrees of skew.
However, the identified algorithms are a powerful tool that strengthens the comprehension of a companies' financial profile. Since they work with large amounts of data, they are even more significant.
This algorithm is thus an asset of great value, when used in relation to the peculiarities of the sample under investigation, as all the companies are in possession of a LR.
The practical implications related to this finding may be addressed uniquely to various actors.
For example, banks may wish to employ a methodology, which is different to the Altman Z-score model, to monitor companies' financial profiles. In detail, financial institutions may perform comparative evaluations when granting loans to companies in possession of legality ratings: the financial health of these kinds of companies may be assessed *vis-à-vis* the financial profile of the other companies seeking bank credit. In addition to the company's individual financial assessment, banks may benefit from a set of rules to monitor the comprehensive financial status of the above-mentioned forms of companies.
Furthermore, companies themselves may be the recipients of this research's achievement. Management can monitor competitor companies requesting for legality ratings (the companies' list is freely available on the
AGCM website), and their financial performance. So, from a perspective of competition, by virtue of an AI methodology, management may make a relative self-evaluation of its own company in relation to a set benchmark. It can be derived that a virtuous circle is triggered by avoiding downward competition.
Moreover, the policy-maker may take advantage of the AI methodology in order to assess the coherence of law provisions on legality rating, and the ratings’ concrete impacts. It may allow the testing of the effectiveness of LR in the assessment of creditworthiness, and may potentially encourage amendments aimed to align the regulation’s intent with the real bank-company relationship.
In consideration of the link between LR and a company’s distress, the AI toolbox is able to process large amounts of records within a given dataset, thus allowing for the testing of the effectiveness of LR in the assessment of creditworthiness.
References
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ALTMAN E.I. (1983), *Corporate Financial Distress*, Wiley Interscience, New York.
ALTMAN E.I. (2000), *Predicting Financial Distress of Companies: Revisiting The Z-Score and Zeta*, Handbook of Research Methods and Applications in Empirical Finance, 5.
ALTMAN E.I., HARTZELL J., PECK M. (1995), *Emerging Markets Corporate Bonds: A Scoring System*, Salomon Brothers Inc. New York.
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ALTMAN E.I. (2013), “Predicting financial distress of companies: revisiting the Z-Score and ZETA* models”, in *Handbook of Research Methods and Applications in Empirical Finance*, Cheltenham, UK: Edward Elgar Publishing.
ANDERSON D.R., SWEENEY D.J., WILLIAMS T.A., CAMM J.D., COCHRAN J.J. (2015), *An introduction to management science: quantitative appROAches to decision making*, Cengage Learn.
BARILE S., PICIOCCHI P., BASSANO C., SPOHRER J.C., PIETRONUDO M.C. (2019), “Re-defining the role of artificial intelligence in wiser service systems”, Kacprzyk J. (Ed.), *Advances in Intelligent Systems and Computing* (AISC), Vol. 787, Springer International Publishing AG, part of Springer Nature, Switzerland, pp. 159-170.
D’AVANZO E., DANTÒ V., MICHELOTTI A., MARTINA R., ADINOLFI P., PANGO MADARIAGA A.C., ZANOLI R (2018), “A Collaborative Web Service Exploiting Collective Rules and Evidence Integration to Support Sustainable Orthodontic Decisions”, *Journal of Cleaner Production*, n. 176, pp. 813–826.
DAMODARAN A. (2002), *Investment valuation: Tools and Techniques for Determining the Value of Any Asset*, John Wiley and Sons, Inc.
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MITCHELL T.M. (1997), *Machine Learning*, 1 ed. McGraw-Hill, Inc., New York, NY, USA.
OHLSON J.A. (1980), “Financial ratios and the probabilistic prediction of bankruptcy”, *Journal of Accounting Research*, vol. 18, n. 1, pp. 109-131.
PRATT S.P., GRABOWSKI R.J. (2010), *Cost of Capital - Fourth edition*, John Wiley and Sons, Inc., New York.
QUINLAN R.J. (1993), *C4.5: Programs for Machine Learning*, Morgan Kaufmann Publishers Inc., San Francisco, CA, USA.
VULPIANI M. (2014), *Special Cases of Business Valuation*, McGraw-Hill, Milano.
WITTEN I.H., FRANK E. (2011), *Data Mining: Practical Machine Learning Tools and Techniques*, Morgan Kaufmann.
---
**Academic or professional position and contacts**
**Sergio Barile**
Full Professor of Management
Sapienza University of Rome – Italy
e-mail: email@example.com
**Irene Buzzi**
Ph.D. student in Management, Banking, and Commodity Sciences
Sapienza University of Rome – Italy
e-mail: firstname.lastname@example.org
**Ernesto D’Avanzo**
Associate Professor of Management
University of Trento – Italy
e-mail: email@example.com
**Francesca Iandolo**
Ph.D., Assistant Professor of Management
Sapienza University of Rome – Italy
e-mail: firstname.lastname@example.org
Online public engagement is the New Deal! Along the distinctive pathway of the Italian University
Letizia Lo Presti - Giulio Maggiore - Vittoria Marino
Abstract
**Frame of the research:** A managerial perspective of public engagement can help universities to strengthen the communication of university identity from a social, scientific, or accessibility point of view.
**Purpose of the paper:** The goal of this paper is to investigate the concept of the online university public engagement from a managerial standpoint by examining those Italian universities that have engaged in Third Mission activities thanks also to recent ministerial decrees issued on the subject.
**Methodology:** A content analysis of the main official websites of 50 Italian universities was performed. An exploratory factorial analysis made it possible to identify the main approaches to online public engagement.
**Findings:** There are 4 main dimensions of online public engagement that have been communicated on Italian websites (social, cultural, research and widening engagement), each referring to a specific target. A so-called “Cultural engagement” approach emerges which underlines the role of the university as a pole of cultural and artistic attraction.
**Research limits:** The research explores public engagement only in the Italian context. Although the article investigates more than 50% of the Italian universities, it does not allow the extension of the results to the reference population.
**Practical implications:** Research results contribute to the understanding of online public engagement and map the current uses of stakeholder engagement activities in the university context to date.
**Originality of the paper:** The research enriches the knowledge of the online public engagement construct thanks to the identification of a new dimension “Cultural engagement”, that had not yet emerged in international contexts.
*Key words:* public engagement; web communication; managerial perspective; stakeholder; third mission; cultural engagement.
1. Introduction
Major changes that have affected the university world for some years now and due largely to strong pressure from society for a more participatory role of university institutions, have certainly been amplified by the new digital tools. It is now possible to communicate and share university strategies and activities with an enlarged community in almost real time thus allowing them to become the protagonists in a process of
close-knit integration with their territory and with their community. Universities are gradually abandoning their “ivory tower” to descend more and more often into the reality that surrounds them so that the knowledge they produce can be used for the benefit of their community. The Third Mission and public engagement, one of its main pillars, does precisely this and concretizes the osmotic idea of a relationship between a university and its territory, between the results of scientific research and their benefits for the community, between the processes of growth and social improvement, all activated through the virtuous circuits and synergies created between universities and society.
In particular, public engagement implies that universities listen to and interact with their internal and external communities; social networks and official websites seem to constitute valuable tools in strengthening engagement with all the stakeholders. Indeed, the simplicity, speed and diffusion of social networks may favour the creation of an effective bridge between research, teaching, and public services as they increase the possibility of stimulating the dialogue between and with the public. Despite the fact that the academic literature is unanimous in considering universities as the “engine” of change and social development (e.g. Kerr, 2001; Furco, 2010), yet little has been studied on development opportunities that the university can offer to the territory through the public engagement lever. In Italy, in particular, the potential of public engagement is still poorly understood and there are still many areas of application in our universities which remain unexplored. A synchronized use of all the levers of engagement can help create relationships of trust with citizens as well as new relationships between universities and citizens, universities and businesses, universities and the academic community (e.g. Baccarani, 1995; Stephenson, 2011; Chilvers, 2013; Bandelli and Konijn, 2013; Watermeyer and Lewis, 2018; Goldner and Golan, 2018; Lo Presti and Marino 2019). Public engagement therefore represents a cultural interpretative perspective of the relationships between universities and communities that cannot be separated from the use of digital communication tools (Marino and Lo Presti, 2017; 2018; Lo Presti and Marino, 2019). But how have Italian universities implemented public engagement? And above all how have they communicated and shared it through their digital media? This study aims to investigate the ways in which Italian universities have dealt with public engagement and what dimensions are used the most. Studying university public engagement through communication on official websites has inevitable managerial implications. In fact, by measuring what is actually communicated on the websites, it is possible to rethink and/or design those dimensions that have not yet received visibility. In addition, studies on university public engagement can help strengthen the communication of university identity from a social, scientific or accessibility point of view, depending on the positioning that the university wants to communicate to its public of reference.
2. Background
2.1 The Third Mission of Universities
The significance of the Third Mission of University Institutions has its roots in the last century. Many trace its birth back to 1963 when the rector of the University of California Clark Kerr, in a speech at Harvard, introduced the concept of “Multiversity” thus paving the way for a new idea of University (Multi vs Uni) to be seen as the centre of a community, capable of both including and enhancing its differences and of interpreting those social changes that, stemming from the economic boom of the 1960s, gave way to global transformations around the world. The central point of the disruptive vision of this enlightened rector is the understanding of how the University had shut itself inside its own boundaries, sitting high in the exclusivity of its own circles, disconnected from its territory and people, and that it would soon implode on itself, accelerating society’s perception of its deep detachment from the contemporary world. The University must become a community that creates value for society, thus contributing to the development of human capital and enabling it to face the new challenges of globalization. This innovative idea of University spread quickly and found a wide consensus; and pressure for an increasingly widespread awareness in this regard became stronger and stronger until it finally concretised in the form of recommendations and/or regulatory provisions from the authorities. A “new institutional aim” for universities was thus declared as being part of an open and dynamic system, increasingly interlaced with the external environment (Piccaluga, 2000). In addition to its traditional educational and research purposes (First and Second Mission), university institutions are now increasingly involved in a process of sharing and disseminating knowledge, due to the need to support an economic and social development that goes beyond the academic boundaries (Third Mission). In the very concept of the Third Mission lies the idea that the University is a resource for the territory itself (Cognetti, 2013) and that it must implement strategies and practices that takes its actions outside its actual premises (Gleeson, 2010). The Third Mission aims to enhance the social role of the University - a role, however, that can be interpreted with differing intensity, through different degrees of public involvement, such as awareness, consultation, collaboration or shared leadership. Furco (2010) uses the term “engaged campus” in order to emphasize the single objective of its tripartite mission. The author argues that university campuses can be defined as “engaged” when each mission has the same priority and when not only does the university engages its community of reference, but it is often called upon by the public with whom it interacts to collaborate, thus enabling a virtuous circle in which truly authentic strategies of engagement, aimed at establishing value and lasting relationships with the stakeholders, come into play. The last two decades of the 20th century, particularly in Anglo-Saxon countries, saw numerous attempts to implement management models in order to confer more substance to the Third Mission. This multitude of more or less virtuous cases have given rise to an international case study whose goal is the definition of best practices and, therefore, valid
criteria for measuring performance and impact on the territory. In Italy, the debate on the Third Mission is in full swing.
With regard to Italy, ANVUR, the National Agency for the Evaluation of the University System and Research, in its Public Announcement for The VQR 2004-2010, defined eight indicators of the Third Mission, most of them linked to financially valorising research, research contracts and subcontracted consulting, patents, spin-offs, participation in think-tanks and consortia with technological transfer purposes; other indicators referred to the enhancement of knowledge for the well-being of society, such as the management of archaeological sites, museum poles and other activities. An open category for “other activities of the Third Mission”, broad and indefinite, shows a conceptual confusion that yet has not been fully clarified. In fact, creating a single final indicator for the Third Mission proved to be problematic and opened a phase of discussion and elaboration in the agency that saw the establishment of a group of Experts of the Third Mission for the analysis of evaluation criteria, possible indicators and sources, and the organisation of several workshops on the state of the art of the Third Mission indicators. With the second research assessment, the 2011-2014 Research Quality Assessment (VQR 2011-2014) where better tools tested by ANVUR were in fact used, the results of the assessment showed significant differences between universities, in particular in terms of comparability. As a result, it became clear that further reflection was needed on the definition of the Third Mission and its measurement. More recently, the Third Mission Assessment Manual for Italian Universities was approved and published in 2015 by ANVUR, effectively making the Third Mission one of the assessment parameters of research quality, together with Life-Long Learning and Public Engagement. In fact, according to some Authors, the Third Mission system can therefore be segmented into three main ambit: innovation and technology transfer; permanent education; Public Engagement (Boffo et al., 2015). In the first area - innovation and technological transfer - research is transformed into knowledge useful for production purposes, using an entrepreneurial approach. Whereas in the other two ambitis of permanent education and social engagement, a logic of community service tends to prevail through cultural, social, educational or civil content contributions, capable of enhancing and multiplying the collective resources: an invisible revolution that scholars have long highlighted at an international level - the overcoming of the traditional academic self-exaltation thanks to an increased interdependence with the surroundings in a mutually advantageous exchange of diverse strategic resources. This change of perspective in Italy is also evident in the last evaluation of the research (VQR 2015-2019). The Third Mission appears strengthened in the ability to give relevance to the University Institution in its territory, confirming and expanding the parameters of evaluation. The evidence of this activity is given through the case studies which, presented in limited numbers by the department and/or institution, must be able to illustrate the social, economic and cultural dimension of the impact, the relevance with respect to the reference context, the added value for the beneficiaries, the contribution of the proposing structure. Following a standard scheme provided directly by Anvur, with this new method of
presenting the results, an attempt was made to limit the risk of a conceptual confusion represented by the summary that was required in previous assessments.
2.2 Public Engagement: its Foundation and Purpose
Unlike the other areas of the Third Mission, Public Engagement remains, above all in Italy, a pillar of the Third Mission still to be explored and consolidated. Much attention is being focused today on this subject in view of the progressive financial squeeze that has been plaguing the university system for years, driving them more and more towards a collaboration with the world of business and local authorities. And if society as a whole does not fully understand the value produced by Universities and does not share its objectives, it will be increasingly difficult to attract the resources necessary for research, knowledge and progress, either from the public sector or from the private sector. Many initiatives, especially at an international level, aimed at coordinating the dissemination of scientific research and at enhancing scientific studies and research were already widely implemented well before what is the current level of diffusion of public engagement. In October 2002, a short article in Science informed the scientific community about the term “Public Understanding of Science” (PUS), better known as the Bodmer.
Report dating back to 1985, was now obsolete and, to indicate the increasingly complex relationship between scientific research and society, it was necessary to introduce a more explicit terminology to render its re-conceptualization and emphasise the dimension of public involvement: the “Public Engagement with Science and Technology” (PEST). The PUS was based on the assumption that the public passively receive the knowledge produced by the scientific community. The translation of the results of their research into a language that everyone understood was entrusted to the mass communication channels who used a language that was mostly improper and sometimes trivial and had the opposite effect to what was intended thus to all effects increasing the gap between science and the general public. No longer a diffusion of scientific knowledge and research results only and exclusively from the top down, today the focus is on a dialogue between the scientific communities and society in order to make the social consequences of science more and more effective, efficient and understandable. The one-way communication process, which has always characterized the transfer of knowledge, has also begun to feed off this dialogue between equals and the participation of those who will subsequently be the users and/or beneficiaries of that knowledge, and therefore sets off the involvement process right from the initial definition of its research paths and shares the dissemination of the results.
There have been some important foreign initiatives in this regard. The National Co-ordination Centre for Public Engagement (NCCPE) was founded in 2008 in the United Kingdom to assist universities in improving the quality and effectiveness of their public engagement activities. It is probably the institution that more than any other has inspired the philosophy of current public engagement and has made it a working
priority for all those who carry out basic and applied research activities. The same body defines public engagement as “[…] the myriad of ways in which the activity and benefits of higher education and research can be shared with the public. Engagement is by definition a two-way process, involving interaction and listening, with the goal of generating mutual benefit” and identifies the following three macro categories of goals that Public Engagement must necessarily pursue. 1. Inspire, inform and educate the public and make the results of the university’s work more accessible. 2. Activate permanent listening to the public’s point of view, their concerns and any further knowledge they may require. 3. Work directly with the participation of the public to solve problems together and activate the mutual exchange of skills. The Carnegie Foundation in the United States has worked for years to increase the efficiency of public and private institutions, certifying universities as “community-engaged institutions” through a five-year survey of the extent of public engagement based on the documentation that the agencies involved spontaneously provide to the Foundation. The Carnegie Foundation uses the following definition of community engagement “the collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity” (The Carnegie Foundation for the Advancement of Teaching, 2013). In Italy, Anvur describes public engagement as a set of non-profit initiatives of educational, cultural, and societal value, as illustrated in its Handbook for the Evaluation of the Third Mission of 2015. It also shows that the activity and benefits of higher education and research can be conveyed and shared with the public in a variety of ways and adds a number of activities that can be considered fully part of Public Engagement (Anvur, 2015). Subsequently, due to the confusion that still remains on the subject and the very heterogeneous measurements that were made in the first VQRs, during the first Assembly of the APEnet (Italian Network of Universities and Research Bodies for Public Engagement) in March 2018, in collaboration with ANVUR, a review of the definition of Public Engagement was proposed that, as a result of the critical issues which emerged, further specified the types of activities and recipients of the same. As a result, public engagement can be described as a collection of activities coordinated institutionally by the University or its non-profit structures that have educational, cultural, or societal value and are directed at a non-specialist audience. It is evident in this first classification, that the institutional nature of the activities that are part of Public Engagement and the need to address a non-specialist public has been highlighted, but it also confirms the fact that the definition of what public engagement is exactly and how it is to be implemented still remains, in Italy and in most cases also abroad, an unfinished work that certainly needs further investigation.
2.3 Public Engagement in the perspective of management studies
Despite its immediate conceptual association, the study of public engagement has been addressed from different perspectives, revealing
the complexity of how its actions are to be identified and implemented to enable the participation of the Public. In the strictly managerial sphere, public engagement is linked to the need for greater stakeholder involvement in the activities and in choosing organizations. There are many contributions present in the literature that, through qualitative and quantitative methodological approaches, illustrate theoretical experiences, best practices and frameworks (Bandelli and Konijn, 2013; Borum et al., 2017; Bruning et al., 2006; Curtis, 2014; Domegan, 2008; Hart and Northmore, 2011; Kim, 2007; Watermeyer, 2012, 2016; Watermeyer and Lewis, 2018). Studies on the subject converge towards the search for a unique definition of the phenomenon and the dimensions of the construct (Hart and Northmore, 2011) but little has been said about the nature of Public Engagement, its determinants, or the context in which it is studied (Davies, 2013a, 2013b; Hart and Northmore, 2011; Watermeyer and Lewis, 2018).
Being able to observe Public Engagement in action at a university represents a great opportunity not only because of the great changes that are affecting the academic world but also because it allows us to circumscribe the phenomenon within well-defined boundaries. It is dealt with from three different perspectives: in relation to the context; in terms of the efficiency of its activities; and, finally, in relation to its usefulness for those who implement it and for those who benefit from it.
Preliminary studies on Public Engagement date back to 2004 in the ambit of Public Management and Communication and to 2006 for the Marketing area. But it has been the last five years that have shown a significant quantitative increase in the number of articles published in all thematic areas, demonstrating the growing interest in the subject. In particular, previous research has shown that University Public Engagement can be found mostly in the Communication Area, only partly in the Area of Public Management and residually in the Marketing Area (Marino and Lo Presti, 2018; Lo Presti and Marino, 2019). One of the most important studies (Hart and Northmore, 2011) identified the dimensions of public engagement, each of which can be identified as an objective for a specific target, both at the level of potential users and at the level of individuals directly involved in the organization, laying the groundwork for the definition of a theoretical framework of reference (Tab. 1).
It is evident that public engagement can be understood as an articulated construct that involves interaction and bidirectional exchange between two parties in order to co-create knowledge. In understanding the ultimate goal of public engagement, it is important to focus more and more on resources and intangible relationships (Vargo and Lush, 2004). In this way, value can be created through interaction that allows a co-creation process. Once again it is Vargo and Lush who introduce the interpretative scheme of the Service-Dominant Logic which is based on the assumption that organizations are interested in the exchange of services, that is, “the application of skills by one entity for the benefit of another” (Vargo and Lush, 2008). This, in practice, implies the recognition of the fact that the value of the service is generated collaboratively through a network of one’s own resources that, once made available and integrated with each other, contribute to the cocreation of value. The service ecosystem construct, adopted in the Service-Dominant Logic (S-D Logic), underlined the awareness of the opportunities arising from adequate resource management through the integration of economic, social and political actors and fostered the foundation of the concept of service ecosystem (Vargo and Lusch, 2016). Even though there is agreement in the literature on the dimensions of public engagement and its objectives, there is still much debate regarding the different perspectives used for its definition and how it is to be implemented. Some authors see public engagement as a series of activities aimed at bringing the general public closer to science, stimulating informal debate and dialogue, for example students and teachers doing voluntary work.
**Tab. 1: Subjects involved and beneficiaries for each dimension of university public engagement**
| N. | Dimension | Meaning | Subjects involved | Beneficiary subjects |
|----|----------------------------------|------------------------------------------------------------------------|--------------------------------------------------------|-------------------------------|
| 1 | Public access to facilities | Access to university structures: libraries, gyms; open-air spaces; multi-media rooms etc. | Citizens; Students (current and prospective students); parents; Non-profit organizations | Students; citizens |
| 2 | Public access to knowledge | Access and sharing of the results of the scientific research produced inside the university or in collaboration with the territory | Students, Enterprises; citizens; associations | University |
| 3 | Student engagement | Student involvement through voluntary activities or through collaboration with research | Students (current and prospective students) | Civil society |
| 4 | Faculty engagement | Involvement of the teaching staff in socially committed activities through voluntary activities or through the research for solutions to social problems | Academic staff; citizens | Civil society; territory |
| 5 | Widening participation | Activities for the constitution of partnerships with the territory | University | Students, citizens |
| 6 | Encouraging economic regeneration| Technology transfer or industry consulting activities | University | Firms and Institutions |
| 7 | Institutional relationships and partnership building | Activities aimed at the inclusion of subjects of discrimination by sex, race or physical condition | University | Public Institutions; Associations |
Source: our adaptation from Marino and Lo Presti (2019)
It therefore refers to a series of initiatives that Universities can put into place to achieve the objectives of Public Engagement. As an example, we have open labs, live science, open days, live demonstrations, meetings to explain scientific research. Such activities are usually aimed at a wide and undifferentiated audience of individuals, schools, parents and pupils,
businesses and the whole community who could be interested in an active participation in the event organized by the University.
From a more nuanced perspective, public engagement refers to a process of individual and collective problem solving on aspects related to scientific research whose main characteristic lies precisely in the involvement of stakeholders during the decision-making process. And it is precisely this involvement that stimulates innovation and the search for useful solutions (Bandelli and Konijn, 2013; Boland, 2014; Capurro et al., 2015; Kim, 2007; Krabbenborg and Mulder, 2015; Watermeyer, 2016). This type of interpretative perspective focuses on the connector, that is, on the relational node capable of establishing a conjunction between the parties involved, thus making Public Engagement a process that will ensure the realization of a stable stakeholder participation. The stronger and more stable the connection, the more significant the benefits that are produced for the network of actors. Today public engagement is still considered by some authors to be a strategy or method orientated to making science available to the general public but also to bringing about social changes and a stronger and fairer democracy (Bruning, et al., 2006; Curtis, 2014; Domegan, 2008 Fall, 2006; Hinchliffe, 2014; Miller et al., 2009; Tang et al., 2013; Tosse, 2013; Ward et al., 2008). It is a knowledge-production strategy that strengthens the university’s social role from an economic, social, and cultural standpoint (Davies, 2013a; Ostrander, 2004; Stephenson, 2011; Wilkinson et al., 2011).
Other studies see public engagement as a new way for universities to interact with their partners. In this situation, the University’s public engagement encourages a sense of citizenship and social conscience and brings the community closer to the academic world of universities, traditionally perceived as very distant from society. In this new vision, the term “public engagement” is often used to describe the scope of corporate social responsibility (CSR) (Boland, 2014). However, in order to connect with stakeholders, this modern vision necessitates institutional transformation, new curriculum frameworks, new capabilities, and a shift in conventional organizational models (Chilvers, 2013; Denson and Bowman, 2013; Kimmel et al., 2012; Persell and Wenglinsky, 2004; Retzbach and Maier, 2015; Stephenson, 2011). Finally, there are studies that see public engagement as a communication tool (Chilvers, 2013; Poliakoff and Webb, 2007). Encouraging dialogue, discussion, participation and enabling the dissemination of scientific knowledge beyond the academic walls, are strategic objectives of the universities and are more easily achieved through a kind of communication orientated specifically towards these purposes. Today, in order to set up new training proposals, to better focus on research and to increase the number of social actors involved, it is essential to focus on all the activities of the University as any loss of attention on the part of the public concerned would result in an immediate loss of efficiency and effectiveness of the services offered. The focus on technology and innovation of communication styles and tools and the need to be attractive to students, teachers and social partners, with the adoption of marketing strategies, advertising, guidance and fundraising, are issues that in the past hardly ever emerged publicly in the context of
higher education, but today they have become necessary as the demand for university education and, consequently, its structures (Morcellini, 2005) increases. University communication today plays a strategic role as a tool in raising awareness in the general public of the role that the University plays in society today and its performance in every field of competence, especially in these times of identity crisis.
The literature also questions the results of public engagement in universities. One of the most important objectives is related to the dissemination of information related to the university world, increasing public awareness on all the scientific issues while maintaining a high interest, particularly in young people, for all the different scientific fields (Davies, 2013a; Curtis, 2014; Schoerning, 2018; Watermeyer, 2016; Wilkinson et al., 2011; Winter, 2004). This can also lead to an improvement in the image, reputation and identity of university institutions in the community (Ward et al., 2008; Watermeyer, 2016). It also improves the quality of learning as it is based on the actual needs of the community and helps to support businesses in their challenges by finding new opportunities in an ever-changing environment. The benefits of public engagement in terms of perceived quality are also evident in the collaboration between universities and communities to drive social and institutional change towards a more just society (Boland, 2014; Kimmel et al., 2012; Ostranger, 2004; Stephenson, 2011; Kimmel et al., 2012; Krabbenborg and Mulder, 2015). Public engagement also helps to build a deep synergy between academia and society in value co-creation processes, through the construction of learning action networks (LANs) that connect people through information and ideas (Dickerson-Lange et al., 2016; Hincliffie et al., 2014; Kimmel et al., 2012; Stephenson, 2011; Watermeyer, 2012). But public engagement also stimulates emotional and experiential aspects and raises one’s level of personal satisfaction and enjoyment. In fact, science poles and museums serve as facilitators of public-scientist conversation and provide a valuable place for disseminating scientific content to the general public (Bandelli and Konijn, 2013; Chilvers, 2013; Denson and Bowman, 2013; Goldner and Golan, 2018; Miller et al., 2009; Wilkinson et al., 2011). Finally, public engagement, through the new online communication tools, facilitates the interaction between researchers, scientists and stakeholders, thus increasing accessibility, in particular for businesses, to the knowledge produced by scientists (Bandelli and Konijn, 2013; Chilvers, 2013; Denson and Bowman, 2013; Goldner and Golan, 2018; Miller et al., 2009; Wilkinson et al., 2011). The use of tools like websites and social networks, contributes to giving a greater impetus to public engagement and above all gives visibility to the multiple activities that fuel it.
3. Methodology
3.1 The sample
To assess the potential of the phenomenon of public engagement in countries like Italy that have only recently started to develop knowledge and sensitivity towards this phenomenon, we analysed the websites of
50 universities from a list of 98 universities (both public and private) present on the Italian territory and published on the ISTAT website for university institutions (www.istat.miur.it). A study of the content of universities’ official websites was used to examine the online university public engagement using an evaluation grid already validated in the literature (Marino and Lo Presti, 2018; 2019) for the analysis of online public engagement in British and American universities. Furthermore, our research was based on the theoretical framework proposed by Hart and Northmore (2011) who define university public engagement as a 7-dimensional construct. Each dimension of public engagement was then operationalized for a total of 23 items (Marino and Lo Presti, 2017).
3.2 Website analysis and inter-rater reliability
In order to analyse the 50 university websites, a content analysis was adopted with a methodology consolidated in the literature in the context of university public engagement (Marino and Lo Presti 2018; 2019) and in the context of management (e.g. Schmidt et al., 2008). Content analysis permits us to analyse the phenomena that are still in an exploratory phase. According to Woodside et al. (2011), the richness of content and ease of use are two factors that contribute to the overall quality of a website. Exploring the content on websites and applying statistical methods to measure its effectiveness permits us to understand which are the most critical aspects and which ones need improvement. Furthermore, a content analysis of the websites explores the content while taking into account its presentation and its communicative effectiveness (Wan, 2002; Polillo, 2005; Gordon and Berhow, 2009; Polillo, 2013; Marino and Lo Presti, 2017). To evaluate each website, the evaluation grid was divided into two sections: the first section explores the presence or absence of public engagement and/or the Third Mission on its homepage; whereas the second section explores the quality of the communication, accessibility and the navigability of the information for each dimension of public engagement within the website (Marino and Lo Presti, 2017).
To carry out this task, three evaluators, experts on public engagement issues, assessed each aspect connected to each dimension of public engagement on a 5-point Likert scale (from 1 = definitely not visible to 5 = definitely visible) (Marino and Lo Presti, 2018; 2019). Before the assessment, the evaluators were “instructed” on how to compile the evaluation forms. In the presence of the authors of this paper, a pilot test was conducted in order to reduce the margins of error. Since the biggest limit of content analysis is subjectivity during the evaluation process, the coefficient of concordance was calculated, using Kendall’s W test for each dimension. This coefficient ranges from 0 (absence of concordance) to 1 (maximum concordance).
The concordance test revealed a wide agreement between the evaluators \((W = 0.50 \ p = <0.01\) for public access to knowledge; \(W = 0.60 \ p = <0.01\) for widening participation; \(W = 0.62 \ p = <0.01\) for public access to facilities; \(W = 0.52 \ p = <0.01\) for “encouraging economic regeneration” dimension and finally, \(W = 0.66 \ p = <0.01\) for the “institutional relationship and partnership
building’ dimension; $W = 0.55 \ p = <0.01$ for student engagement) and a discreet concordance for the faculty engagement dimension ($W = 0.40 \ p = <0.01$).
3.3 Reliability analysis and Exploratory Factor Analysis
For each dimension of university public engagement, the Item to Total Correlation (ITC) and Cronbach’s Alpha were used to perform a reliability analysis (Table 3). This analysis led to the elimination of the faculty engagement dimension, made up of three items, which do not seem to adequately represent the dimension (Cronbach’s Alpha <.65). The reliability analysis also made it possible to remove three other items that resulted from the analysis with Item to Total Correlation <.40 (Public engagement office within the Institutional partnership dimension; public databases and research involvement belonging to the Public knowledge dimension). At the end of this step, each dimension has a Cronbach Alpha > .65 and an ITC > .40 and the public engagement scale is composed of 17 items (Table 3). The overall Cronbach’s Alpha of the scale is .887 and an ITC > .415.
An exploratory factorial analysis was conducted on the assessment of the 17 items in order to detect the approaches to public engagement adopted by Italian universities on their official websites. In fact, Italian universities can also be distinguished by a different approach to public engagement that could well be connoted to the mission that the university institution has set itself to achieve. Furthermore, resources and skills in this sense are strategic to identify which “approach” could be more suitable in relation to the “university vocation” and how much of these must be strengthened in order to make this attitude manifest (Marino and Lo Presti, 2019).
4. Results
4.1 Descriptive analysis
The analysis of university public engagement through their official websites was conducted on the top 50 universities from a list that includes all Italian universities accredited by MIUR (51% of 98 universities). As can be seen in table 2, the analyses include the universities of Northern and Central Italy. Almost all the universities in the north-west and all those in the north-east of Italy were analysed. The analysis only partially includes the universities of Central and Southern Italy.
Of the 50 universities analysed, it was found that 28 universities presented a section dedicated to the Third Mission. 23 of these universities entered a reference to the Third Mission directly on the homepage accessible from the navigation bar. While only 24 universities report a section dedicated to Public engagement and, in 7 cases, this section can be reached from the homepage. While if we observe each single dimension of public engagement, the exploratory analysis of the websites gives a fairly homogeneous picture in terms of communication of the dimensions of
public engagement (table 3). The construct is averagely communicated on university websites (mean = 3.21).
In some Italian universities this index is above average (> 4.0) for all dimensions (e.g. University of Turin, University of Bergamo and University of Parma) except for faculty engagement which results the least communicated dimension among all the dimensions analysed. As can be seen from table 3, as a whole, the dimensions of public engagement that have greater online visibility are those dealing with access to university structures for non-academic publics (citizens, institutions, associations, companies), access to scientific knowledge and access to study that respects diversity. This concept of “access” is manifested not only through the possibility of entering university structures to participate in public conferences or science fairs, but must also be understood as facilitated “access” to scientific knowledge and greater participation in academic research results. Unlike the international context, the dimension of student engagement is poorly valorised (mean = 2.70) (Marino and Lo Presti, 2018).
**Tab. 2: University sample for geographical area**
| Region | University sample | Italian Universities |
|-------------------------|-------------------|----------------------|
| Piemonte | 4 | 4 |
| Lombardia | 14 | 15 |
| Liguria | 1 | 1 |
| Valle d’Aosta | 1 | 1 |
| Nord ovest | 20 | 21 |
| Emilia-Romagna | 4 | 4 |
| Friuli Venezia Giulia | 3 | 3 |
| Trentino Alto Adige | 2 | 2 |
| Veneto | 4 | 4 |
| Nord est | 13 | 13 |
| Lazio | 2 | 19 |
| Marche | 4 | 4 |
| Toscana | 7 | 8 |
| Umbria | 2 | 2 |
| Centro | 15 | 33 |
| Abruzzo | 1 | 5 |
| Basilicata | 0 | 1 |
| Calabria | 0 | 4 |
| Campania | 0 | 9 |
| Molise | 0 | 1 |
| Puglia | 1 | 5 |
| Sud | 2 | 25 |
| Sardegna | 0 | 2 |
| Sicilia | 0 | 4 |
| Isole | 0 | 6 |
| **Total** | **50** | **98** |
Source: our elaboration
In particular, the activities that promote student volunteer work or those that see the joint participation of students, teachers and communities in view of a common benefit for all, are on the whole not well developed. The “Institutional partnership” dimension also reports lower average values (mean = 2.65) than the public engagement index (mean=3.21) (calculated as Lo Presti and Marino, 2019), despite the fact that universities have shown themselves to be active in exploiting the possibility of enhancing visibility for web pages dedicated to the promotion of the university’s territory and the beauty of its landscape.
**Tab. 3: Item Total Statistics**
| N. | Dimension | N. of Items | Mean | Min. | Max | Variance | Alpha di Cronbach |
|----|-----------------------------------|-------------|------|------|-----|----------|------------------|
| 1 | Public access to facilities | 4 | 3.57 | 3.22 | 4.28| .23 | .67 |
| 2 | Public access to knowledge | 2 | 3.83 | 3.50 | 4.16| .21 | .65* |
| 3 | Student engagement | 4 | 2.70 | 2.18 | 3.76| .52 | .70 |
| 4 | Faculty engagement | 3 | 2.02 | 1.06 | 2.74| .75 | .27** |
| 5 | Widening participation | 2 | 3.55 | 3.32 | 3.78| .10 | .89 |
| 6 | Encouraging economic regeneration | 3 | 3.18 | 2.70 | 3.46| .17 | .82 |
| 7 | Institutional partnership | 2 | 2.65 | 2.10 | 3.20| .60 | .66* |
| | Public engagement index | 17 | 3.21 | 2.10 | 4.28| .42 | .88 |
Note: * Cronbach’s alpha is calculated missing the items with the ITC <.40; **the dimension of Faculty engagement has a Cronbach’s Alpha <.65 for this reason therefore it was not taken into account for exploratory factorial analysis.
Source: our elaboration
**4.2 Digital engagement approaches to online public engagement**
Both the KMO index for the measurement of sample suitability equal to 0.728 (> of 0.50) and Bartlett’s sphericity test (<0.001 df = 136) confirm that the implementation of the factorial analysis was sufficient (Lattin et al., 2003). The Cronbach’s α (coefficient of reliability), for the single factors is acceptable (1st factor: 0.86; 2nd factor: 0.73; 3rd factor: 0.82; 4th factor: 0.73). All of the variables have a commonality of at least 0.50, indicating that the study was effective in producing a four-factor structure (Table 4).
The exploratory factorial analysis generated 4 dimensions of online public engagement. Compared to the American or English context (Marino and Lo Presti, 2018), Italian universities give much more space to “social engagement” such that it is possible to identify another approach to university public engagement that could fall into the “cultural engagement” category. Most likely this is related to the Italian culture which boasts a historical past of great value and which can then be found in its web communication.
As for the other dimensions, we can confirm a certain affinity with the other dimensions that emerged from the research of Marino and Lo Presti (2018) on British and American universities. In particular, the “research engagement approach” dimension is confirmed, which corresponds to
the “encouraging economic regeneration” dimension identified by Hart and Nortmore (2011) and which seems to be communicated quite well at Italian universities. Furthermore, while in American universities there is an office for public engagement in Italy this is not yet the case.
**Tab. 4: Engagement approaches to online public engagement in the Italian sample**
| | Items | Widening engagement | Cultural engagement | Research engagement | Social Engagement |
|---|-----------------------------------------------------------------------|---------------------|---------------------|---------------------|------------------|
| 5.b | Strategy in favor of the public to encourage the access of students with disabilities | .976 | | | |
| 5.a | Financial assistance, peer-mentoring, etc. to improve recruitment and the success rate of students from non-conventional backgrounds | .940 | | | |
| 1.d | Public access to the sports facilities and to summer sports schools | .718 | | | |
| 3.a | Students doing voluntary work | .632 | | | |
| 4.a | Activities organized by the students, e.g. art, environment, etc. | .591 | | | |
| 1.c | Sharing structures, e.g. museums, art galleries and entertainment organized by the university | .798 | | | |
| 7.b | Web site with pages dedicated to location or city | | .752 | | |
| 7.c | Conferences with public access to discuss social questions, e.g. ceremonies, awards, shows | | .680 | | |
| 1.a | Access to the university libraries | | .573 | | |
| 6.a | Collaboration with research and technological transfer | | | .905 | |
| 6.c | Consultancy services for enterprises that produce and exchange goods and services of social utility (e.g. Social enterprises) | | | .834 | |
| 6.b | Initiatives for technological development (e.g. that brings together staff, students and members of the community to plan, and develop technology for people with disabilities) | | | .743 | |
| 2.a | Access to pre-established study programs | | | | .871 |
| 1.b | Access to university spaces, e.g. for conferences, meetings, events, accommodation, gardens, walking tours, discovery programs, campus tours, etc. | | .476 | | .626 |
| 2.b | Public involvement in events, science fairs, science shops, etc | | | | .623 |
| 3.b | On-site learning, e.g. traineeships, collaboration in research projects, etc. | | | | .415 |
| 3.c | Curriculum engagement | | | | .338 |
| | Eigenvalue | 6.246 | 1.709 | 1.579 | 1.229 |
| | Percent of variance | 36.743 | 10.054 | 9.288 | 7.228 |
| | Cumulative percent of variance | 36.743 | 46.797 | 56.085 | 63.314 |
Note: Extraction Method: Principal Component Analysis. Rotation Method: Promax with Kaiser Normalization. Loading under 0.35 are not shown. The items were taken from the study conducted by Marino and Lo Presti (2018)
Source: our elaboration
Therefore, the factorial analysis allows us to recover the dimensions of online public engagement attributable to different approaches, that is to say methods of implementation of public engagement capable of putting in place actions aimed at involving the main players in the area:
- **Widening engagement** - this dimension is made up of items that involve students in research activities, volunteer work, also with financial assistance, and activities that encourage access for students with disabilities.
- **Cultural engagement** - this dimension includes all those activities that connect the university to local resources or that connect university resources to different non-academic publics (institutions, citizens and relatives). In this dimension, reference is made to the importance of culture which, especially in Italy, is connected to art and tourism. The university has a central role in these aspects and cultural engagement is a catalyst and the privileged conduit for cultural and educational activities.
- **Research engagement** - this dimension, on the other hand, includes all those activities related to technology transfer, consultancy activities, and activities aimed at involving the diversified publics in technological development.
- **Social engagement** - in this dimension we can find all those activities that directly involve universities with the territory. This involvement concerns opening the university to the outside community, through conferences for scientific dissemination and developing collaboration to finalize research towards applications useful to the real needs of the public. In this case, the university makes its skills and academic programs available to a wider audience in the form of applied knowledge.
5. Discussion and conclusion
This research shows that online university public engagement is a complex construct that can take on different facets depending on the country. In fact, while on the one hand the research confirms that the dimensions of online public engagement are those connected to the social dimension, to research and to its willingness to open university boundaries towards collaboration with other non-academic stakeholders, on the other hand this research identifies a new dimension connected to culture and to the dissemination of scientific knowledge through museum events and structures and access to libraries, which seems to be a distinctive feature of Italy as a country and another important manifestation of university public engagement. This result enriches current research on university public engagement and demonstrates the complexity of the construct which, to date, is struggling to be applied in its entirety despite the recognition of its importance. This paper tries to fill the gap of literature by providing a comprehensive study that investigates the nature of public engagement and its determinants by means of Italian context that it is not been fully investigated through digital communication.
At the same time, this research tries to demonstrate that public engagement, precisely by virtue of its complexity, is capable of demonstrating the social and community nature of the university also through its core product: culture. Indeed, the presence of a new dimension that communicates culture-orientated university public engagement seems to be a prerogative of the Italian university. This new perspective fits well both with the mission of public engagement and with the concept of culture itself (William, 1958). Hess *et al.*, (2007) talk about a model for cultural engagement resulting from the interaction and participation between multiple actors (academic and otherwise) in order to create effective cultural growth: “The CMCE (Conceptual Model for Cultural Engagement [ours]) develops long-term interactive relationships between faculty, students, and communities from an asset-based perspective […]. Individuals in this relationship are active participants in the process of growing toward cultural effectiveness” (Hess *et al.*, 2007, p. 34). Doyle (2010) also highlighted the social role of the university, especially with reference to the value of cultural engagement as an engine that activates university efforts. In fact, if we consider the definition of “culture” as provided by the principle scholars of the topic (e.g. William, 1958), the dual role of the university as a social promoter and cultural promoter clearly emerges. The former has to do with the norms and the values that form a society and through which the university expresses itself; the latter, on the other hand, is aimed more at enriching the quality of life. In Italian universities there is a wide variety of activities that involve both the university and other players in the area: civil society, companies, institutions and associations. In this sense, the university plays a decisive role in influencing the culture of a territory in terms of increasing cultural and social capital. This research shows that universities are not to be seen only as an allied service industry in which the knowledge of other territorial actors converge (Doyle, 2010), but also the place where the “sense of culture” is cultivated as an art through participatory and free learning in which processes of discovery and creative effort are activated (William, 1958). The rediscovery of this important role of the university enriches the very concept of public engagement. This means that academic research should commit to studying public engagement in a cross-cultural perspective in order to highlight the facets of the construct.
In this sense, the concept of cultural engagement also refers to the university’s ability to use service-learning courses to assist students in developing cultural competence (Hess *et al.*, 2007). As a result, universities must foster reciprocal relationships among faculty, community partners, and higher education students in order to activate participation in culturally engaged learning (Hess *et al.*, 2007).
The research results show the absence of faculty engagement in the sample of the universities analysed. This important result should lead to some reflections on the importance of faculty engagement as another important dimension of the university’s ability to be for and with its territory. This also leads us to imagine an opportunity to structure and plan activities that can adequately develop and communicate this dimension. Although this paper analyzes online communication strategies that do not
always coincide with the public engagement policies actually adopted by the universities, the indicators used are to be considered valid proxies of the real public engagement activities carried out by universities and therefore these indicators can provide useful information to help universities to fill the information gap on websites. This research investigates only a sample of Italian universities and therefore the results cannot be extended to the entire population. Moreover, this research carries out an analysis of online public engagement strategies at the University level, but future research developments could focus on investigating public engagement at the Departmental level. Despite this, the research investigates a country that has not yet been fully explored in the literature on the subject, particularly with reference to public engagement as a 7-dimensional construct.
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**Academic or professional position and contacts**
**Letizia Lo Presti**
Assistant Professor of Management
University of Rome Unitelma Sapienza - Italy
e-mail: email@example.com
**Giulio Maggiore**
Associate Professor of Management
University of Rome Unitelma Sapienza - Italy
e-mail: firstname.lastname@example.org
**Vittoria Marino**
Full Professor of Management
University of Sannio - Italy
e-mail: email@example.com
Value co-creation in University-Industry collaboration. An exploratory analysis in digital research projects
Francesco Polese - Maria Vincenza Ciasullo
Raffaella Montera
Abstract
**Purpose of the paper:** The paper aims to investigate how academic and business actors co-create value when collaborating in digital research projects.
**Methodology:** Qualitative research was conducted according to a social constructionism approach. Thirty participants comprising Italian university researchers and industry practitioners took part in three focus groups.
**Findings:** The interplay among resources, interactions, and outcomes was analysed across individual, organisational, and institutional layers to provide a comprehensive understanding of the value co-creation process between university and industry. Some barriers to the co-creation of value also emerged.
**Research limitations:** The study had some limitations related to the generalisability of the research results. These limitations nonetheless represent potential avenues for future research.
**Practical implications:** The study contributes practically to the debate on value co-creation between university and industry in the context of digitalisation, highlighting some actions aimed at developing successful research collaborations and facilitating the transfer of knowledge between scientific and economic actors.
**Originality of the paper:** The entire value co-creation process was examined, as well as both sides of university-industry (U-I) collaboration, which were considered simultaneously. A conceptual framework consisting of building blocks and contextual layers is proposed drawing on the service-dominant (S-D) logic perspective.
*Key words:* university-industry collaboration; value co-creation; S-D logic; R&D projects; digital platforms; focus group
1. Introduction
In a knowledge-based economy, University-Industry (U-I) collaboration has received significant attention from policymakers, practitioners, and scholars (Chryssou, 2020). These actors have emphasised the importance of knowledge transfer and commercialisation of academic research and have actively debated the evolution of the university’s traditional mission (teaching and research) (Etzkowitz, 2016). In this vein, the exchange of knowledge by companies and universities under the circumstances of global competition, economic instability, and rapid technological advancements is recognised to play an increasingly vital role both in the
enhancement of their competitive advantage and in innovation and socio-economic development of national economies (Saad and Zawdie, 2011; Hemmert et al., 2014).
Despite the growing interest in this topic, the state of knowledge remains quite fragmented and uncertain (Galán-Muros and Plewa, 2016). To begin, previous studies have not contributed to an explicit and specific conceptualisation of U-I collaboration in terms of what it is and what it involves, hindering its proper definition and management (Perkmann et al., 2013). Moreover, the literature has mainly investigated university-business relations based on valorisation activities, emphasising patents and licenses. Conversely, potential forms of cooperation involving critical domains of higher education institutions, like research, are poorly explored (Kitagawa and Lightowler, 2013). In addition, prior works were often limited to the outcomes of U-I collaboration without considering the factors that affect them from a holistic perspective (Ha and Kwon, 2016). The adoption of a limited analysis perspective is also confirmed by both the scarce exploration of interaction channels used to collaborate and the unbalanced focus on the academic side of U-I collaboration (Franco et al., 2015).
Drawing on these gaps, the paper aims to shed light on the variety of contextual elements, dynamics, mechanisms, practices, and resultant outcomes that frame knowledge exchanges between university and industry in the context of digital research projects. In this direction, U-I collaboration can be conceptualised as a collaborative innovation process in which the knowledge contributed by partners is able to create new and mutual value. Perspectives on co-creation in the U-I literature are limited, even though such perspectives can contribute to enhancing U-I collaborations. Toward this end, we provide a conceptual understanding and empirical evidence of U-I collaboration by building on the service-dominant (S-D) logic’s notion of value as created through active and multi-actor interactions and via the integration of resources to define and deliver mutually valued outcomes (Prahalad and Ramaswamy, 2004; Perks et al., 2012; Ramaswamy and Ozcan, 2014). According to this interpretative lens, the following research question was posed:
RQ: How do university and industry co-create value when collaborating in digital research projects?
To address the purpose of the paper, the interplay among resources, interactions, and outcomes that shapes the contextual elements affecting the value co-creation process was investigated. Focus group interviews were conducted with Italian industry practitioners and university researchers in the context of digital research projects, upon which a deep empirical analysis was performed. In doing so, we contribute to an in-depth understanding of U-I collaboration in two ways. First, our study complements previous research by broadening the research focus to the entire value co-creation process as well as to both sides of U-I collaboration, thereby accomplishing a comprehensive analysis of the phenomenon. Second, the insights gained from the investigation are relevant from a concrete point of view in terms of practical actions for developing successful research collaborations and facilitating the transfer of knowledge between economic and scientific actors.
The remainder of the paper is structured as follows. The theoretical background on U-I collaboration and the value co-creation process is established in the second section, in which a conceptual framework is proposed drawing on the relevant literature. A description of the research method follows. Findings related to how university and industry co-create value when collaborating in digital research projects are then discussed. Finally, theoretical and managerial implications, as well as directions for future research, are outlined.
2. Theoretical background
2.1 U-I collaboration
U-I interactions are commonly considered as ‘a method of social cooperation, or a voluntary effort made by industrial entities and educational and research institutions to solve problems or issues of common interest cooperatively’ (Ha and Kwon, 2016, p. 2). The paper approaches U-I collaboration in the broad sense of any kind of formal or informal cooperative agreement initiated voluntarily for achieving common goals with a strong emphasis on the joint creation of value for mutual benefit.
U-I interactions include different cooperative activities, all of which are associated with one of the key missions of university (i.e., education, research and valorization). Regarding research activities studied herein, universities provide specific expertise or research results to businesses in return for money or practical experience for academics. Specifically, the temporary movement of teaching staff and researchers from universities to businesses, as well as that of employees, managers, and researchers from businesses to universities, represent relevant U-I research activities. These activities also comprise joint R&D activities, contract research, R&D consulting, cooperation in innovation, joint publications with firm scientists/researchers, joint supervision of theses (bachelor’s, master’s, PhD), or research projects conducted in cooperation with businesses (Cohen et al., 2002; Galán-Muros and Plewa, 2016).
We focus on the specific case of R&D projects in the digital arena as a promising area for U-I collaboration for at least two reasons. First, the interdisciplinary nature of digital research allows for the development of partnerships that transcend established subjects and can refer to multiple fields of inquiry (Bharadwaj et al., 2013). Second, digital research goes beyond the traditional role of the university as a provider of knowledge and that of industry as a provider of funding and materials as both entities are enabled to transfer knowledge that supports innovation (Bozeman et al., 2013).
2.2 Value co-creation dynamics between U-I
To explore value co-creation in digital R&D projects, the S-D logic was embraced. According to this interpretative lens, value co-creation is a complex process of resource integration activities that takes place in many interactions within and among multiple actors rather than in dyadic
relationships (Vargo and Lusch, 2016). In particular, resource integration occurs when actors’ resources are combined for mutual benefit according to their expectations, needs, and capacities, especially skills and knowledge (Gummesson and Mele, 2010).
The following sub-sections describe the building blocks and contextual layers of the value co-creation process between U-I (Fig. 1).
2.2.1 Building blocks of the value co-creation process
University and business are equipped with similar or different resources classified as tangible and static (operand resources) or processional and dynamic (operant resources) (Edvardsson et al., 2011; Vargo and Lusch, 2011). In R&D collaboration, in particular, key resources are operant, such as human capital, which consists of knowledge, competences, capabilities, skills, experience, and relationships shared by actors, although operand resources, such as materials and funding, can also contribute to project execution (Bozeman et al., 2013; Perkmann et al., 2013).
In U-I interactions, actors exchange resources and integrate them in the context of their reality (Prahalad and Ramaswamy, 2004; Vargo and Lusch, 2008) by means of platforms. In this regard, U-I interaction depends on the collaboration formats established. There is a wide range of formats (e.g., simple, ad-hoc exchanges of advice, formal interactions) that are different in size (i.e., number of people involved) and scope, but their aim to produce knowledge is their common trait (Perkmann et al., 2013; Bozeman et al., 2013). U-I interactions can be facilitated by physical and virtual platforms conceptualised as a series of touch points that let actors connect with each other to share information, transfer knowledge, enhance engagement, monitor the incremental progress of the project, and measure collaboration success. In other words, platforms help to develop multi-actor relationships that contribute to overcoming barriers in U-I collaboration related to differences between actors in terms of motivations, internal bureaucracy, languages, time horizons, and daily activities (Siegel et al., 2003; Bruneel et al., 2010; Muscio and Pozzali, 2012). In practice, it happens that university fails to effectively communicate research results to industry, while business representatives fail to recognise the importance of research outputs. Thus, platforms act as a bridge between academic and industrial actors in order to make interactions happen. In any event, actors’ cognitive alignment on project aims is a fundamental prerequisite for valuable U-I collaboration, despite the intermediary role of platforms.
University and business engage in resource exchange and integration to achieve a specific outcome from value co-creation in digital R&D projects. On the one hand, the demonstration of the impact of academic research and the identification of alternative funding sources to undertake research represent the most urgent benefits sought by university (Du et al., 2014). On the other hand, industry is motivated by the prospect of having access to leading-edge research, which is essential for improving its competitive advantage (Lambert and Enz, 2012).
2.2.2 Contextual layers of the value co-creation process
Context, as a set of actors and the mutual links between them (Chandel and Vargo, 2011), surrounds and affects the building blocks of the value co-creation process within U-I collaborations.
Focusing on research projects, context comprises individual collaborators at the individual layer, collaborators’ organisational home at the organisational layer, and policy and market at the institutional layer (Bozeman et al., 2013). With regard to the individual layer, collaborators play simultaneous roles ranging from resource integrators and boundary spanners among projects, organisational homes, and wider industry or academic settings (Corsaro et al., 2012). Collaborators’ involvement in R&D projects and their collaborative behavior depend not only on previous interactions with the actors and experiences with projects but also on expectations created by the organisational home’s norms and values (Edvardsson et al., 2011).
Regarding the organisational layer, university acts as a knowledge broker between companies relying on established mechanisms to transmit a wide knowledge base (Agrawal and Henderson, 2002; Henard and McFadyen, 2006). Conversely, the knowledge base of industry is limited to the markets served, and thus companies are reluctant to share it with other players (Un et al., 2010; Du et al., 2014). These different academic and managerial logics can trigger conflicting pressures between actors, so a successful collaboration risks being compromised (Edmondson et al., 2012).
With regard to the institutional layer, scientific and business actors’ efforts invested in a research project are influenced by national policies and attitudes toward innovation in terms of funding allocation, level, and rate of innovation (Janssen et al., 2004; Perkmann et al., 2013). Societal
values also affect the focus of projects and the selection of actors (Ngugi et al., 2010).
3. Method
To understand how university and industry co-create value when collaborating in digital research projects, qualitative research was conducted that adopted a social constructionism approach. This was deemed appropriate for two reasons. First, social constructionism emphasises that knowledge is constructed through interactions between actors within a social situation (Bauersfeld, 1995; Denzin and Lincoln, 2012). Second, the approach provides in-depth insights missing from other studies on this topic (Un et al., 2010; Du et al., 2014).
3.1 Data collection
Data were collected through focus groups aimed at generating critical information on each individual through the interaction of group members (Frisina, 2010). In this sense, focus groups foster interactional dynamics suitable for a social constructionism-based reading (Potter, 1996).
The focus groups involved 30 participants from a heterogeneous set of Italian professionals identified through LinkedIn profiles. In particular, diverse participants belonging to both university and industry contexts were selected. From the university side, we contacted technology transfer professionals and academics at various career levels from established and new, public and private, traditional and telematics universities. From the industry side, entrepreneurs and managers from public/private organisations were identified. All participants were experts with at least five years of R&D experience in digital research. In order to permit active participation from all group members, participants were subdivided into full groups—that is, groups of 8 to 12 individuals (Marbach, 2010). Thus, three groups, including 10 individuals, were formed, comprising an equal number of industry and university participants who did not belong to the same institutions to avoid inhibiting interactions.
The focus groups were developed over a three-month period, after preliminary testing with questions and stimuli and a previous examination of the suitability of one topic as compared to another (pilot focus group) (Kitzinger and Barbour, 1999). Group discussions of 90 to 120 minutes were performed via Skype in the presence of a moderator and an observer. A total of 12 group discussion sessions were conducted, four per group. Of these, the first three sessions were organised by discussion topics, each of which was debated separately. These sessions covered pre-established questions and sequence data but were amenable to modifications in light of the ongoing dynamics of the groups (semi-structured focus group) (Zammuner, 2003). To begin, participants were asked to discuss the operant and operand resources needed for successful R&D projects. Next, interactions that best support R&D collaboration were also explored, specifying types and platforms. Then, the discussions covered the
outcomes sought from collaborations. To conclude, contextual influences (e.g., organisational rules or ways of working) on the efforts invested in R&D projects were questioned. The final discussion session consisted of a debriefing in which the participants were encouraged to reflect on the conversations that had occurred.
The answers were audio- and video-recorded, and notes were simultaneously taken by hand. To minimise the development of abnormal stress responses, the debriefing sessions were not recorded.
Regarding the institutional layers, a multitude of elements were considered, such as non-governmental organisations (NGOs), government institutions, investment funds, technology transfer offices (TTOs), collective research centres, regional development agencies, incubators, digital accelerators and science/technology/research parks, innovative start-ups, spin-offs, technological districts, online communities and social media platforms, patents, learning technologies laboratories, and virtual laboratories. The institutional layers were identified by asking to participants to discuss if-and if so, how-these elements influence R&D collaborations. In particular, feedback from the university side allowed us to investigate the orientation toward academic entrepreneurship.
3.2 Data analysis
Data analysis was performed using a thematic analysis (Braun and Clarke, 2006; Bryman, 2012). First, the interviews were transcribed line by line and anonymised, thereby ensuring the privacy of the participants and the protection of the strategic interests of their organisations. The research team was involved in specific tasks: two researchers separately coded the transcripts; a third researcher sampled the combined codes to check consistency and saturation of pattern matching as well as to ensure internal validity (Fereday and Muir-Cochrane, 2008).
At the operational level, Krippendorff’s (2004) systematic approach was used to carry out the coding process. Thus, data were inductively interrogated to identify emerging themes, which were then classified into the building blocks ('resources', 'interactions', and 'outcome' as labels) and contextual layers of the value co-creation process ('individual layer', 'organisational layer', and 'institutional layer' as labels) according to participant type ('academic' or 'practitioner' as labels).
4. Results
4.1 The building block of resources across the contextual layers
All participants reported the need for research funding as an operand resource to foster U-I collaborations. Different funding sources were mentioned: The industry side typically sought internal financial support, while the university side tended to use third sources represented by industry partners or institutional layers, such as research councils and commercial partners. For instance:
‘Identifying the financial sources of each project is a must. In Italy, few public funds sustain research activities. Thus, the role of private sponsors is vital for R&D collaborations’. [Participant 22, Academic]
‘There is an established awareness that we can rely mainly on our financial strength to innovate’. [Participant 13, Practitioner]
‘We do not exclude the interesting possibility for turning to business angels or other companies when we are not able to finance an innovative project with our own financial strength’. [Participant 3, Practitioner]
Hence, the participants increasingly recognised the unique opportunity provided by joint projects to access operant resources, such as different and complementary skills. On the one hand, business can increase expertise in new fields, accessing cutting-edge scientific knowledge to create new, advanced offerings and/or improve existing ones. Moreover, through access to university facilities, industry can improve recruitment efforts, involving scientists, skilled students, and graduates in its staff. On the other hand, the university can get to know the industry in depth and its problems, business expertise, and business sector R&D facilities to more effectively orient scientific research toward transferring knowledge to economic actors. In this regard, the university can adopt digital technologies (i.e., spin-offs, virtual labs, university website, social platforms, apps, etc.) and digital resources that play a critical role in developing entrepreneurial actions that attract new business relationships. For example:
‘Our university carefully considers digital technologies, and many innovation and technology investments have been made and will be made to open new channels and connections to firms and markets. We count on digital platforms that create an increased network effect being open and viral’. [Participant 20, Academic]
Thus, a range of digital resources necessary for creating new modes or improving existing modes to communicate each other’s work were identified. In the absence of digital technological infrastructures, the communication flow between U-I is not sufficiently fluid because scientific research is typically published in journals that are rarely accessible to managers, who mainly use free resources on the Internet. Moreover, academia may ignore valuable industry-based research due to the lack of quality signals equivalent to the academic peer-review system.
Participants also stressed the need for advanced technical and technological capabilities. Specifically, collaborations on digital research projects require expertise associated with digitalisation and consisting of the ability to sense, capture, and interpret data. Unsurprisingly, some universities have enriched their offerings with digital entrepreneurial courses at different levels of education (bachelor’s courses, professional courses, master’s courses, PhD programs, summer and winter schools). For example:
‘Our university has created a doctoral school in Data Science to create experts in the management of big data and to use advanced data analysis and machine learning methods in many industrial fields’ [Participant 2, Academic]
‘Nowadays, the lack of critical skills does not make an unfeasible project. Selecting the most adequate partners on the basis of their capabilities’
relevance allows finding knowledge required to embark on any project’. [Participant 21, Practitioner]
‘Communication skills are critical for the development and success of U-I collaborations. Unfortunately, researchers lack training in communicating research findings outside of academic circles’. [Participant 28, Academic]
‘To really capitalise on R&D projects, we need people able to transform the data available on where the industry is going into valuable insights and actionable directives for university and industry’. [Participant 9, Academic]
Resource exchange and integration within U-I collaborations are affected by individual mindsets that support innovation and knowledge transfer, as well as by an organisational context in which experimentation and risk taking are encouraged. For instance:
‘My main characteristic is being willing to learn from others. Being able to listen, I ask for advice, absorbing what helps my business to make money’. [Participant 18, Practitioner]
‘Having space and time to think, people will express their creativity and new ideas will be developed. Organisations should not forget or underestimate this aspect to pursue innovative projects’. [Participant 4, Academic]
4.2 The building block of interactions across the contextual layers
A successful value co-creation process depends on the building stage of U-I collaborations, which is characterised by moving from generic ideas to definite project goals in response to the specific needs of both actors and society. Indeed, the participants reported the importance of achieving a balanced match between innovative thinking and pragmatism. For instance:
‘When university and industry interact, the innovative potential is very high. Anyway, the flow of ideas needs to be controlled. This means that the entrepreneurial ideas and the opportunity for translating them into useful and achievable research projects must achieve a compromise. If this occurs, a well-specified work project can also focus on unconventional ideas that often open the way to more radical innovations’. [Participant 15, Academic]
‘A strong and new idea is the starting point for establishing relationships with the academic world. However, if this idea cannot be developed into a concrete research project with clear roles in the teams, then universities and businesses will not go anywhere’. [Participant 3, Practitioner]
‘A research project is a very specific contribution to solve a big problem without losing creativity’. [Participant 10, Practitioner]
Another element critical to valuable U-I interactions is the development of trust among actors involved in the project. Participants reported their desire to establish trusting relationships that allow effective collaborations. In this regard, digital technology was recognised as an enabler of the continuous exchange of information, real-time communication, and the opportunity for jointly working on projects remotely without geographical limitations. These opportunities provided by digitalisation create the conditions needed to generate new knowledge, which in turn fosters innovations. Contextually, seamless information access and exchange between U-I nurtures transparent communication, in turn creating trust
between academic and business collaborators. For example:
‘Digitalisation has caused positive effects that would have been impossible in the pre-digitalised state of research projects. Digital platforms have become essential for fostering interactions based on mutual trust, going beyond face-to-face meetings’. [Participant 20, Academic]
‘Technology has become an indispensable ally that supports the actors to work together and create close ties leveraging connectivity’. [Participant 8, Practitioner]
Addressing their efforts in building trusting relationships, the participants emphasised a long-term vision: Trust cannot be imposed externally, nor can it be achieved rapidly, as it is the result of synergistic interactions based on the alignment of goals that are nurtured over time. Shared purposes through the harmonisation of differing expectations facilitate U-I collaborations (Bekkers and Bodas Freitas, 2008; Bruneel et al., 2010) as the potential for misalignment and conflicts between parties diminishes (Lee, 2011). This requires a genuine interest in interacting and an understanding of the interests of all actors involved in the project, thereby easing the development and maintenance of mutually beneficial partnerships. For instance:
‘Previous failed experiences have taught us that simple connections with industrial players do not automatically lead to joint projects. Shared purposes and strong commitment to cultivating relationships with reliable people are required to embark on future collaborations’. [Participant 27, Academic]
However, the means and motives for developing and maintaining relationships are affected by the subjective preferences of the collaborating actors, legal barriers to co-creation in terms of intellectual property (IP) protection and the bureaucracy of institutional bodies, and cultural barriers linked to different time horizons of working. For example:
‘Being a lecturer at a small provincial university, I prefer collaborating with multinationals who have a high reputation in the field of research projects’. [Participant 2, Academic]
‘Bureaucratic red tape and frequent delays created by IP offices discourage us from starting and continuing projects with universities’. [Participant 25, Practitioner]
‘While academics are less accustomed to working in a time-critical environment, businesses must quickly adapt after changing customer needs to remain competitive. In other words, it is very difficult to collaborate across different sectors and disciplines’. [Participant 30, Practitioner]
4.3 The building block of outcomes across the contextual layers
Many beneficial outcomes arise from value co-creation in digital R&D projects. In particular, specific tangible and intangible benefits emerge for each actor involved in research collaborations. From the university side, benefits include the income generated from the collaboration and from any resulting or follow-up projects, including income from the commercial exploitation of any IP, as well as the number of publications arising from the research. By interacting with industry, university can also obtain intangible benefits, such as new teaching materials and the identification
of research avenues and priorities suggested by business actors. Thus, university can demonstrate the impact of scientific research on not just an exclusively academic audience, easily attracting major research funding. From the industry side, tangible benefits include an appropriate return on investment (RoI) through the value created from the innovation generated or from other success measures, like additional profit. Intangible benefits are related to the opportunity for accessing specialist academic expertise at little or no cost. For example:
‘U-I projects are an effective way to validate theoretical concepts in real industrial settings. In doing so, we can teach with case studies and address our concerns for demonstrating the managerial and social implications of academic works and financing our research efforts’. [Participant 24, Academic]
‘Partnerships with university allow us to access a wider knowledge base without huge investments. If this knowledge is well leveraged, it leads to market innovations, enhanced competitiveness, and better performance for my business’. [Participant 26, Practitioner]
Mutual benefits for all participants arise from subjective approaches to problems based on the complementary perspectives of actors. Researchers indeed benefit from industry’s practical view, while business players benefit from university’s theoretical view because ‘mixing theory and practice is the more complete way to discover new problems and new solutions or to better solve old business problems with new solutions’. [Participant 17, Academic]
Organisational and institutional layers may exert negative influences on the outcome of value co-creation in digital R&D projects. This occurs when a project’s goals are not aligned with organisational architecture or in cases in which external sponsors limit the project scope to a specific outcome being sought. For instance:
‘We cannot share a project goal that does not lead to an immediate economic return of the project or compromise the existing revenue stream’. [Participant 16, Practitioner]
‘The type of work to perform depends on a sponsor that invests in the project. We have to adapt to the sponsor’s focus even if the problem is broader than what the sponsor wants’. [Participant 11, Academic]
‘An information symmetry is required at all levels of the organisation. Otherwise, people do not assimilate the potential of digital in their specific functions and tasks’. [Participant 21, Practitioner]
5. Discussion
5.1 Theoretical and managerial implications
The paper’s purpose was to examine value co-creation within U-I collaborations on R&D projects in the digital arena. Adopting S-D logic as an interpretative lens, resources, interactions, and outcomes were analysed across three contextual layers—in a process view—to provide a comprehensive understanding of the value co-creation process between U-I.
Academia and business players co-create value in digital research projects by co-designing value propositions as the result of synergistic interactions and dynamic processes of resource integration. By rereading the conceptual framework in light of the findings, value co-creation was conceptualised as a process that affects the contextual layers in a circular and synergistic way.
In particular, the individual layer refers to the subjective dimension, embracing the abilities of both university and industry and their propensity for technology adoption. Thus, intangible resources, mainly consisting of digital skills, are crucial, and academia must rethink its strategic orientation to trigger value co-creation processes with firms. The organisational layer refers to the transformational mechanisms that allow the co-creation of digital value in R&D projects. In fact, only when U-I act as active integrators, assimilators, and transformers of knowledge can new practices and interactive modes emerge, generating new knowledge and thereby innovation. These new practices and interactive modes involve the social dimension to which the institutional layer refers. They produce new meanings, norms, and rules, and they pave the way to a new entrepreneurial culture that shapes academia as an entrepreneur in a digital ecosystem.
The research findings underline the importance of U-I proximity, which is reflected at various contextual layers given their strong interdependence. At individual layers, academia and business should be connected by cognitive proximity in terms of the alignment of values essential for achieving shared purposes. Cognitive proximity at the individual layer leads to a relational proximity at the organisational layer such that the mutual exchange and integration of resources in the reality of the U-I exploit the potential of digital platforms. Cognitive and relational proximities represent the basis of the institutional proximity at the institutional layer, where the alignment of values and digital relationships between academia and industry create and renovate an ongoing social and economic development in a specific context.
Drawing on the results, some drivers were identified as fostering the circular and synergistic process of value co-creation across the contextual layers. First, social capital represents a crucial operant resource that acts on the value co-creation process in the domain of U-I collaborations. In line with previous studies (Hitt et al., 2003; Thune, 2007), familiarity, trust and norms of reciprocity, mutual understanding, and long-term commitment to co-creation have a significant and positive bearing on the establishment and management of U-I relationships. Thus, as it is difficult to co-create value between previously unconnected actors, the desirable practical action is to invest in developing social capital. Hence, social capital gives rise to the co-creation of value since it fosters the generation and exploitation of knowledge, builds new resources and capabilities, and enhances interactional dynamics between academia and companies. Additionally, our results shed light on the role of social capital in lowering barriers to value co-creation over time. Long-term linkages and mutual trust between actors facilitate the reduction of problems related to the differences in the orientation of universities and businesses, IP conflicts, and contract management (Canter et al., 2017; Garcia et al., 2018). In this
vein, institutions act as fundamental coordinating mechanisms that inspire direct and indirect interactions through institutional arrangements created and recreated through the agency of actors. They enable or constrain value co-creation, guiding resource integration and service exchange among actors.
Second, given that value co-creation does not lie in the technological architecture per se but in its use, a platform approach (Thomas et al., 2014), one that combines digital technology tools and socio-technical systems, is required. This approach champions the digital interactional dynamics during all project stages because it offers communication and user feedback, collaboration, and computing capabilities (Nambisan, 2017) that enable organisational integration and reciprocity among academic and industrial collaborators. Within such an approach, digital platforms play the role of the enabler of the value co-creation process between U-I. In line with Soendergaard et al. (2015), we found that digital platforms act as intermediary services that help universities and companies develop and maintain multilateral interactions supporting joint research. In doing so, digital platforms become innomediary (Mele and Russo-Spena, 2015; Ciasullo, 2018), bridging academia and business actors and promoting and diffusing innovation as a result of the value co-creation process between U-I. In addition, digital platforms contribute to reducing the barriers to value co-creation that are linked to the generally small amount of funding for R&D projects because U-I collaborations in a virtual space offer resource savings on both sides. Moreover, connection barriers (Galán-Muros and Plewa, 2016) are also reduced since platforms can support U-I in many directions. First, they can assist in more effectively identifying actors to involve in co-creation—for instance, mapping them with complementary resources and common interests. Then, platforms can help to disseminate awareness of collaboration opportunities across the globe, bypassing the constraints of geographical proximity between the actors (Laursen et al., 2011; D’Este et al., 2013). In sum, digital platforms can be viewed as transformative resources that enhance actor engagement, providing access and engagement opportunities for generating new knowledge capable of fostering innovation (Wieland et al., 2012; Storbacka et al., 2016). Hence, a platform approach—expressed by the adoption of an integrated set of digital platforms and proactive involvement of users—reveals itself to be an ideal approach not only for successfully completing a research project but also for building a long-term collaborative research program and, finally, for contributing to the emergence of a university digital ecosystem. In this vein, a system-based perspective (Barile and Polese, 2010; Meynhardt et al., 2016) can contribute to fostering a service-based logic according to self-contained and self-adjusting collections of social and economic actors sharing institutional arrangements. Moreover, a system-based perspective can provide organisational structures and principles that facilitate the exchange and integration of resources and, in so doing, the co-creation of value-in-use with and among actors.
5.2 Limitations and future research directions
This research contributes both theoretically and practically to the debate on value co-creation between U-I in the context of digital research projects.
From a theoretical perspective, the paper enriches the scientific debate on digital academic entrepreneurship. This is an emerging research area because contemporary universities are expected not only to provide knowledge-intensive outputs but also to contribute to economic growth and regional development through start-ups and spin-offs by leveraging the rapid acceleration of digital technologies (Rippa and Secundo, 2019).
Additionally, the paper extends the previous relevant literature by broadening the research focus to the entire value co-creation process and both sides of U-I collaboration, accomplishing a holistic analysis of the phenomenon. More specifically, the paper provided enhanced understanding via both a holistic view and an analysis of individual elements as well as their relationships, exploring the main drivers that foster or inhibit value co-creation. In doing so, an S-D logic-related midrange theory was developed (Vargo and Lusch, 2017) through a theoretical framework that broke down the complex process of value co-creation into building blocks and contextual layers, shedding more light on multi-actor interactions.
From a practical point of view, some engagement activities are suggested to develop successful research collaborations and to facilitate the transfer of knowledge among and between economic and scientific actors.
Despite these valuable contributions, our work also had some limitations, and yet these limitations can serve as the basis for future research.
On the empirical side, U-I interactions were observed within digital R&D projects, excluding other types of cooperation activities. Future studies could unpack the various collaborative projects in which U-I engage, exploring whether the interactions, resources, and outcomes across the contextual layers vary by different kinds of projects. The focus group technique also presents some risks that should be considered in the design of future research. First, the crucial role of the moderator in directing the discussion group is a potential source of bias. Second, group interviews push the participants to focus only on the positive aspects of value co-creation, making it socially undesirable to discuss personal benefits gained and to criticise collaboration.
Regarding the findings, a larger number of focus group interviewees and a wider geographic range could improve the generalisability of the research results. Moreover, although this study highlighted the tangible and intangible outcomes of value co-creation, more effective performance metrics must be developed, as well as measures that adequately capture the broader implications of undertaking research collaborations between U-I (e.g., personal development, change in employability of students).
From a policy perspective, possible actions for the development of successful R&D projects between U-I were identified. Despite their
importance, as suggested by empirical evidence, one-size-fits-all actions do not exist. Thus, there is a need for tailoring the actions to different projects that depend on characteristics of researchers in different scientific fields and business players in different industries. Standardised actions that neglect such differences may be neither appropriate nor effective within a specific U-I collaboration.
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**Academic or professional position and contacts**
**Francesco Polese**
Full Professor of Management
University of Salerno - Italy
e-mail: firstname.lastname@example.org
**Maria Vincenza Ciasullo**
Associate Professor of Management
University of Salerno - Italy
e-mail: email@example.com
**Raffaella Montera**
Adjunct Professor
University of Salerno - Italy
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Exploring connections between vintage marketing and sustainability in the italian agri-food sector. An empirical analysis
Annunziata Tarulli - Domenico Morrone - Pierluigi Toma
Abstract
Purpose of the paper: This research aims to find out a possible relationship between the "nostalgia effect" (related to Vintage Marketing) and sustainability applications in the Italian Agri-food sector. In particular, focusing on organic food products, the analysis seeks to find a connection between these topics by considering the consumers' food purchasing behaviours.
Methodology: The data collected through the dissemination of an online questionnaire was used to answer the research questions. After a first descriptive analysis of the sample, two exploratory factor analyses were performed to identify those latent factors underlying the variables.
Findings: The results show a positive relationship between the Vintage and Sustainability topics, implying that memories of past consumption are capable to influence the consumers' future food purchase choices.
Research limits: The analysis is limited from two fronts: first, it relates only to Italian consumers and, second, the sample under study is restricted. Therefore, future researches should include a larger dataset, collected from different countries, and consider other factors that could influence the consumers' food purchasing choices.
Practical implications: Despite the research limits – strictly connected to its embryonic stage – the results highlight interesting managerial and academic implications. It enriches the debate on consumer behaviour, in a sector where all the potential has not yet been expressed.
Originality of the paper: It explores the theme of sustainability from a new angle – that of Vintage – seeking for connections and implications. As literature in this field is not rich, future research should deepen this relationship in order to fill its knowledge gap.
Key words: vintage; sustainability; agri-food; marketing; nostalgia; green
1 Authors’ contributions: Annunziata Tarulli wrote the Literature review, and Data and Sample section. Domenico Morrone contributed to the Introduction, the Research objectives, and Questionnaire Development and Instrument sections. Pierluigi Toma is responsible for Results. All the authors wrote the Discussion and conclusion section and the body of the paper, read and approved the final manuscript.
1. Introduction
In recent decades, the socio-economic scenario has shown a growing attention to corporate social responsibility (CSR) issues as a consequence of the awareness of global warming and climate changes’ evidence. This wind of change has pushed companies to change the way they do business, especially for those belonging to sectors that particularly affect the environment, such as agriculture. Hence, the need to promote new sustainable business models, which seek practices capable of facing the numerous challenges that this revolution poses. In fact, if, on one hand, this shift towards sustainability can be defined as a “mandatory” choice, on the other hand, it represents an opportunity to be seized as it opens to valuable benefits in terms of consumer awareness, brand reputation and corporate image, besides the economics.
The research literature related to sustainability application is very broad and constantly evolving, thanks to its adaptability to different sectors as well as to the ability to create synergies between different topics. In this sense, this work seeks to find a possible connection between Sustainability and Vintage Marketing topics by exploring the Italian consumers’ behaviour during the food purchasing process. In particular, by focusing on agri-food products, this research tries to understand the value consumers assign to value propositions characterized by a nostalgic sentiment related to past experience as well as sustainable features.
Therefore, the rediscovery of such experience from a modern perspective, connected with the paradigm of sustainability, could open a new way in the marketing field, both academic and for managerial implications. It exploits “old” memories as an opportunity to think about sustainability differently.
Although these topics seem to be unrelated, it is possible to create a first theoretical link between the nostalgic sentiment typical of Vintage Marketing strategies and Sustainability in the Italian Agri-food sector. Using the consumers’ point of view, a focus on their behaviour at purchasing time as well as their food consumption is studied, detecting those internal and external factors that influence their behaviour.
Therefore, this paper aimed to explore, through an empirical analysis, whether a relationship between the nostalgic sentiment of Vintage Marketing and Sustainability (expressed in its environmental, social, economic aspects) exists, as well as the influence this relationship may have on the Italian’s food purchasing decisions. To answer these questions, the data collected through the dissemination of an online questionnaire was analysed to understand whether these two unrelated concepts were actually appreciated and perceived as influential by consumers. Therefore, through the use of Exploratory Factor Analyses (EFA), the latent factors among variables were identified and led us to highlight some managerial implications.
The remainder of the paper is organised as follows: Section 2 focuses on the analysis of the extant literature and proposes the research questions; Section 3 introduces the methodology while Section 4 brings in the results of the empirical analysis. Finally, the last section includes discussion
and conclusion, suggesting managerial implications as well as future developments.
2. Literature review
2.1 Towards a new sustainable consumption
The latest profound environmental changes and the uncertainty connected to the quality-of-life issues have raised several questions that involve, in different ways, both businesses and consumers. Since the early 21st century, the entire capitalist and consumeristic system have been questioned, leading to a focus shift from profit (Porter et al., 2007) to principles relating to ethics, environmental protection, and social progress. For this reason, companies have started to consider their stakeholders in a new light, integrating sustainable development issues with their strategies (Grant, 2008). Consumer behaviour has also changed over time, especially in the last decades which registered deep changes in the consumers’ consumption preferences and buying behaviour (Cicia et al., 2021). As for consumption, consumers embraced new sustainable attitudes, moving from mainly compulsive and environmentally impactive careless behaviours (e.g., single-use and disposable products, food wastes, etc.), to more reflective and attentive ones, driven by a complex set of interlinked personal, environmental factors as well as social factors (Verbeke, 2008). This demonstrates the centrality of the role of consumption (Grant et al., 2009), the understanding of which is essential to forecast the direction the way in which individuals’ consumption moves.
From these considerations arise the need for fostering more sustainable consumption patterns, as it assumes considerable importance as consumers’ attention on concepts such as saving, recycling, and reusing products grows. This way of doing is supported also in literature, which highlights that individuals can have a better life only if they undertake to build a better society (Sardar, 2007).
In their transition towards a more sustainable consumption, consumers can count on Marketing applications (i.e., green marketing, vintage marketing, etc.), which promote the adoption of more conscious and sustainable practices (Morrone, 2012) through new managerial strategies.
2.2 Nostalgia and Marketing
Nostalgia is a sentiment for the past, typically for a period or place characterized by happy personal associations (Boyms, 2008). It has its origins from a Greek compound and it is defined as an emotional state characterized by a sense of sadness related to the distance from loved ones, or places, or for events that occurred in the past. It was the physician Joannes Hofer, in 1688, to first define the term “nostalgia” by studying the adverse psychological and physiological symptoms displayed by Swiss mercenaries (Wildschut et al., 2006). Since then, many scholars have tried to define and study this topic in its various forms, and apply it to different research areas,
from sociology to philosophy and, in recent years, also to marketing. As for philosophical research literature, several contributions were made. For example, Kant (1798) defined nostalgia as a mere representation of reality, created by the individual on the basis of his own sensory perception. In sociology, on the other hand, it is noteworthy the contribution of Davis (1979) who expressed nostalgia both in personal and communal ways. The first one associates nostalgia with the individual’s life cycle, whereas the second refers to a sentiment that involves a large number of subjects within society, observed through the lens of significant events (such as revolutions, wars, etc.).
Marketing introduced the so-called “nostalgic link” between consumers and products (Schindler et al., 2003) which identifies a personal relationship between consumer and product during a specific stage of life, called “preference age peak”. Holbrook and Schindler (2003) defined nostalgia as “the preference for objects (e.g., people, places, or things) that were more common (e.g., popular, fashionable, or widely distributed) when we were younger (e.g., in adulthood, in adolescence, as children or even before we were born)”. While Holbrook and Shindler can be considered the precursors of scientific studies concerning the nostalgia role in purchasing behaviours and decision-making process, also other scholars contributed to this topic discovering a close relationship between consumer, product, and nostalgia (Holak and Havlena, 1992, 1998; Goudling, 2001; Fairey, 2003; Muehling and Sprott, 2004; Reisenwitz, Iyer and Cutler, 2004; and other). Davis (1979) divided nostalgia into three orders: the first one, the “simple” nostalgia, is based on the belief that individuals consider past objects or events as better; the second, i.e., the “reflexive” nostalgia, is based on the belief that past eras are better than the present ones; lastly, the “interpreted” nostalgia, relates to the comparison that people make between the current situation and the emotions that nostalgia provokes, intending to improve the present. In any case, regardless of the definition adopted, a necessary condition for nostalgia is that individuals must use memories of past emotions/events, which have to be both experienced first-hand and acquired externally (Braun, 2002). In fact, only through the availability and reliability of their recollections, they act and make purchasing decisions recalling past experiences.
In marketing, nostalgia is exploited by bringing to the mind of consumers the history of a brand, its evolution, and all the individuals’ personal events connected to that specific brand. In other words, through marketing actions, it is possible to convert a negative sentiment (i.e., nostalgia, defined as the suffering caused by memories of the past) (Wildschut et al., 2006) into new opportunities by developing a greater consumer-brand engagement. From these considerations arise the concept of Retro and Vintage Marketing which seeks to explain the consumers’ continuous search for authenticity towards certain brands with the nostalgic dimension. In addition, the revival of old brands allows us to create a connection between today’s consumers, the community in which they live, as well as different generations of consumers, which results to be functional from a strategic side. Therefore, the growing attention to products related to the past.
2.3 The role of nostalgia and sustainability in the consumers’ purchasing process
When it comes to the consumers’ purchasing process, the study of consumer behaviour results to be of great importance as it tries to forecast the possible actions and reactions of individuals or groups to the internal and external stimuli they meet at purchasing time. The analysis and understanding of these stimuli is fundamental as it is able to trigger a series of brain mechanisms that lead consumers to buy a product rather than another (Gallucci, 2019). In fact, the consumers’ purchasing choices are influenced by various and complex emotions. Consequently, the ability of businesses to unleash emotions (positive or negative) in consumers’ minds is closely related to the stimulation of some specific areas of the brain.
In marketing, particularly in Vintage Marketing, emotions are capable of making the purchasing time more or less attractive in relation to variables that have nothing to do with the characteristics of the product (for example, influenced by past experiences, or related to a particular emotional phenomenon called *somatic marker*). Focusing on the Agri-food sector, the study and understanding of neurological phenomena and the conscious and unconscious motivations that push consumers towards a particular purchase play such a decisive role as to substantially modify the current perception of food. Indeed, studies have shown how modern consumers pay more attention to the value of a product’s consumption experience than to the product itself (Meo, 2019). As a result, communication and marketing strategies are no longer directed towards enhancing products but towards individuals, considering their habits, lifestyles, emotions, and perceptions they have during the consumption of food products. Therefore, as individuals are irrational, in the elaboration of purchasing decision-making processes, emotions and memory result to have a leading role.
Emotionality in purchasing choices is widely affirmed in literature (Gallucci, 2019; Lindstorm, 2013), especially in the food products one. Several factors influence the consumers’ perception of food products, such as design, packaging, brand image, positioning on shelves, sensory involvement, and memories. As regards memories, they are strictly connected to the vintage concept. In particular, “vintage foods” means all those products that intentionally evoke a habit of a bygone era, more or less distant from the current one, in which they were consumed. In recent years, the vintage concept applied to the Agri-food sector has received considerable interest both from the scientific community and from consumers. As regards consumers, they look to the past to recover the awareness of a more authentic and genuine food style, characterized by greater attention to quality and healthiness attributes of food products, which is totally in contrast to contemporary consumption styles characterised by ready-to-use and highly-processed foods. Therefore, nostalgia in the food sector seeks for authenticity, traditional, and genuine flavours that recall the memory of a rural world and its values.
As for sustainability, the Agri-food sector is no stranger to the change brought by this topic. In fact, empirical evidence shows that the way in
which food products are consumed has a decisive impact both on the individuals’ environment, economic and social sphere (Seuneke et al., 2013; Morgan et al., 2009; Goodman and Watts, 2007; Sage, 2014). Therefore, the way in which food products are produced and consumed plays a decisive role in the fight against wastes and towards a more conscious use of natural resources (Carolan, 2018). These considerations push companies to seek new strategies for food production, distribution, and consumption aimed at creating an innovative model of integrated economic development, whose origin lies in the individual local territories.
Regarding consumers’ behaviour in the Agri-food sector, several researches (Cristini et al., 2015; Davies et al., 1995; Zanoli et al., 2002) have highlighted the growing interest in consuming organic food and local products. As for organic and local food, consumers associate those aspects related to food safety, naturalness, freshness, healthiness, environmental protection, animal well-being, as well as the maintenance and well-being of rural communities (Lombardi et al., 2015; Bagdonis et al., 2009; DeLind, 2002). Moreover, the interest shown by consumers in local food is linked to a different way of perceiving the quality of food (Migliore et al., 2015), as well as with attributes such as taste and safety.
In this context, information represents a fundamental tool for consumers when they have to purchase, especially in the food sector. Therefore, the need for a complete information as regards the attributes of quality experience (i.e., taste, freshness, etc.), convenience (i.e., simplicity and convenience of consumption) and credence (i.e., organic products, environmental and social sustainability, the origin of the product and ethics), which play a leading role since they represent the basic characteristics of food products (Ophuis et al., 1995; Andersen and Philipsen, 1998; Deshmukh and Mohan, 2015).
Organic products belong to credence attributes. They differ from traditional food for the way in which they are produced (i.e., no chemical pesticides, cultivation that follows the course of the season, etc.). As for the way in which consumers approach to organic products, many scholars studied this phenomenon and concluded that consumers associate the term “organic” with elements such as naturalness, health and well-being, human respect, the environment and nature, quality, and the concept of “unprocessed” (Cristini and Bellini, 2015; Davies et al., 1995). An interesting result was that of Haghner et al. (2007), which highlighted the existence of a relationship between consumers of organic food products and “nostalgia”, as the attributes of these products are able to recall memories of the past and old traditions.
However, despite the high interest of consumers towards organic products, high prices and low disposable incomes represent the primary factors limiting their purchases. Demographic variables (i.e., age, education, income, etc…) were also found to be influential (in a positive or negative way) in the purchase of organic products. Therefore, from these considerations, arises the need to understand whether a relationship between vintage and sustainable aspects exists, its influence as well as the impact the latent factors have on Italian Agri-food purchases. In detail, the following two research questions were empirically tested:
RQ1: Is there a relationship between the nostalgic feeling deriving from Vintage Marketing and the awareness of purchasing a sustainable food product?
RQ2: If such a relationship exists, what is its effect and intensity in influencing the purchase of Agri-food products?
3. Methodology and data
3.1 Research objectives
Therefore, the current research has two aims. First, it seeks to find a possible relationship between Sustainability (declined in its environmental, social and economic aspects) and Vintage Marketing (i.e., the “nostalgia effect”) topics in the Italian Agri-food sector. The second, closely connected to the first, aims to find out whether this connection can influence the Italians’ Agri-food product purchases.
Based on the previous background, a questionnaire was built in order to identify those attributes that influence consumers at purchasing time. In particular, it investigated on the following attributes: the food characteristics consumers value the most, their level of knowledge and behaviour towards sustainability aspects, the influence that products recalling past experience have on their purchasing behaviour, as well as their propensity towards organic products. From the analysis of these attributes, it will be possible to understand the nature of consumers’ behaviour at food-purchasing time but also whether certain characteristics may influence their final choices.
3.2 Questionnaire development and variables description
To perform the analysis, the data was collected through the dissemination of an online questionnaire. In particular, the investigation was addressed to a well-stratified sample of Italian consumers and lasted approximately a month (from September to October 2019). The Google Form platform was used to disseminate and collect data.
The survey included 28 questions divided into the following five sections: variables related to Sustainability topic, variables that influence food purchase process, variables related to the Vintage Marketing topic, variables related to organic Agri-food products, and demographic variables. Some questions provided a five-point Likert scale evaluation (where ‘1’ and ‘5’ identified a poor or high match) while others included open or multiple-choice answers. The Likert scale is a psychometric response scale used to measure the level of agreement, attitude, or opinion of the respondents to a statement or question. It measures the extent to which the respondents agree or disagree on a particular topic (Preedy, 2010). The most common scales use five- or seven-points. In this work, a five-point one was used as it is easier to understand and provides a better distribution of data (Matell and Jacoby, 1972). The multiple-choice answers, on the other hand, are useful in understanding the factors that most influence consumer behaviour in the proposed scenarios.
The first section investigated the attention and level of knowledge consumers have on sustainability, their sustainable daily practices, and the importance they give to sustainability aspects at purchasing time. The second section was related to understanding the features consumers value the most when it comes to purchasing food products. In particular, it was asked to evaluate characteristics such as quality, organoleptic properties, availability, price, to name a few. The Vintage Marketing section analysed consumer buying behaviour to understand whether Schindler’s “nostalgic link” influence the Agri-food purchasing process. In particular, the nostalgia effect, its importance at purchasing time, and its link with organic and authenticity were explored. Lastly, the demographic section explored essential demographic items such as gender, age, income, education, qualification, and job.
Table 1 summarizes the description of the variables and their measure.
**Tab. 1: Variables description table**
| Name | Description | Measure |
|-----------------------|-----------------------------------------------------------------------------|-----------------------|
| **Variables related to Sustainability** | | |
| InfoSust | Expresses the degree of information perceived by the respondent about environmental, social and economic sustainability. | closed, Likert scale |
| SustPract | Indicates the respondents’ implementation of sustainable consumption practices. | closed, Likert scale |
| PurcSUSTinfl | Aims to understand whether, at purchasing time, the consumer pays attention to sustainability aspects. | closed, Likert scale |
| PurcENVprot | Indicates how much a consumer pays attention to environmental protection in purchases decisions making. | closed, Likert scale |
| **Variables that influence food purchase process** | | |
| Pdt_COST | Refers to the price of food products. | closed, Likert scale |
| Pdt_AVAI | Refers to the availability of the product. | closed, Likert scale |
| Pdt_QUAL | Concerns the quality of food. | closed, Likert scale |
| Pdt_PACK | Refers to the packaging. | closed, Likert scale |
| Pdt_INGR | Refers to the ingredients. | closed, Likert scale |
| Pdt_TAST | Refers to the taste. | closed, Likert scale |
| Pdt_SAV | Refers to saving. | closed, Likert scale |
| Pdt_ADV | Refers to advertising. | closed, Likert scale |
| Pdt_PROMO | Refers to the presence of promotions in stores. | closed, Likert scale |
| Pdt_STORE | Refers to the store. | closed, Likert scale |
| Pdt_ENVprot | Refers to the attention, at purchasing time, on products designed and produced with respect for the environment. | closed, Likert scale |
| Pdt_WORKprot | Refers to the attention, at purchasing time, on products designed and produced with respect for workers protection. | closed, Likert scale |
| Pdt_OTH | Refers to the presence of additional attributes (different from the previous ones) that influence consumers at purchasing time. | closed, Likert scale |
| **Variables related to Vintage Marketing** | | |
| PurcVINT | Indicates whether the consumer is attracted to food products that remind of the past. | closed, Likert scale |
| ViniEFCT | Aims to quantify the incidence of past memories in food purchasing choices. | closed, Likert scale |
| VintAUT | Refers to consumers’ association between the concept of “food of the past” and the authenticity of the product itself. | closed, Likert scale |
| ViniSUST | Indicates and quantifies the existence of a relationship between the concept of sustainability and vintage food products. | closed, Likert scale |
| **Variables related to organic Agri-food products** | | |
| PdtBIO | Refers to organic food products and, in particular, to the idea that consumers have of these. | closed, single choice |
| No_BIO | Refers to the reasons why consumers do not buy and consume organic food products. | closed, single choice |
| **Demographic variables** | | |
| GENDER | Refers to sexual gender. | closed, binary choice |
| EDUC | Refers to educational qualification. | open, numerical |
| OCCUP | Refers to the occupation. | closed, single choice |
| AGE | Refers to age. | closed, single choice |
| INCOME | Refers to income | closed, single choice |
Source: our elaboration
3.3 Data and Sample
The online survey reached 450 respondents. Only responses with no missing data were included in the final sample. Participants were 65% female and 35% male, with an average age of 44 years old. As for education, most of the sample had a high school education (59%), followed by college or university (34%) and postgraduate (7%). As regards the profession, the 45% of the sample was a worker, while the remaining part was students (18%), self-employers (13%), and so on. The average monthly income was below Euro 1999,00. Considering this data, it is possible to state that the sample is well-stratified and balanced. Table 2 summarizes the sample composition.
Tab. 2: Sample composition (in percentage, %)
| Gender | Age (years) | Education | Profession | Monthly income (€) |
|--------|-------------|----------------------------|---------------------|--------------------|
| Female, 65 | 18-25, 21 | High school or below, 59 | Student, 18 | < 999, 41 |
| Male, 35 | 26-40, 25 | College or university, 34 | Employed, 45 | 1.000-1.999, 38 |
| | 41-55, 34 | Postgraduate, 7 | Entrepreneur, 6 | 2.000-2.999, 14 |
| | 56-65, 16 | | Self-employed, 13 | > 3.000, 7 |
| | > 65, 4 | | Unemployed, 8 | |
| | | | Retired, 10 | |
Source: our elaboration
4. Results
To answer the research questions, the data collected was studied as follows. At first, a descriptive analysis was carried out focusing on the purchasing attributes related to sustainability, food characteristics, nostalgia effect, and organic products. Subsequently, two Exploratory Factor Analyses (EFA) were performed to identify those latent factors underlying the phenomena under study. In particular, the attributes that influence the purchase intentions, as well as the connection between sustainability aspects and nostalgia effect, were examined.
4.1 Focus on the sample’s purchasing attributes
The first step was, therefore, to analyse the attributes that the respondents value during their food purchasing process. As for the sustainability aspects, Table 3 shows that most of the sample has a medium level of knowledge of sustainability (45%) and adopt sustainable practices in daily life (e.g., attention to wastes, recycling, use of the bike instead of the car, etc...) (35%). Furthermore, the possible relationship between food purchases and sustainability was studied both in general terms as well as focusing on environmental protection. As for the generic relationship, 42% of the sample declares to be quite influenced by sustainability aspects during purchasing, whereas the remainder is fairly (24%) or highly (13%)
influenced. This demonstrates the sample’s growing interest in purchasing food products geared toward sustainable consumption (only 6,4% of the sample are not affected at all). This trend is also confirmed by the attention to environmental sustainability (i.e., the purchase of organic products or from particular areas), which obtains higher percentage scores as attention increases (Tab. 3).
**Tab. 3: Purchasing attributes of food and sustainability (in percentage, %)**
| Likert's scale | Knowledge-level of sustainability | Sustainable practices | Sustainable influence in purchasing food products | Attention to environmental sustainability |
|----------------|-----------------------------------|-----------------------|--------------------------------------------------|------------------------------------------|
| 1 | 4 | 2 | 6 | 8 |
| 2 | 19 | 11 | 15 | 14 |
| 3 | 45 | 32 | 42 | 28 |
| 4 | 25 | 35 | 24 | 31 |
| 5 | 7 | 20 | 13 | 19 |
Source: our elaboration
As for food product characteristics, the respondents value features like quality, ingredients, and taste of medium-high importance. On the other hand, attributes such as advertising, packaging, point of sale, worker protection, availability, environmental protection, and price had a medium-low relevance. Regarding savings and promotions, these attributes deserve different considerations. The results show that there is a share of consumers who consider these attributes of little relevance - therefore they pay more attention to other characteristics (e.g., quality) - and there is a share of consumers for whom it assumes clearly higher importance.
Next, the study focused on Vintage and its possible implications in the Agri-food sector. Table 4 confirms the existence of an attraction to food products that evoke the past in the minds of consumers (e.g., foods consumed during childhood/adolescence). More specifically, more than half of the sample is considered to be substantially influenced by vintage elements at purchasing time, while the rest of the sample records no influence, or little and medium influence. As for Agri-food products, 33% of the sample shows a high incidence of nostalgia in their Agri-food purchases, while the rest of the sample reports a medium (30%), low (26%) or absent (11%) incidence (Tab. 4). In addition, the association between nostalgia and authenticity (i.e., a greater naturalness of food products that evoke past experiences) was also investigated. The results show that 54% of the respondents associate a greater genuineness to nostalgic food products, while the rest of the sample identifies an intermediate (23%), low (13%), or absent (10%) association. Lastly, the link between nostalgic food products and sustainability was found as 70% of the respondents expressed a medium-high connection between these two topics (Tab. 4).
As for organic products, the analysis revealed that the respondents consider organic food products healthier (20%) and less chemically treated and less processed (72%), than non-organic food products. Furthermore, 6% of the sample considers these products a return to “the good food of the past”, while only 1% believes that they are tastier. Lastly, the respondents identified the following reasons why organic food products are not purchased: excessive cost (66%), lack of confidence in these products (24%), or lack of interest in this food category (9%).
This descriptive analysis allows us to make some initial reflections. There seems to be a growing attention from consumers towards responsible food consumption, which is positively associated with the “nostalgia effect” as they connect the attribute of authenticity to “vintage food product”. Consequently, it generates a first meeting point between sustainability and vintage topics. In addition, also other attributes - such as quality, ingredients, and taste - seem to influence these purchases. Finally, as regards organic food products, the majority of consumers understand and appreciate these products but still consider them too expensive.
4.2 Exploratory Factor Analysis: Consumers’ purchase intention
Once the variables were defined, the analysis focuses on detecting the latent factors influencing the purchasing intention of consumers. Therefore, the first Exploratory Factor Analysis (EFA) was performed using the twelve variables influencing food purchasing process. However, before proceeding with the analysis, the correlation matrix was first carried out. Table 5 shows good and medium-high positive correlations among all the variables, thus confirming the importance of these attributes when it comes to purchase food products.
In order to perform a robust analysis, two tests were performed to understand whether the sample was adequate for the development of the model: the Kaiser-Meyer-Olkin Measurement (KMO Test) and the Test of Sphericity by Bartlett. Both measures were found to be significant (Tab. 6) as KMO values higher than 0.7 are to be considered satisfactory. Therefore, we proceeded with the analysis.
The next step was to study Communalities, which indicates how much the variance of each considered variable is explained by common factors. The analysis showed significant values so the Total Variance Explained was then carried out. Its results identified the three factors to be extracted, as they were the ones capable of explaining more than half of the total variance of the phenomenon under study (69,9%). Finally, the Rotated Component Matrix detected the three latent factors among the variables, summarised in Table 7.
The first factor includes the variables Pdt_ENVprot, Pdt_WORKprot, Pdt_INGR, Pdt_QUAL, and Pdt_TAST, which identifies the component that combines sustainability with product quality (Sustainability and Quality). The second includes the variables Pdt_COST, Pdt_SAV, Pdt_PROMO, and Pdt_AVAI and is defined as the economic component that considers the relevance of the price, savings, and promotions, which is associated with the importance of availability (Price and Availability). The last factor refers to the variables Pdt_STORE, Pdt_ADV, and Pdt_PACK, which relates to marketing aspects as they consider the influence of the store type, advertising, and packaging (Marketing).
| | COST | AVAI | QUAL | PACK | INGR | TAST | SAV | ADV | PROMO | STORE | ENVprot | WORKprot |
|-------|------|------|------|------|------|------|-----|-----|-------|-------|---------|----------|
| Pdt_COST | 1 | | | | | | | | | | | |
| Pdt_AVAI | 0.55 | 1 | | | | | | | | | | |
| Pdt_QUAL | 0.49 | 0.49 | 1 | | | | | | | | | |
| Pdt_PACK | 0.27 | 0.36 | 0.44 | 1 | | | | | | | | |
| Pdt_INGR | 0.31 | 0.43 | 0.71 | 0.48 | 1 | | | | | | | |
| Pdt_TAST | 0.5 | 0.52 | 0.74 | 0.42 | 0.61 | 1 | | | | | | |
| Pdt_SAV | 0.78 | 0.53 | 0.5 | 0.31 | 0.34 | 0.5 | 1 | | | | | |
| Pdt_ADV | 0.34 | 0.41 | 0.37 | 0.39 | 0.32 | 0.34 | 0.4 | 1 | | | | |
| Pdt_PROMO | 0.57 | 0.41 | 0.41 | 0.29 | 0.28 | 0.46 | 0.6 | 0.48| 1 | | | |
| Pdt_STORE | 0.25 | 0.48 | 0.32 | 0.41 | 0.32 | 0.37 | 0.33| 0.43| 0.4 | 1 | | |
| Pdt_ENVprot| 0.3 | 0.44 | 0.6 | 0.49 | 0.64 | 0.5 | 0.35| 0.3 | 0.24 | 0.36 | 1 | |
| Pdt_WORKprot| 0.25 | 0.4 | 0.55 | 0.4 | 0.58 | 0.49 | 0.29| 0.28| 0.18 | 0.35 | 0.8 | 1 |
Source: our elaboration with IBM SPSS Statistics
| Kaiser-Meyer-Olkin Measure of Sampling Adequacy. | .881 |
|--------------------------------------------------|------|
| Bartlett's Test of Sphericity | |
| Approx. Chi-Square | 3.060,707 |
| df | 66 |
| Sig. | .000 |
Source: our elaboration with IBM SPSS Statistics
Tab. 7: Rotated Component Matrix
| Component | 1 | 2 | 3 |
|-----------|-----|-----|-----|
| Pdt_ENVprot | .843 | | |
| Pdt_WORKprot | .829 | | |
| Pdt_INGR | .808 | | |
| Pdt_QUAL | .727 | | |
| Pdt_TAST | .623 | | |
| Pdt_COST | | .884| |
| Pdt_SAV | | | .846|
| Pdt_PROMO | | | .704|
| Pdt_AVAI | | | .516|
| Pdt_STORE | | | .798|
| Pdt_ADV | | | .721|
| Pdt_PACK | | | .544|
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax
Source: our elaboration with IBM SPSS Statistics
4.3 Exploratory Factor Analysis: Sustainability and “nostalgia effect” in Agri-food sector
Subsequently, it was performed the second Exploratory Factor Analysis (EFA), which examined the possible relationships between the concept of sustainability and the “nostalgia effect” in the Agri-food purchases. The Correlation Matrix (Tab. 8) shows, this time, different results as negative correlations are found in the VintAUT and PurcVINT variables. However, even if negative, these correlations have values really close to zero. The remaining variables, on the other hand, detect positive correlations ranging from low to medium-high values.
Tab. 8: Correlation Matrix
| | InfoSust | SustPract | PureSUSTinfl | PureENVprot | PurcVINT | VintEFCT | VintAUT | VintSUST | AGE |
|----------|----------|-----------|--------------|-------------|----------|----------|---------|----------|------|
| InfoSust | 1 | | | | | | | | |
| SustPract | 0,351 | 1 | | | | | | | |
| PureSUSTinfl | 0,359 | 0,46 | 1 | | | | | | |
| PureENVprot | 0,293 | 0,346 | 0,608 | 1 | | | | | |
| PurcVINT | 0,06 | 0,018 | 0,11 | 0,105 | 1 | | | | |
| VintEFCT | 0,06 | 0,057 | 0,177 | 0,158 | 0,748 | 1 | | | |
| VintAUT | -0,015 | -0,005 | 0,049 | 0,099 | 0,272 | 0,319 | 1 | | |
| VintSUST | 0,051 | 0,108 | 0,239 | 0,203 | 0,396 | 0,468 | 0,408 | 1 | |
| AGE | 0,073 | 0,165 | 0,196 | 0,158 | -0,086 | 0,006 | 0,204 | 0,075 | 1 |
Source: our elaboration with IBM SPSS Statistics
Therefore, we proceeded with the KMO and the Bartlett’s Test, which verified the adequacy of the sample (Tab. 9).
Tab. 9: KMO and Bartlett’s Test
| Kaiser-Meyer-Olkin Measure of Sampling Adequacy | .698 |
|-----------------------------------------------|------|
| Bartlett's Test of Sphericity | |
| Approx. Chi-Square | 1,067,617 |
| df | 36 |
| Sig. | .000 |
Source: our elaboration with IBM SPSS Statistics
Following, the analysis of Communalities was carried out and confirmed the ability of the common factors in explaining a relevant part of the total variance of the extracted variables. Then, the analysis of the Total Variance Explained defined in three the factors capable of explaining more than half of the total variance (i.e., 64,30%), which were finally detected with the Rotated Component Matrix (Tab. 10).
Tab. 10: Rotated Component Matrix
| Component | 1 | 2 | 3 |
|-----------|------|------|------|
| VintEFCT | .884 | | |
| PurcVINT | .875 | | |
| VintSUST | .672 | | |
| PurcSUSTinfl | | .816 | |
| PurcENVprot | | | .734 |
| SustPract | | | .725 |
| InfoSust | | | .665 |
| AGE | | | .816 |
| VintAUT | | | .634 |
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax
Source: our elaboration with IBM SPSS Statistics
Specifically, the first component includes the variables related to the attraction to food products that remind of the past, the incidence of past memories in food purchasing choices, and the relationship between the concept of sustainability and vintage food products (i.e., *VintEFCT*, *PurcVINT*, and *VintSUST*). Therefore, this first component demonstrates the latent existence of a relationship between the vintage features and sustainability in the food purchases (Vintage and Sustainability). The second factor combines the *PurcSUSTinfl*, *PurcENVprot*, *SustPract*, and *InfoSust* variables, which relate to the growing influence that sustainability has in Agri-food products purchasing and, in particular, to the increasingly role of sustainable knowledge and practices (Knowledge and Influence of Sustainability). Lastly, the third component refers to the *AGE* and *VintAUT* variables. It confirms the first latent factor but it highlights a totally different aspect. In this sense, the positive relationship between past purchasing experiences, the perception of authenticity of vintage Agri-food products, and sustainability are demonstrated. It is interesting to emphasize that
past purchases, with a strong nostalgic component, not only influence future purchases but manage to significantly evoke the feeling of a healthy, genuine and sustainable product (Past experience).
5. Discussion and conclusion
The results confirmed the consumers’ growing attention towards a more responsible consumption of food products, as well as a positive relationship between sustainability aspects and the nostalgic sentiment. In particular, an initial connection between these topics is discovered in the first latent factor, which proves the existence of a relationship between the greater value that consumers give to vintage food products - as well as its importance in influencing food purchases - and sustainable applications. In this context, indeed, knowledge of sustainability and its potential is fundamental in the application and implementation of best practices for businesses. In fact, by exploiting the greater value customers place on vintage food products, companies can maximize their revenues by changing their offer toward a more authentic and sustainable one. Furthermore, the great power assigned to nostalgic sentiment should also be noted. In fact, past purchases characterised by strong nostalgic components are able not only to influence future purchases but also manage to significantly evoke the feeling of a healthy, genuine, and sustainable product. Therefore, companies should consider these aspects in their business practices, the implementation of which could strategically lead to greater benefits in terms of consumer awareness, brand reputation and corporate image, besides economics.
Moreover, also the other attributes that influence the Agri-food purchasing process need to be exploited, as their analysis could open to further managerial considerations. As for economic attributes (i.e., price, savings, and promotions), for example, the need to set up new advertising strategies emerged, focused on the enhancement of the product (e.g., packaging) and the enhancement of better purchasing experience for consumers (e.g., more attractive stores).
A final consideration must be made regarding organic food products. The analysis highlighted that even if most of the sample positively links attributes like quality, authenticity, and healthiness to these products, however, the connection between organic and vintage topics appeared to be almost non-existent. Nonetheless, companies should still promote this connection as nostalgia is gaining interest among consumers. Therefore, besides the healthiness and authenticity attributes, future marketing campaigns should emphasise the return to the good products of the past as this is the ultimate goal of the organic products.
In conclusion, the obtained results allow us to positively answer the research questions underlying this study. In fact, exploratory factor analyses have shown that the relationship between nostalgic sentiment and sustainable food products exists, is positive, and consumers are aware of it. Therefore, even in this first exploratory stage of the study, a meeting point between sustainability and vintage was discovered.
Undoubtedly, this study is not without limitations. First, the sample under study is quite small (e.g., it reached only 450 respondents) and, moreover, it relates only to Italian consumers. However, as this represents a first step in the exploration of these themes, we expect to overcome this limitation by deeply analysing these topics in future researches. Therefore, future analyses should include a bigger dataset, collected from a wider and diversified sample, from different countries. The second limitation, on the other hand, is strictly related to the novelty of the topic under study. In fact, this work provides a preliminary understanding of the connections between the Vintage Marketing and Sustainability topics. With our results, we seek to lay the foundations for a new research perspective in the management arena, the understanding of which will be key to directing companies towards more consumer-oriented strategies. This way of doing will benefit both companies and consumers: companies because they will reach the desired sales level and increase their reputation, consumers because they will find and purchase products in line with their desires.
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Faust, the burst forth the career and publication ethics
*Alberto Pastore*
Country image dimensions and retail brand equity. A multi-cue analysis
*Elisa Martinelli - Francesca De Canio*
The impact of sustainability orientation on firm propensity to ally
*Stefano Romito - Angeloantonio Russo - Clodia Vurro*
Family firms, women, and innovation
*Mariasole Bannò - Graziano Coller - Giorgia M. D'Allura*
Decision trees to identify companies’ distress: the AI at work
*Sergio Barile - Irene Buzzi - Ernesto D'Avanzo - Francesca Iandolo*
Online public engagement is the New Deal! Along the distinctive pathway of Italian University
*Letizia Lo Presti - Giulio Maggiore - Vittoria Marino*
Value co-creation in University-Industry collaboration. An exploratory analysis in digital research projects
*Francesco Polese - Maria Vincenza Ciasullo - Raffaella Montera*
Exploring connections between vintage marketing and sustainability in the italian agri-food sector. An empirical analysis
*Annunziata Tarulli - Domenico Morrone - Pierluigi Toma*
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 445,615
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ZÁKLADNÍ ŠKOLA A MATEŘSKÁ ŠKOLA LUTÍN
Vás srdečně zve na
DEN OTEVŘENÝCH DVEŘÍ
24. března 2022 15,00 – 18,00 hod.
Dílničky, Práce s interaktivní tabulí, Ukázky žákovských prací
Předškoláci, děti, žáci,
rodiče, přátelé
přijďte se k nám podívat.
Těšíme se na vás.
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<urn:uuid:861a37cc-668f-4ae6-9381-e82a84db218c>
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HuggingFaceFW/finepdfs/tree/main/data/ces_Latn/train
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finepdfs
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ces_Latn
| 265
|
STRÖMSRUM
Strömsrum är en stilig rektangulär kakelugn som fått namn efter ett imponerande träslott i närheten av Timmernabben.
Den välbalanserade designen gör kakelugnen till en vacker inredningsdetalj i de flesta hem. De klassiska modellerna har drag av äldre kakelugnars formspråk samtidigt som de möter nutidens krav på effektivitet och funktion.
Tekniska data
Art. nr: G820
CE-märkning: EN 15250
Höjd: 2410 mm (kan anpassas efter behov)
Vikt: 1400 kg
Mått (sockel): 960 x 600 mm
Verkningsgrad: 92,4%
Avsvalningstid: Upp till ett dygn
Anslutning: Bak- eller toppanslutning till rökkanal
Vår hantverksmässiga tillverkning möjliggör kundanpassning.
Som standard levereras Strömsrum med en modern varmluftskassett samt mässingsluckor. Ugnen kan erhållas i olika höjder och färger samt utsmyckas med handmålade dekorationer.
Tillval
1 - Förhöjd sockel (från 220 till 330mm)
2 - Förhöjning – extra skift (330 mm)
3 - Förhöjt mittband mm (3-meters ugn)
4 - Golvplåt/gnistskydd, mässing eller rostfri
Rostfritt istället för mässing
5 - Hylla till mittsims
6 - Fläkt
Styrning fläkt
7 - Tilluft (anslutning utifrån)
Vill du spara ett papper?
Skanna qr-koden för digitalt produktblad.
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a25d64c7-1a8c-48dc-aa1b-1b477972d842
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HuggingFaceFW/finepdfs/tree/main/data/swe_Latn/train
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finepdfs
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swe_Latn
| 1,191
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RESOLUCIÓ DEL RECTORAT DE LA UNIVERSITAT DE VALÈNCIA AUTORITZANT LA REALITZACIÓ DE LES SESSIONS DE CLAUSTRE A DISTÀNCIA O EN MODALITATS MIXTES
El Decret-llei 8/2020, de 17 de març, de mesures urgents extraordinàries per a fer front a l'impacte econòmic i social del COVID-19, dins del marc del Decret 463/2020 de declaració de l'estat d'alarma per a la gestió de la situació de crisi sanitària ocasionada per la COVID-19, ha establert una sèrie de mesures extraordinàries per a possibilitar el teletreball i el funcionament d'òrgans i institucions amb instruments telemàtics, i ha estat recentment modificat pel Decret-llei 21/2020, de 9 de juny, en parts del seu articulat.
En concret, el seu article 5 indica expressament que s'establiran sistemes d'organització que permeten mantenir l'activitat per mecanismes alternatius, particularment mitjançant el treball a distància, facultant a l'empresa a adoptar mesures oportunes si això és tècnicament i raonablement possible i si l'esforç̧ d'adaptació resulta proporcionat. A més, i amb caràcter més estructural, el Decret-llei 21/2020 estableix al seu article 7 regles sobre funcionament dels centres de treball, amb indicacions específiques per centres docents al seu article 9 (encara que sense referència explícita als centres universitaris), que amb caràcter general estableixen la necessitat d'establir les degudes garanties de seguretat i mesures de distanciament social (com a mínim, 1'5 metres).
Per últim, la Disposició Final 4ª del Decret-llei 21/2020 modifica l'article 40 del Decret llei 8/2020 amb la finalitat d'estendre fins al 31 de desembre de 2020 la possibilitat que, encara que els estatuts no ho hagueren previst, les sessions dels òrgans de govern i d'administració de diverses entitats es puguen celebrar per videoconferència o per conferència telefònica múltiple i també que els seus acords puguen celebrar-se per escrit i sense sessió sempre que ho decidisca el president o quan ho sol·licite un percentatge de membres de l'òrgan.
Aquesta mesura és coherent amb la configuració de la nova situació i amb les màximes precaucions, entre les que sens dubte es troba la d'evitar reunions i aglomeracions de múltiples persones en espais reduïts com puguen ser les sessions dels òrgans de govern i administració de les persones jurídiques, de manera que encara que no s'establisca una regulació obligatòria que afecte les universitats i, per això, no siga de compliment imperatiu per a la Universitat de València, es tracta d'un element a tindre en compte per establir normes equivalents al si de la Universitat de València en ús de la seua capacitat d'autogovern i autonomia organitzativa.
D'altra banda, els articles 15 a 18 de la Llei 40/2015, de Règim Jurídic del Sector Públic, permeten que els òrgans col·legiats puguen constituir-se, convocar, celebrar les seues sessions, adoptar acords i remetre actes tant en forma presencial com a distància. La Universitat de València, desenvolupant aquesta previsió, té un Reglament per a la realització de reunions i l'adopció d'acords a distància per part d'òrgans col·legiats de la Universitat de València, aprovat per Consell de Govern de 18 de febrer de 2019 (ACGUV 26/2019), concebut per situacions ordinàries que, per aquesta raó, exceptuava del seu àmbit d'aplicació tant el Consell de Govern com el Claustre (art. 1). El proppassat 27 de març, per Resolució de la Rectora de la Universitat de València, posteriorment ratificada pel Consell de Govern a l'empara de l'art. 94.2 dels Estatuts de la Universitat de València, es va acordar la possibilitat que també el Consell de Govern poguera fer ús de la possibilitat de reunir-se i prendre acords a distància, donada la situació d'estat d'alarma declarada pel Decret 463/2020 i el Decret-llei 8/2020.
Tenint en compte la situació d'excepcionalitat en què estem immersos, aquest Rectorat RESOL que, mentre dure l'estat d'alarma o la existència de recomanacions de les autoritats sanitàries de minimització de les reunions presencials, la Rectora de la Universitat de València estarà habilitada per decidir adaptar l'aplicació del Reglament per a la realització de reunions i l'adopció d'acords a distància per part d'òrgans col·legiats de la Universitat de València, aprovat per Consell de Govern de 18 de febrer de 2019 (ACGUV 26/2019), a les sessions del Claustre, tant de forma completa com parcial, segons considere necessari, per tal de poder fer les reunions proporcionalment adaptades, segons la necessitat, a les disposicions normatives derivades del vigent declaració de l'estat d'alarma i possibles normes i recomanacions ulteriors. En conseqüència:
Primer.- Queda sense efecte l'excepció del Claustre de la Universitat de València continguda a l'art. 1 del Reglament per a la realització de reunions i l'adopció d'acords a distància per part d'òrgans col·legiats de la Universitat de València, aprovat per Consell de Govern de 18 de febrer de 2019 (ACGUV 26/2019), de forma que el Claustre podrà fer ús també de mitjans electrònics per al desenvolupament de reunions no presencials.
Segon.- La rectora de la Universitat de València podrà convocar les sessions del Claustre a distància o en modalitats mixtes (amb presencialitat i possibilitat de seguiment i participació a distància per part dels seus membres).
Tercer.- Les reunions no presencials del Claustre de la Universitat de València seran organitzades segons els acords de la Mesa del Claustre, que decidiran, a partir d'una anàlisis de proporcionalitat i necessitat, sobre la conveniència de com fer les reunions no presencials, totalment a distància, mixtes o de qualsevol altra forma que tecnològicament siga possible. La Mesa del Claustre prendrà les decisions en cada cas sobre com procedir en cada reunió, tant pel que fa a la comprovació del quòrum com al desenvolupament de les intervencions dels membres del Claustre i les votacions, aplicant-se el Reglament de Règim intern del Claustre i només subsidiàriament el Reglament per a la realització de reunions i l'adopció d'acords a distància per part d'òrgans col·legiats de la Universitat de València i respectant en tot cas els principis i garanties que en matèria de funcionament d'òrgans col·legiats estableix la Llei 40/2015, de Règim Jurídic del Sector Públic.
Quart.- En compliment de l'article 94.2 dels Estatuts de la Universitat de València es convoca Consell de Govern, seguint les instruccions d'aquesta Resolució, per a la ratificació d'aquestes mesures extraordinàries que s'aplicaran fins aleshores de manera provisional. MARIA
A la ciutat de València, a 15 de juny de 2020.
María Vicenta Mestre Escrivá
ESCRIVA
La Rectora,
VICENTA|
MESTRE|
Firmado digitalmente por MARIA VICENTA|
MESTRE|ESCRIVA
Fecha: 2020.06.15
10:09:27 +02'00'
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<urn:uuid:5258e19d-b211-4ed2-a9f7-14ec839d7c4e>
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HuggingFaceFW/finepdfs/tree/main/data/cat_Latn/train
|
finepdfs
|
cat_Latn
| 6,765
|
Vážení sportovní přátelé.
Dovolte mi Vás oslovit s projektem, který bude naše KV Arena pořádat.
V průběhu covidu a následně poté, se akce tohoto typu pořádané s dotací města Karlovy Vary nekarlovarskými subjekty neuskutečnily. Z diskuzí, které jsem měl možnost vést s některými z Vás, vyplynuly zároveň i některé nedostatky. Ať už zvoleného termínu či odklon od původního záměru.
Rádi bychom tedy připravili novou tradici tohoto typu danou možnostmi KVA a jejím zázemím, ale i zkušenostmi s pořádáním nejrůznějších aktivit pro rodiče s dětmi či jiných občansky zajímavých projektů.
O co jde:
- Jedná se o Karlovarský sportovní festival („KVAK“) zaměřen na prezentaci široké škály sportů pro děti a mládež.
- Termín akce je 2. září 2023.
Hlavní myšlenka:
- Zorganizovat ve větším měřítku jakýsi festival sportu s možností představení karlovarských sportovních klubů širší veřejnosti s cílem umožnit jim vlastní propagaci svého sportu.
- Nabídnout rodičům možnosti pro výběr sportovních aktivit jejich dětí v následujícím školním roce.
Co bychom chtěli připravit (bez finanční spoluúčasti klubů):
- Celodenní akci v prostorách KVA (hala míčových sportů, velký zimní stadion, bazénové centrum a parkoviště KVA), v rámci tohoto dne ukázky jednotlivých sportů na svých stanovištích (připravených ve vaší režii a s naší pomocí).
- Vytvoření pódia a ozvučení propojeného s videem ve všech halách KVA, kde by postupně docházelo k představování jednotlivých klubů a sportů. Další sportovní program a vyžití pro rodiče s dětmi.
- Moderování „známou sportovní osobností“ a prolínání s reprodukovanou hudbou či prezentace významných sportovních úspěchů vybraných sportoveců.
Na koho se obračíme:
- Všechny sportovní kluby, tělovýchovné jednoty a organizace zaměřené na děti a mládež
V případě vašeho zájmu spolupodílet se na vytvoření tohoto „sportovního dne“ nás, prosím, kontaktujte na této e-mailové adrese: email@example.com
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<urn:uuid:1ffb208a-72d7-46ec-a79a-4b6e6699ce92>
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HuggingFaceFW/finepdfs/tree/main/data/ces_Latn/train
|
finepdfs
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ces_Latn
| 1,928
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2-WEEKS DOCTOR VISITS PAGE
Earlier, you told me that ___ had seen or talked to a doctor during the past 2 weeks.
2a. On what (other) dates during that 2-week period did ___ visit or talk to a doctor?
b. Were there any other doctor visits for him during that period?
3. Where did he see the doctor on the (date), at a clinic, hospital, doctor's office, or some other place?
If Hospital: Was it the outpatient clinic or the emergency room?
If Clinic: Was it a hospital outpatient clinic, a company clinic, or some other kind of clinic?
4. Is the doctor a general practitioner or a specialist?
5a. Was this visit for emergency care?
b. Was this visit for surgery or pre or postsurgical care?
6a. Why did he visit (call) the doctor on (date)?
Write in reason
Mark appropriate box(es)
1 □ Diag. or treatment (6c)
3 □ General checkup (6b)
2 □ Pre or Postnatal care
4 □ Eye exam. (glasses)
5 □ Immunization
6 □ Other
b. Was this for any specific condition?
Mark box or ask:
c. For what condition did ___ visit the doctor on (date)?
Please look at this card (Show Card H).
7a. Which of those sources did or will pay any of the doctor's bill for this visit on (date)?
b. Did or will any other source pay any of the doctor's bill for this visit?
c. Which source?
12-MONTHS DOCTOR VISITS PAGE
Earlier, you told me that -- had seen or talked to a doctor during the past 12 months.
2. In what month during the past 12 months did -- last visit or talk to a doctor?
3. Where did he last see the doctor in ___(month)___, at a clinic, hospital, doctor's office, or some other place?
If Hospital: Was it the outpatient clinic or the emergency room?
If Clinic: Was it a hospital outpatient clinic, a company clinic, or some other kind of clinic?
4. Is the doctor a general practitioner or a specialist?
5a. Was this visit for emergency care?
____________________________________________________________
b. Was this visit for surgery or pre or postsurgical care?
____________________________________________________________
6a. Why did he visit (call) the doctor in ___(month)___?
Write in reason
____________________________________________________________
Mark appropriate box(es)
1 □ Diag. or treatment (6c)
3 □ General checkup (6b)
2 □ Pre or Postnatal care
4 □ Eye exam. (glasses)
5 □ Immunization
6 □ Other
b. Was this for any specific condition?
____________________________________________________________
Mark box or ask:
c. For what condition did -- visit the doctor in ___(month)___?
Please look at this card -- (Show Card H)
7a. Which of those sources did or will pay any of the doctor's bill for this visit?
____________________________________________________________
b. Did or will any other source pay any of the doctor's bill for this visit?
____________________________________________________________
c. Which source?
1. Total or partial payment by self or family
2. Social Security Medicare
3. Hospital insurance or Doctor Visit insurance
4. Workmen’s Compensation
5. Accident insurance carried by family or someone outside the family
6. Armed Forces Dependent Care (CHAMPUS)
7. Veteran’s Benefits
8. Medicaid
9. Welfare
10. Other (Some other source)
|
<urn:uuid:7ed4e506-d055-4d00-be55-c5c4e9f22cf6>
|
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
|
eng_Latn
| 3,285
|
TimberSafe Job Site Audit
Company ID#
Company Name
Date of Inspection
Contact Person
Jobsite Location (State/County)
Number of workers on site
Inspector name
Logger Operation Type
Manual
Feller Buncher
Both
Logger Business Type
Contractor
Independent
Company Crew
Terrain
Steep
Moderate
Flat
Conditions
Dry
Muddy
Snow
Ice
Windy
Equipment
Number of timber cutters
Number of feller bunchers
Number of cable skidders
Number of grapple skidders
Number of loaders
Number of log trucks
Other equipment (specify)
Number of dozers
Does the company have a WC policy? Yes
No
Do you belong to any of the listed organizations?
West Virginia Loggers Council
Mountain Loggers Cooperative Association Other? Please provide name.
Instructions: Mark each question with a single hash line for each instance observed while completing the audit. If the question does not apply or was not observed during the audit mark N/A for that question. Once the audit is complete, add up the total number of Yes and No hash marks per section and determine percentage score per section and total for the complete audit.
| | Safety & Health Management (Written Program Components) | Yes | No | N/A |
|---|---|---|---|---|
| Roles and Responsibilities | | | | |
| New Worker Orientation | | | | |
| Work Rule Enforcement | | | | |
| Accidents, Incidents, and Near-misses | | | | |
| Training | | | | |
| Safety Meetings | | | | |
| Inspections, Observations and Audits | | | | |
| First Aid | | | | |
| OSHA Standards | | | | |
| | Total Numbers | | | |
| | Program Implementation and Documentation | Yes | No | N/A |
|---|---|---|---|---|
| All workers have been given a copy the program and work rules and records kept. | | | | |
| Workers supervised by owner or foreman. | | | | |
| All workers accounted for daily and records kept. | | | | |
| Progressive disciplinary policy implemented and records kept. | | | | |
| Accident, incident and near-miss program implemented and records kept. | | | | |
| Non-scheduled safety training held due to new hire, new work-task, unsafe act, near-miss or accident held and records kept. | | | | |
| New or less experienced workers work under close supervision and records kept | | | | |
| All workers have current First Aid /CPR Cards | | | | |
| OSHA standards training including the logging standard, bloodborne pathogens, personal protective equipment, hearing conservation, lock-out/tag-out, emergency action, and hazard communication and records kept. | | | | |
| | Total Numbers | | | |
| Safety Meetings and Audits | | Daily | Weekly | Twice per Month | Monthly | | Other |
|---|---|---|---|---|---|---|---|
| | Safety Meetings and Audits | | | | | Monthly | |
| Regularly scheduled and informative safety training and meetings held and records kept. | | | | | | | |
| Frequent and regular safety audits performed using checklist and records kept. | | | | | | | |
| | Total Numbers | | | | | | |
Loading and Transporting Operations
Yes No N/A
| Open cab operator properly using hearing protection |
|---|
| Worker near noisy operation properly wearing hearing protection. |
| ANSI approved eye protection being worn properly if needed. |
| Worker properly wearing sturdy leather boots with ankle support and moisture resistance. |
| Worker wearing puncture resistant gloves while handling wire rope. |
| Are ground crews wearing brightly colored shirts, vests, or jackets? |
| Only authorized workers in the area or within the danger zone. |
| There is working clearance between the truck and logs being loaded. |
| Driver is out of the cab and in a safe location (a distance equal to twice the length of the longest product being handled at a minimum; drivers of chip trailers can remain in cab). |
| Logs being loaded to prevent slippage or loss during handling and transport. |
| Loads binders must be attached before loaded truck is moved beyond the landing area (truck may be moved a short distance away (but not off the landing) from the loader and log piles if the driver deems it to be a safer option for binding the load). |
| Logs loaded in such a manner that not more than fifty (50) percent of any part of a log is above the truck standards. |
| First Aid Kit at each active landing and each employee transport vehicle (a single first aid kit at the landing will satisfy this requirement). |
| Machines/vehicles inspected at the beginning of each shift. |
| Machines/vehicles with defects that affect safe operation tagged and pulled from service until repaired. |
| Manufacturer’s instructions located on each piece of equipment or in the area. |
| Machines/vehicles operated only by designated and trained workers. |
| Seatbelts being worn by operator on machines with ROPS and/or FOPS. |
| Each piece of equipment has its own fully charged portable fire extinguisher. |
| Operator safely parks equipment ensuring no movement (blade grounded, parking brake and/or transmission lock engaged. |
| Cabs free of unsecured tools and other loose items. |
| Hand or audible signals, radios, or phones used when noise/distance prevents clear voice communication. |
| No riders on equipment, other than the operator. |
| Steps intact and serviceable. |
| Handholds intact and serviceable. |
| Two means of access / egress |
| 3-point mount/dismount |
| No flammables in operator’s cab. |
| Workers maintain safe distance from log inventory |
| No booms or loads above ground workers |
| Loader boom grounded when not in use |
| Serviceable metal standards and cab racks on trucks |
Containers properly labelled
Walking and working surfaces shall be free of waste, debris, and any other material which
might result in fire, slipping, orfalling
No unstable log piles
No poorly positioned log piles that create a potential hazard for truck drivers and ground
workers.
Miscellaneous unsafe acts/conditions: Explain
Total Numbers
𝑺𝒆𝒄𝒕𝒊𝒐𝒏 𝑺𝒄𝒐𝒓𝒆=
𝒀𝒆𝒔
𝒀𝒆𝒔+ 𝑵𝒐
× 𝟏𝟎𝟎= _____________%
| Cable Skidding Operations | | Yes | No | N/A |
|---|---|---|---|---|
| | Cable Skidding Operations | | | |
| Chokers hooked and unhooked from end of the log on the uphill side. | | | | |
| Ground workers within clear view of the skidder operators. | | | | |
| Operators wait for the signal before winching. | | | | |
| Winching being done within the stability limits of the machine. | | | | |
| Skidder blade down during initial winch. | | | | |
| Winch cable within 45 degrees of machine center Line | | | | |
| Operator operates winch from within cab | | | | |
| Hard hat available in cab | | | | |
| ANSI approved hard hat being worn properly. | | | | |
| Open cab operator properly using hearing protection | | | | |
| Worker near noisy operation properly wearing hearing protection. | | | | |
| ANSI approved eye protection being worn properly if needed. | | | | |
| Worker properly wearing sturdy leather boots with ankle support and moisture resistance. | | | | |
| Worker wearing puncture resistant gloves while handling wire rope. | | | | |
| Machines/vehicles inspected at the beginning of each shift. | | | | |
| Machines/vehicles with defects that affect safe operation tagged and pulled from service until repaired. | | | | |
| Manufacturer’s instructions located on each piece of equipment or in the area. | | | | |
| Seat belts being worn by operator on machines with ROPS and/or FOPS. | | | | |
| Each piece of equipment has its own fully charged portable fire extinguisher. | | | | |
| Machines operated to maintain “two tree length” safety zone for other workers and equipment. | | | | |
| Operator safely parks equipment ensuring no movement (blade grounded, parking brake and/or transmission lock engaged.) | | | | |
| Cabs free of unsecured tools and other loose items. | | | | |
| Hand or audible signals, radios, or phones used when noise/distance prevents clear voice communication. | | | | |
| No riders on equipment, other than the operator. | | | | |
| Steps intact and serviceable. | | | | |
| Handholds intact and serviceable. | | | | |
| Two means of access / egress | | | | |
| 3-point mount/dismount | |
|---|---|
| No flammables in operator’s cab. | |
| ROPS and FOPS intact and serviceable | |
| Attachments grounded when not in use (blades, grapples) | |
| ANSI approved hard hat being worn properly. | |
| Open cab operator properly using hearing protection | |
| Worker near noisy operation properly wearing hearing protection. | |
| ANSI approved eye protection being worn properly if needed. | |
| Worker properly wearing sturdy leather boots with ankle support and moisture resistance. | |
| Worker wearing puncture resistant gloves while handling wire rope. | |
| Open cab operator wearing ANSI approved eye protection | |
| Miscellaneous unsafe acts/conditions: Explain | |
| | Total Numbers |
𝑺𝒆𝒄𝒕𝒊𝒐𝒏 𝑺𝒄𝒐𝒓𝒆=
𝒀𝒆𝒔
𝒀𝒆𝒔+ 𝑵𝒐
× 𝟏𝟎𝟎= _____________%
| | Grapple Operations | Yes | No | N/A |
|---|---|---|---|---|
| Machines/vehicles inspected at the beginning of each shift. | | | | |
| Machines/vehicles with defects that affect safe operation tagged and pulled from service until repaired. | | | | |
| Manufacturer’s instructions located on each piece of equipment or in the area. | | | | |
| Seat belts being worn by operator on machines with ROPS and/or FOPS. | | | | |
| Each piece of equipment has its own fully charged portable fire extinguisher. | | | | |
| Machines operated to maintain “two tree length” safety zone for other workers and equipment. | | | | |
| Operator safely parks equipment ensuring no movement (blade grounded, parking brake and/or transmission lock engaged.) | | | | |
| Cabs free of unsecured tools and other loose items. | | | | |
| Hand or audible signals, radios, or phones used when noise/distance prevents clear voice communication. | | | | |
| No riders on equipment, other than the operator. | | | | |
| Steps intact and serviceable. | | | | |
| Handholds intact and serviceable. | | | | |
| Two means of access / egress | | | | |
| 3-point mount/dismount | | | | |
| No flammables in operator’s cab. | | | | |
| ROPS and FOPS intact and serviceable | | | | |
| Attachments grounded when not in use (blades, grapples) | | | | |
| ANSI approved hard hat being worn properly. | | | | |
| Open cab operator properly using hearing protection | | | | |
| Worker near noisy operation properly wearing hearing protection. | | | | |
| ANSI approved eye protection being worn properly if needed. | | | | |
| Worker properly wearing sturdy leather boots with ankle support and moisture resistance. | |
|---|---|
| Worker wearing puncture resistant gloves while handling wire rope. | |
| Ground workers on foot within clear view of the skidder operators. | |
| Open cab operator wearing ANSI approved eye protection. | |
| Are ground crews wearing brightly colored shirts, vests, or jackets? | |
| Miscellaneous unsafe acts/conditions: Explain | |
| | Total Numbers |
| | Dozer Operations | Yes | No | N/A |
|---|---|---|---|---|
| ANSI approved hard hat being worn properly. | | | | |
| Open cab operator properly using hearing protection | | | | |
| Worker near noisy operation properly wearing hearing protection. | | | | |
| ANSI approved eye protection being worn properly if needed. | | | | |
| Worker properly wearing sturdy leather boots with ankle support and moisture resistance. | | | | |
| Worker wearing puncture resistant gloves while handling wire rope. | | | | |
| Cable handlers wearing gloves. | | | | |
| Chokers hooked and unhooked from end of the log on the uphill side. | | | | |
| Ground workers within clear view of the skidder operators. | | | | |
| Operators wait for the signal before winching. | | | | |
| Winching being done within the stability limits of the machine. | | | | |
| Blade down during initial winch. | | | | |
| Winch cable within 45 degrees of machine center line | | | | |
| Operator operates winch from within cab | | | | |
| Machines/vehicles inspected at the beginning of each shift. | | | | |
| Machines/vehicles with defects that affect safe operation tagged and pulled from service until repaired. | | | | |
| Manufacturer’s instructions located on each piece of equipment or in the area. | | | | |
| Seat belts being worn by operator on machines with ROPS and/or FOPS. | | | | |
| Each piece of equipment has its own fully charged portable fire extinguisher. | | | | |
| Machines operated to maintain “two tree length” safety zone for other workers. | | | | |
| Operator safely parks equipment ensuring no movement (blade grounded, parking brake and/or transmission lock engaged. | | | | |
| Cabs free of unsecured tools and other loose items. | | | | |
| Hand or audible signals, radios, or phones used when noise/distance prevents clear voice communication. | | | | |
| No riders on equipment, other than the operator. | | | | |
| Steps intact and serviceable. | | | | |
| Handholds intact and serviceable. | | | | |
| Two means of access / egress | | | | |
| No flammables in operator’s cab. | |
|---|---|
| ROPS and FOPS intact and serviceable | |
| Attachments grounded when not in use (blades, grapples) | |
| Are ground crews wearing brightly colored shirts, vests, or jackets? | |
| Miscellaneous unsafe acts/conditions: Explain | |
| | Total Numbers |
3-point mount/dismount
No flammables in operator's cab.
ROPS and FOPS intact and serviceable
Attachments grounded when not inuse (blades,grapples)
Are ground crews wearing brightlycoloredshirts,vests, or jackets?
Miscellaneous unsafe acts/conditions: Explain
Total Numbers
𝑺𝒆𝒄𝒕𝒊𝒐𝒏 𝑺𝒄𝒐𝒓𝒆= 𝒀𝒆𝒔+ 𝑵𝒐 × 𝟏𝟎𝟎= _____________%
𝒀𝒆𝒔
| | Manual Felling Operations | Yes | No | N/A |
|---|---|---|---|---|
| All safety features on chain saw working properly (Chain break, chain catch, throttle interlock). | | | | |
| Saw fueled at least 10 feet from ignition sources. | | | | |
| Start saw at least 10 feet from the fuel sources. | | | | |
| Saw started with the chain brake on and firmly supported with at least 2 points of contact. | | | | |
| Both hands kept on the saw when operating. | | | | |
| Footing secure. | | | | |
| No cutting overhead or alternative method used (pole saw). | | | | |
| Chain saw shut off or chain brake engaged if the terrain is hazardous or if you are moving more than 2 steps. | | | | |
| ANSI approved hard hat being worn properly. | | | | |
| Chain saw operator properly using hearing protection | | | | |
| Chain saw operator properly wearing ANSI approved face protection (logger-type mesh screens). | | | | |
| Chain saw operator properly wearing UL approved chaps | | | | |
| Chainsaw operator wearing optional eye protection. | | | | |
| Chain saw operator wearing UL approved cut resistant boots that cover and support the ankle | | | | |
| No overhead hazards when limbing and bucking | | | | |
| Work zone free from hazards (e.g., danger trees, hung trees, snags and dead limbs) | | | | |
| When bucking a wind-thrown tree, root wad is chocked to prevent it from hitting workers. | | | | |
| Worker checks the position, condition, and lean of the tree prior to felling. | | | | |
| Worker establishes a clear fall path and landing zone. | | | | |
| Worker has a planned and cleared escape path at an approximate 45-degree angle to the direction of the fall. | | | | |
| Chain saw shutoff or chainbrake engaged before retreat. | | | | |
| Using controlled directional felling through application of the open face notch method. | | | | |
| Open face notch at least 70 degrees. | | | | |
| Hinge located at or about 80% of the diameter breast height (dbh) | | | | |
| Adequate hinge width (guideline is 1 inch per 10 inches of dbh) and depending on species | | | | |
| No bypasses in the notch. | | | | |
| Worker at least two tree lengths from other workers and machines. | | | | |
| If spring poles created, they are mechanically released or released by properly shaving wood from the underside. | | | | |
| Limbing and bucking on the uphill side of the log. | | | | |
| Ensure log will not move or roll. | | | | |
| Log is chocked or worker used cuts such as the top lock, limb lock or tongue and groove to control log movement. | |
|---|---|
| First Aid Kit at each active felling location. | |
| Chainsaw fuel and bar/chain oil in UL approved and properly labeled container. | |
| Danger trees, lodged trees, snags felled or removed with equipment before felling starts (or marked and no work performed within two treelengths of the danger tree, unless the employer demonstrates that a shorter distance will not create a hazard for the employee). | |
| Caution is exercised when operating on windy days. | |
| Machines/vehicles operated only by designated and trained workers. | |
| Miscellaneous unsafe acts/conditions. Explain | |
| | Total Numbers |
| | Feller Buncher Operations | Yes | No | N/A |
|---|---|---|---|---|
| Only trained operators operating feller buncher. | | | | |
| Feller buncher/saw-head never operated within 300 feet of other equipment or personnel. | | | | |
| Feller Buncher works up and down slopes. | | | | |
| Caution is exercised when operating on windy days. | | | | |
| Attachments always grounded or supported in safe position while not in operation or for maintenance. | | | | |
| Saw-heads always stumped to stop them prior to returning to the deck or servicing the head. | | | | |
| The unit includes all guards, screens, and shields. | | | | |
| Open cab operator properly using hearing protection | | | | |
| ANSI approved eye protection being worn properly if needed. | | | | |
| Worker properly wearing sturdy leather boot with ankle support and water resistance. | | | | |
| Machines/vehicles inspected at the beginning of each shift. | | | | |
| Machines/vehicles with defects that affect safe operation tagged and pulled from service until repaired. | | | | |
| Manufacturer’s instructions located on each piece of equipment or in the area. | | | | |
| Seat belts being worn by operator on machines with ROPS and/or FOPS. | | | | |
| Each piece of equipment has its own fully charged and fully secured portable fire extinguisher. | | | | |
| Machines operated to maintain “two tree length” safety zone for other workers and machines. | | | | |
| Cabs free of unsecured tools and other loose items. | | | | |
| Hand or audible signals, radios, or phones used when noise/distance prevents clear voice communication. | | | | |
| No riders/passengers on equipment. | | | | |
| Steps intact and serviceable. | | | | |
| Handholds intact and serviceable. | | | | |
| Two means of access / egress | | | | |
| 3 point contact when mounting or dismounting | | | | |
| First aid kit in feller-buncher. | | | | |
| No flammables in operator’s cab. | | | | |
No riders on equipment.
Miscellaneous unsafe acts/conditions. Explain
Total Numbers
𝑺𝒆𝒄𝒕𝒊𝒐𝒏 𝑺𝒄𝒐𝒓𝒆=
𝒀𝒆𝒔
𝒀𝒆𝒔+ 𝑵𝒐
× 𝟏𝟎𝟎= _____________%
| | Overhead power line Hazards | Yes | No | N/A |
|---|---|---|---|---|
| A clearance of 10' is maintained up to 50kV | | | | |
| If a clearance of 10' cannot be maintained, lines deenergized or protected. | | | | |
| If voltage is higher than 50kV clearance increased 4" per 10kV | | | | |
| Vehicle in transit with structure lowered clearance no closer than 4’ increased 4" for every 10 kV over 50kV. | | | | |
| Employees standing on the ground may not contact the vehicle or mechanical equipment or any of its attachments | | | | |
| If insulating barriers are installed and properly for voltage of line the clearance is a distance within the designed working dimensions of the insulating barrier. | | | | |
| Are ground crews wearing brightly colored shirts, vests, or jackets? | | | | |
| Miscellaneous unsafe acts/conditions: Explain | | | | |
| | Total Numbers | | | |
| 𝒀𝒆𝒔 𝑺𝒆𝒄𝒕𝒊𝒐𝒏 𝑺𝒄𝒐𝒓𝒆 = × 𝟏𝟎𝟎 = _____________% 𝒀𝒆𝒔 + 𝑵𝒐 | | | | |
| | Chemical Hazards | Yes | No | N/A |
|---|---|---|---|---|
| Fuels for vehicles, machinery and chain saws stored, handled, transported and used according to OSHA standards. | | | | |
| Fuels for vehicles, machinery and chain saws NOT transported in the driver compartment or in any passenger-occupied area of a machine or vehicle. | | | | |
| Fuels for vehicles, machinery and chain used to start fires only if the particular situation doesn’t create a hazard to workers. | | | | |
| Gas-powered equipment shut off when fueling. | | | | |
| Diesel-powered equipment left at idle when fueling, only if safe fueling procedures followed. | | | | |
| Miscellaneous unsafe acts/conditions: Explain | | | | |
| | Total Numbers | | | |
| | Chainsaw Operations | Yes | No | N/A |
|---|---|---|---|---|
| All safety features on chain saw working properly (Chain break, chain catcher, throttle trigger interlock). | | | | |
| Saw fueled at least 10 feet from ignition sources. | | | | |
| Start saw at least 10 feet from the fuel sources. | | | | |
| Saw started with the chain brake on and firmly supported or on the ground. | | | | |
| Both hands kept on the saw. | | | | |
| Footing secure. | | | | |
| No cutting overhead or alternative method used (pole saw). | | | | |
| Chain saw shut off or chain brake engaged if the terrain is hazardous or if you are moving more than 50 feet. | | | | |
| ANSI approved hard hat being worn properly. | | | | |
| Chain saw operator properly using hearing protection | | | | |
| Chain saw operator properly wearing ANSI approved eye protection and logger-type mesh screens. | | | | |
| Chain saw operator properly wearing UL approved chaps | | | | |
| Chain saw operator wearing UL approved cut resistant boots that cover and support the ankle | | | | |
| Are ground crews wearing brightly colored shirts, vests, or jackets? | | | | |
| Miscellaneous unsafe acts/conditions: Explain | | | | |
| | Total Numbers | | | |
Instructions: To determine the score for entire the audit, add-up the total number of "Yes" hash marks and the total number of "No" hash marks and add those two totals together (Yes + No). Then divide the total "Yes" score by the total "Yes + No" score and multiply by 100 to get your percentage score.
Total Yes
Total No
|
<urn:uuid:66d4ef50-0403-4b41-9768-fbee38f4301b>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
|
eng_Latn
| 22,848
|
TIL GRÆNSEN – PÅ CYKEL
Regn, modvind, 27 punktering og god energi.
Unge og voksne, fra Halvorsminde Efterskole, kørte til grænsen lørdag d. 6. juni 2015 i mere end en forstand. De havde besluttet sig for at cykle til den dansk-tyske grænse på 1 dag. En udfordring som langt de fleste ville anse som en umulig opgave. Trods svære odds lykkedes det holdet at tilbagelægge 365 km. på 20 timer.
Det er blevet en tilbagevendende begivenhed at planlægge og gennemføre en længere cykeltur hvert år, med start fra Halvorsminde. I 2014 lykkedes det således holdet at køre fra Hjørring til København på 18 timer, en tur på 295 km. Allerede dengang blev overliggeren sat højt. Og udfordringen blev ikke mindre i år, da distancen blev sat op og ruten mere kuperet.
Lørdag d. 6. juni 2015 kl. 4.00 var det trætte men spændte elever, der mødtes i spisesalen til en kort briefing. I månederne op til var eleverne blevet forberedt på den lange cykeltur og mange timers forberedelse skulle stå deres prøve. Det skulle vise sig at blive en uforglemmelig oplevelse.
Turen startede, kl. 5.00, i regnvejr og allerede inden 1. depot, i Tylstrup, havde holdet haft 7 punktering. I løbet af dagen klarede det op, men vinden var ubarmhjertig og det blæste med 9 -11 m/sek fra syd-vest, hvilket føltes som modvind. Punkteringerne fortsatte og det blev til 27 slangeskift ialt. “Vi kører 13,5 km/slane”, grinede en af de unge, der åbenbart havde brugt noget af turen på lidt hovedregning. Punkteringerne var dog ikke nok til at sætte en stopper for holdet, der trods udfordringerne var fast besluttet på at nå målet.
Kl. 1.30, natten mellem lørdag og søndag, stod cykelholdet fra Halvorsminde ved grænsen til Tyskland. Grænsen var nået på flere måder. Cykelture, kanoture, gymnastikopvisninger, koncerter og meget andet vidner om, at skolen lever op til deres motto: “Vi tror på talentet i dig – sammen kan vi alt”.
Efter weekendens cykeltur bliver de unge næppe de samme igen – de har fået en oplevelse for livet. “Forældre, bedsteforældre, venner og familier – ialt 8000 mennesker fulgte os på facebook. Den opbakning har været rigtig vigtig for os – og vi skylder mange en stor tak.
Også vores mange samarbejdspartnere har bakket os op og det er vi dem dybt taknemmelige for”, fortæller deltagerne fra Halvorsmindes cykelhold.
Nu er dagligdagen igen vendt tilbage og de unge er godt igang med eksamensperioden.
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447704f3-5bb3-41a0-bf21-40ab47572ba8
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HuggingFaceFW/finepdfs/tree/main/data/dan_Latn/train
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finepdfs
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dan_Latn
| 2,395
|
A monthly newsletter brought to you by Bismarck-Burleigh Public Health Unit
Great American Spit Out Teaches Youth the Dangers of Smokeless Tobacco
3.17.2017
Great American Spit Out, held this year on Thursday February 23 rd , it is an annual effort to encourage those who use smokeless tobacco to quit and discourage youth from starting. In honor of this event and with hopes to hit the message home with their students of the dangers behind smokeless tobacco; United Tribes Technical College and Light of Christ Catholic Schools 7 th and 8 th
Grade Academy hosted two national speakers to present to their students and staff.
Ronnie Trentham, a six-time oral, head and neck cancer survivor, shared his story with students from both schools about the consequences of his personal addiction to smokeless tobacco and the effects it had on him and his family. Ronnie was accompanied by Cherokee Nation story teller Greg Bilby.
It is especially important to bring this message to our area's youth because the younger a person is when trying a tobacco product, the more likely they are to become addicted. According to the most recent Youth Risk Behavior Survey (2015), 10.6 percent of North Dakota high school students used chewing tobacco, snuff or dip, which was higher than the national average of 8.6 percent.
These events were sponsored by Bismarck Burleigh Public Health Tobacco Prevention and Control Program with funding from BreatheND.
Bismarck Youth Celebrate Kick Butts Day
On Wednesday March 15th, youth across Bismarck/Burleigh County celebrated the nationally known holiday Kick Butts Day. Despite promising to stop marketing to youth in the 1998 tobacco settlement, tobacco companies continue to find new ways to recruit new customers. Nine out of ten smokers start before age 18. Check out the Bismarck Burleigh Public Health's Facebook page at https://www.facebook.com/ BBPH.gov/ to see what youth in our area did to educate their peers and community about the dangers behind Big Tobacco.
North Dakota Voters Made a Promise to Our Youth to Protect Them from the Tobacco Industry
In 2008, ND voters promised to protect future generations from a lifetime addiction to nicotine by passing an initiated measure for a fully funded CDC Best Practices Tobacco Prevention and Control Program. Throughout the years voters continued to keep their promise with the passage of a strong smoke-free law in 2012. With these actions and continued community support youth smoking rates have been cut in half.
However, with recent decisions made by legislators during the 65th Legislative Assembly the fully funded program has been eliminated. How ND will continue to keep their promise to our youth is a question many North Dakotan's are asking.
Susan Kahler firstname.lastname@example.org
500 East Front Ave
Bismarck, ND 58506-5689
(701) 355-1597
Click to unsubscribe
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<urn:uuid:e344acbe-abed-4918-a933-bb194df8263e>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 2,881
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Информационен лист за безопасност
съгласно Регламент (ЕО) 1907/2006 (REACH) и измененията му
◘ И7 – внесени промени в това издание ◘
Преработено издание №: 5.1
Дата: 25/08/2023
Изменение №: 7
стр. 1 от 7
2.1 Класифициране на веществото или сместа
Класификация съгласно Регламент 1272/2008 (CLP) и измененията му към датата на издаване на документа
Газове под налягане: Охладен втечнен газ; Н281 – Съдържа охладен газ; може да причини криогенни изгаряния или наранявания
2.2 Елементи на етикета
Етикетиране съгласно 1272/2008 (CLP) и измененията му към датата на издаване на документа
Пиктограма за опасност:
2.3 Други опасности
| биоакумулиращо или токсично ( | PBT | ) или много |
|---|---|---|
| устойчиво и много биоакумулиращо ( | | |
РАЗДЕЛ 3: СЪСТАВ/ИНФОРМАЦИЯ ЗА СЪСТАВКИТЕ
◘ И7 3.1 Вещество
РАЗДЕЛ 4: МЕРКИ ЗА ПЪРВА ПОМОЩ
4.1 Описание на мерките за първа помощ
Преработено издание №: 5.1
Дата: 25/08/2023
Изменение №: 7
стр. 3 от 7
4.2 Най-съществени остри и настъпващи след известен период от време симптоми и ефекти
Респираторен арест. Увреждане/измръзване на кожата дължащо се на бързото охлаждане при изпарение.
4.3 Указание за необходимостта от всякакви неотложни медицински грижи и специално лечение Да се приложат общоукрепващи мерки и да се лекува симптоматично.
РАЗДЕЛ 5: ПРОТИВОПОЖАРНИ МЕРКИ
5.1 Средства за гасене на пожар
5.2 Особени опасности, които произтичат от веществото или сместа
Не е пожароопасен. Ако е безопасно спрете изтичането. Преместете или охлаждайте бутилките и цистерните чрез обливане с вода от безопасна позиция.
5.3 Съвети за пожарникарите
Специално устойчиво на висока температура облекло, ръкавици, ботуши и автономен дихателен апарат.
РАЗДЕЛ 6: МЕРКИ ПРИ АВАРИЙНО ИЗПУСКАНЕ
6.1 Лични предпазни мерки, предпазни средства и процедури при спешни случаи
6.1.1 За персонал, който не отговаря за спешните случаи
Предпазни средства:
Носете подходящи лични предпазни средства (посочени в РАЗДЕЛ 8 на листа за безопасност)
Процедури при спешни случаи:
Всички дейности трябва да се извършват от добре обучен персонал. Недопускайте необучен персонал и без ЛПС в района или персонал, който не е ангажиран с отстраняване на аварията и последствията от нея. Елиминирайте всички възможни източници на запалване и осигурете адекватна вентилация. Спрете източника на изтичане ако е безопасно. Изолирайте всяка бутилка, от която има изтичане. Предотвратете навлизането в канали, мазета и други места, където натрупването може да е опасно. Застанете срещу вятъра. Спазвайте аварийния план.
6.1.2 За лицата, отговорни за спешни случаи
Специално устойчиво на висока температура облекло, ръкавици, ботуши, автономен дихателен апарат.
6.2 Предпазни мерки за опазване на околната среда
Опитайте се да спрете изтичането. Информирайте компетентните органи, ако е причинено замърсяване на някои от компонентите на околната среда.
6.3 Методи и материали за ограничаване и почистване
Осигурете адекватна вентилация.
6.4 Позоваване на други раздели
Вижте раздел 8 за лични предпазни средства, раздел 13 за обезвреждане на отпадъка и раздел 1 за телефон при спешни случаи.
РАЗДЕЛ 7: РАБОТА И СЪХРАНЕНИЕ
7.1 Предпазни мерки за безопасна работа
7.1.1 Предпазни мерки
Позволява се работа със съдове под налягане само на преминали обучение и инструктаж лица. Предотвратете навлизането на вода в съда. Не допускайте възвратен поток в съда. Използвайте специализирано оборудване, подходящо за този продукт и разчетените температури и налягане. Спазвайте изискването за остатъчно налягане от 0,05 МРа. Пазете бутилките от повреждане. Използвайте подходяща ръчна количка или кари, за да премествате бутилките – не влачете, не търкаляйте, не пързаляйте, не удряйте бутилките. Никога не повдигайте бутилките без предпазните капачки. Никога не поставяйте предмети вътре в капачката (напр. гаечен ключ, отвертка и други) – това може да причини повреждане на вентила и да доведе до изтичане на газ. Отваряйте бавно вентила, за да избегнете силата на налягането. След отделяне на бутилката от инсталацията, отново поставете капачката на вентила и на бутилката. След всяка употреба и след изпразване на бутилката, вентилът дори и да е свързан със съоръжението. Не прехвърляйте газ от една бутилка в друга. Ако вентила се отваря трудно, спрете работата и се обадете на своя доставчик. Пазете етикетите. При работа осигурете неподвижното захващане на бутилката към стационарен обект или в количката.
7.1.2 Съвети за обща хигиена на труда:
Спазвайте добра лична хигиена. Не яжте, не пийте и не пушете в работните помещения. Измийте си ръцете след работа. Свалете работното облекло и предпазните средства преди посещение на местата за хранене.
7.2 Условия за безопасно съхраняване, включително несъвместимости
Технически условия за съхранение:
Съхранявайте далеч от източници на огън и топлина - нагряването на бутилката повишава налягането на газа. Съхранявайте на добре проветливо място, в закрити складови помещения при температура не повисока от 50 о С. Пазете бутилките от физическа повреда. Пазете от пряка слънчева светлина. Пълните и празните съдове трябва да се съхраняват отделно и да са добре укрепени.
Пълните бутилки с поставки трябва да се съхраняват във вертикално положение, като се осигуряват срещу падане чрез подходящи устройства.
В районите на съхранение и употреба трябва да се поставят табели с
надпис: "Забранено пушенето и паленето на огън".
Не транспортирайте бутилки в затворено пространство (напр. багажник на лек автомобил).
◘ И7 7.3. Специфична (и) крайна (и) употреба (и): - няма информация◘
РАЗДЕЛ 8: КОНТРОЛ НА ЕКСПОЗИЦИЯ/ ЛИЧНИ ПРЕДПАЗНИ СРЕДСТВА
8.1 Параметри на контрол
Гранични стойности на професионална експозиция:
8.2 Контрол на експозицията
8.2.1 Подходящ инженерен контрол:
Използването на адекватна вентилация е добра производствена практика. Системите под налягане следва периодично да се проверяват за пропуски.
8 часа – 9000 mg/m 3 , съгласно Наредба 13/ 30.12.2003
Преработено издание №: 5.0
Дата: 05/05/2022
Изменение №: 6
Преработено издание №: 5.1
Дата: 25/08/2023
Изменение №: 7
стр. 5 от 7
8.2.2 Индивидуални мерки за защита
РАЗДЕЛ 10: СТАБИЛНОСТ И РЕАКТИВНОСТ
10.1 Реактивност
Продуктът е стабилен при спазване на препоръките посочени в раздел 7.
10.2 Химична стабилност
Продуктът е стабилен при спазване на препоръките посочени в раздел 7
10.3 Възможност за опасни реакции
Няма да възникнат
10.4. Условия, които трябва да се избягват
Високи температури и ограничени пространства.
10.5 Несъвместими материали
Силни основи и алкални метали. Различни метални прахове като: магнезий, цирконий, титан, алуминий, хром и манган са запалими и експлозивни , когато са разпръснати и нагряти в среда от въглероден диоксид.
10.6 Опасни продукти на разпадане
Дисоциацията на въглеродният диоксид започва при около 1200 0 С до образуване на въглероден оксид и кислород.
РАЗДЕЛ 11: ТОКСИКОЛОГИЧНА ИНФОРМАЦИЯ
11.1 Информация за класовете на опасност, определени в регламент (ЕО) №1272/2008
Преработено издание №: 5.1
Дата: 25/08/2023
Изменение №: 7
стр. 7 от 7
11.2 Информация за други опасности
11.2.1 Свойства, нарушаващи функциите на ендокринната система – липсват данни
◘ И711.2.2 Друга информация - липсват данни◘
РАЗДЕЛ 12: ЕКОЛОГИЧНА ИНФОРМАЦИЯ
12.1 Токсичност
Не е токсичен
1. При по-ниски концентрации оказва положително влияние върху растенията. При по-високи концентрации, денем оказва положително влияние /по-лесно протича процеса на фотосинтеза/, а нощем оказва негативно влияние, като затруднява дишането им.
2. Влиянието върху живите организми на сушата следва да бъде аналогично на оказаното влияние върху човека.
Повишеното съдържание във въздуха може да доведе до задушаване и смърт на живите организми.
12.2 Устойчивост и разградимост
Не причинява екологични вреди
12.3 Биоакумулираща способност
Продуктът не проявява никакви биоакумулационни свойства.
12.4 Подвижност в почвата
Не причинява екологични вреди
12.5 Резултати от оценката за PBT и vPvB
Не се класифицира като опасен.
12.6 Свойства нарушаващи функциите на ендокринната система Липсват данни
12.7 Други неблагоприятни ефекти
Изпускането на големи количества може да подпомогне парниковия ефект
◘И7 Допълнителна информация - Липсват данни◘
РАЗДЕЛ 13: ОБЕЗВРЕЖДАНЕ НА ОТПАДЪЦИТЕ
РАЗДЕЛ 14: ИНФОРМАЦИЯ ОТНОСНО ТРАНСПОРТИРАНЕТО
14.1. Номер по списъка на ООН: UN 2187
ADR/RID, етикетиране
2.2: Незапалим, нетоксичен газ (+13 RID)
14.2. Точното наименование на пратката по списъка на ООН
ADR: ВЪГЛЕРОДЕН ДИОКСИД, ПРЕОХЛАДЕН ВТЕЧНЕН
RID: ВЪГЛЕРОДЕН ДИОКСИД, ОХЛАДЕН ТЕЧЕН
14.3. Клас(ове) на опасност при транспортиране
ADR/RID
Клас: 2
Класификационен код: 3А
Идентиф. № за опасност: 22
14.4. Опаковъчна група
ADR/RID - не е приложимо
14.5 Опасности за околната среда - няма
14.6. Специални предпазни мерки за потребителите
Лицето, транспортиращо продукта, трябва да е обучено и да знае как да реагира при инцидент или при разсипване.
◘ И7 14.7 Морски транспорт на товари в насипно състояние
съгласно инструменти на Международната морска организация Не е приложимо ◘
РАЗДЕЛ 16: ДРУГА ИНФОРМАЦИЯ
Указване на промените: Промените в последно издание са указани с ◘ И7... ◘. Тази версия замества всички предходни
Горепосочената информация се основава на знанията ни за продукта и отразява данните достъпни ни към момента на издаване на информационния лист. Този документ може да се счита като ръководство за безопасно боравене с продукта от подходящо обучено лице, използващо този продукт, и не обвързва по никакъв начин доставчика с гаранция за определени свойства, качества и приложения."
„Неохим" АД не предоставя каквито и да е гаранции за продаваемостта, годността на информацията или продукта за конкретна цел, като се има предвид представената информация или продукта, за който се отнася тази информация.
„Неохим" АД не носи каквато и да е отговорност за вредите, причинени от употребата на продукта или основаването на представените информация, данни и препоръки за него. Потребителите са длъжни сами да изследват и определят годността на информацията и продукта за конкретните си целите, и да спазват действащите закони.
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HuggingFaceFW/finepdfs/tree/main/data/bul_Cyrl/train
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Taivaan valtakunta
San. Sakari Heikkilä Säv. Sakari Heikkilä
1.säkeistö
Bbm Db/F Gb Db Bbm Db/F Gb Db
Taivaan valtakunta on valo maailmalle.
Bbm Db/F Gb Db Bbm Db/F Gb Db Sanomamme ikui - nen soikoon kaikkialle;
Gb Ab Db/F Bbm Gb Ab Db/F Bbm Heikot nostetaan, väsy - neitä kannetaan,
Gb Ab Db/F Bbm Gb Ab köyhyys poistetaan, nääntyneitä ruokitaan.
2.säkeistö
Bbm Db/F Gb Db Bbm Db/F Gb Db Taivaan valtakunta on koti syrjityille.
Bbm Db/F Gb Db Bbm Db/F Gb Db Herra käden ojen - taa muiden hylkäämille.
Gb Ab Db/F Bbm Gb Ab Db/F Bbm Muurit murretaan, raja- - aidat kaadetaan,
Gb
Ab Db/F Bbm Gb
Ab kaikki kutsutaan katso - matta asemaan.
Kertosäe
Db Ab Bbm Gb Taivaan valtakunta keskellämme jo loistaa!
Bbm Fm Gb Ebm Jeesus Kuninkaamme eteenpäin meitä johtaa!
Db Ab Bbm Gb Taivaan valtakunta keskellämme jo loistaa!
Bbm Fm Gb Ebm Seurakunnan kautta maa ja taivas nyt kohtaa!
3.säkeistö
Bbm Db/F Gb Db Bbm Db/F Gb Db Taivaan valtakunnassa elämä uusi alkaa; Bbm Db/F Gb Db Bbm Db/F Gb Db rauha, ilo, vapa - us, jonka Henki antaa. Gb Ab Db/F Bbm Gb Ab Db/F Bbm Silmät aukaistaan, tule - vaisuus tarjotaan, Gb Ab Db/F Bbm Gb Ab Db/F Bbm kahleet katkaistaan, kuoleman valta voitetaan.
C-osa
Gb Ab
Kaikki sairaat vielä parannetaan, Fm Bbm sorretut ja vangit vapautetaan, Gb Ab koko maahan toivo julistetaan, Fm Bbm pahan valta tieltä karkotetaan.
Gb Ab Pyhä Henki jälleen virrata saa, Fm Bbm maamme rakkaudella valloitetaan. Gb Ab Tämä aalto, joka käy läpi maan, Fm Bbm herätysten kirjaan kirjoitetaan
Outro
Gb Ab Aamen! (Näin tapahtukoon)
Fm Bbm
Aamen!
Copyright © Sakari Heikkilä
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HuggingFaceFW/finepdfs/tree/main/data/fin_Latn/train
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finepdfs
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fin_Latn
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VISITABILE A BELLINO LA MOSTRA “INQUADRIAMOCI - LA BELLEZZA DELLA FRAGILITÀ”
La mostra, cinquanta fotografie di anziani della valle Varaita in posa come soggetti di dipinti famosi, sarà visitabile nella Sala Polivalente del Museo del Tempo e delle Meridiane in borgata Celle di Bellino sabato 10, domenica 11, sabato 17 e domenica 18 luglio. L’esposizione è a cura del Consorzio Monviso Solidale nell’ambito del progetto singolo n. 5163 IncL - Bien Vieillir / Invecchiare Bene, che fa parte del Piano Integrato Territoriale PITER Terres Monviso.
La mostra *Inquadriamoci - La bellezza della fragilità*, composta di circa cinquanta fotografie di anziani della valle Varaita in posa come soggetti di dipinti famosi, sarà allestita nella Sala Polivalente del Museo del Tempo e delle Meridiane in borgata Celle di Bellino e visitabile a ingresso libero in due fine settimana del mese di luglio: **sabato 10** in orario 15-18, **domenica 11** in orario 9.30-12.30 e 15-18, **sabato 17** e **domenica 18** in orario 15-18. La raccolta delle fotografie, messe a confronto con le riproduzioni dei dipinti originali, costituisce una splendida documentazione di come si possa intervenire a sostegno delle difficoltà di chi vive in montagna in modo stimolante e intelligente.
L’esposizione, allestita a cura del Consorzio Monviso Solidale, è una delle attività di animazione territoriale portate avanti durante il periodo del lockdown della primavera 2020 nell’ambito del progetto singolo n. 5163 IncL - Bien Vieillir / Invecchiare Bene, che fa parte del Piano Integrato Territoriale PITER Terres Monviso ed è finanziato dal Fondo Europeo di Sviluppo Regionale (FESR), Programma Interreg Alcotra 2014-2020. L’attività è stata proposta dall’équipe di operatori socio sanitari e educatori professionali della valle Varaita ed è un vero e proprio esperimento di fusione tra il sociale e la sperimentazione artistica, un articolato intervento di rete portato avanti per incontrare gli anziani, farli tornare protagonisti degli interventi di inclusione nonostante la pandemia, facendoli sentire parte di un tutto. Sono circa cinquanta le persone che hanno deciso di mettersi in gioco e a entrare nei panni dei protagonisti di dipinti di Renoir, Caravaggio, Vermeer e tanti altri autori celebri. La ricchezza dal punto di vista aggregativo del percorso ha rappresentato, in tempo di lockdown, e rappresenta tuttora una risposta per fronteggiare l’isolamento sociale che si può vivere in territorio montano, ulteriormente aggravato dall’emergenza sanitaria.
«Il percorso è nato dall’intenzione di mobilitare le comunità locali per migliorare la qualità di vita delle persone più in difficoltà – spiegano i responsabili del progetto per il Consorzio Monviso Solidale –. Ci
siamo interrogati insieme ai residenti su chi fossero e quali bisogni avessero le persone più fragili delle zone montane e cosa avremmo potuto fare tutti insieme con loro e per loro. Quindi abbiamo studiato un percorso che consentisse lo sviluppo di occasioni di incontro, di divertimento e di gioco, coinvolgendo di volta in volta attori locali, gestori di attività e amministratori, felici di collaborare alla cura del benessere dei propri concittadini. La ricchezza dal punto di vista aggregativo del percorso ha rappresentato, in tempo di lockdown, e rappresenta tuttora un’ottima risposta del territorio alle persone fragili per fronteggiare l’isolamento sociale ulteriormente aggravato dall’emergenza sanitaria».
La mostra è stata presentata al pubblico per la prima volta durante l’ottobre 2020 a Saluzzo, nella cornice della rassegna Start.
Il progetto Interreg Alcotra “Terres Monviso - InCL”
Il progetto InCL: Invecchiare Bene PITER Terres Monviso – rappresenta un’opportunità offerta dal Programma ALCOTRA, al fine di migliorare l’approccio socio-sanitario su un territorio di media e alta montagna. Questa opportunità si è concretizzata, lato italiano, grazie a un’iniziativa, basata su un progetto di legge, che intende avvicinare i servizi sociali e sanitari alla popolazione e, lato francese, grazie alla volontà degli organismi locali di compensare la lontananza dei grandi centri urbani, situati fuori dal territorio di competenza.
Il progetto si sviluppa attraverso azioni concrete che permettono di portare, in maniera durevole, i servizi socio-sanitari sul territorio; il progetto ha saputo riunire partner che per la prima volta coopereranno a livello transfrontaliero: comunità di comuni e consorzi comunali (CCSP, CCVUSP, CCGQ, CMS e CSAC), enti ospedalieri (ASL CN 1 e GHT delle Alpi del Sud), società civile (CoDES 05).
Associando attività di prevenzione e di cura e grazie alle nuove tecnologie, il progetto si rivolge sia alla popolazione residente che non residente (anziani, malati cronici, persone fragili).
Il Piano Integrato Territoriale Terres Monviso
Il Piter Terres Monviso coinvolge un territorio che comprende in Italia le Unioni Montane dalla Valle Stura alle Valli del Monviso e la pianura Saluzzese e in Francia le Comunità dei Comuni del Guillestrois - Queyras, Serre - Ponçon e Ubaye - Serre - Ponçon.
Si articola su cinque progetti che riguardano ambiente, sicurezza e infrastrutture, sostegno alle fasce deboli.
Oltre al progetto InCL, coordinato in Italia dal Consorzio Monviso Solidale, i progetti sono:
- T(o)UR: miglioramento del posizionamento del sistema turistico trasfrontaliero sul mercato internazionale;
- Ris[K]: gestione associata transfrontaliera delle problematiche di sicurezza della mobilità (valanghe, sicurezza stradale, dissesto idrogeologico);
- Eco: sviluppo del patrimonio naturale e culturale del territorio attraverso la predisposizione di reti di attori, pubblici e privati per la crescita delle filiere verdi locali.
- CoCo: progetto di coordinamento e comunicazione dei 4 progetti semplici sopracitati
Fossano, 1° luglio 2021
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HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
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finepdfs
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ita_Latn
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Rionet
Rionet
Utallige ideer med rionet. Udføres på mål Skriv for uforpligtende tilbud.
Se mere her
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HuggingFaceFW/finepdfs/tree/main/data/dan_Latn/train
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finepdfs
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dan_Latn
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TWO NEW OBJECTIONS TO EXPLANATIONISM
Bryan C. Appley and Gregory Stoutenburg
Abstract: After a period of inactivity, interest in explanationism as a thesis about the nature of epistemic justification has been renewed. Ted Poston (2014) and Kevin McCain (2014) have both recently offered versions of explanationist evidentialism. In this paper, we pose two objections to explanationist evidentialism. First, explanationist evidentialism fails to state a sufficient condition for justification. Second, explanationist evidentialism implies a vicious regress.
1. Introduction
This paper is about explanationist evidentialism. Explanationist theories of justification are beginning to get traction. We think those theories are false; in this paper we offer reasons to think so. Our criticisms have two targets. Some of our arguments target the evidentialist side of explanationist evidentialism; others, the explanationist side. We do this to be thorough. We want to illuminate the general structure of explanationist evidentialist theories of justification, to highlight problems for any view in the category rather than pointing to difficulties in the details of views. Worries about technicalities can, after all, often be resolved by clever, technical argument. That is to say, our goal is not merely to show that the details of some particular explanationist evidentialist view are wanting but rather to show that explanationist evidentialism is problematic as an analysis of justification. In the next section (§2) we will briefly describe the commitments, strong and weak, of explanationist evidentialists. After describing the view's commitments we will consider (§3) the threshold objection(s), which claims that explanationism fails to give a sufficient condition for
justification. We then argue (§4) that a form of evidentialism that includes explanationist evidentialism is open to a vicious regress argument before concluding (§5).
2. The Nature of Evidentialist Explanationism
Evidentialist Explanationism is a combination of evidentialism and explanationism. Evidentialism has come to be a widely accepted view in epistemology, analyzing justification by asserting that one is justified in believing a proposition p if and only if p fits one's evidence:
Our target in this paper is the internalist, mentalist version of evidentialism, 1 which identifies one's evidence with one's mental states. Explanationist evidentialism, then, is committed to the following, at least in its most popular form: 2
(Mentalism)
A view that combines evidentialism with the following modest explanationist thesis will be classified as explanationist evidentialism:
Minimal Explanationism (ME): A proposition p is justified for subject S if p is part of the best explanation available to S for S's total evidence e. 3
1 There are a number of externalist versions of evidentialism, depending on how liberally one understands the concept of "evidence." See, for example, Goldman (2011) and Comesana (2010). The issue of taxonomy is further complicated because different philosophers understand 'internalist' and 'externalist' differently.
2 For reasons to prefer internalist evidentialism, see, for example, (Feldman & Conee, Internalism Defended, 2004) and (BonJour, 1985). Kevin McCain (2013, 2014a, 2014b) and Ted Poston (2014) both accept a mentalist version of evidentialism as part of their explanationist views.
3 Here we formulate the explanationist requirement as a sufficient condition although we take explanationism as an analysis of justification to be stronger, as discussed below. We formulate ME as a sufficient condition because our criticisms will concentrate on sufficiency. We thank an anonymous referee for pressing us to clarify this point.
Explanationists may hold something stronger (usually consisting of making the thesis biconditional), but all should grant this minimal commitment. The explanationist commitment is best understood as a way of analyzing the evidential fit or epistemic support relation (McCain, 2014a). 4 Granting this it is hard to countenance an explanationist view that isn't evidentialist and internalist. This (among other reasons to be discussed below) is because the intuitions that drive explanationism are intuitions regarding the inability to understand the internalist epistemic support relation in any other way: explanationists favor the Harman view in an old debate between Richard Fumerton and Gilbert Harman. 5
Whereas Richard Fumerton (Fumerton, 1980) argues that all nondeductive inference (including inference to the best explanation) is reducible to enumerative induction, Gilbert Harman (1965) argues that any good ampliative inference 6 should be understood as an instance of inference to the best explanation because it is impossible to bridge the gap between our premises and the conclusion that those premises warrant without understanding it as a case of inference to the best explanation.
Finally, it is important to understand that explanationism is non-skeptical: an explanationist in all probability will not be a skeptic. There are several reasons that this should be clear. First of all, explanationism's major defenders Poston (2014), McCain (2014) and Conee and Feldman (2004b, 2008) all attempt to address the worries of external world skepticism, which at least suggests that they are interested in avoiding global skepticism. Further, one of the main concerns that
4 Provided that the explanationist in question is an evidentialist and takes best explanation to analyze the fit relation, the explanationist will be committed to a stronger biconditional claim (this commitment will, additionally, require that the explanationist commit to understanding entailment as a kind of best explanation relation). However, for all ME says, defenders of ME can be pluralist with respect to the fit relation. The most plausible and interesting sort of explanationist view is one that attempts to analyze the fit relation in explanatory terms.
5 See, for example, (Harman, The Inference to the Best Explanation, 1965) and (Fumerton, 1980)
6 Harman also argues that entailment is an explanatory relation (Harman, 1973, pp. 162-163).
motivates explanationism is a perceived failure of other views to account for the idea that certain ampliative inferences are justified. 7 This motivation is impossible without a commitment against global skepticism. But this is not to say that explanationism is necessarily non-skeptical.
Explanationism (logically) could be correct about the analysis of evidential fit while no one ever actually satisfies the requirements of justification. 8
3. The Threshold Problem for Explanationism
In this section we will propose two threshold problems for explanationism. There are two different kinds of threshold problem that could arise for explanationism. First there is the general problem of getting best explanation to yield a probability of above .5, which we address only very briefly here. This kind of threshold problem comes from the fact that something can be the best explanation of one's evidence without being more probable than not, since it's always possible that there are a few competing explanations. No explanationist, in our opinion, has given an analysis that can avoid this problem, but we set this problem aside. The second kind of threshold problem arises when one allows fallibly justified propositions to justify other propositions in a non-entailing way. Threshold problems of this nature arise in different ways, but the core idea is that a number of formulations of explanationism fail to state a sufficient condition for justification because they avoid analyzing justification in terms of epistemic probability.
3.1. The Threshold Problem for Ex-Ej 2.0
Kevin McCain, in his version of explanationism, attempts to account for cases that are intuitively inferentially justified for a subject but that, it seems, cannot be part of an explanation of a subject's
7 See, for example, (Harman, The Inference to the Best Explanation, 1965).
8 Being justified in believing explanationism to be true is, however, inconsistent with global skepticism. McCain and Rowley argue that the open to skepticism feature of a view is what allows it to provide a non-question-begging response to skepticism (McCain & Rowley, 2014).
evidence. T. Ryan Byerly (2012) proposes a case in which one is golf ing, having had a good amount of success. One putts the ball and watches, seeing it going toward the hole. One becomes justified, by this observation, in believing that the ball will roll into the hole. Intuitively, no proposition about the ball rolling into the hole in the future explains the golfer's now having the visual experience of seeing the ball go toward the hole. The problem for explanationism is that propositions about the future often seem justified, but it is implausible that their justification is a result of being part of the best explanation of one's present evidence.
In response to this objection from T. Ryan Byerly (2012) and related objections from Byerly and Kraig Martin (2014), McCain proposes Ex-Ej 2.0. Ex-Ej 2.0 states the following:
Ex-Ej 2.0- A person S, with evidence e at t is justified in believing p at t iff either
(i) p is part of the best explanation available to S at t for why S has e, or
(ii) p is available to S as an explanatory consequence of the best explanation available to S at t for why S has e (p would be better explained by the best explanation of S's evidence available to S at t than not-p would). (McCain, Explanationism: Defended on All Sides, 2015)
A key weakness in Ex-Ej 2.0 is that p can be part of the best explanation of one's evidence e but be relatively weakly supported by e. 9 In fact, it can be just above whatever the threshold for justification may be. For explanationism, it should reasonably be thought to be just over .5 as an explanationist will allow that p better explaining one's evidence than not-p will yield justification. All this will require is for one's justification to yield a probability of p above .5. 10 That is, the explanationist will want to gloss her theory as letting the mere fact of providing the best explanation
9 It is not important exactly where the threshold is, although it should be at least above .5, because wherever the threshold is, it ought to at least yield a belief that is more epistemically probable than not.
10 One might object that explanationism is rather an alternative to talk of epistemic probability. All that we require is that the explanationist's criteria be roughly characterizable in terms of probability. Surely at least fulfilling the conditions for justification must guarantee that the belief is more probable than not. There will be an abominable conjunction problem if it does not hold. If the explanationist justification condition doesn't get one a belief that's more probable than its contrary then one is stuck with the following: I'm justified in believing p, and p is not even probably true. This seems like an abominable conjunction if ever there was one.
for some evidence yield a probability of above .5. The exact probability value any particular explanation gets will depend on the strength of the explanation. 11
But if we set the probability yielded by the first clause to just above .5, 12 then any proposition that is justified on the second clause based on the propositions this first clause justifies to just above .5 will fall below the threshold for justification 13 provided that the first-clause propositions don't entail the second-clause propositions. 14 But if Ex-Ej 2.0 calls 'justified' propositions that fall below the threshold for justification, then Ex-Ej 2.0 doesn't state a sufficient condition for justification.
Consider the following example:
Bill the Bowler: Bill has been bowling with spotty success and is neither confident nor doubtful of his ability to get a strike on any given throw. He releases the ball as it goes toward the bowling pins. His evidence includes many times observing his ball roll toward the pins. He seems to remember (with his fuzzy and just barely reliable memory) that he gets a strike slightly more than half the time that the ball rolls toward the pins in this particular way, but he's not sure. The conjunction of <This ball is going toward the pins in circumstances C> and <Most balls going toward the pins in circumstances C will knock over all of the pins> is just barely the best explanation of his experiential evidence, such that it ekes by in fulfilling Ex-Ej 2.0 clause (i). Now, <The ball will knock over all of the pins> is better explained by the above conjunction than is <It's not the case that the ball will knock over all of the pins>, but barely. ("Most F's are G's" means "More than half of F's are G's.") Therefore, <The ball will knock over all of the pins> is explained (marginally) better than its negation.
11 For interesting attempts to characterize the connection between explanatory virtue and probability, see (Schupbach & Sprenger, 2011) and (Huemer, 2009).
12 We need not be wedded to a threshold of just above .5 in order to get this result. Diminishing probabilities will arbitrarily yield the same problem for whatever probability threshold is set for justification.
13 An anonymous referee suggests that perhaps explanationists could use a move familiar from Timothy Williamson's work on evidential probability and hold that when a proposition is part of the best explanation of one's evidence, that proposition is known, and thus probable to degree 1.0 (Williamson, 2000). So, an explanatory consequence of such a proposition is not likely to fall below the 0.5 threshold for justification. While this idea seems satisfying as far as the structure of the threshold argument is concerned, it is hard to accept that Bill the bowler knows that balls going toward the pins in C knock over all the pins. Generally, it is hard to accept that propositions that best explain evidence are always knowledge.
14 McCain will need to allow this to fall below entailment in order to avoid other problems that arise for earlier versions of his view. See (Byerly & Martin, Problems for Explanationism on Both Sides, 2014).
By Ex-Ej 2.0, Bill the Bowler is justified in believing that the ball will knock over all the pins. But that is at least doubtful. This belief should be far below the threshold for justification. But Ex-Ej 2.0 implies it is justified. So, Ex-Ej 2.0 does not state a sufficient condition for justification.
Since this probability objection merely established that the conditions stated in Ex-Ej 2.0 are insufficient for justification, McCain could strengthen the connection between clause (i) and clause (ii) propositions so that what is justified by clause (ii) does not fall below the degree to which a clause (i) justifying proposition is justified. He could add a condition or strengthen the connection between clause (i) propositions and clause (ii) propositions to entailment, as he originally suggested in his (2013). But these strategies, we worry, are ill-fated. The added conditions will have to explicitly or implicitly require the overall epistemic probability of the consequence proposition not to fall below the threshold. If the view explicitly adds a probability condition, the view threatens to concede that explanatory relations are not epistemically fundamental. 15 As an explanationist, McCain should propose an analysis that uses explanatory facts in order to remain in the spirit of explanationism.
In a recent paper, McCain attempts to solve the problem by adding further conditions on how good an explanation must be in order to confer justification. He says:
In order for S to be justified in believing that p it must not only be the best available explanation of S's evidence, it must also be a sufficiently good explanation of S's evidence. Similarly, in order for S to be justified in believing an explanatory consequence, p, of the best available explanation of her evidence it has to be that the best available explanation of her evidence would explain p significantly better than it would ~p. (McCain, 2015)
The problem is that, whatever "sufficiently good" amounts to in the first clause, either the problem will reappear or the account will be overly skeptical. If the first clause's sufficiency condition
15 Stoutenburg (2015) raises the concern that best explanationist epistemic principles may not be fundamental, albeit for a different reason than the one given here.
requires anything higher than the probabilistic threshold of justification, 16 then Ex-Ej 2.0 will leave out cases it should call justified and thus thereby promote a more skeptical view of the extent of justification than Ex-Ej 2.0 seems initially to suggest. If the standard merely requires that the proposition be justified to the threshold when justified by the first clause, then the very same problem arises as long as "significantly better" is weaker than entailment: simply set the probability conferred by the (first clause) best explanation justification to just near the threshold. The "significantly better" condition on the second clause cannot be high enough to escape the threshold problem.
Consider an example. Suppose that "sufficiently good" and "significantly better" each amount to requiring that the proposition is probable to degree .71. That is, first clause propositions will be at least justified to .71, and the second clause propositions will at least get a .71 probability conditional on the first clause propositions. This is a convenient number for our sufficiency conditions as these thresholds will be just enough to guarantee a probability of just above .5 for propositions justified on the second clause. But there is now a dilemma. Either the thresholds are .71 because this is really the minimal probability for a proposition to be worthy of belief or the thresholds are this high for some other reason. On the first horn, the original threshold problem simply recurs at a higher threshold (and, as stated above, any threshold for "significantly better" below entailment will get one below the threshold). On the second horn, the first clause of McCain's proposal will fail to regard as justified a number of beliefs that are perfectly respectable. This applies to any belief justified on the first clause that's at least as probable on one's evidence as
16 The "probabilistic threshold for justification" is just that probability which glosses what is sufficient for outright belief. In footnote 10 we gave a brief argument for why the threshold should be thought to be at least just above .5. But it might be higher if we require that a belief be highly probably true in order to be belief-worthy, such as somewhere above .7. It will be difficult to say exactly what that number it should be for a belief to be highly probably true, but this is a general problem for anyone who wishes to defend a high standard below certainty.
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those second clause propositions which are above .5 probable but below .71. To put it another way, in this attempted solution we have either ratcheted up our standards for first clause beliefs too far or we have lowered our standards for second clause beliefs too far. 17
But suppose that, instead of adding a sufficiency condition to each clause, one adds an implicit probability condition that bars clause (ii) propositions from being considered justified while falling below a probability of .5. The condition would have to involve best explanations in order to remain explanationist. What would such a limit look like? It seems that an implicit characterization will either have to require that, on the whole, the justified proposition is part of the best explanation of one's evidence (this proposal we take Byerly and Martin to have challenged with the golfer case) OR one will have to require that one's evidence better explains p than it explains not-p. But surely McCain has avoided this with Ex-Ej 2.0 because there is no plausible sense in which my mental states, caused by the world out there, explain any proposition about those things which cause my experience. My evidence doesn't explain facts about bowling balls hitting pins or golf-balls going into holes any more than a videotape of a tornado explains the tornado's happening.
This problem affects explanationism generally. Sometimes we are justified in believing propositions (for example, about the future) that don't explain our evidence/experience, but are in some way consequences of the truth of propositions that explain our evidence/experience. These latter propositions are what McCain calls 'explanatory consequences' of propositions that are
17 We can even construct cases that will be unjustified on the second clause, but that will get the same probability as in our toy case in the paragraph above. Suppose, for example, that on the first clause, the justified proposition explains so well that it gets up to .8 probability. But suppose then that the second clause proposition is not a "significantly better" explanation according to the proposed threshold. Our future proposition is only .6 probable conditional on the first clause proposition. The future proposition will get a probability of almost exactly what it would get if we had a value of .71 for both the first and second clause explanations (as in the example in the footnoted paragraph). It would be just above .5 probable. But calling one proposition unjustified by the second clause which is just as probable on one's evidence as a proposition which the second clause calls justified in our toy example would be an overly skeptical consequence of the view.
justified by explaining evidence. Further, some of these consequence propositions that we are justified in believing are not entailed by the propositions that explain our experience (for example, the belief that the golf ball will go into the hole based on its trajectory and speed). Explanationists need to provide an account that allows for the justification of consequence propositions. The challenge we have presented is that any two-factor account like Ex-Ej 2.0 will run into this threshold problem. The problem is that, since the only thing the primary explanatory factor in these twofactor accounts guarantees is that the propositions which best explain one's experience are more probable than not (i.e., that they are above .5 probable) there is no way (short of entailment) to arbitrarily make the second factor require a high enough probability that fulfilling this second condition will be sufficient for justification. The explanationist is caught between a rock and a hard place. The explanationist must either deny a number of plausible cases of justified belief or give up too much ground to those that think epistemic probability is more fundamental than explanation.
3.2. The Threshold Problem for ME+fallible evidence
There is another threshold problem for explanationists who allow fallible evidence to confer justification. Suppose we take ME and we add the further thesis that we call fallible evidence (FE).
Fallible Evidence (FE): Some fallibly justified propositions can be members of one's body of evidence. Explanationists able to escape the previous problem but who accept (ME) and (FE) face a new threshold problem. Recall that according to ME any proposition that is above .5 probable on one's evidence is justified and that propositions that best explain one's evidence are not much more than .5 probable. But assuming that FE is true, so that the probability of one's evidence is not always 1.0, (ME)+(FE) will call 'justified' propositions that are less probable than their negation. Given that
one's evidence is barely well-enough explained by the proposition in question that the probability P(p/e) is just above .5, the final probability of p will fall below .5 while satisfying ME. 18
This threshold problem is less general than the previous one because the explanationist can avoid it by accepting infallibilism about evidence or by denying that propositions are evidence. A non-propositionalist about evidence like McCain can avoid this problem because the only things that count as evidence for him are facts of which one is aware and seeming states, neither of which are candidates for being justified, whether fallibly or infallibly.
We conclude that explanationist evidentialism fails as an analysis of the epistemic support relation because it fails to provide a sufficient condition for justification. 19
4. Evidentialism, Explanationism, and Regress
In this section we argue that explanationist evidentialism is committed to a vicious regress that leads to skepticism. This is a problem for the view because none of the commitments that lead to the regress can be easily discarded by explanationists. Specifically, the conjunction of evidentialism, mentalism, and the kind of awareness requirement necessary for a plausible version of explanationist evidentialism makes it impossible to become aware of the explanatory relevance of a proposition to one's body of evidence.
Two of the three theses needed to get the regress going have already been introduced. The third is new.
18 This will work for any threshold whatever, but .5 is appropriate as the fact of something's being the best explanation of one's evidence can, at best, get us a conditional probability of .5.
19 There are some proposals which one might offer in response to this such as adding a requirement that P(p/e)>.5 or giving up on a unified general account of justification. Adding the probability requirement makes the explanation requirement superfluous. Giving up on a unified account of justification, we take it, is giving up on an explanationist analysis of justification. There may be multiple ways that explanation is relevant to justification, but this is the sort of thing that can be believed even by those who (like Richard Fumerton) argue that inference to the best explanation reduces to induction.
(Evidentialism)
(Mentalism)
(Awareness of Explanation)
p is justified for S if and only if p fits all of S's evidence e. If e is evidence for S that p, e is a mental state of S's. If S has justification for believing that p as a result of p's being the best explanation of e available to S, then S is aware (or disposed to become aware) 20 that p is the best explanation of e.
A few comments on these theses are in order. First, (Evidentialism) makes a very strong claim because it says one's evidence and only one's evidence contributes to justification.
Second, (Mentalism) is a one-way conditional. There is, however, a relevant biconditional that follows from (Mentalism) plus (Evidentialism): e is a justificationally-relevant mental state if and only if e is evidence. 21 The conjunction of (Evidentialism) and (Mentalism) does not entail that all mental states are evidence, but does entail that all mental states that are relevant to justification are evidence.
Third, the relevant kind of awareness required in (Awareness of Explanation) need not be understood as propositional in nature, whether as a kind of judgment or belief that some e is best explained by p: the kind of awareness here need not be 'noticing' awareness (Sosa, 2003, p. 120).
20 Going forward "or disposed to become aware" is dropped for ease of expression. Nothing hinges on the omission, but see footnote 23 for further discussion.
21 Note that the fit relation could not be identified with a non-evidential justificationally-relevant mental state. To see this, suppose for reductio that one identifies S's awareness of e with the fit relation that holds between a body of evidence and the proposition that body of evidence supports. But that implies that there is no mind-independent relation between a body of evidence and a proposition: rather, the relation between e and p appears only when one considers the (otherwise non-existent) relation between e and p. It is extremely difficult to even make sense of the idea that one can become aware of X when X's very existence somehow depends upon becoming aware of X. For that reason, we think the biconditional stated in the text holds.
Requiring justified propositional awareness of the explanatory connection between e and p leads to vicious regress. To believe that p on the basis of p's best explaining e, one would have to justifiedly judge that p best explains e. To justifiedly judge that p best explains e in a way consistent with explanationist evidentialism, one would have to justifiedly judge that 'p best explains e' best explains e′. To justifiedly judge that, one would have to justifiedly judge that "p best explains e' best explains e′' best explains e′′. Clearly, this will go on ad infinitum. The problem remains whether or not e is identical to the further bodies of evidence e′, e′′, and so on: per this requirement, one would still have to make justified judgments about the relevant explanatory connections. There is no reason to saddle explanationist evidentialists with an awareness requirement that by itself makes justification unobtainable. So, we'll understand the relevant sort of awareness in (Awareness of Explanation) in a neutral way, and assume for the sake of argument that the awareness requirement is insufficient to generate problems.
(Evidentialism) and (Mentalism) are familiar. But why think (Awareness of Explanation) is an important component of explanationist evidentialist theories of justification? As we have seen, explanationists want to analyze justification in explanatory terms. Certain well-known thought experiments suggest that having justification for believing a proposition requires not only having some basis for belief, but also some awareness of the connection between the basis and the proposition supported.
Recall Laurence BonJour's example of Norman (1985). Norman is a reliable clairvoyant. When Norman has a hunch that p as a result of his clairvoyant ability, it is usually the case that p. Norman has no reasons for or against believing that he is clairvoyant, or that anyone else is. As a result of his ability, Norman forms the belief that the President of the USA is now in New York. The belief is true. Intuitively, Norman's belief is unjustified.
The Norman case obviously challenges a simple version of reliabilism according to which (put crudely) a belief is justified when it is the result of a cognitive process that usually produces true beliefs. But BonJour actually wanted to say more than just that. As he makes clear (1985, pp. 31, 42), he was mainly trying to show that one cannot be justified in believing that p on the basis of e unless one is also justified in believing that e makes p probable.
Ultimately, accepting that principle as a general requirement is disastrous for foundationalism. 22 Showing that was early BonJour's aim. The problem that arises is this. Take any belief that is allegedly foundationally justified. The belief will have some property in virtue of which it is foundationally justified. Call the property φ. Descartes would have held that φ is 'being clearly and distinctly perceived'; Goldman (1976), that φ is 'being produced by a process that takes as inputs states other than beliefs and reliably outputs true beliefs.' Now, according to BonJour's requirement that one justifiably believes that p on the basis of e only if one justifiedly believes that e makes p probable, the fact that a belief has φ is not sufficient for that belief to be justified. One must have another belief: that beliefs having φ are probably true. As a result, having any justified belief requires having at least one other justified belief. As a result, BonJour's principle entails that one cannot have a belief that is foundationally justified—regardless of what property one identifies with φ and regardless of whether we analyze justification in an externalist way or an internalist way.
But suppose we weaken BonJour's requirement. Instead of holding that one must justifiedly believe that one's evidence make probable the proposition, we'll require instead that one be aware (in some nondoxastic and nonpropositional sense) of the support relation holding between e and p. A
22 As a requirement on the structure of justification, the satisfaction of BonJour's metalevel requirement is compatible with both internalism and externalism. What BonJour was eager to prove is not that externalism is false, though he thought (then and now) it was, but that foundationalism is false, in both internalist and externalist versions.
requirement like that addresses the concern suggested by examples like Norman. By requiring awareness—even nondoxastic, nonpropositional awareness—of the relation holding between one's evidence and the proposition it supports, we can avoid calling 'justified' beliefs that are formed out of the sort of ignorance that makes Norman's clairvoyant beliefs seem defective.
Explanationists, of course, will require that the support relation be understood as an explanatory relation. To deny this would be to deny that the evidential support relation is fundamentally explanatory. So, it is plausible to think explanationists would hold both that some awareness of the connection between e and p is necessary for justification and that the connection is explanatory in nature. That is the requirement we have attempted to capture in (Awareness of Explanation).
Now that we have identified the three theses that lead to vicious regress, we ask: does anyone accept the theses? Many are familiar with (Evidentialism) from the important work of Richard Feldman and Earl Conee in defense of the thesis. They initially defined Evidentialism this way:
EJ Doxastic attitude D toward proposition p is epistemically justified for S at t if and only if having D toward p fits the evidence S has at t (Feldman & Conee 1985).
More recently, Feldman and Conee have endorsed (Mentalism): which, combined with (Evidentialism), yields this supervenience thesis:
S The justificatory status of a person's doxastic attitudes strongly supervenes on the person's
15
occurrent and dispositional mental states, events, and conditions (Conee & Feldman 2001).
Kevin McCain's explanationist evidentialism is a version of (Evidentialism) in (McCain 2013, 2014a). Ted Poston also defends a version of (Evidentialism) (2014, p. 92).
There are equally clear commitments to (Mentalism). McCain says "experiential states are evidence" (2013, p. 304). In his statement of necessary and sufficient conditions for well-founded justification, he writes, "[the body of evidence] E is a subset of S's occurrent non-factive mental states and the non-factive mental states that she is disposed to bring to mind when reflecting on the question of p's truth" (McCain, 2014a, p. 118). It appears McCain is committed to (Mentalism). And as we said above, Feldman and Conee endorse S, which says justification supervenes on the mental. Poston's explanationism is explicitly a kind of mentalism, so we can attribute (Mentalism) to him, too (2014, p. 92).
Finally, is anyone committed to (Awareness of Explanation)? While providing an example of how his explanationist evidentialism accounts for the justification of simple perceptual beliefs, McCain says the following:
The proposition <there is a red block> is part of the best explanation of why S has an experience as of a red block that is available to S. Recall that in order for this proposition to be available to S, all that is required is for S to have the concepts required to understand <there is a red block> and for S to be disposed to have a seeming that <there is a red block> is part of the best answer to the explanatory why-question 'why does S have e?' on the basis of reflection alone. In this case, the relevant whyquestion can be expressed as: 'why am I having this visual experience?' or demonstratively as 'why am I having this?' [emphasis added](McCain 2013, 306)
We italicized McCain's awareness requirement. McCain requires S to have (or be disposed to have) a state of it seeming that p is the best answer to 'Why e?' in order for S to have justification for p on the basis of e. 23 The seeming-state requirement in McCain's account is effectively a condition on justification that requires awareness of the explanatory connection between e and p: an instance of (Awareness of Explanation). But—and here is where the regress arises—seemings are justificationallyrelevant mental states. Therefore, by (Evidentialism), they are evidence. According to (Evidentialism) no mental state can be relevant to justification without being evidence, and no piece of evidence can make one aware of the explanatory connection between a proposition and one's evidence, as required by (Awareness of Explanation).
If S's awareness that 'p is the best explanation of e' is a mental state relevant to S's justification for p, then from (Evidentialism) that state of awareness is part of S's total evidence. But now S's evidence for p has grown: S's evidence now includes S's awareness of the explanatory connection between e and p. Call this new body of evidence e′. Well, according to (Awareness of Explanation), in order to get justification for p on the basis of the new body of evidence e′, S needs to be aware of p's being the best explanation of e′. This new state of awareness is, by (Evidentialism) now added to S's yet larger body of evidence, e′′. But that won't be sufficient either, ad infinitum. Every mental act of being aware of p being the best explanation of one's current body of evidence gets added to one's total evidence, which then expands to include the new evidence.
23 Going forward we drop the qualification 'or S is disposed to have a seeming that p is the best explanation of e' or 'p is the best answer to "Why e?"'. While seemings and dispositions to have seemings are clearly different states, the disposition to have a seeming can only contribute to justification if there are some circumstances in which actually having the seeming would contribute to justification. But the upshot of our regress argument is that there are no circumstances in which one has the seeming (and meets the other requirements) and possesses justification for believing p as a result. Put differently, if it is impossible for S to be justified in believing p as a result of it seeming to S that p is the best explanation of e, then it is impossible for S to be justified in believing that p as a result of S being disposed to have a seeming that p is the best explanation of e. We thank an anonymous referee for pressing us to comment on the importance of this distinction.
Consequently, it is impossible to bridge the gap between one's evidence for a proposition and the proposition. Instead, one just gets more and more evidence that can never be used to justify any proposition because one can never become aware of the connection between that body of evidence and a proposition. 24
The regress extends even to non-explanationist evidentialist views. Whatever the analysis of evidential fit—explanatory or other—if all justificationally-relevant mental states are evidence and the mental state of being aware of the fit relation is a justificationally-relevant mental state, then the regress follows. So, the solution to the regress will involve not only rejecting a distinctly explanationist view that accepts the three problematic theses, but rejecting any view that accepts the three theses. 25
Denying just one of the three theses is sufficient to avoid regress. Since explanationist evidentialism is built upon (Evidentialism) and (Mentalism), it would seem that explanationists might give up (Awareness of Explanation). We think, though, that (Awareness of Explanation) should be accepted by explanationists. (Awareness of Explanation) says justification requires awareness of the explanatory connection between a body of evidence and the proposition that explains the evidence. Cases like Norman the clairvoyant put pressure on those who would reject a requirement that
24 Because the regress shows that there is a problem with the proposed structure of justification, it does not matter whether the explanatory relation is knowable a priori rather than a posteriori. Our argument is that any attempt to possess epistemic justification according to the conditions implied by the three explanationist evidentialist theses necessarily fails because it is impossible to be aware of one's total relevant evidence for a proposition when one's awareness is itself part of that evidence.
25 Indeed, the regress argument presented here is structurally identical to the regress Lewis Carroll introduced in "What the Tortoise Said to Achilles" (Carroll, 1895). There, the Tortoise gets Achilles to accept that one is not justified in inferring from 'B' from 'If A, then B' and 'A' without adding another premise: ''If A, then B' and 'A', then 'B''. But, famously, if the latter premise is necessary to justifiably infer 'B' in the original argument, then the new argument including this new premise is not sufficient to infer 'B' either. As we argue below, the regress problem for explanationist evidentialists is due to the claim that awareness of the connection between a body of evidence and the proposition it justifies is a piece of evidence. If the awareness of evidential connections is evidence, and justification for a proposition requires being aware of the connection between a body of evidence and the proposition that evidence justifies, then a Carroll-style regress follows. The solution to the Carroll regress is to allow that non-propositional awareness of the connection between the premises and conclusion partly justifies the inference to the conclusion. The solution to the regress in this paper is to allow that nonpropositional awareness of the connection between one's evidence and the proposition supported by that evidence is not itself evidence.
subjects possessing justification for a proposition must be aware (in some way) of the connection between their evidence and the proposition supported by that evidence. Surely explanationists will understand the connection between evidence and proposition as an explanatory connection.
Without a requirement like (Awareness of Explanation) there seems to be little reason to prefer explanationist evidentialism to a non-explanationist version of evidentialism. 26
A committed explanationist evidentialist may try to find a way to accept all three theses while avoiding regress. Consider this proposal. 27 In their analysis of properly based doxastic justification (they call it "well-founded belief"), Feldman and Conee (1985, p. 24) claim the following:
WF: S's doxastic attitude D at t toward proposition p is well-founded if and only if (i) having D toward p is justified for S at t and (ii) S has D toward p on the basis of some body of evidence e, such that (a) S has e as evidence at t, (b) having D toward p fits e, and (c) there is no more inclusive body of evidence e′ had by S at t such that having D toward p does not fit e′.
Because the regress argument targets the possibility of having adequate propositional justification to believe any proposition, we are of course disinclined to grant that condition (i) in WF is ever met if its being met depends on satisfying all three regress-generating theses that we have argued explanationist evidentialists must accept. Still, a clever explanationist evidentialist might try to modify WF for a satisfactory account of propositional justification that meets all three conditions while avoiding pernicious regress. That proposal might go like this. S has propositional justification for believing that p if and only if: p is the best explanation of e available to S, S has a larger body of
26 Indeed, perhaps it is recognition of this idea that motivates Ted Poston (2014) to explicitly eschew non-evidential justifiers in his evidentialist theory of justification.
27 We thank an anonymous referee for pressing this objection and providing the proposed exception to the regress argument that we consider above.
evidence e′ which includes S's seeming that p is the best explanation of e, and there is no larger body of evidence e′′ (which may be identical with e′) had by S such that e′′ fails to support p.
The basis of the objection seems to lie in the recognition that if the state of it seeming to S that p is the best explanation of e becomes part of e, then (in conjunction with the three theses) the regress indeed follows. So, the objector holds that the seeming-state that serves as the explanationist evidentialist (Awareness of Explanation) condition is treated as evidence (otherwise that state cannot be relevant to justification per (Evidentialism)), but not as evidence for p on the first level. Rather, the seeming is a part of a larger body of evidence that supports S's justification for p by only by playing the negative role of not undermining the support p receives from e. While we think this is an interesting proposal, it does not avoid our regress in a way consistent with the three theses presented above. For even on this proposal it is impossible to become aware of the connection between a proposition one believes and all of one's evidence that supports the proposition. That is because the seeming-state is part of the evidence for p. If that is so, then by (Awareness of Explanation) one must at least be capable of becoming aware of all of one's evidence for p, including the seemingstate. However, the state of awareness in which that consists must itself be a seeming that is relevant to justification, and thus it itself is a part of one's evidence that is relevant to the justification of p. This is the same regress as before. 28
28 We assumed here (along with the anonymous referee who proposed the solution) that the solution would satisfy our three theses (Evidentialism), (Mentalism), and (Awareness of Explanation). However, there is a solution in the spirit of the one discussed here that does not accept all three theses. That solution does not require that one be aware of the connection between all of one's p-relevant evidence and p (which would necessarily generate regress), but only enough of one's p-relevant evidence to make p probable. The idea is that one must be aware of an explanatory connection between an important part of one's evidence and the proposition supported by that evidence. We doubt this weakened awareness condition will satisfy those who find the Norman intuition compelling. However, motivating a response along these lines may be a direction explanationist evidentialists could pursue.
We think the way to avoid the regress is to reject (Evidentialism) and recognize a distinction between evidential and non-evidential justifiers. 29 Poston, an evidentialist explanationist, rightly notes that (Evidentialism) rules out the possibility of non-evidential mental states that partially determining justificatory status (Poston 2014, 92). Our regress arises because the state of being aware of the explanatory connection between one's evidence and the proposition it supports must be, according to (Evidentialism), a piece of evidence. Otherwise, by (Evidentialism), the state of awareness is not relevant to justification. Intuitively, there is a difference between the justificatory status of a subject's belief that p when the subject (1) has evidence e that supports believing that p and is aware that e supports p versus when (2) the subject has e that supports p but the subject is unaware that e supports p. Intuitively, (1) is justified and (2) is not. But (Evidentialism) doesn't allow us to make this distinction because (Evidentialism) requires us either to treat the subject's awareness that e supports p as evidence, and so as part of e, or to reject that the subject's awareness that e supports p is relevant to the subject's justification. Neither of these consequences is plausible. The solution is to recognize the subject's awareness of the connection between e and p as a nonevidential justifier. That awareness partly constitutes justification for the subject, but not because it is evidence supporting the proposition. Possession of evidence puts one in a position to obtain propositional justification; possession of evidence alone is not sufficient for propositional justification.
One alternative is accepting all three regress-generating theses and the skepticism they jointly entail. If the three theses are true it is impossible for anyone to possess epistemic justification for
29 We owe the terminology to Lyons (2009, 22), but the distinction can also be found in Alston (1986, 1988). Fumerton (2011, 181) gives voice to problem: "I've always been a bit uncomfortable with the term 'evidentialism' and its corresponding slogan that it is only one's evidence that justifies one's beliefs…[A]ny plausible version of foundationalism will still hold that there is some feature of a noninferentially justified belief that gives it that special epistemic status, but it is often a bit strained to characterize the feature in question as evidence possessed by the believer."
any proposition. This sort of very strong skepticism generates a self-defeat problem: if the regress argument shows that one cannot possess any justification for any proposition, then among the propositions one cannot possess justification for are the premises of the argument that support the skeptical conclusion, including those that express the requirements for justification. So, if you believe the skeptical conclusion, you do so unjustifiably. Perhaps this sort of skeptical argument reveals that our ordinary standards of justification simply can't be met and that a skeptical theory of justification is correct. 30 We assume explanationist evidentialists will not be eager to accept that implication. In any case, these regresses defeat any non-skeptical view that accepts the conjunction of the regress-generating theses.
5. Conclusion
Explanationist evidentialism fails to give a sufficient condition for justification and further fails to provide a satisfactory nonskeptical theory of justification. The explanationist has threshold problems that not only threaten an explanationist analysis of the epistemic fit relation, but also threaten anyone who holds to the minimal explanationist thesis ME. Further, if the explanationist is interested in holding a satisfactory non-skeptical theory of justification, then the explanationist should admit that there can be non-evidential contributors to epistemic justification, and thereby reject evidentialism. 31
30 See Stoutenburg (forthcoming) for discussion of this issue.
31 We thank Kevin McCain, Richard Fumerton, Ali Hasan, and two anonymous reviewers for comments on a draft of this paper. For helpful discussion, we thank Landon Elkind, Ryan Cobb, Nik Maggos, Matt Childers, and Hyungrae Noh.
References
Alston, W. (1986). Internalism and Externalism in Epistemology. Philosophical Topics, 14, 179-221.
Alston, W. (1988). An Internalist Externalism. Synthese, 74, 265-83.
Bergmann, M. (2006). Justification without Awareness. New York: Oxford University Press.
BonJour, L. (1985). The Structure of Empirical Knowledge. Cambridge, Mass.: Harvard University Press.
Byerly, T. R. (2012). Explanationism and Justified Beliefs about the Future. Erkenntnis, 229-243.
Byerly, T. R., & Martin, K. (2014). Problems for Explanationism on Both Sides. Erkenntnis.
Carroll, L. (1895). What the Tortoise Said to Achilles. Mind, 691-693.
Comesana, J. (2010). Evidentialist Reliabilism. Nous, 44(4), 571-600.
Conee, E., & Feldman, R. (2001). Internalism Defended. In H. Kornblith (Ed.), Epistemology:
Internalism and Externalism(pp. 231-260). Oxford: Blackwell.
Fales, E. (1996). A Defense of the Given. Lanham: Rowman and Littlefield.
Fales, E. (2013). Turtle Epistemology. Philosophical Studies, 169, 339-354.
Feldman, R., & Conee, E. (1985). Evidentialism. Philosophical Studies, 48, 15-34.
Feldman, R., & Conee, E. (2001). Afterword. InEvidentialism: Essays in Epistemology(pp. 101-107).
New York: Oxford University Press.
Feldman, R., & Conee, E. (2004a). Internalism Defended. In Evidentialism: Essays in Epistemology (pp. 53-82). Oxford: Clarendon Press.
Feldman, R., & Conee, E. (2004b). Making Sense of Skepticism. In E. C. Feldman, Evidentialism:
Essays in Epistemology(p. 277). Oxford: Clarendon Press.
Feldman, R., & Conee, E. (2008). Evidence. In Q. Smith,Epistemology: New Essays(pp. 83-104).
Oxford: Oxford University Press.
Fumerton, R. (1980). Induction and Reasoning to the Best Explanation. Philosophy of Science, 589-600.
Fumerton, R. (1995). Metaepistemology and Skepticism. Rowman & Littlefield Publishers.
Fumerton, R. (2011). Evidentialism and Truth. In T. Dougherty (Ed.), Evidentialism and its Discontents (pp. 179-191). New York: Oxford University Press.
Goldman, A. (1976). Discrimination and Perceptual Knowledge. The Journa of Philosophy, 771-791.
Goldman, A. (2011). Toward a Synthesis of Reliabilism and Evidentialism? Or: Evidentialism's
Troubles, Reliabilism's Rescue Passage. In T. Dougherty (Ed.), Evidentialism and its Discontents (pp. 254-280). Oxford: Oxford University Press.
Harman, G. (1965, Jan). The Inference to the Best Explanation. The Philosophical Review, 74(1), 88-95.
Harman, G. (1973). Thought. Princeton, NJ: Princeton University Press.
Huemer, M. (2009). When is Parsimony a Virtue? The Philosophical Quarterly, 216-236.
Lyons, J. C. (2009). Perception and Basic Beliefs. New York: Oxford University Press.
McCain, K. (2013). Explanationist Evidentialism. Episteme, 10, 299-315.
McCain, K. (2014a). Evidentialism and Epistemic Justification. New York: Routledge.
McCain, K. (2014b). Evidentialism, Explanationism, and Beliefs About the Future. Erkenntnis, 79, 99-109.
McCain, K. (2015). Explanationism: Defended on All Sides. Logos and Episteme, 333-349.
McCain, K., & Rowley, W. (2014). Pick Your Poison: Beg the Question or Embrace Circularity.
International Journal for the Study of Skepticism, 125-140.
Poston, T. (2014). Reason and Explanation : A Defense of Explanatory Coherentism. Basingstoke, GBR:
Palgrave Macmillan. Retrieved from http://site.ebrary.com/lib/uiowa/docDetail.action?docID=10959037
Pritchard, D. (2011). Evidentialism, Internalism, Disjunctivism. In T. Dougherty (Ed.), Evidentialism and its Discontents (pp. 235-253). Oxford: Oxford University Press.
,
Schupbach, J. N., & Sprenger, J. (2011). The Logic of Explanatory Power. Philosophy of Science, 78.1 105-127.
Sosa, E. (2003). Beyond Internal Foundations to External Virtues. In L. BonJour, & E. Sosa (Eds.), Epistemic Justification: Internalism vs. Externalism, Foundations vs. Virtues. New York: Oxford University Press.
,
Stoutenburg, G. (2015). Best Explanationism and Justification for Beliefs about the Future. Episteme 429-437.
Stoutenburg, G. (forthcoming). Vicious Regresses, Conceptual Analysis, and Strong Awareness Internalism. Ratio.
Williamson, T. (2000). Knowledge and its Limits. Oxford: Oxford University Press.
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Kurs i kultur og likestilling
Volda 18. og 19. oktober 2018
Program
Torsdag 9.00 - 15.00
- Velkommen
- Vi er mye! Men hvordan blir vi slik vi blir? Refleksjon om identitet og kultur
- Hvor kommer vi fra? Gruppearbeid
- Musikk-quiz
Lunsj
- Hva er «kultur»? Koder i bakhodet vis a vis et dyamisk kulturbegrep. Bilder med spørsmål og svar
- 1 minutt-øvelsen
- Kulturer i endring. Eksempler fra eget land. Gruppearbeid
- Puslespill om kultur
- Kan vi skape nye kultur?
Fredag 9.00 - 15.00
- Fordeler og ulemper ved å være kvinner og menn. Gruppearbeid
- Kjønnsroller i utvikling. Bilder
- Prikk-øvelsen. Vi danner grupper og skaper grenser
- Hvem er egentlig «de andre»?
Lunsj
- Verden går fremover. Beskyttelse av kvinner, barn og seksuelle minoriteter. Bilder med spørsmål og svar
- Mitt forbilde. Gruppearbeid.
- Evaluering
- Avslutning med utdeling av diplom
Kursledere:
- Evgeniya Khoroltseva, prosjektleder
- Lillian Hjorth, daglig leder
Undervisningen baseres på gruppearbeid, korte presentasjoner og morsomme fysiske energiladere.
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HuggingFaceFW/finepdfs/tree/main/data/nob_Latn/train
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New Media Program
Introduction
Students are provided with unique capabilities of information technology that can support the scientific development of Visual Communication Design into Print Media, Web Design and Interactive Media. Students can apply their knowledge on many case studies such as branding, information design, design for public, photography, illustration, typography and web design into print and dynamic interactive media.
Program Objective
The objective of the program is :
- To educate graduates who are capable of producing new media portfolios that vividly demonstrates workmanship, creativity, conceptual insights, and attitudes of a professional design standard.
Graduates Competency
At the end of the program, graduates will be able to :
1. Graduates will be able to explain user-contexts & trends, visual communication approaches & technology of new media design.
2. Graduates will be able to apply knowledge of user-contexts, communication approaches and visual technology to develop new media design solutions.
3. Graduates will be able to analyze visual communication problems & generate new media design solutions.
Prospective Career of the Graduate
1. Graphic Design Studio
2. Publication Design
3. Branding Consultant
4. Illustrator
5. Photographer
6. Web Design and Development
7. Television and Broadcast Studio
8. Corporate & Retail Industry
9. Government Institutions
10. Inhouse Designer
CATALOG 2014/2015
BINUS UNIVERSITY
Course Structure
*) Entrepreneurship Embedded
English University Courses:
-) For 1 st Semester : English University Courses I, student with score Binus University English Proficiency Test less than 500 will take English in Focus, and student with score test greater than or equal to 500 will take English for Business Presentation
-) For 2 nd Semester: English University Courses II, student with score Binus University English Proficiency Test less than 500 will take English Savvy, and student with score test greater than or equal to 500 will take English for Written Business Communication
Enrichment Program I (6 th Semester) & Enrichment Program II (7 th Semester):
-) Student will take one of enrichment program tracks (off campus).
Enrichment Track Scheme
Notes:
I: Internship
RS: Research
ENTR : Entrepreneurship
CD: Community Development
SA: Study Abroad
*etc: Departement specific needs
Notes:
Student can choose one of the available tracks
Enrichment Internship Track
Enrichment Entrepreneurship Track
Enrichment Research Track
Enrichment Community Development Track
Enrichment Study Abroad Track*
*)Transferred courses will be transferred based on credit transfer policies on study program with total of 16 credits.
The Table of Prerequisite for New Media Program
Students should pass Visual Communication Design I, II, III, and Surface Packaging Design with a minimum Grade is C.
Student should pass all of these quality controlled courses as listed below:
*) Tutorial & Multipaper
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NOTICE OF EXEMPTION
CALIFORNIA ENVIRONMENTAL QUALITY ACT (CEQA)
To: Modoc County Clerk
108 E. Modoc St.
Alturas, CA. 96101
Office of Planning and Research
P.O. Box 3044, Room 113
Sacramento, CA 95812-3044
From: Modoc County Planning Department
203 W. 4th St.
Alturas, CA. 96101
Project Title: Frontier Project 5288548
Project Number: EX2023-05
Project Location: County Roads 54 & 60, Alturas, CA
Lead Agency: Modoc County Planning Department
Applicant: Frontier Communications
Lead Agency Contact Person: Sean Curtis, Interim Planning Director
Phone Number: (530) 233-6406
Description of Project: Applicant proposes the installation of 80,660 feet of fiber optic cable by means of underground placement located along County Roads 54 & 60, in Modoc County. The project has two buried sections. Section one begins approximately 740 feet north east of the intersection of County Road(CR) 54 and CR 60 on the south bound shoulder, and continues south for 678 feet where it crosses CR 54 and continues onto CR 60 for 321 feet where the terminus is located at existing pole 16. Section two begins approximately 2,6809 feet from the intersection of CR 54 and CR 60 on the north bound shoulder of CR 60, and continues south along CR 60 for 79, 661 feet until the Project’s terminus at an existing pole.
Name of Public Agency Approving Project: Modoc County Planning Department
Name of Person or Agency Carrying Out the Project: Frontier Communications
Reasons Why the Project is Exempt: This project is located within an existing transportation and utility corridor and consists of upgrading an existing copper facility to broadband.
Exemption Status:
- [ ] Ministerial (Section 21080(b)(1); 15268);
- [ ] Declared Emergency (Section 21080(b)(3); 15269(a))
- [ ] Emergency Project (Section 21080(b)(4); 15269(b)(c))
- [ ] Common Sense (Section 15061(b)(3))
- [X] Categorical Exemption(s): 15301(c) Existing Facilities
- [ ] Statutory Exemption: (15261(a))
Signature: ___________________________ Date: 11 May 2023
Title: Interim Planning Director
[X] Signed by Lead Agency [ ] Signed by Applicant
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Horizonte laboral del egresado del Posgrado en Geografía: algunas notas
En la actualidad, no se ha elaborado un estudio serio que permita conocer el vasto mundo del mercado laboral del graduado de licenciatura en geografía y del posgraduado en esta disciplina.
De acuerdo con Chías (1989), el mercado laboral de la geografía presenta cuatro etapas: de 1917 a 1953, donde se registró un largo arranque; de 1954 a 1972, con un relativo crecimiento; de 1973 a 1985, con un crecimiento explosivo y; de 1986 a la fecha, de futuro equilibrado y promisorio.
Durante la primera etapa, la misión del Departamento de Geografía, que después se llamaría Colegio de Geografía (1960), fue la de contribuir al desarrollo social y económico del país, mediante la transmisión del conocimiento geográfico, propósito al que respondió muy bien y que dadas las exigencias de su época, implicaba básicamente la formación del cuerpo docente, que requería nuestro país en esos momentos.
Durante la segunda (1954-1972) y tercera etapas (1973 a 1985), los cambios económicos y sociales del país, exigieron a todas las ciencias e instituciones académicas en general, que además de preparar académicos dedicados a la docencia, se desarrollará otro tipo de habilidades, que en términos generales, respondían a la investigación o profesionalización del conocimiento. En el caso concreto del Colegio de Geografía, a pesar de los notables esfuerzos que se realizaron para responder a dichos cambios, siguió predominando el enfoque docente sobre la formación de otro tipo de profesionales de la geografía, tanto a nivel licenciatura como en posgrado.
La cuarta etapa (1986 a la fecha), se caracteriza, entre otras cosas, por registrar una sensible baja en la inscripción de nuevos estudiantes de posgrado; probablemente una de las razones fue que se exigió el título de licenciatura y todo alumno que ingresara al posgrado debería estar titulado; en esta etapa debía enfrentarse a los enormes retos que genera el proceso de globalización, así como tratar de aprovechar las significativas oportunidades que representaban para la geografía los sistemas de información geográfica (SIG, GPS, Sensores Remotos, videografía, etc.). Esta tendencia negativa en la matrícula se revierte en los años noventa, sobre todo con el inicio del doctorado tutoral y la posible aplicación de la modalidad de maestría a doctorado.
A pesar de los antecedentes indicados, el mercado laboral de la geografía y sus egresados no presentaba grandes conflictos hasta finales de los años sesenta. Hasta esa década, el geógrafo gozó de una demanda de trabajo docente relativamente amplia, cautiva y atractiva, registrándose por lo tanto, cierto equilibrio entre la oferta y demanda del geógrafo. El problema nace a partir de los años setenta, porque el incremento explosivo de la demanda estudiantil no respondió a una demanda real del mercado de trabajo; sin embargo, los empleos como profesor de geografía seguían siendo atractivos. La década de los setenta coincide con la apertura de nuevas fuentes de trabajo para los geógrafos en el sector público, que resultaron muy atractivas para los jóvenes profesionistas y graduados de Geografía; las posibilidades de empleo en los centros de investigación fueron bastante limitadas, mientras que el sector privado permaneció como segmento de mercado inexplorado.
La crisis económica de mediados de los ochenta afectó severamente el mercado laboral del geógrafo. Aunque la demanda de docentes se mantuvo y se diversificó, existieron problemas debido a que la investigación ofrecía pocas expectativas, las plazas en el sector público se restringieron al máximo y se iniciaba la demanda en el sector privado. El perfil académico del geógrafo lo limitaba para insertarse en puestos abiertos a la competencia de diversos profesionistas.
En la década actual, la oferta laboral ha aumentado en todos los sectores, pero requiere de geógrafos altamente capacitados en el manejo tecnologías de avanzada (SIG, Sensores Remotos, Cartografía Automatizada, etc.), o bien para abordar trabajos relacionados con riesgos ambientales, ordenamiento territorial o ecológico, cambio climático y otras problemáticas ambientales, sociales y económicas emergentes.
En el proyecto actual del posgrado en Geografía, estos elementos se han tomado muy en cuenta para elevar el nivel del posgraduado y facilitarle su inserción en el mercado laboral actual. Los contactos con los egresados en los últimos años, realizados por la Coordinación del Programa de Doctorado en Geografía, han permitido conocer que una gran parte de ellos, se encuentra vinculada a diferentes instituciones, tales como:
- Sector Educación Superior: Universidad de Guanajuato, Dirección de Ingeniería; University of Geneva (Suiza); Facultad de Geografía, Universidad Autónoma del Estado de México; Escuela Nacional de Estudios Superiores, UNAM, Morelia; Universidad de Denver (estudiante posdoc); Posgrado en Geografía, Centro de Investigaciones en Geografía Ambiental; Universidad Nacional Autónoma de México; Benemérita Universidad Autónoma de Puebla; Centro de Investigaciones en Arquitectura, Paisaje y Urbanismo, UNAM; Facultad de Estudios Superiores de Iztacala, UNAM; Universidad Autónoma de Querétaro; MADEMS, UNAM; Universidad Autónoma Metropolitana; Facultad de Estudios Superiores Zaragoza, UNAM; Facultad de Filosofía y Letras, UNAM; Region 5 Education Service Center, Beaumont, Texas, EEUU; Facultad de Ciencias Políticas de la Freie Universitat Berlín, Alemania.
- Sector Ciencia y Tecnología: Instituto Nacional de Investigaciones Forestales; Agrícolas y Pecuarias (INIFAP); Universidad Autónoma de Guerrero; CONACYT (becarios); El Colegio de la Frontera Norte; Instituto de Ecología, UNAM; Instituto Nacional de Ecología y Cambio Climático; Instituto de Investigación de Recursos Biológicos "Alexander Von Humboldt"; Centro de Estudios Demográficos, Urbanos y Ambientales, Colegio de México, A. C.
- Sector Desarrollo Sustentable: PNUD, México.
- Sector Agricultura: Instituto Interamericano de Cooperación para la Agricultura;
- Sector Educativo privado: Universidad La Gran Colombia, Bogotá; Hacedores Educación.
- Sector Público: Tribunal Electoral del Poder Judicial de la Federación; Secretaría de Educación Pública; Procuraduría Ambiental y del Ordenamiento Territorial de la Ciudad de México.
- Otras instituciones.
Resultados del seguimiento de graduados de doctorado en geografía (2013-2017), según la actualización de la plataforma del PNPC, CONACYT.
Las plazas de desempeño de los egresados transitan desde investigador(a) de tiempo completo en diferentes categorías, profesor(a) de tiempo completo, director(a), asesor(a) de magistrado, jefe de departamento, coordinador (a) de proyectos, técnico(a) académico (a) de tiempo completo, hasta supervisor (a) regional. Como se puede apreciar, el egresado del posgrado de doctorado en geografía es reconocido y valorado por instituciones nacionales de todos los sectores, donde cada día es vital la presencia del geógrafo en las tareas de la planeación territorial, de la gestión ambiental, de la gestión del riesgo, de las tecnologías de la información y la comunicación, de la vida social y económica, del desarrollo regional y urbano, del diseño y de la implementación de sistemas de información geográfica aplicados a actividades científicas y productivas, de la defensa nacional, entre muchas direcciones. Esta realidad se encuentra muy apegada al carácter holístico y multidisciplinario de las ciencias geográficas, que favorecen, en ocasiones, la visión necesaria para el desempeño en funciones de dirección, coordinación y asesoría, tanto a nivel público como en el sector privado.
La Coordinación actual del posgrado (agosto 2017 a agosto 2020) ha propuesto la estrategia de diseñar un sistema para poder mantener flujos de información con la misma, en aras de retroalimentar la profesionalización del posgrado, a partir de las experiencias acumuladas por los egresados. Hasta el presente, la información sobre su desempeño posgraduado se ha recibido, de manera directa o indirecta, vía correo electrónico, presencia en la Coordinación o en eventos científicos que contaron con su participación. Una vía de intercambio y actualización sobre el derrotero de los egresados es convocarlos a la participación en eventos nacionales, en los que se pueda aquilatar la efectividad del perfil de egreso y cuáles aspectos podrían enriquecerlo a futuro.
Agradecemos a todos los graduados del Posgrado en Geografía, intercambiar por correo electrónico la institución en que trabajan actualmente, la denominación de su plaza y aquellos aspectos de interés, que contribuyan a enriquecer el perfil del geógrafo posgraduado.
Bibliografía
- Chías B. L., 1989. Colegio de Geografía en su proceso histórico formativo, como componente clave en el cambio estructural. En Tendencias y perspectivas de la problemática profesional y académica de la geografía, GEOSOFÍA, Colegio Mexicano de Geógrafos Posgraduados, México, pp. 40-45.
Estimados egresados del Posgrado en Geografía, para efectos de actualización de la Plataforma PNPC de CONACyT, te solicitamos nos envies los siguientes datos a la dirección de correo electrónico email@example.com:
DATOS LABORALES ACTUALES
Nombre completo:
Graduado de Maestría o Doctorado:
Empresa/Asociación/Organización donde se encuentra trabajando:
Sector:
Subsector:
Rama:
Puesto:
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Arcidiocesi
di Milano
In collaborazione con
CISM - USMI CIIS
Corso di formazione
"I CONSIGLI DELL'AMICO SAPIENTE"
Consigli evangelici ed Ecologia integrale secondo incontro - consigli evangelici e relazioni nuove: "Fratelli tutti" sabato 20 febbraio 2021 ore 9.30-12.30
PRESENTAZIONE
Il nostro arcivescovo Mario Delpini nella sua recente lettera pastorale Infonda Dio sapienza nel cuore - ha invitato tutti ad uno sguardo sapienziale sulla vita e su quanto abbiamo vissuto in questi mesi di pandemia; ha raccolto l'invito di papa Francesco a riprendere l'enciclica Laudato si' per promuovere un'autentica "ecologia integrale", che ispiri un nuovo modo di vivere tutte
Curia Arcivescovile
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Piazza Fontana, 2
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20122 Milano - Tel. 02 85 56 403
le relazioni. La pratica della povertà, castità e obbedienza – che san Tommaso d'Aquino considera come "i consigli di Gesù, l'amico sapiente" – hanno sempre rappresentato una sapienza pratica per la vita buona. Gli incontri di quest'anno vogliono essere un contributo
PROGRAMMA
secondo incontro
Sabato 20 febbraio 2021 – 9.30-12.30
Consigli evangelici e relazioni uuove: "Fratelli tutti"
introduce
>
Mons. Paolo Martinelli
Vicario Episcopale per la Vita Consacrata
modera
> Mons. prof. Claudio Stercal
Direttore del Centro Studi di Spiritualità della Facoltà Teologica dell'Italia Settentrionale
INFORMAZIONI
Per ulteriori informazioni rivolgersi a:
Vicariato Episcopale per la Vita Consacrata Curia Arcivescovile, Piazza Fontana, 2 - 20122 Milano - Tel. 02.8556403 mail: firstname.lastname@example.org - email@example.com
www.chiesadimilano.it
Curia Arcivescovile
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Piazza Fontana, 2
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20122 Milano - Tel. 02 85 56 403
per riscoprire la capacità dei consigli evangelici di generare autentici stili di vita. Sono invitati tutti gli interessati.
L'incontro sarà trasmesso in streaming tramite pattaforma Zoom.
intervengono
>
Padre Giacomo Costa SI
Direttore di Aggiornamenti Sociali
* L'enciclica "Fratelli tutti" e la vita consacrata
> Prof.ssa suor Simona Paolini FMGB
Pontificia Università Antonianum
* I consigli evangelici e le relazioni fraterne
ULTIMO INCONTRO
Sabato 24 aprile 2021 – 9.30-12.30
Consigli evangelici, conversatio morum e stili di vita
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NICULOSO FRANCISCO PIÑANO Y EL REAL ALCÁZAR DE SEVILLA
Alfonso Pleguezuelo
Universidad de Sevilla
El Real Alcázar es un conjunto monumental extraordinario en muchos aspectos y uno de ellos es el valor histórico y estético de sus revestimientos cerámicos. Desde los alcazares del siglo XIV que forran los zócalos del Patio de las Doncellas hasta las hermosas piezas de los siglos XIX y XX, la densa historia de sus azulejos constituye hoy tanto una fértil perspectiva de lectura del edificio como una síntesis del propio devenir de la cerámica sevillana, integrando algunos de sus hitos más relevantes.
En esa larga y densa historia de la que nos quedan numerosas evidencias documentales y materiales, hay un ceramista cuya actuación destacó por la calidad y la novedad de sus aportaciones: Nicoloso Francisco, llamado por su origen, el Pisano. De las obras que hizo para el Alcázar en sus hornos de la calle Pureza, en Triana, ha quedado, sobre todo, una muy conocida que causa asombro a visitantes locales y lorenenses, a observadores profesionales y a especialistas internacionales: el Retablo de la Virgen de la Cueva en el altar para el oratorio de la reina Isabel I de Castilla. Para la dependencia de esta renombrada obra, la tarea que Nicoloso desarrolló para este viejo palacio real fue más extensa aunque también sea hoy prácticamente desconocida para el gran público. Por esta razón, considero de cierto interés divulgativo darla a conocer para que seamos conscientes no sólo del alcance real de la obra de este artista italiano que eligió Sevilla para practicar su arte sino también para que reflexionemos sobre la escasa atención —e incluso me atrevería a escribir, el inconsciente desprecio— del que su obra ha sido objeto en algunos periodos no demasiado remotos de nuestra historia local.
Por distintas fuentes, sabemos que Nicoloso hizo en 1504, al menos, tres importantes conjuntos de azulejos: un gran escudo real, el citado retablo para el oratorio de Isabel I de Castilla y otro para el Palacio de Aragón. De estas obras sólo se ha conservado, como se ha mencionado antes, una de ellas y por ello convendría tratar el triste destino de aquellas otras dos que desaparecieron —aquí veremos si de forma total o parcial— y especular sobre cual pudo ser el aspecto aproximado y la significación histórica de ambas.
1.- ESCUDO REAL PARA EL ALCÁZAR
Sabemos de su existencia gracias a una noticia documental referente al último pago, en 1504, por un escudo real destinado a ser colocado en algún lugar de la fortaleza palatina. El tenor del libramiento es: “dos mil e quinientos maravedís que se pagaron a Francisco Niculoso, a complimiento de 5000 maravedís que ovo de aver de un escudo de armas de varro bedriado, con sus leones vedriados e su aguila e corona”.
Del texto se deduce que el artista, antes de cobrar los 2500 maravedís que en ese momento se le abonan, había ya percibido otra cifra similar, esto es, la primera mitad de los 5000 que importaba el precio total y ello habría tenido lugar, probablemente, cuando le fue hecho el encargo un tiempo antes. Igualmente, indica el documento el asunto de la obra: las armas de los Reyes Católicos que entonces ocupaban el trono de España y promovían importantes obras en su palacio sevillano. Nada se indica respecto de la ubicación del conjunto y apenas se sugiere de forma genérica la técnica en que había sido ejecutado.
Pero lo más llamativo de esta información es el elevado precio de la obra lo que obliga a buscar alguna justificación. Pensemos que los azulejos más caros que hacía el artista eran los pintados a pincel con variados colores a la manera italiana por los que cobraba a 10 maravedís cada pieza. Si este panel hubiese sido hecho con esa novedosa técnica, habría estado compuesto por 500 azulejos, lo que, traducido en dimensiones y formando un rectángulo en posición vertical, daría una anchura de unos dos metros por más de cuatro de altura. Semejante tamaño no debe sorprender demasiado ya que sabemos que en Castilla, a finales de la Edad Media, se otorgaba gran importancia a los emblemas heráldicos en los programas ornamentales de los edificios señoriales. Pero otra posibilidad de interpretación de tan elevado precio podría ser que el referido escudo no hubiese sido pintado sobre azulejo plano sino hecho con alguna otra técnica aún más costosa. Por ejemplo, el relieve de terracota esmaltada. De hecho, ese mismo año había ejecutado Nicoloso unos escudos con emblemas religiosos, sostenidos por ángeles tenantes, para la portada de la iglesia del monasterio de Santa Paula. Tal vez por esta razón destruido las demás partes del blasón que debía ofrecer hermoso conjunto y del cual solo nos quedan los mencionados cuartelados salvados de la segura pérdida por la inteligente diligencia del Sr. Osma.
Podríamos imaginar que el escudo del que proceden estos fragmentos pudiera haber estado compuesto por un campo central pintado a la cuerda seca y un marco, tal vez de relieve modelado y esmaltado, que no se habría conservado. Puesto que, además, estas dos piezas podrían ser datadas en 1504 por su técnica y su estilo, surge la tentación de identificar estos fragmentos con el escudo pagado a Nicoloso en esa fecha. Pero debemos descartar por el momento esta hipótesis por varias razones, entre otras, porque ello obligaría a vincular al italiano con obras pintadas con la vieja técnica de la cuerda seca, lo que abriría la puerta a otras especulaciones que dejamos para una ocasión ulterior. Por otro lado, no deberíamos olvidar dos evidencias más, una documental y otra material. La primera, que en 1504 era proveedor oficial del Alcázar un ceramista ya anciano y de formación más medieval que Nicoloso, llamado Hernán Martínez Guijarro, quien fallecería en 1509. Muy probablemente éste dominó, con más razones que el italiano, la vieja técnica con un estilo pictórico que, aunque desconocido por el momento, fue con seguridad más medievalizante que el de Nicoluso. El testimonio material se refiere al escudo de los Reyes Católicos que hoy forma parte de las colecciones nacionales depositadas en el Museo de Artes y Costumbres Populares. Este escudo, ubicado originalmente situado sobre la puerta de la Alhóndiga del Granero de la ciudad, construida precisamente en 1504 por orden real, obra que pintaría un ceramista de nombre hoy desconocido pero del mismo estilo que muestran las citadas placas de la colección Osma (Fig. 3).
Otro gran encargo que ocuparía a Nicoluso en ese prodigioso año de 1504 es el de los retablos que pinta para los oratorios del rey y de la reina respectivamente en el palacio mudéjar del Alcázar. Las concretas circunstancias de este encargo son, sin embargo, por completo desconocidas dado que ni el contrato ni los pagos se han conservado, pero puede fácilmente imaginarse que las nuevas ideas sobre pintura cerámica traídas por Nicoluso pronto captarían la atención de los monarcas y los animaría a solicitar sus servicios.
Resulta interesante que, César Barcia, en su diccionario de pintores, publicado en 1800, llame a Nicoluso pintor de los Reyes Católicos porque, aunque realmente lo fue si consideramos el trabajo pictórico que ejecutó para ellos, no hay testimonios documentales de la época que lo mencionen ocupando un cargo de ese título.
Ya se ha comentado que solo subsiste en la actualidad el retablo dedicado a la Visión de la Virgen a Santa Isabel, ya que el realizado para el rey desapareció en el siglo XIX. Podríamos pensar que ambos estuvieron siempre a la vista pero unas cartas cruzadas entre Antonio Ponz, Francisco de Bruna y el conde del Aguila nos hacen pensar que en un momento que no podemos precisar, fueron ocultados por algunas obras de reforma y que a fines del siglo XVIII fueron “redescubiertos” y subidos nuevamente en un grado muy superior en qué circunstancias. Lo cierto es que el último de estos personajes comenta a Ponz, en su carta 6ª desde Sevilla, a propósito del borrador del texto que este prepara para el tomo IX de su Viaje de España, lo siguiente: “Bien habría que añadir a la descripción del Alcázar … el descubrimiento del Oratorio privado de los Reyes Católicos…”. Deben, pues, hablar a Ponz de estas obras los dos eruditos, coleccionistas y hablefilos sevillanos: Miguel de Espinosa Maldonado y Tello de Guzmán (1715-1784), II Conde del Águila y Francisco de Bruna (1719-1807), Teniente de Alcalde del Alcázar. Solo así se explicaría que Ponz respondiera en carta del 22 de junio de 1781: “El Sr. Bruna me ha escrito de los retablos que pintado en el Alcázar del tiempo de los Reyes Católicos”. Desconocemos la razón por la que Ponz no incorporó finalmente a su libro la referencia facilitada por sus informantes sevillanos y la noticia resulta enigmática por varias razones. En primer lugar, por desvelarnos una, hasta ahora desconocida, fase de ocultamiento en la historia de estas obras y en segundo lugar, por lo confuso de los dos párrafos ya que el conde del Águila habla de “oratorio” mientras que Ponz, tal vez malinterpretando su información, escribe en plural sobre los “oratorios”.
2.- RETABLO PARA EL ORATORIO DE LA REINA
Puesto que la reina católica fallece precisamente en 1504 en Medina del Campo, no llegó a conocer el retablo hecho para ella, obra que podemos considerar ambiciosa, como corresponde a su destino real, aunque de un modesto tamaño adecuado al pequeño espacio donde se ubica. Tiene, en principio, el mérito de haber sido pionera dado que no se conocía hasta ese momento ningún retablo de pintura cerámica ni en España ni tampoco en Italia a excepción de los de terracota vidriada del taller de Luca della Robbia que probablemente Nicoluso conoció. La creación de ésta fue posible por la confluencia de dos factores: una reina devota que sentía un enorme placer por la pintura y un “pintor de imaginería” —como entonces eran denominados los “de pinceles finos”— que, además de eso, era un pintor conocedor de las avanzadas técnicas de pintura cerámica y romana, tras aprendidas en Italia natal. Como buen pintor moderno, firma su obra sobre una cartela en forma de pergamo con el texto: “NICOLUSO FRANCISCO ITALIANO ME FECIT” y la fecha en otra del tipo tabula an-sata en que se lee “ANNO DEL MIL CCCCCC IIII” (1504).
El análisis de esta obra testimonia, entre otras cuestiones, en qué medida el arte pictórico en Sevilla, en los primeros años del siglo XVI, era un logrado mestizaje entre los restos de una tradición figurativa nórdica —respaldada por la presencia en la ciudad de numerosos flamencos y alemanes— y el lenguaje ornamental novodisco que llegaba de Italia a Sevilla hacia 1500, precisamente en la época de la llegada de artistas de que lo hicieran los mármoles de Domenico Fancelli o viniera indirectamente desde Castilla con la arquitectura de Diego de Riaño. Un único pintor de óleo en Sevilla podía competir con Nicoluso en la nueva cultura figurativa aunque no en el dominio de la cerámica. Alejo Fernández que, a buen seguro, hubiera sido el designado para pintar los retablos de los reyes si no hubiera pesado más para la parte comitente la preferencia por un cambio de soporte que resultaría ser el elemento más novodisco. Tal vez no sea intúit, por tanto, adentrarse en el comentario de este retablo pictórico al hilo de este doble lenguaje gótico y renacentista sin olvidar que el propio ambiente italiano en el que Nicoluso pudo formarse denota con frecuencia esta misma influencia nórdica derivada del enorme alcance de la obra que los pioneros italianos alcanzaron en cerámica trabajando el arte de aquellas tierras.
Empiecemos por comentar que los azulejos de este retablo revisten el muro de fondo del mi-núsculo oratorio, un nicho rematado en arco carpanel (Fig. 4). Esto desaconsejó adoptar el habitual modelo de “bates” que probablemente se hubiera seguido en caso de disponer de un gran muro liso donde extenderlo. En el plano de fondo del nicho se ubica la escena central, rodeada de una embocadura de ragenbrue clásica y, a su vez, limitada esta última por una orla en que se representa al Árbol de Jesús. El arco y los dos pilares laterales que flanquean este hueco se revisten también con azulejos que representan decoraciones de grotescos. Todo ello queda interrumpido en su parte baja por la mesa de altar que se adelanta del plano de fondo y se remata lateralmente por platos diáfanos. Sobre su frente se desplegan dos grandes ornamentales clásicos, un medallón con la escena de la Anunciación, y en sus flancos, un motivo ornamental de lazó curvo. Todos estos planos tan simples sirven de soporte a una decoración figurativa de una considerable complejedad estética y simbólica.
Para alguien familiarizado con el arte italiano y con el nórdico, la visión de este retablo supone una curiosa experiencia de fusión de ambos, ya que muestra elementos concebidos con sendos estilos. Por una parte, tendríamos la escena de la Visitación y el Árbol de Jesús. Por otra, la embocadura de dicha escena, el revestimiento del arco, los dos pilares laterales que rodean el mencionado árbol genealógico y el frontal de la mesa del altar. Las dos primeras se dirían pintadas por un artista formado en Flandes o en la Baja Alemania. Las demás podrían haber sido pintadas por un artista formado en Roma o en Florencia. Sin embargo, todas están hechas por...
sible que Niculoso en Italia fuese, principalmente un ornamentista.
En cuanto a la escena principal, la elección del tema: la Visitación de María a Santa Isabel, era lógica puesto que la renta de Castilla se llamaba precisamente como la renta de la Virgen y es conocida de todos la costumbre de los reyes de profesionar especial devoción al santo con quien se comparte nombre de bautismo (Fig. 5). El encuentro parece tener lugar en un escenario natural, a la orilla de un río en cuyas riberas se levantan arquitecturas de apariencia romana entre las que destaca un extraño puente de tres arcos de medio punto que conduce a una torre que se adentra en el agua sin cruzar el río. Al fondo se divisan cinco mimusculos barcos y en las orillas se agolpan frondosos árboles y acantilados de rocas cubiertas de verdes praderas.
A la derecha se agrupan la anciana Isabel y su marido, el profeta Zacarías, que muestra en el frente de su oriental tocado una ostentosa cartela con su nombre (Fig. 6). Tras él aparece un personaje que protege su rostro con la mano derecha, también lleva la cabeza tocada con un gorro romano y viste sus hombros con un manto de armura. Acompañan a estos personajes dos jóvenes damas ataviadas con llamativos y sumptuosos trajes y abalorios. Por la izquierda se acercan María y José, seguidos de una dama y un caballero de desconocida identidad (Fig. 7). Los cinco personajes que acompañan a los cuatro protagonistas parecen pertenecer al más alto rango social por sus sofisticados trajes, de ricos tejidos, y sus lujosos complementos. Diríase, incluso, que algunos de ellos son de estirpe real si atendemos a las pieles de armiño que completan su atuendo. ¿Son acaso miembros de la propia familia real?
La concreta interpretación de este tema no debió ser inventada por Niculoso sino que, como era costumbre entre los pintores del momento, tal vez fue tomada de alguna cartapa o de la página iluminada de un libro de horas que pudiera, incluso, pertenecer a la encargante. Frothingham sugirió que tal fuente iconográfica pudiera haber sido una obra publicada por Thielman Kerver en París. No obstante, no hemos podido localizar ninguna ilustración que se corresponda con la escena del retablo, de manera que hemos de conformarnos de momento pensando genéricamente en una fuente nórdica.
La pintura de Niculoso respira, en todo caso, un aire germanólico evidente en sus personajes de ovalados rostros y crispadas expresiones, en el caso de los jóvenes, y de arrugadas pieles en el de los ancianos si las comparamos con los dulces, ternos y apolíneos rostros de la pintura italiana del mismo período.
Ante la verdadera barrera humana que forman estos nuevos personajes se alza una especie de embocadura teatral compuesta por dos pilares sobre pedestales que soportan un sencillo arco carpanel muy rebajado. El aire germanólico de la escena contrasta bruscamente con el torno romano del marco que la contiene. Las esquinas inferiores de los pedestales se protegen con esfinges aladas y los frentes de las pilastras se decoran con grutescos, organizados simétricamente en candelabros en los que se ensartan máscaras, cogollos, cartelas, collares de perlas, grúlias y cuernos de abundancia. Sobre el traslós del rebajado arco aparecen dos ángeles niños que cinen su cintura con una corona de laurel y tensan con sus manos una cinta de la que pende un mazo de frutos.
Pero un nuevo contraste estético surge entre este marco y la ancha franja que lo rodea y en la que Niculoso representó un tema que fue muy de su preferencia y de la de sus clientes a tenor de los varios ejemplos que nos han quedado: el Árbol de Jesse, lo que es lo mismo, la genealogía temporal de Cristo, tema que fue muy común en el arte medieval aunque el Renacimiento pronto lo haría pasar de moda. Del pecho de la figura recostada de Jesse, con rostro melancólico, brota una cepa que se divide en dos ramas que ascienden por ambos lados formando rosetas floreados de los que brotan reyes de Judá, ramas que se unen de nuevo en el punto más alto donde aparece como fruto final de la estirpe, la imagen de la Virgen María con el Niño en sus brazos (Fig. 8). Es imposible por el momento precisar la fuente grabada que pudo inspirar esta composición de Niculoso aunque es muy probable que también fuera pictórica. Gestión y algún autor posterior lo atribuyeron a que al fuente pudiera ser la Crónica de Nuremberg de 1495 aunque reconocida directamente esta obra, solo hemos podido constatar que en ella aparece una estampa con este tema pero interpretado de forma completamente diferente. No obstante, con independencia del origen de su composición para la que Niculoso pudo tener a la vista numerosos ejemplos, dada la frecuencia de su interpretación a fines del siglo XV, lo que demuestra nuestro pintor aquí es ser un excelente retratista, pues, visitos de cerca, los rostros denotan rasgos fisonómicos y expresiones de lo más variadas (Fig. 9).
El busto de la Virgen María que remata el arbol sostiene en sus brazos a su hijo Jesús al tiempo que, en clara alusión al tema de la Inmaculada Concepción, se apoya en una luna creciente. La escena central revelaba, además de Isabel con la imagen de María, y a su malogrado hijo, el príncipe heredero Juan que había muerto prematuramente, con el ser que la santa aún llevaba en ese momento en sus entrañas, San Juan Bautista, curiosa coincidencia para nada gratuita. Al mismo tiempo, la estirpe real de María, evidenciada en los Reyes de Judá, establecía con la reina católica un nuevo vínculo no ya nominativo sino de naturaleza social puesto que, según esta genealogía, Cristo mismo era descendiente de reyes. ¿Se escondía tras este asunto la intención de reafirmar el origen divino de una monarquía que bajo el cetro de Fernando e Isabel experimentó un espectacular fortalecimiento frente a otros niveles de la nobleza?
Pero, retomando cuestiones de estilo, si observamos los elementos que rodean el Árbol de Jesús, estamos en un ámbito figurativo muy diferente cuando vemos las decoraciones de grutescos que tanto protagonismo adquieren en esta obra. Ya hemos citado cómo decoran estos motivos las plañiras del frontispicio de la escena central aunque de forma incompleta al estar cortados en su eje. Adquieren, sin embargo, un desarrollo mucho más completo en el revestimiento del intradós y del trasdós del arco, en las mochetas laterales, en el frente de los pilares que albergan dicha escena central y también en el frontal de la mesa del altar.
Estos grutescos y los motivos similares que se ven en la portada de Santa Paula no son sólo los ejemplos más antiguos del género en la obra de Niculoso, sino también en el Renacimiento sevillano. Los candelabros de los pilares pudieran estar inspirados directamente en estampas italianas: dado que muestran el mismo tipo de simetría axial que aquellos y una relativa contención en el diseño de sus motivos pero es arrasgado por el momento mencionar como fuente un concreto grabador aunque el tratamiento a gran escala de los roleos podría ser indicio de algún vínculo con la obra de Zoan Andrea como ya algún autor ha señalado. Los grutescos más semejantes que he podido reconocer son los que diseñó Pinturicchio (1454-1513) en algunas de sus obras, lo que deja suponer algún contacto de Niculoso con su círculo durante su primera fase biográfica.
Algunos de los motivos ensartados en estos candelabros, aunque del repertorio genérico derivado de la Antigüedad: bucráneos, máscaras de teatro, cartelas con el SPQR, faunos que hacen sonar cuernos de caña, machos cabríos, gémeos que tocan violas o blanden masas con las que golpean a los animales, dragones alados o jarras con asas en forma de delfines. Pero también se observan otros motivos menos convencionales de cuya inclusión pudieran deducir algunas intenciones comunicativas relacionadas con las creencias de su comitente. De estos últimos, las figuras alegóricas situadas junto a las impostas del arco son las que ofrecen más interés aunque la interpretación de su significado no esté del todo clara.
El de la izquierda es un memento mori, esto es, una alegoría de la conciencia de la muerte: “recuerda que has de morir”, personificada por un niño que se apoya, meditabundo, sobre una calavera (Fig. 10). Este tema, muy clásico, se relaciona al arte renacentista durante el siglo XV y, combinado con creencias del Cristianismo, se convirtió en motivo recurrente en oratorios y, sobre todo, en sepulcros. De hecho, Niculoso lo usa en este retablo y lo hará años después en los azulejos para el enterramiento que envió a Flores de Ávila (Ávila). Frothingham hace derivar la interpretación de Niculoso de una xilografía, basada en una medalla acuñada por el escultor veneciano Giovanni Boldù en 1458 y comenta que las usó frecuentemente en las oraciones dedicadas a los Oficios de Difuntos de los Libros de Horas del siglo XVI. El diseño de la anatomía de la figura infantil es muy renacentista a diferencia del aire germánico del Niño vestido y colocado en la Virgen en el Árbol de Jesús y de los dos ángeles situados sobre la escena de la Visitación, de torsos excesivamente alargados y musculados.
La otra figura alegórica, al lado opuesto del arco, es un hermoso caballo que lleva un collar de perlas, figura que Frothingham interpretó como un unicornio a pesar de la carencia del cuerno frontal (Fig. 11). Como es bien sabido, el unicornio es un mitico animal bien conocido del arte medieval como símbolo de la pureza de la Virgen, razón por la cual hubiera sido realmente apropiado en este retablo. Por el contrario, Lleó y Morales sugieren que el animal representa el amor luxurioso, lo que, puesto en relación con el memento mori, podría constituir la frecuente dicotomía que se establece en el pensamiento humanista entre Eros (Amor) y Thanatos (Muerte). En cualquier caso, no dejaría de sorprender una metáfora tan pagaña en el oratorio de Isabel la Católica. Con independencia de su discutido valor simbólico, el caballo pintado por Niculoso es una elegante interpretación de este animal y un nuevo testimonio de su habilidad como ornamentista. Debajo de estas figuras alegóricas se encuentran los emblemas de los Reyes Católicos: el yugo de Fernando, el haz de flechas de Isabel y el mote TANTO MONTA.
El otro elemento insertado entre los grutescos e inscrito en una clásica corona de laurel situada en la clave del arco sobre la escena de la Visitación es El pato de la Verónica (“vera icona” o verdadera imagen del rostro de Cristo), constituyendo no sólo otro punto focal del retablo sino también una correspondencia con la otra corona de inscripciones que muestra, más allá de la Anunciación de la mesa del altar (Fig. 12). No dejan de llamar la atención tanto la elección de este motivo de sentido “pasionista” en un retablo de asunto “glorioso” así como el hecho original de que el rostro de Cristo se vea enmarcado por una clásica corona del mitico laurel de Apolo y, sobre todo, que dicha corona aparezca flanqueada por dos cornucopias, símbolo pagono de la abundancia, y dos miticos delfines de ostentosas dentaduras, malévolas expresiones y ofidias colas de escamas.
El frontal del altar muestra una similar incongruencia aparente en términos de “decorum” con una escena central de la Anunciación del ángel San Gabriel a María, inscrita en otra corona de laurel y flanqueada por grandes esfinges grotescas, con colas de escamas, que hacen de heraldos tenentes de la corona y se sitúan bajo dos escudos que muestran las iniciales góticas de los nombres de los reyes “F” e “Y”, escritas sobre escudos con forma de “testa di cavallo”, de claro origen italiano (Fig.
13). Estas llamativas figuras juegan un importante papel en la composición general del retablo, pues concentran la atención en la zona central y apuntan con la dirección de sus antorchas hacia las figuras de Virgen y de Santa Isabel. Tres escudos más recuerdan que se trata de un retablo real, al centro, las armas de los reyes de la monarquía hispana, y en los extremos laterales, de nuevo, los emblemas personales de los reyes: el yugo y el haz de flechas.
Por su lado, la escena central representa la Anunciación y sus figuras muestran un aspecto muy nórdico, pero también aquí Niculoso ha procurado colocarlas en una caja escénica de perspectiva cómica renacentista, construida a base de recursos tales como las vigas del techo, dispuestas en abanico, el pavimento en damero y los sillares de los muros aunque hay que reconocer que los encuentros de tales elementos están resueltos con una torpeza difícil de explicar en tanto que los rostros y las manos de los personajes están meticulosamente representados.
Un vínculo con el mundo textil refleja el diseño de esta mesa de altar tanto en su parte frontal como en sus flancos y su encimera, pues toda ella podría ser entendida como la versión cerámica de un revestimiento de tejidos. El frente recuerda trabajos de bordado de realce y de punto de oro de matiz a colores, labores propias de nuestro Renacimiento. Su borde superior muestra un fleco de hilos de colores alternos azules, verdes y morados, concebido como remate de un paro que cubriera la mesa con un motivo de enorme interés que también revistiera los flancos de la misma (Fig. 14). Se trata de un lazo curvilineo que imita cordóncillos azules que van formando dos tipos de registros, ocupados por motivos vegetales destacados sobre colores de fondo liso verde, ocre anaranjado y morado. A pesar de tratarse de laceras que se degradan del arte medieval —motivo que puede más bien considerarse recónditamente —, uno del repertorio “árabeo” que también invade el arte italiano en el siglo XV, Niculoso repetirá este mismo motivo, en los azulejos de arista que fabrica y envía a Roma para los pavimentos de las estancias papales de León X de Médici en Castel Sant’Angelo. Es preciso hacer notar la similitud de este motivo con el que suponemos compuso el zócalo —tal vez la mesa de altar— del retablo hecho para el rey. Todos estos azulejos, a diferencia de los del retablo y los del frente de la mesa, son del formato pequeño (13 x 13 cms).
¿Tendría este oratorio un zócalo de azulejos hoy perdido, compuesto por azulejos de este tipo? No se si debido a ello, los azulejos de esta mesa de altar parecen denunciar dos hornadas diferentes en su ejecución. La diferencia más notable es el tipo de verde empleado en distintas partes. La encimera del altar y la franja de los flancos laterales en contacto con la pared del londó muestran el verde claro formado por la mezcla del azul y el amarillo en tanto que el resto de los flancos usó el más común verde-mar hecho de óxido de cobre. Queda lanzada la hipótesis a la espera de nuevos datos que la confirmen o la rechacen. Que hubo más azulejos de este motivo queda claro por la presencia de algunos de ellos en colecciones privadas.
3. EL RETABLO PARA EL ORATORIO DEL REY
Peor suerte corrió el retablo hecho para el rey. La primera noticia de su existencia la debemos a Ceán Bermúdez y el detalle de mayor interés lo constituye la somera descripción de su iconografía, su firma y su fecha. Lo describe así este autor: “Y el oro (retablo) figura tres asuntos de la vida de nuestra señora, la santísima virinidad coronada y abajo los dos S. Juanes, y tiene también esta firma. Nicoloso (probablemente la lectura errónea de Niculoso). Pintado en fecho antes de 1504”\(^{16}\). Queda claro, en primer lugar, que la obra fue hecha al mismo tiempo que el escudo y el retablo de la reina y también, que la firma del pintor ya incluye en esta temprana fecha, como había hecho el mismo año en la portada del Monasterio de Santa Paula, el genilicio Pisano por el que sería conocido desde el principio y que él mismo asumiría a veces como firma propia\(^{17}\). En segundo lugar, es de notar la mayor complejidad iconográfica de este retablo respecto del realizado para la reina dado que poseía, al menos, los seis registros mencionados.
Es de lamentar que se hayan perdido las referencias arquitectónicas de este oratorio que, según parece, estaba situado en la planta baja del palacio del rey don Pedro, concretamente en la que ahora denominamos Sala del techo de Carlos V, ubicada en el extremo oriental donde hoy se encuentra su alcoba.
Ignoro si a su mayor complejidad iconográfica acompañaba también un mayor tamaño pero es muy posible que así fuera. La sala, después de ser el escenario de la misa de esponsales del emperador Carlos I con Isabel de Portugal, debió sufrir obras considerables al instalarse su espléndido artesonado renacentista en 1542.
También desconozco en qué momento se produjo su desmontaje y la dispersión de sus azulejos y estoy tentado de imaginar que tan lamentable operación sólo pudo llevarse a cabo en un período de máximo auge del conjunto monárquico, momento que habría que situar entre 1844, año en que González de León lo menciona en su *Noticias Artísticas de Sevilla* y 1865, fecha en que el Baron Davillier publica su artículo sobre la cerámica omitiendo toda referencia a esta obra\(^{18}\). No hay pues, noticias posteriores de este retablo hasta que a finales del siglo XIX comenta Gestoso que había llegado a conocer antes de 1869 una veintena de azulejos que pudieran ser procedentes de aquella obra y que viera instalados en la solería del patio y bancos del jardín de la casa nº 3 del Patio de Banderas, junto al mismo Alcázar\(^{19}\). Añade unos años después: “Tres o cuatro de las dichas losetas forman hoy parte de la rica colección del Sr. Osma”\(^{20}\). En efecto, el hecho de que aparezcan en dos azulejos de esta colección, hoy Instituto Valencia de Don Juan, de Madrid, el emblema de los Reyes Católicos, nubes de flechas y coronas con las inscripciones en este comentario al igual que algunas piezas de la misma colección que parecen coincidir con las descritas en el texto de Gestoso como “fragmentos de grandes laureras, otros de guardillas con círculos y tarjetas, en que se veían repetidos haces de flechas con el lema Tanto Monta, jarritas con claveles, y algunos que, a juzgar por sus dibujos, formaron parte de edificios colocados en el londo de un cuadro”\(^{21}\).
Es forzoso reconocer que la proporción conservada hoy de este retablo es mínima y es de lamentar, además, que no nos hayan quedado azulejos relacionados con las seis escenas representadas en el retablo sino tan sólo elementos marginales a las mismas. El formato de pieza usado en este retablo (13 x 13 cms) no coincide con el usado en el de la Reina (16 x 16 cms) aunque sí con el de otro retablo del estilo que hace hacia 1518 para el monasterio de Tentudía (Badajoz). Son seis los motivos y siete los azulejos (de uno de los motivos hay dos ejemplares) que hoy reconocemos en la antigua colección Osma que pueden proceder de este retablo.
A uno de los motivos que menciona Gestoso como “fragmentos de grandes laureras” debe responder el que, en efecto, reproduce un sector de una de estas coronas vegetales (Reg 4042) (Fig. 15)\(^{22}\). Por la carencia de sombras proyectadas en su perfil exterior, detalle que Niculoso colocaba en la parte derecha al iluminar siempre desde la izquierda, es probable que este azulejo correspondiera al sector superior izquierdo del motivo. En él, las hojas del verde claro se disponen como en el frontal de la cara del rostro de la reina con mariposas y granadas. Es probable por ello que esta laurera fuese el marco de la escena principal del mismo, elemento que ningún autor describe\(^{23}\). Apenas se perciben rasgos del tema que contendría en su interior pero si se observa que estaba pintado en azul y su exterior muestra el acostumbrado fondo ocre sobre el que destacan los trazos azules con que serían interpretados los motivos grutescos y vegetales con que Niculoso rodearía este elemento central.
La pieza que Gestoso describe como “guardillas con círculos y tarjetas, en que se veían repetidos haces de flechas con el lema Tanto Monta” no ha podido ser identificada de forma literal con ninguna del grupo del citado instituto aunque posee algún rasgo común con un azulejo que muestra un trozo de arco y en su enjuta un cuadro con almenas y otras ramificaciones que dejan un disco donde se representa un yugo y bajo él, el lema “MONTA” (Reg. 4040) (Fig. 16)\(^{24}\). Por encima de la enjuta aparece un trozo de moldura denticulada y se remata por su perímetro la composición por una bordura verde que recorre el costado derecho del azulejo y su canto superior. Se desconoce la forma en que terminaba la pieza por la izquierda dado que está mutilada a pesar de lo cual no es difícil imaginarla mostrando el resto del arco y los frutos que el cuerno derramaría. Se trata, en suma, del ángulo superior derecho de un frontispicio clásico que pudo estar desarrollado por completo en un panel de cuatro azulejos de ancho y seis de altura. La enjuta simétrica mostraría otro disco con un trozo de flechas y la primera mitad del lema “MONTA”. La segunda mitad de la hornacina que se advierte es muy parecida a las que enmarcan las escenas de la Vida de la Virgen en el retablo del Monasterio de Tentudía (Badajoz) pintado por Niculoso en 1518, con el que, suponemos, tendría esta obra perdida cierto parecido aunque tal vez menor dimensión.
El tercer motivo descrito por Gestoso debe corresponder con los que muestran un par de
azulejos con jarras de pie poligonal, caldero semiesférico marcado por finas molduras paralelas y cuello con dos ases enfrentados, en forma de eses (Reg. 4039) (Fig. 17). De la jarra salen, como este autor comenta, tres clavos. Bajo sus pies nacen ramas que se enroscan y se atan con las simétricas de las piezas contiguas que también muestran alternadamente haces de flechas y yugos bajo los que se lee el repetido lema “Tanto Monta”.
Muy recientemente he podido comprobar que en el alto zócalo de azulejos de la Sala de la Cantarera que Cristóbal de Augusta hace hacia 1575 para el Palacio Gótico del Alcázar se encuentran, incluidos de forma inesperada, dos azulejos semejantes a los dos antes mencionados de la colección madrileña, lo que nos confirmaría que aquellos proceden en efecto del palacio sevillano (Fig. 18). No podemos saber qué lugar ocuparon eventualmente estas piezas en el retablo aunque su desarrollo horizontal y el carácter alterno de los emblemas de los reyes hacen pensar en un friso de cierta longitud. Es posible que estas piezas, más que proceder del mismo retablo, pudieran haber servido de remate superior a un zócalo que lo pudo complementar formado además por motivos repetitivos que pudieran ser del tipo de los que describo a continuación.
En efecto, forman parte de la antigua Colección Osma un par de azulejos decorados con lazo curvo que en virtud de su diseño y su colorido, deben proceder también de alguna obra de Niculoso (Reg. 4060) (Fig. 19). Si a esto unimos que uno similar a estos dos pudimos hallarlo hace años, al realizar el inventario de materiales cerámicos —guardados en los Baños de Doña María de Padilla del Alcázar y expuestos desde entonces en unas vitrinas del Cuarto del Asistente—, me atrevería a sugerir que este
motivo pudo formar parte del perdido retablo del oratorio del Rey. Es muy probable que el encuentro de este motivo con el del supuesto remate del zócalo, descrito más arriba, se resolviera con algún otro motivo que no se ha conservado.
No se tiene certidumbre de que las piezas que son descritas a continuación formasen parte del retablo aunque su estilo, vinculable a Nicoloso, y aunque Gestoso escribe antes de 1903 que Osma conservaba “Tres o cuatro”, es posible que consiguiera alguna más por lo que veremos.
Uno de estos muestra una filacteria en capitales romanas con un texto incompleto en que se lee: “... E ORTA — É — STE...” (Reg. s/nº) (Fig. 20). El fragmento correspondería al texto completo: “GERMINAVIT RADIX JESSI/RE ORTA EST/ELLA EX JACENTE VIRGO PEFERIT SALVA-TOREM/ET LAUDAMUS IN NOSTER...”. Este texto que forma parte de una Antifonaria de las Segundas Vísperas y que solía estar incluido en los libros de Horas de la época, fuente literaria ésta última de lógica elección para un retablo dedicado a la Virgen María. Las bandas moradas que limitan el azulejo superior e inferiormente inducen a imaginar que se trataba de una especie de friso. El colorido ocre dorado del londo y los trazos algo descuidados con que se interpreta la hoja de acanto, recuerdan muy de cerca los antes mencionados, los únicos que podrían ser vinculados con la concreta advocación del retablo. Considerando que hacia 1500 y en el entorno de la corona española el Árbol de Jesse era una alusión al tema de la genealogía temporal de la Virgen y no solo, en el siglo anterior, como en Castilla, sobre todo, que alusion a la defendida Inmaculada Concepción de María por San Joaquín y Santa Ana, no es descabellado pensar que fuera el tema inmaculista el asunto de la escena principal del retablo. En ese caso, la alusión a Santa Ana en el azulejo antes comentado se correspondería con una simétrica alusiva a San Joaquín y apuntaría en este mismo sentido lo que no se contradice con la genérica descripción de escenas que nos dejó Ceán. También sería indicio esta elección del interés de Fernando II quien, siguiendo una arraigada tradición de sus antecesores aragoneses, puso un gran empeño en la dilusión y lomento de esta advocación que tanto tuturo tendría en España. Considerando que harían falta varias semanas o meses para ejecutar este retablo, el encargo pudo ser hecho a inicios de 1504 o a finales del año anterior y en una senda de la que no es difícil, como nos recuerda Stratton, que fue en 1503 cuando Fernando el Católico anunciaba en la Cortes de Barcelona que en su reino se celebraría, entre otras cuatro fiestas que menciona, la de la Inmaculada Concepción, adelantándose en esto a otros reinos peninsulares.
Con independencia de estos azulejos antes mencionados del Instituto Valencia de Don Juan, he hallado en diferentes partes del Real Alcázar otros tres azulejos que pueden ser atribuidos a Nicoloso o a su taller y que, una vez, pudieran estar vinculados al retablo del rey.
En una localización realmente inesperada: el pavimento del balcón en la portada del Apeadero que se construye en 1607-1608, se encuentra uno de ellos, inserto entre otros que fueron encargados a Hernando de Valladeces en esa misma fecha y multitud de piezas respuestas posteriormente Fig. 23. Se trata del busto incompleto de un rubicundo putto que estaría ensartado en algún rolero junto a otros grotescos tal vez en el retablo del rey pintado por este ceramista.
En otro lugar del conjunto, no menos inesperado que el anterior, el muro exterior del tanque del viejo Jardín del Risco, hoy Jardín de las Flores, justo inserto entre azulejos de decoración variada que parecen suplir los que faltaron del retablo original hechos por el taller de los Valladeces, a principios del siglo XVII, aparece el fragmento de otro azulejo que no dudamos en considerar también obra de Nicoloso y que quizás pudiera haber formado parte de la
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**Fig. 24** Nicoloso, 1504. Real Alcázar de Sevilla. Estanque del Jardín de las Flores. Azulejo reinstalado.
**Fig. 25** Nicoloso, 1504. Real Alcázar de Sevilla. Cuarto del Almirante. Azulejo por tabla reinstalado.
mencionada obra desaparecida (Fig. 24). Se trata de un pequeño fragmento cortado para ser incluido en este revestimiento. Muestra restos de una pilastra representada en perspectiva, realizada en un dado de entablamento en cuyo frente aparecen un querubín y una fábrica ondulada de la que cuelga una carta, y perlas. Atrás de este entablamento con molduras de hojas y por detrás de este elemento empieza a verse un arco carpanel de motivos similares a los de las mencionadas molduras renacentistas. En suma, parece que se trataría de un pequeño detalle de un frontispicio que enmarcaría la escena de un retablo.
Finalmente, fuera de su ignorado contexto original, hallamos dos parejas de los llamados azulejos por tabla de los usados en techos de vigas que también pueden ser adscritos a la producción del taller de Niculoso (Fig. 25). El motivo que los decora es muy similar a uno que conocemos ejecutado con la técnica de arista, habitual en este tipo de azulejos. Al estar pintados a pincel, con tinta azul y con un motivo muy semejante a los usados por Niculoso, podríamos considerarlos el primer testimonio de que Niculoso hizo azulejos para este fin, pintados a pincel y no sólo fabricados con matrices para arista.
Aunque, como ha podido comprobarse por este escrito, fueron muchos más los azulejos perdidos que los conservados de todos aquellos que pintó Niculoso para el Real Alcázar, no debemos perder la esperanza de que de ahora en adelante su obra será valorada en la justa medida que su importancia exige. No olvidemos, sobre todo, que aquel pintor ceramista venido de Italia convirtió Sevilla en los primeros años del siglo XVI en vanguardia cerámica de Europa con unas obras que aún en el presente nos permiten gozar con su belleza, admirar la destreza de su ejecución y, sobre todo, nos obligan moralmente a cuidar de su mejor preservación y a legarlas al futuro.
NOTAS
1 Considerese que "pisano" no significaba en el siglo XVI natural de Pisa, sino, genericamente, de Italia. No se olvide que Pisa fue uno de sus puertos comerciales más importantes del que partieron muchos de los artistas y personas que de Italia venían a la península ibérica.
2 Rafael Dominguez Casas. Arte y etueta de los Reyes Católicos. Aristas, residencias, jardines y bosques, Madrid, 1993, pág. 87.
3 José Gestoso y Pérez. Historia de los Barros vidriados, Sevilla, 1903, pág. 122.
4 Ceán Bermúdez, Diccionario histórico de los más ilustres profesores de Bellas Artes en España, Madrid, 1800, Vol. IV, pág. 100. Esta noticia nos plantea la posibilidad de que Niculoso no sólo pintase sobre cerámica sino que también hiciese obras al oleo sobre tabla. Formación para ello no le faltaba a tenor de lo que puede apreciarse por sus azulejos.
5 Carrafa, J. M., "Correspondencia de don Antonio Fontz con el Conde del Águila", Archivo Español de Arte y Arqueología, Madrid, 1929: 14 y 16.
6 La obra mide 236 x 297 cms. en total y 156 x 112 cms. la escena central.
7 Su completa formación no sólo afectaba al terreno académico sino también a su competencia técnica. Sus amplios conocimientos de la química de los colores le permitió superar la limitada gama de los cinco básicos que se empleaban en la Sevilla mudéjar (blanco, negro-morado, azul, verde cobre y melado) y llegar a usar el doble de esa cifra pues además de los cuatro primeros (el melado no lo usó), también usó el amarillo, el ocre anaranjado, el ocre tierra, el verde claro y dos tonos de rojo.
8 Suzanne Stratton, apoyándose en comentarios de Gestoso y de Denuclou, llego incluso a pensar, con cierta lógica aunque desconociendo el hábito bilingüismo español de la época, que la obra había sido realizada por dos maestros diferentes. Cfr. Suzanne Stratton, La Inmaculada Concepción en el arte español, Madrid, 1989, pág. 16.
9 Frothingham, Alice W. Tile panels of Spain, New York, 1969, pág. 6.
10 José Gestoso y Pérez, Historia de los barros vidriados sevillanos, Sevilla, 1904, pag. 205. He consultado el ejemplar de esta obra que se custodia en la Biblioteca Centrala de la Universidad de Sevilla.
11 Lleó ha aportado pruebas convincentes de este fenómeno y de cómo tuvo en Sevilla manifestaciones claras en los años iniciales del siglo XVI. Vease, Vicente Lleó, Nueva Roma, Mitología y Humanismo en el Renacimiento sevillano, Sevilla, 2001 (reedición), págs. 223 y ss.
12 Frothingham, A.W. Tile altars by Niculoso At Tentissimo Spain", The Connoisseur, enero, 1964, pág. 32.
13 Frothingham, A.W. Tile panels of Spain, New York, 1969, fig. 6.
14 Una lectura iconográfica más completa sobre este motivo en Vicente Lleó, "Eros y tántatos en Sevilla variantes sevillanas de un tema humanista" En Actas del Congreso de Historia de Andalucía, Sección: Andalucía Moderna, Tomo II, 1978, pp. 165-178. Y también Morales Martínez, Alfredo J., Francisco Niculoso Pisano, Excmo Diputación, Sevilla, 1977, pág. 51.
15 No abordaré en este artículo aspectos de esta obra relacionados con su estado de conservación ni tampoco aquellos que provocan dudas sobre la pertica de este artista tanto en términos técnicos como composicionales, asuntos que merecen un inmediato de análisis que en otro momento no sólo para adentrarnos más criticamente en el terreno de los logros y los fracasos de Niculoso sino también como información de utilidad para una eventual operación de limpieza de esta obra de valor tan excepcional.
16 Ceán Bermúdez, Juan A., Diccionario..., Madrid, 1800, Vol. 4, pág. 100.
17 Ya se ha comentado que el retablo para la reina lo firma con el gentilicio "italiano".
18 González de León, Félix, Noticia artística de Sevilla, Sevilla 1844, pág. 134. Resalta, no obstante algo sospechoso que este autor reproduzca literalmente la descripción que ya hiciera Ceán en su Diccionario lo que induce a sospechar si verdaderamente lo vio o sólo recogió la noticia del autor precedente.
19 Gestoso, Historia de Sevilla, Monumental y Artística, Sevilla, 1889, Vol. I, pág. 323.
20 Gestoso, José, Historia de los Barros vidriados, Sevilla, 1903, pág. 205.
21 El frecuente empleo del plural en la redacción del párrafo deja entrever que eran más de 3 o 4 los azulejos que llegó a reunir Osma y como se comprobará más adelante, hemos localizado en la misma colección otros cuatro motivos más que, aunque no mencionados por Ges-
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CONSILIUL JUDETEAN BRAILA
ORGANIZEAZA
in data de 28 IULIE 2022
CONCURSUL/EXAMENUL DE PROMOVARE IN GRAD PROFESIONAL
IMEDIAT SUPERIOR CELUI DETINUT
a functionarilor publici din cadrul aparatului de specialitate al Consiliului Judetean Braila care indeplinesc cumulativ conditiile prevazute de art.479 alin.1 pct.a), pct.c), d) din O.U.G. 57/2019 privind Codul administrativ, cu completarile si modificarile ulterioare.
Condițiile de participare la concursul/examenul de promovare sunt:
- Sa aiba cel putin 3 ani vechime in gradul profesional al functiei publice din care promoveaza;
- sa fi obtinut cel putin calificativul “bine” la evaluarea performantelor individuale in ultimii doi ani de activitate;
- sa nu aiba o sanctiune disciplinara neradiata in conditiile O.U.G. 57/2019 privind Codul administrativ.
Durata timpului de munca este durata normala a timpului de munca, respectiv 8 ore/zi, pe o perioada nedeterminata.
Proba scrisa va avea loc in data de 28 iulie 2022, ora 10.00 la sediul Consiliului Judetean Braila.
Interviul se va sustine la sediul Consiliului Judetean Braila din P-ta Independentei nr.1, intr-un termen de maximum 5 zile lucratoare de la data sustinerii probei scrise.
Dosarele se vor depune in perioada 24 iunie – 13 iulie 2022, ora 16.30 la sediul Consiliului Judetean Braila – Biroul Resurse Umane, Salarizare.
DOSARUL DE CONCURS/EXAMEN VA CUPRINDE URMATOARELE :
- Adevérinta eliberata de Biroul Resurse Umane, Salarizare in vederea atestarii vechimii in gradul profesional din care se promoveaza ;
- copii de pe rapoartele de evaluare a performanțelor profesionale individuale din ultimii 2 ani în care funcționarul public s-a aflat în activitate;
- Formularul de înscriere.
Functiile publice de executie pentru care se organizeaza concursul/examenul de promovare in grad sunt urmatoarele:
I. 1 post consilier juridic, clasa I, grad profesional principal in cadrul Compartimentului Juridic Contencios - Directia Administratie Publica, Contencios
ATRIBUTII
- Reprezintă prin mandat al Președintelui Consiliului Județean Brăila interesele județului/Consiliul Județean în justiție, precum și în raporturile acestuia cu persoane fizice sau juridice de drept public sau privat din țară și din străinătate în problemele legate de dreptul de proprietate și administrarea domeniului public/privat al județului;
- Redactează acțiunile în justiție și formulează întâmpinările și căile de atac în dosarele aflate pe rolul instanțelor de judecată referitoare la dreptul de proprietate și administrarea domeniului public/privat al județului;
- Verificarea și darea spre înregistrare a actelor de procedură comunicate prin TDS (email@example.com) conform Protocolului de colaborare cu Curtea de Apel Galați.
- Participă la negocierea oricăror divergențe contractuale în care este implicat Consiliul Județean Brăila;
- Redactează acțiunile în justiție și formulează întâmpinările și căile de atac în dosarele repartizate aflate pe rolul instanțelor de judecată;
- Participă la conciliierile cu privire la solutionarea unor posibile litigii, ca urmare a nerespectării clauzelor contractuale;
- Elaborează rapoarte de specialitate pentru proiectele de hotărâre inițiate la nivelul Consiliului Județean Brăila;
- Promovează, la propunerea Serviciului Administrarea Patrimoniului Public și Privat și al Compartimentului Concesiuni din cadrul D.A.P.E.B., acțiuni în justiție, în caz de neîndeplinire a obligațiilor contractuale ce au ca obiect bunuri din domeniul public/privat al județului, activități sau servicii publice de interes județean;
- Promovează acțiuni în instanță, în caz de neîndeplinire a obligațiilor contractuale, la propunerea Direcțiilor de specialitate din cadrul Consiliului Județean care au obligația urmăririi modului de executare a acestora;
- Colaborează cu celelalte direcții de specialitate din cadrul aparatului propriu al Consiliului Județean, precum și cu instituțiile de sub autoritatea acestuia;
- Redactează referate, note, informări în legătură cu activitatea și atribuțiile ce revin compartimentului juridic-contencios;
- Participa la elaborarea/modificarea procedurilor de sistem elaborate la nivelul aparatului de specialitate al Consiliului Județean Braila și aplica întocmai prevederile acestora;
- Participa la elaborarea/modificarea procedurilor operationale elaborate la nivelul structurii în care isi desfăsoara activitatea și aplica întocmai prevederile acestora;
• Asigura continuitatea activitatii la nivelul structurii in care isi desfasoara activitatea;
• Pentru activitatea pe care o desfasoara, identifica si analizeaza preliminar riscul identificat, prin definirea corecta a riscului si analiza cauzelor sau a circumstanțelor care favorizează apariția/repetarea riscului;
• Evaluează expunerea la risc bazată pe doi indicatori (probabilitatea sau posibilitatea materializării unui risc și impactul riscului);
• Formulează o opinie/soluție cu privire la măsurile care este necesar a fi luate pentru a controla riscurile identificate (acțiuni preventive/de rezervă recomandate);
• Completează formularul de alertă la risc atașând la acesta documentația riscului pe care le va transmite Responsabilului cu riscurile desemnat la nivelul structurii în care isi desfasoara activitatea.
• Respecta prevederile Regulamentului de organizare și funcționare al aparatului de specialitate al Consiliului Județean Braila și ale Regulamentului de ordine interioară;
• Raspunde de legalitatea, corectitudinea și respectarea termenelor activităților pe care le executa.
Bibliografia și tematica concursului/examenului de promovare:
1. Constitutia României, republicata;
2. O.U.G. 57/2019 privind Codul Administrativ, cu modificările și completările ulterioare;
3. Ordonanta Guvernului nr.137/2000 privind prevenirea și sanctionarea tuturor formelor de discriminare, republicata, cu modificările și completările ulterioare;
4. Legea nr.202/2002 privind egalitatea de sanse și de tratament între femei și bărbați, republicata, cu modificările și completările ulterioare;
5. Legea nr.287/2009, republicata, privind Codul Civil, cu modificările și completările ulterioare;
6. Legea nr.134/2010, republicata, privind Codul de Procedura Civila, cu modificările și completările ulterioare;
7. Legea nr.286/2009 privind Codul Penal, cu modificările și completările ulterioare;
8. Legea nr.135/2010 privind Codul de Procedura Penala, cu modificările și completările ulterioare;
9. Legea nr.98/2016 privind achizițiile publice, cu modificările și completările ulterioare;
10. Legea nr.101/2016 privind remediile și caiile de atac în materie de atribuire a contractelor de achiziție publică, a contractelor sectoriale și a contractelor de concesiune de lucrări și concesiune de servicii, precum și pentru organizarea și funcționarea Consiliului Național de Solutionare a Contestațiilor.
II. 1 post consilier, clasa I, grad profesional superior in cadrul Compartimentului Intocmire Contracte - Directia Administratie Publica, Contencios
ATRIBUTII
- Verifica din punct de vedere legal documentatiile inaintate in vederea intocmirii contractelor/actelor aditionale.
- Restituie motivat documentatiile care nu sunt intocmite in conformitate cu prevederile legale, structurilor de la care provin;
- Intocmeste proiecte de contracte/contracte in conformitate cu prevederile legale in baza documentatiilor inaintate de catre structurile functionale din cadrul aparatului de specialitate al Consiliului Judetean Braila;
- Intocmeste acte aditionale in conformitate cu prevederile legale in baza documentatiilor inaintate de catre structurile functionale din cadrul aparatului de specialitate al Consiliului Judetean Braila;
- Asigura definitivarea contractelor prin obtinerea semnaturilor persoanelor imputernicite si comunicarea acestora catre partile implicate;
- Asigura definitivarea actelor aditionale prin obtinerea semnaturilor persoanelor imputernicite si comunicarea catre partile implicate;
- Asigura evidenta contractelor definitivate in Registrul de evidenta al contractelor, electronic prin situatia contractelor incheiate si a bazei de date informatice;
- Urmareste derularea contractelor din punct de vedere al termenului si informeaza structurile functionale din cadrul aparatului de specialitate al Consiliului Judetean Braila cu privire la scadenta termenului;
- Urmareste garantia de buna executie a contractelor si ia masuri pentru constituirea acestiei;
- Verifica contractele propuse de alte parti contractante si asigura definitivarea acestora prin obtinerea semnaturilor persoanelor imputernicite, inregistrarea in registrul de evidenta a contractelor si distribuirea catre partile implicate;
- Intocmeste raspunsul la clarificarile ofertantilor cu privire la forma contractuala;
- Comunica structurilor care urmaresc derularea obiectului contractului, ajungerea la termen a acestuia in vederea luarii masurilor ce se impun;
- Intocmeste si actualizeaza permanent situatia centralizata a contractelor in care Consiliul Judetean Braila este parte contractanta;
- Redacteaza referate, note, informari in legatura cu activitatea si atributiile ce revin compartimentului intocmire contracte;
- Participa in cadrul comisiilor de evaluare a ofertelor in conformitate cu prevederile legale privind atribuirea contractelor de achizitie publica, a contractelor de concesiune de lucrari publice si a contractelor de concesiune de servicii, respectiv privind regimul contractelor de concesiune de bunuri proprietate publica;
• Comunica Compartimentului Juridic – contencios, neindeplinirea clauzelor contractuale, în vederea procedurii de conciliere;
• Urmărește în permanenta modificările legislative în vederea actualizării/modificării contractelor aflate în derulare;
• Asigura întocmirea situațiilor privind activitatea de control intern/managerial, la nivelul Direcției Administrație Publica Contencios;
• Întocmește proiecte de hotărâri, dispoziții și alte acte administrative în legătură cu activitatea structurii în cadrul careia își desfăsoară activitatea;
• Întocmește contractele de management ale managerilor instituțiilor subordonate Consiliului Județean Brăila;
• Urmărește respectarea clauzelor contractuale și realizarea indicatorilor stabiliți în contractele de management, prin aducerea la cunoștința, conducerii instituției, a termenului de realizare a evaluării acestora;
• Asigura arhivarea documentelor compartimentului întocmiți contracte;
• Participa la elaborarea/modificarea procedurilor de sistem elaborate la nivelul aparatului de specialitate al Consiliului Județean Brăila și aplica întocmai prevederile acestora;
• Participa la elaborarea/modificarea procedurilor operaționale elaborate la nivelul structurii în care își desfăsoară activitatea și aplica întocmai prevederile acestora;
• Asigura continuitatea activității la nivelul structurii în care își desfăsoară activitatea;
• Pentru activitatea pe care o desfăsoară, identifică și analizează preliminar riscul identificat, prin definirea corectă a riscului și analiza cauzelor sau a circumstanțelor care favorizează apariția/repetarea riscului;
• Evaluează expunerea la risc bazată pe doi indicatori (probabilitatea sau posibilitatea materializării unui risc și impactul riscului);
• Formulează o opinie/soluție cu privire la măsurile care este necesar a fi luate pentru a controla riscurile identificate (acțiuni preventive/de rezervă recomandate);
• Completează formularul de alertă la risc atașând la acesta documentația riscului pe care le va transmite Responsabilului cu riscurile desemnat la nivelul structurii în care își desfăsoară activitatea.
• Respecta prevederile Regulamentului de organizare și funcționare al aparatului de specialitate al Consiliului Județean Brăila și ale Regulamentului de ordine interioară;
• Raspunde de legalitatea, corectitudinea și respectarea termenelor activităților pe care le executa.
Bibliografia și tematica concursului/examenului de promovare:
1. Constitutia României, republicată;
2. O.U.G. 57/2019 privind Codul Administrativ, cu modificarile și completările ulterioare;
3. Ordonanța Guvernului nr.137/2000 privind prevenirea și sanctionarea tuturor formelor de discriminare, republicată, cu modificarile și completările ulterioare;
4. Legea nr.202/2002 privind egalitatea de sanse si de tratament intre femei si barbati, republicata, cu modificarile si completarile ulterioare;
5. Legea nr.98/2016 privind achizitiile publice, cu modificarile si completarile ulterioare;
6. H.G. nr.395/2016 pentru aprobarea Normelor metodologice de aplicare a prevederilor referitoare la atribuirea contractului de achizitie publica/acordului-cadru din Legea nr.98/2016 privind achizitiile publice, cu modificarile si completarile ulterioare;
7. Legea nr.101/2016 privind Remediile si cale de atac in materie de atribuire a contractelor de achizitie publica, a contractelor sectoriale si a contractelor de concesiune de lucrari si concesiune de servicii, precum si pentru organizarea si functionarea Consiliului National de Solutionare a Contestatiilor, cu modificarile si completarile ulterioare.
III. 1 post consilier achizitii publice, clasa I, grad profesional superior la Serviciul Achizitii Publice - Directia Administratie Publica, Contencios
ATRIBUTII
- Participa la elaborarea si, dupa caz, la actualizarea strategiei anuale de achizitie publica si a programului anual al achizitiilor publice, pe baza necesitatilor transmise de celelalte compartimente ale autoritatii contractante;
- Opereaza modificari sau completari ulterioare in programul anual al achizitiilor publice, cand situatia o impune, cu aprobarea conducatorului institutiei si avizul compartimentului financiar-contabil si publica in SEAP modificarile;
- Întocmeste documentația de atribuire și documentele-suport, la procedurile de achizitie publica pentru care este responsabil, pe baza necesitatilor transmise de compartimentele de specialitate; Elaboreaza fisa de date si strategia de contractare pentru fiecare procedura de achizitie publica, la care este cazul conform prevederilor legale;
- Indeplineste obligatiile referitoare la publicitate, astfel cum sunt acestea prevazute de lege, publica in SEAP si dupa caz in Jurnalul Oficial al Uniunii Europene anunturile de intentie si anunturile de participare;
- Aplica și finalizează procedurile de atribuire;
- Raspunde în colaborare cu directiile de specialitate care au initiat procedura de achizitie publica, la solicitarile de clarificari ale agentilor economici si asigura transmiterea in termen, catre ofertanti, a raspunsurilor la solicitarile de clarificari cu privire la documentatia de atribuire publicata in SEAP;
- In perioada cuprinsă între data publicării anunțului de participare și data limită de depunere a ofertelor, va asigura oricărui operator economic posibilitatea de a obține documentația de atribuire și va răspunde în termenele legale la toate solicitările de clarificari cu privire la documentația de atribuire;
- Participă ori de cate ori este desemnat, la analiza, verificarea și evaluarea ofertelor asigurand secretariatul comisiei de evaluare;
• Informează candidații/ofertanții despre deciziile referitoare la atribuirea contractului de achiziție publică;
• Completează și actualizează formularele de integritate aferente procedurilor de atribuire derulate de autoritatea contractantă, în conformitate cu prevederile Legii nr. 184/2016 privind instituirea unui mecanism de prevenire a conflictului de interese în procedura de atribuire a contractelor de achiziție publică;
• Constituie și păstrează dosarul achiziției publice pentru procedurile la care este responsabil;
• Publică în SEAP, ca responsabil de achiziție, documentele constatatoare transmise de compartimentele de specialitate care urmăresc contractele de achiziție publică;
• Realizează achizițiile directe și întocmește nota justificativa cu privire la produsele/serviciile/lucrarile ce fac obiectul achiziției directe;
• Efectuează studiul de piață sau consultarea catalogului de produse/servicii/lucrări din sistemul SEAP pentru achiziția sau cumpărarea directă solicitată prin referatele de necesitate;
• Tine evidența achizițiilor directe ca anexă a programului anual al achizițiilor publice;
• Raspunde de desfășurarea achizițiilor prin sistemul electronic de achiziție, efectuând efectiv procedura de achiziție, respectând întocmai prevederile legislatiice în vigoare;
• Elaborează răspunsurile la adresele repartizate, le prezintă sefului serviciului pentru verificare și semnare;
• Asigură confidențialitatea asupra activităților desfășurate și a lucrărilor realizate.
• Asigură arhivarea documentelor repartizate, produse și gestionate, conform actelor normative în vigoare;
• Se preocupă permanent de cunoașterea, însușirea și aplicarea modificărilor legislative în domeniul de activitate conform fișei postului;
• Participa la elaborarea/modificarea procedurilor de sistem elaborate la nivelul aparatului de specialitate al Consiliului Județean Brăila și aplica întocmai prevederile acestora;
• Participa la elaborarea/modificarea procedurilor operationale elaborate la nivelul structurii în care își desfășoara activitatea și aplica întocmai prevederile acestora;
• Asigura continuitatea activității la nivelul structurii în care își desfășoara activitatea;
• Pentru activitatea pe care o desfășoara, identifică și analizează preliminar riscul identificat, prin definirea corectă a riscului și analiza cauzelor sau a circumstanțelor care favorizează apariția/repetarea riscului;
• Evaluatează expunerea la risc bazată pe doi indicatori (probabilitatea sau posibilitatea materializării unui risc și impactul riscului);
• Formulează o opinie/soluție cu privire la măsurile care este necesar a fi luate pentru a controla riscurile identificate (acțiuni preventive/de rezervă recomandate);
• Completează formularul de alertă la risc, atașând la acesta documentația riscului, pe care il va transmite responsabilului cu riscurile desemnat la nivelul structurii în care își desfășoara activitatea;
• Respecta prevederile Regulamentului de organizare și funcționare al aparatului de specialitate al Consiliului Județean Brăila și ale Regulamentului de ordine interioară;
• Raspunde de legalitatea, corectitudinea și respectarea termenelor activităților pe care le executa.
Bibliografia și tematica concursului/examenului de promovare:
1. Constitutia României, republicată;
2. O.U.G. 57/2019 privind Codul Administrativ, cu modificările și completările ulterioare;
3. Ordonanta Guvernului nr.137/2000 privind prevenirea și sanctionarea tuturor formelor de discriminare, republicată, cu modificările și completările ulterioare;
4. Legea nr.202/2002 privind egalitatea de sanse și de tratament între femei și bărbați, republicată, cu modificările și completările ulterioare;
5. Legea nr.98/2016 privind achizițiile publice, cu modificările și completările ulterioare;
6. H.G. nr.395/2016 pentru aprobarea Normelor metodologice de aplicare a prevederilor referitoare la atribuirea contractului de achiziție publică/acordului-cadru din Legea nr.98/2016 privind achizițiile publice, cu modificările și completările ulterioare;
7. Legea nr.101/2016 privind remediile și caile de atac în materie de atribuire a contractelor de achiziție publică, a contractelor sectoriale și a contractelor de concesiune de lucrări și concesiune de servicii, precum și pentru organizarea și funcționarea Consiliului Național de Solutionare a Contestațiilor, cu modificările și completările ulterioare.
IV. 1 post consilier, clasa I, grad profesional superior la Compartimentul Avize, Acorduri. Autorizatii construire/desfiintare - Directia Arhitect Sef
ATRIBUTII
• Receptionează, în vederea depunerii la Registratura Consiliului Județean Brăila, a documentațiilor pentru emiterea:
- certificatelor de urbanism;
- autorizațiilor de construire/desființare;
- avizelor Structurii de specialitate pentru emiterea certificatelor de urbanism de către primarii orașelor/comunelor;
- avizelor Structurii de specialitate pentru emiterea autorizațiilor de construire/desființare de către primarii orașelor/comunelor;
• Intocmeste avizele Comisiei tehnice pentru analizarea și avizarea documentațiilor de amenajare a teritoriului/urbanism si autorizarea executării lucrărilor de construcții, le prezinta spre semnare, le arhivează împreună cu documentațiile anexa și le comunica autorității administratiei publice locale interesate;
• Intocmeste certificatele de urbanism și autorizațiile de construire/desființare analizate în plenul Comisiei, conform procedurii operaționale PO.AHS-02, le prezinta spre semnare, le
archiveaza impreuna cu documentatiile anexate si le comunica autoritatilor administratiei publice interesate;
- Intocmeste avizele Structurii de specialitate pentru emiterea certificatelor de urbanism si autorizatiilor de construire/desfiintare de catre primarii oraselor/comunelor analizate in plenul Comisiei, le prezinta spre semnare, le archiveaza impreuna cu documentatiile anexate;
- Intocmeste documentele necesare in activitatea de regularizare a taxelor pentru autorizatiile de construire emise de catre Consiliul Judetean Braila;
- Intocmeste lunar situatia incasarii taxelor pentru avizele, certificatele de urbanism, autorizatiile de construire/desfiintare emise de catre Consiliul Judetean Braila;
- Face corespondenta cu beneficiarii in cazul documentatiilor incomplete;
- Reprezinta Consiliul Județean Braila in comisiile/grupurile de lucru care au ca obiect de activitate aspecte specifice domeniilor din responsabilitatea Direcției Arhitect Sef conform unei Dispoziții a Presedintelui Consiliului Județean sau unei Hotărâri a Consiliului Județean Braila;
- Intocmeste lunar situatia timbrului de arhitectura incasat de catre Consiliul Judetean Braila si o transmite catre DAPEB din cadrul Consiliului Judetean Braila;
- Intocmeste si transmite catre Inspectoratul de Stat in Constructii situatia lunara a certificatelor de urbanism, autorizatiilor de construire/desfiintare emise de catre Consiliul Judetean Braila;
- Participa la elaborarea/modificarea procedurilor de sistem elaborate la nivelul aparatului de specialitate al Consiliului Judetean Braila si aplica intocmai prevederile acestora;
- Participa la elaborarea/modificarea procedurilor operationale elaborate la nivelul structurii in care isi desfasoara activitatea si aplica intocmai prevederile acestora;
- Asigura continuitatea activitatii la nivelul structurii in care isi desfasoara activitatea;
- Pentru activitatea pe care o desfasoara, identifica si analizează preliminar riscul identificat, prin definirea corecta a riscului si analiza cauzelor sau a circumstantelor care favorizează apariția/repetarea riscului;
- Evaluează expunerea la risc bazată pe doi indicatori (probabilitatea sau posibilitatea materializării unui risc și impactul riscului);
- Formulează o opinie/soluție cu privire la măsurile care este necesar a fi luate pentru a controla riscurile identificate (acțiuni preventive/de rezervă recomandate);
- Completează formularul de alertă la risc atașând la acesta documentația riscului pe care le va transmite Responsabilului cu riscurile de la nivelul la nivelul structurii in care isi desfasoara activitatea;
- Respecta prevederile Regulamentului de organizare si functionare al aparatului de specialitate al Consiliului Judetean Braila si ale Regulamentului de ordine interioara;
- Raspunde de legalitatea, corectitudinea si respectarea termenelor activitatilor pe care le executa;
- Archiveaza documentele intocmite si cele anexate acestora, inclusiv predarea lor la Compartimentul Cancelarie-Arhiva al Consiliului Judetean Braila, conform procedurii;
Bibliografie:
1. Constitutia Romaniei, republicata;
2. O.U.G. 57/2019 privind Codul Administrativ, cu modificarile si completarile ulterioare, titlul I si titlul II ale partii a VI-a;
3. Ordonanta Guvernului nr.137/2000 privind prevenirea si sanctionarea tuturor formelor de discriminare, republicata, cu modificarile si completarile ulterioare;
4. Legea nr.202/2002 privind egalitatea de sanse si de tratament intre femei si barbati, republicata, cu modificarile si completarile ulterioare;
5. Legea nr.50/1991 privind autorizarea lucrariilor de constructii, republicata, cu modificarile si completarile ulterioare;
6. Ordinul Ministrului Dezvoltarii Regionale si Locuintei nr.839/2009 pentru aprobarea Normelor metodologice de aplicare a Legii nr.50/1991, cu modificarile si completarile ulterioare;
7. Legea nr.350/2001 privind amenajarea teritoriului si urbanismul, cu modificarile si completarile ulterioare;
8. Ordinul nr.233/2016 pentru aprobarea Normelor metodologice de aplicare a Legii nr.350/2001, cu modificarile si completarile ulterioare;
9. Legea nr.10/1995 privind calitatea in constructii, republicata, cu modificarile si completarile ulterioare;
10.H.G. nr.525/1996 pentru aprobarea Regulamentului general de urbanism, republicata, cu modificarile si completarile ulterioare.
Relatii suplimentare se pot obtine la Biroul Resurse Umane, Salarizare, etaj 1, cam. 116 din cadrul Consiliului Judetean Braila, persoana de contact Turosu Mioara-Magdalena – consilier, clasa I, grad profesional superior, telefon:0239619600 int. 203 sau 209, e-mail firstname.lastname@example.org.
PREȘEDINTE,
FRANCISK JULIAN CHIRIAC
VICEPRESEDINTE,
IONEL EPUREANU
SEF BIROU,
ROXANA COSTEA
Intocmit,
T.M.M.
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HuggingFaceFW/finepdfs/tree/main/data/ron_Latn/train
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finepdfs
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CETD de Villaviciosa de Odón C/León, 59 28670 – Villaviciosa de Odón (MADRID) Fax: 91 616 69 59
CIRCULAR Nº50 DE FECHA 20 DE FEBRERO DE 2020
ASUNTO: PLAZOS LIGA NACIONAL DE CLUBES 2020
INCIDENCIAS: A firstname.lastname@example.org hasta las 15:00 horas del viernes 28 de febrero. Se publicarán los encuentros en www.fmjudo.net.
INSCRIPCIÓN DE PARTICIPANTES: Hasta las 15:00 horas del miércoles 18 de marzo, a través del enlace que se ha proporcionado.
Se recuerda que los equipos estarán compuestos por un máximo de 10 judocas, con independencia del Club por el que tengan tramitada la licencia federativa; estos deportistas competirán durante toda la temporada con ese equipo, al margen del resto de competiciones en las que participen por el Club de registro de licencia. Si algún equipo deseara superar este cupo, abonará 20€ por cada deportista de más que inscriba.
Se abrirá plazo para incluir deportistas antes de las 2ª y 3ª jornadas.
REQUISITOS: A email@example.com, hasta las 15:00 horas del miércoles 18 de marzo.
- Clausula RGPD (adjunta a la circular de la convocatoria).
- Visto Bueno de su Federación Territorial, autorizando la participación y certificando que los deportistas inscritos tienen licencia federativa en vigor y seguro médico con cobertura para este campeonato y los entrenadores son titulados y están afiliados para la temporada 20192020.
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<urn:uuid:88045a8c-f1cc-433e-a1b1-ec17911dbb45>
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HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
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finepdfs
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spa_Latn
| 1,375
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澳門特別行政區政府
Governo da Região Administrativa Especial de Macau
土地工務局
Direcção dos Serviços de Solos e Construção Urbana
Resposta à interpelação escrita apresentada pela Sr.ª Deputada à Assembleia Legislativa, Wong Kit Cheng
Em cumprimento das instruções do Chefe do Executivo, apresento a seguinte resposta à interpelação escrita da Sr.ª Deputada Wong Kit Cheng, de 21 de Junho de 2024, enviada a coberto do ofício da Assembleia Legislativa n.º 715/E542/VII/GPAL/2024, de 1 de Julho de 2024, e recebida pelo Gabinete do Chefe do Executivo, em 2 de Julho de 2024:
1. e 2. O Governo da RAEM reitera que os terrenos do Estado cuja finalidade definitiva ainda não foi atribuída integram a reserva de terrenos da RAEM. No futuro, será
atribuída a correspondente finalidade definitiva, em articulação com as políticas do
Governo da RAEM e tendo em consideração global as necessidades do desenvolvimento social e o planeamento urbanístico. Perante pedidos de
aproveitamento provisório de terrenos, a Administração pronuncia-se sobre a adequabilidade das condições para tal. Após a apreciação geral das opiniões
auscultadas e a realização de estudos, e se for considerado que existem razões de interesse público que o justifiquem, é atribuída uma finalidade provisória a alguns
dos terrenos. Actualmente, alguns terrenos já foram aproveitados, a título temporário, como espaços verdes e de lazer públicos ou parques infantis, tais como
a Zona de Lazer da Marginal da Estátua de Kun Iam, os Espaços Verdes Provisórios de Lazer junto à Praia de Hác Sá, a Zona de Lazer Temporária da Doca do Lam
Mau e o Local de Espectáculos ao Ar Livre, recentemente divulgado. Quando for atribuída uma finalidade definitiva aos terrenos, o Governo da RAEM irá
desenvolvê-los.
Nos últimos anos, a Direcção dos Serviços de Solos e Construção Urbana (DSSCU) tem vindo a optimizar a transparência das informações, a aperfeiçoar o sistema informático e o mecanismo de gestão de solos. Relativamente aos pedidos de
（譯本 Tradução）
澳門特別行政區政府
Governo da Região Administrativa Especial de Macau
土地工務局
Direcção dos Serviços de Solos e Construção Urbana emissão e renovação de licenças de ocupação temporária de terrenos, a Lei de Terras já rege as respectivas disposições. Por outro lado, a DSSCU, os Serviços de Saúde, o Instituto para os Assuntos Municipais e outros serviços competentes têm mantido uma estreita comunicação e cooperação, discutindo e acompanhando, em conjunto, os problemas sanitários nos terrenos não aproveitados, tendo criado um mecanismo de cooperação para os trabalhos de prevenção e controlo permanentes.
O Director, Lai Weng Leong 15 de Julho de 2024
（譯本 Tradução）
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HuggingFaceFW/finepdfs/tree/main/data/por_Latn/train
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The Road Home Writers' Evening
The Exchange, Princes Street, Penzance, TR18 2NL Thursday 6th August 2015. 7.30pm. Doors 7pm. Tickets £7.50, conc £5.50 www.hallforcornwall.co.uk.
Inspired by ARTISTS ROOMS: Robert Therrien exhibition at The Exchange.
Annamaria Murphy
Meg Chapman
Mac Dunlop
The Story Republic hosts an evening of live poetry, prose & song with Cornwall's best-loved wordsmiths.
With readings from exciting young writers including Callum Mitchell, Meg Chapman with Annamarie Murphy, Mac Dunlop, Pauline Sheppard, Jane Pugh and others.
Images © Steve Tanner. From The Story Republic's new book A Space to Write — available in October. 2015.
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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| 663
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Stanowiska pomiarowe Laboratorium Twardości
Wzorzec odniesienia twardości Rockwella
Stanowisko służy do wzorcowania wzorców twardości Rockwella I rzędu w zakresie skal A, B, C, D, E, F, G, H, K, zgodnie z normą PN-EN ISO 6508-3. Układ pomiarowy stanowi interferometr laserowy na bazie lasera He-Ne. Zainstalowany program komputerowy umożliwia dodatkowo wizualizację przebiegu cyklu pomiarowego.
**Wzorzec odniesienia twardości Vickersa**
The machine is used to test the compressive strength of concrete cubes. It applies a controlled force to the top surface of the cube, causing it to deform and eventually fail under compression. The load applied to the cube is measured by a load cell, which is connected to a data acquisition system that records the force and displacement data during the test. This information can be used to determine the compressive strength of the concrete sample, which is an important property for assessing its structural integrity and durability.
Po lewej: wzorcowanie wzorca twardości Vickersa (element wzorca odniesienia twardości Vickersa), faza obciążania
Po prawej: element wzorca odniesienia twardości Vickersa, fragment układu obciążającego w zakresie skal HV1-HV10
Element wzorca odniesienia twardości Vickersa - układ pomiarowy (mikroskop z kamerą i monitorem z obrazem odcisku Vickersa)
Mikroskop do pomiaru przekątnych odcisków Vickersa
**Wzorzec odniesienia twardości Brinella**
Układ obciążający stanowiska wzorcowego twardości Brinella, wchodzący w skład wzorca odniesienia twardości Brinella GUM, przeznaczony jest do wykonywania odcisków przy wzorcowaniu wzorców twardości Brinella w zakresie skal HBW5/250, HBW10/500, HBW5/750, HBW10/1000, HBW10/1500, HBW10/3000.
Wzorcowanie wzorca twardości Brinella (skala HBW10/3000) (wykonywanie odcisku Brinella, faza obciążania)
Mikroskop cyfrowy z możliwością pomiaru automatycznego i manualnego służy do pomiarów średnic odcisków Brinella w zakresie od 1 mm do 6 mm
Wzorcowanie wzorca twardości Brinella - faza obciążania
Wzorcowanie wzorca twardości Brinella - pomiar średnicy odcisku
Wzorzec Brinella z naniesionymi odciskami
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HuggingFaceFW/finepdfs/tree/main/data/pol_Latn/train
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pol_Latn
| 2,130
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HuggingFaceFW/finepdfs/tree/main/data/dan_Latn/train
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finepdfs
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dan_Latn
| 1,961
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Rev Cubana Farm. 2014;48(1)
ARTÍCULO ORIGINAL
Desarrollo tecnológico de dorzolamida 2 % más timolol 0,5 % solución oftálmica
Techological development of 2 % dorzolamide plus 0.5 % timolol as eye solution
MSc. Armando Gato del Monte, I Lic. Aylema Romero Díaz, I MSc. Addis Bellma Menéndez, I Lic. Iván Morales Lacarrere, I MSc. Martha Botet García II
I Centro de Investigación y Desarrollo de Medicamentos (CIDEM). La Habana, Cuba.
II Empresa Laboratorio Farmacéutico "Julio Trigo". La Habana, Cuba.
RESUMEN
Objetivo: desarrollar una solución oftálmica de dorzolamida 2 % más timolol 0,5 % que cumpla con todos los requerimientos de calidad para proporcionar el efecto terapéutico deseado sin efectos adversos al paciente.
Métodos: se prepararon tres ensayos preliminares en los que se utilizaron clorhidrato de dorzolamida y maleato de timolol, una solución tampón que consistió en ácido cítrico monohidratado/citrato trisódico dihidratado, cuyo pH estuviese en el rango de 5 y 6, cloruro de benzalconio, y HPMC F4M (hidroxipropilmetilcelulosa) al 10 %. Se usaron estos componentes en sustitución de los recomendados en la literatura. Se estudió la estabilidad química y física de la formulación durante 3 meses en cuanto a las características organolépticas, concentración del ingrediente activo, el pH, así como las propiedades fluidimétricas, irritabilidad oftálmica y efectividad del preservo. Con la formulación de estudio se desarrolló y se validó la técnica analítica en el Centro de Investigación y Desarrollo de Medicamentos. Se determinó la linealidad, precisión, especificidad y exactitud de método. Se elaboraron tres lotes pilotos de 5 L cada uno. Se utilizó como material de envase frascos plásticos de polietileno de baja densidad con Master Batch de 5 mL de capacidad. Resultados: los ingredientes activos, clorhidrato de dorzolamida y maleato de timolol, y los excipientes de calidad farmacéutica y el material de envase utilizado cumplieron con las especificaciones de calidad informados en la USP 33. Los análisis fisicoquímicos realizados a los tres lotes del escalado piloto e industrial cumplieron con las especificaciones de calidad de la técnica analítica desarrollada por el
Departamento de Estabilidad del Centro de Investigación y Desarrollo de Medicamentos y con los análisis microbiológicos informados en la USP 33. Conclusiones: los resultados obtenidos permiten la introducción industrial y sustituir la importación del referido medicamento.
Palabras clave: dorzolamida, timolol, estabilidad, reología.
ABSTRACT
Objective: to develop a 2 % dorzolamide plus 0.5 % timolol eye drop solution with all the quality requirements to provide adequate therapeutic effect without adverse reactions for the patients.
Methods: three preliminary trials were prepared with dorzolamide chlorhydrate and timolol maleate, a buffer solution based on monohydrated citric acid/dehydrated trisodic citrate with pH range 5-6, benzalkonium chloride and 10 % HPMC F4M (hydroxypropilmetylcellulose). These components replaced those recommended in the literature review. The chemical and physical stability of this formulation was studied for three months in terms of organoleptic characteristics, active ingredient concentration, pH, fluidmetric properties, eye irritability and effectiveness of preserver. The study formulation allowed developing and validating the analytical technique of the Center for the Drug Research and Development. Linearity, precision, specificity and accuracy of the method were determined. Three 5 L pilot batches were prepared. Master Batch 5 mL low-density polyethylene plastic bottles were used for packing.
Results: active ingredients, dorzolamide chlorhydrate and timolol maleate, the pharmaceutical quality excipients and the packing material met the quality specifications according to USP 33. The physical and chemical analysis of the three batches at pilot and industrial scales met the quality specifications of the analytical technique devised by the Department of Stability of the Center for Drug Research and Development and the microbiological analysis reported in USP 33. Conclusions: the achieved results allowed introducing the formulation at industrial scale and replacing the imported drug.
Key words: dorzolamide, timolol, stability, rheology.
INTRODUCCIÓN
El clorhidrato de dorzolamida es un inhibidor potente de la anhidrasa carbónica II humana. La inhibición de la anhidrasa carbónica en los procesos ciliares del ojo disminuye la secreción de humor acuoso, presumiblemente al enlentecer la formación de iones bicarbonato con la subsecuente reducción de sodio y líquidos. 1,2
El maleato de timolol es un bloqueante no selectivo de los receptores beta adrenérgicos que no tiene actividad simpaticomimética intrínseca, depresora miocárdica directa no anestésica local (estabilizadora de membrana) significativa (Cosopt. Ficha técnica de registro sanitario en FDA). El efecto combinado de estos dos agentes resulta en una reducción adicional de la presión intraocular, en comparación a cualquiera de los componentes administrados en forma individual. 3
Luego de la administración tópica, la dorzolamida y el timolol reducen la presión intraocular elevada, esté o no asociada con glaucoma. La presión intraocular elevada es un factor de riesgo fundamental en la patogenia del daño al nervio óptico y en la pérdida del campo visual glaucomatoso. 4 Cuanto más alto es el nivel de presión intraocular, mayor será la probabilidad de pérdida del campo visual glaucomatoso y daño al nervio óptico. La dorzolamida y el timolol reducen la presión intraocular sin los efectos colaterales comunes de los mióticos, tales como ceguera nocturna, espasmo de acomodación y constricción pupilar. 5
En el mercado internacional se encuentra el Cosopt ® sol. de la Merck Sharp & Dhome, de principios activos similares a los que se utilizan en el presente trabajo, pero no así en algunos de los excipientes, además este medicamento se importaba a los centros oftalmológicos del país para su uso en pacientes aquejados de presión intraocular elevada. Por tanto, el objetivo es desarrollar una solución oftálmica de dorzolamida 2 % más timolol 0,5 % que cumpla con todos los requerimientos de calidad para proporcionar el efecto terapéutico deseado sin efectos adversos al paciente y así sustituir importaciones.
Por consiguiente, se propuso comprobar la calidad farmacéutica de los ingredientes activos y de las sustancias auxiliares que se utilizarían en la formulación. De ahí realizar los ensayos de preformulación necesarios para la posterior selección de la formulación más prometedora, así como la selección del envase adecuado; caracterizar la formulación reológicamente; realizar los estudios de efectividad de preservos y desarrollar un método analítico para los estudios de estabilidad de la dorzolamida y el timolol en el producto terminado por cromatografía líquida de alta resolución (CLAR) e introducir el medicamento a nivel industrial.
MÉTODOS
Se realizó el análisis del clorhidrato de dorzolamida, lote 00299/C062, España, y maleato de timolol, lote 20071408P, India según la USP 33, 6 así como de los excipientes que intervienen en la formulación.
Se prepararon tres ensayos preliminares utilizando los ingredientes activos, una solución tampón que consistió en ácido cítrico monohidratado/citrato trisódico dihidratado cuyo pH estuviese en el rango de 5 a 6, cloruro de benzalconio y HPMC F4M (hidroxipropilmetilcelulosa). Se usaron estos componentes en sustitución de los recomendados en el PDR, 2007.
Se utilizó la HPMC F4M al 0,1 % 7 en el estudio de la estabilidad química y física de la formulación durante 3 meses en cuanto a características organolépticas, concentración del principio activo, pH, así como propiedades fluidimétricas, irritabilidad oftálmica y efectividad del preservo. Se seleccionó la formulación del estudio, se desarrolló y se validó la técnica analítica en el Centro de Investigación y Desarrollo de Medicamentos (CIDEM), determinándose la linealidad, precisión, especificidad y exactitud de método.
Para el estudio reológico se emplearon equipos de la firma Haake; entre estos, un reómetro, modelo RV 20, acoplado a un ordenador mediante un equipo Rheocontroller, modelo RC 20, utilizado como interfase y un ultratermostato, modelo F3, para controlar la temperatura de los ensayos. La corridas se realizaron en un intervalo de gradientes de velocidad comprendido entre 0 y 600 s -1 , en un tiempo de 2 min igual para la curva ascendente como para la descendente, con una programación de 100 puntos de medición para cada una, utilizando el sistema M5 y el sensor de cilindros concéntricos NV estándar, a una temperatura controlada de 25 ± 0,1 ºC, con el auxilio del programa Rot 2.3, también de la firma Haake (Instruction Manual. Software Rotation. Version 2.3. Haake Mess-Technik GmbH. Co. Dieselstr. 4. D-7500 Karlsruhe 41. Germany).
La efectividad antimicrobiana fue estudiada utilizando los ensayos generales de la USP 32 7 y los microorganismos estándar como: S. aureus, P. aeruginosa, E. coli, C. albicans y A. niger, a concentraciones de 500 000 a 1 000 000 de m.o./mL. Estos se analizaron inmediatamente después de contaminado el medicamento, y a los 7, 14, 21 y 28 días, se fueron observando los resultados obtenidos.
Se determinó la irritabilidad oftálmica en los tres lotes utilizando conejos albinos de Nueva Zelanda machos de 1,8 a 2,0 kg de peso corporal procedentes del Centro Nacional para la Producción de Animales de Laboratorio (CENPALAB), los cuales fueron mantenidos durante el ensayo en la sala con temperatura controlada de 2 ± 2 ºC y ciclo de luz-oscuridad 12/12 h. La alimentación consistió en dieta estándar para conejos CMO 1400 proveniente del CENPALAB y agua acidulada a libre demanda. El ensayo se realizó según la norma No. 405 de la OECD. 8 Se le instilaron 0,1 mL de la sustancia en el ojo derecho de los animales. El ojo izquierdo fue tomado como control, ambos ojos fueron examinados a la 1, 24, 48 y 72 h de la aplicación inicial.
Con la formulación diseñada se elaboraron tres lotes pilotos (09002, 09003 y 09004) de 5 L cada uno en la Empresa Laboratorio Farmacéutico "Julio Trigo". El material de envase utilizado fue producido in situ durante la elaboración del medicamento y también respondió a las especificaciones de calidad para los frascos plásticos de polietileno de baja densidad con Master Batch y de 5 mL de capacidad, utilizando para su conformación y llenado la máquina Bottle Pack.
El estudio de estabilidad se realizó por el método acelerado y por vida de estante. Las condiciones utilizadas en el método acelerado fueron 40 ± 2 ºC, 75 % de Hr; se valoraron las muestras al inicio, 1, 2, 3 y 6 meses. En el estudio de estabilidad por vida de estante, las muestras fueron almacenadas a temperatura ambiente (30 ± 2 ºC), protegidas de la luz y se valoraron al inicio, 3, 6, 9, 12, 18 y 24 meses.
RESULTADOS Y DISCUSIÓN
Los ingredientes activos de clorhidrato de dorzolamida y maleato de timolol, y los excipientes de calidad farmacéutica utilizados en la formulación cumplieron con las especificaciones de calidad en cuanto a sus características físico-químicas de la USP 33, por lo que es posible utilizarlos en la formulación del colirio, cuyos parámetros de calidad fueron comprobados por la técnica de análisis desarrollada en el CIDEM
para la determinación del principio activo, la cual mostró que es específica y precisa al cumplir con los criterios de linealidad y exactitud.
El medicamento desarrollado utilizando HPMC F4M 7 y ácido cítrico monohidratado/citrato trisódico dihidratado para uso farmacéutico, cumplió con los requerimientos de calidad en los 3 lotes pilotos al inicio y transcurridos los 24 meses de estudios, almacenado en el envase propuesto certificado para su uso por el CIDEM.
El uso de frascos plásticos de polietileno de baja densidad con Master Batch de 5 mL de capacidad, producidos in situ por una llenadora Bottle Pack, permitió mantener estable al medicamento durante los estudios de estabilidad por 6 meses realizados a las muestras a temperatura de 40 ± 2 ºC, 75 % de humedad relativa y 24 meses a temperatura de 30 ± 2 ºC (tablas 1 y 2), lo que muestra que las formulaciones responden a las características organolépticas.
La concentración de los ingredientes activos se encuentró entre los límites establecidos (90,0-110,0 %) y no se observaron productos de degradación en el tiempo de estudio; el pH se mantuvo en el rango de 5,0-6,0 dado por la buena capacidad del sistema tampón utilizado. Esto demuestra que la formulación de clorhidrato de dorzolamida 2 % más maleato de timolol 0,5 % es estable en las condiciones estudiadas.
Los estudios de efectividad del preservo demuestran que el producto se comporta favorablemente ante la prueba de efectividad del agente antimicrobiano utilizado. Las muestras se contaminaron en la primera siembra en la que germinaron algunos microorganismos, pero al cabo de los 7 días no hubo germinación de ninguno de los microorganismos contaminantes e igualmente ocurrió a los 28 días del estudio (tabla 3); por lo que queda demostrado que la concentración del preservo utilizada en la formulación es adecuada para evitar crecimiento microbiano durante la preparación tecnológica del fármaco y en el período de almacenamiento, lo cual indica la eficacia de la concentración del preservo.
Después de la aplicación de la sustancia de prueba no se observaron lesiones en iris y conjuntiva en ninguno de los animales ensayados. Estas se observaron a la luz blanca para detectar presencia de eritema, edema y secreciones anormales, además de la reacción del iris a la luz, seguido del examen de la córnea por la tinción con fluoresceína y ante la luz de lámpara UV. Las lesiones de córnea se mantuvieron hasta las 24 h en tres animales, pero ya a las 48 h se mantuvo en un animal y no se observaron a las 72 h de iniciado el estudio (tabla 4).
Cabe destacar que dichas lesiones solamente involucraron un área muy pequeña de la córnea, las que resultaron poco significativas. El índice de irritación ocular fue de 2,5 lo cual se corresponde con la clasificación de no irritante. Estos resultados avalan el empleo de la formulación de dorzolamida 2 % más timolol 0,5 % sobre las estructuras oculares.
En la figura se presentan las curvas fluidimétricas prácticamente superpuestas en los tres lotes, las cuales caracterizan a la solución como un producto newtoniano, con una fluidez de 1,8 mPa.S a temperatura ambiente.
Se puede decir que mediante los estudios realizados se desarrolló un medicamento en forma de colirio que permite su introducción a nivel industrial y comercialización en el sistema de salud cubano para el tratamiento de diferentes afecciones oculares.
REFERENCIAS BIBLIOGRÁFICAS
1. Khaw PT, Shah P, Elkington AR. Glaucoma-1: Diagnosis. BMJ. 2004;328:97-9.
2. Grug Dex-Micromedex. [cited 2007 Jun 14]. Disponible en: http://www.thomsonhc.com/hime
3. Valk van der W. Intraocular pressure-lowering effect of adding Dorzolamide or Latanoprost to Timolol. A meta-analysis of clinical trials. Ophthalmology. 2007;114:40-6.
4. Demailly PH. Biodisponibilité des medicaments hypotonisants. J Français d'Ophthalmol. 2000:23:5.
5. Fechtner RD, Realini T. Fixed combinations of topical glaucoma medications. Curr Opin Ophthalmol. 2004 Apr.;15(2):132-5.
6. The United States of Pharmacopoeia 33 and The National Formulary 28 (USP 33-NF 28). User Guide Dorzolamide Hydrochloride, Timolol Maleate, microbiological test [CD-ROM]. Rockville: United Pharmacopoeial Convention, Inc.; 2010.
7. Gato del Monte A, Gómez Carril M, Morales Lacarrere I, Romero Díaz JA, Bellma Menéndez A, Botet García M. Desarrollo de Dorzolamida al 2 % solución oftálmica para el tratamiento de la presión intraocular. Rev Cubana Farm. 2011;45(4):471-9.
8. OECD Guideline for Testing of Chemical 405. Acute eye irritation/corrosion. Paris: Organization for Economic Cooperation and Development; 2002.
Recibido: 16 de septiembre de 2013.
Aprobado: 30 de octubre de 2013.
Armando Gato del Monte. Centro de Investigación y Desarrollo de Medicamentos (CIDEM). Ave. 19 de Mayo No. 13, Esq. a Amézaga, Plaza de la Revolución. La Habana, Cuba. Correo electrónico: email@example.com
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Schnupperdokumentation
Hilfsmittel für Schnupperlernende und Berufsbildender
Schnupperdok I Anmeldung und Rückblick
(5 Seiten)
Schnupperdok II Tagebuch für den Lernenden
(6 Seiten)
Schnupperdok III Beurteilungsblatt für den Berufsbildender
Schnupper-Dokumentation - florist.ch 2020
Persönliche Angaben
Name/Vorname
Foto
Adresse
PLZ/Ort
Telefon/Natel
E-Mail
Geburtsdatum
Berufe in meiner Familie
Besuchte Schulen
Dauer
Ort
Primarschule
Sekundarschule
………………………
Aktuelle Lehrperson
Welches sind Ihre Lieblingsfächer und wo haben Sie gute Noten?
Zeugniskopien mitgebracht?
Ja
Nein
Haben Sie Hobbies?
Ja Welche?
Nein
Betreiben Sie Sport?
Ja Welchen?
Nein
Leiden Sie an gesundheitlichen Beeinträchtigungen, die langes Stehen erschweren? Ja Welche?
Nein
Allergien ?
Ja Welche?
Nein
Schnupper-Dokumentation I -© florist.ch2020
Weshalb interessieren Sie sich für den Beruf als Florist / Floristin?
Wer hat Sie auf den Beruf aufmerksam gemacht?
Was trifft für Sie zu?
Ich möchte einfach den Beruf Florist / Floristin kennenlernen, um mich besser orientieren zu können?
Mir geht es ganz konkret um eine Lehrstelle für das Jahr
Haben Sie schon in andern Blumengeschäften oder anderen Berufen geschnuppert? Wenn ja, in welchen?
Was wissen Sie über den Beruf Florist / Floristin?
Kennen Sie den Unterschied zwischen Floristen und Gärtnern?
Welche Blumen und Pflanzen kennen Sie bereits?
Wo glauben Sie wären Ihre Stärken?
Im Gestalten?
Im Handwerklichen?
Im Kontakt mit Kunden und im Verkauf?
Schnuppertagebuch
Schnupper-Dokumentation I -© florist.ch2020
Schnuppertage im Rückblick (am letzten Schnuppertag auszufüllen)
Welche Arbeiten haben Sie besonders gerne gemacht?
Was hat Ihnen weniger oder gar nicht gefallen?
Fühlten Sie sich wohl im Team?
Wäre dieser Beruf der Richtige für Sie?
Welche Ausbildung würden Sie gerne wählen?
FloristIn mit eidg. Fähigkeitszeugnis - Dauer 3 Jahre
FloristIn mit eidg. Berufsattest - Dauer 2 Jahre
Welche Fähigkeiten und Voraussetzungen sind Ihrer Meinung für Floristen sehr wichtig?
Welche Arbeiten und welches Wissen müssen angehende Floristinnen und Floristen bei der Abschlussprüfung beherrschen?
EFZ nach 3-jähriger Ausbildung
EBA nach 2-jähriger Ausbildung
Schnupper-Dokumentation I -© florist.ch2020
Aufgaben:
Füllen Sie dieses Gefäss (Skizze des Ausbildners / der Ausbildnerin) mit Blumen.
Skizzieren Sie ein Gefäss mit Blumen.
Schnupper-Dokumentation I -© florist.ch2020
Stellen Sie sich folgende Situation vor:
Sie sind gerade 2 Wochen in der Lehre, als die Floristin Sie kurz alleine im Geschäft lässt, weil Sie dringend schnell etwas holen muss. Sie arbeiten gerade an einem Strauss, der in wenigen Minuten abgeholt wird. Da kommt ein Kunde und kaum ist er eingetreten, läutet auch schon das Telefon. Wie reagieren Sie?
Schnupper-Dokumentation I -© florist.ch2020
Schnupperdokumentation II Tagebuch
Mein Schnupper-Tagebuch
im Blumenfachgeschäft
vom
bis
Schreiben Sie an jedem Tag die Besonderheiten des Tages auf und ergänzen Sie diese evtl. mit Skizzen. Schreiben Sie auch alle zum ersten Mal gemachten Arbeitsabläufe in Stichworten auf. Was waren Ihre Schwächen? Wo waren Sie überfordert? Was hat Ihnen besonders gefallen? Was würden Sie wieder gerne machen?
Bericht:
Skizzen:
Datum:
1
Bericht:
Skizzen:
Datum:
Datum:
Bericht:
Skizzen:
Datum:
Datum:
Bericht:
Skizzen:
Datum:
Datum:
Bericht:
Skizzen:
Datum:
Datum:
Bericht:
Skizzen:
Datum:
Name der/s Schnupperlernenden:
Praktische Arbeiten
Binden eines einfachen Strausses
Binden eines Rundstrausses gestecktes Werkstück
andere Arbeiten:
| Fähigkeiten/Kompetenzen | sehr gut | gut | genügend | mit Fehlern | un- | schwach |
|---|---|---|---|---|---|---|
| | | | | | genügend | |
| Arbeitshaltung/Einsatzfreude | | | | | | |
| Auffassungsgabe | | | | | | |
| Handwerkliche Fähigkeiten | | | | | | |
| künstl., gestalterisches Geschick | | | | | | |
| Arbeitsweise/Sorgfalt | | | | | | |
| Arbeitstempo | | | | | | |
| Ordnung/Sauberkeit | | | | | | |
| Konzentration | | | | | | |
| Zuverlässigkeit | | | | | | |
| Verantwortungsgefühl | | | | | | |
| Teamfähigkeit | | | | | | |
| Kommunikation | | | | | | |
| Aufmerksamkeit betreffend Kundschaft | | | | | | |
| Erscheinung/Auftreten | | | | | | |
| körperli.Konstitution/Ausdauer | | | | | | |
| | | | evtl. | mit Ver | | |
| Eignung für den Beruf | geeignet | möglich | | besserung | | |
| | | | möglich | | | |
| | | | | möglich | | |
Verhalten bei Fehlern:
lernt selbständig aus Fehlern anerkennt gezeigte Fehler und vermeidet sie
anerkennt gezeigte Fehler, wiederholt sie aber reagiert beleidigt
redet sich heraus macht immer die gleichen Fehler
Betrieb/Berufsbildner
Bemerkungen
Ort/Datum
Schnupper-Dokumentation III - © florist.ch 2020
sehr gut gut
Schnupperdokumentation III Beurteilung / Eignung genügend
mit un-
Fehlern genügend
schwach
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Associates
Esperence, Bundock Street, Randwick, 2007,Mirvac
Sturt Noble Associates was engaged by Mirvac in developing high quality gardens in a new residential development in Randwick.
High resolution was required in both hardscape and softscape design to provide small courtyards that were both functional and of high visual quality to match the market expectations in this top end market location.
The landscape provides a strong, structured streetscape design to relate to the other residential frontages in the area with minimal fencing to frontages.
Planting flows onto the council frontages so as to promote an integrated public domain and incorporates significant tree plantings in the street carriageway.
Planting flows onto the council frontages
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Presseinformation
Most, 31. August 2019
Organisation und Gesamtverantwortung
Maximilian Paul feiert dritten Sieg in Folge
Die Siegesserie des Maximilian Paul im Audi Sport Seyffarth R8 LMS Cup geht weiter, auch im 4,212 Kilometer langen Most Autodrom kletterte der 19-Jährige auf die höchste Stufe des Treppchens. Der ein Jahr ältere Tim Reiter belegte bei sommerlichen Temperaturen im niederböhmischen Becken den zweiten Platz, seine erste Top-3-Platzierung im Audi Sport Seyffarth R8 LMS Cup. Rang drei ging an Tabellenführer Robin Rogalski, der damit die Spitze der Fahrerwertung verteidigen konnte.
Zunächst mussten die Teilnehmer um neun Uhr zum Qualifying ausrücken, in dem Maximilian Paul nicht zu bezwingen war. Er stieg als Letzter ins Treiben ein und schob sich vier Minuten vor Schluss an die Spitze des Klassements. Tim Reiter, Mike Hesse, Rudolf Rhyn und Jedrzej Szczesniak eroberten die Plätze zwei bis fünf, Robin Rogalski musste sich mit Position sechs zufriedengeben.
Am Start zum Rennen setzte sich Paul vor Reiter in Führung, während Hesse nach einer Kollision und folgendem Dreher schon in Kurve eins ans Ende des Feldes zurückfiel. Paul versuchte in der Folge, sich von Reiter abzusetzen, doch der hielt den Anschluss. Hinter den beiden Schnellsten arbeitete Rogalski sich innerhalb von drei Runden vom sechsten Startplatz bis auf Position vier vor, indem er Max Zschuppe und Szczesniak überholte.
Nach einem Drittel des Rennens konnte Paul sich einen Vorsprung auf Reiter aufbauen und den bis Rennmitte auf rund vier Sekunden vergrößern. Reiter bewegte seinen Audi R8 LMS GT4 zu diesem Zeitpunkt auf einem sicheren zweiten Platz, während Rhyn seinen Hintermann Rogalski in seinem Rückspiegel immer größer werden sah. Im elften Umlauf machte der dann kurzen Prozess, passierte den Schweizer und versuchte, auf das Spitzenduo aufzuschließen – was ihm bis zum Rennende nicht mehr gelang. An der Spitze fuhr Paul einem sicheren Sieg entgegen und auch der zweite Platz von Reiter war nicht mehr in Gefahr. Hinter dem drittplatzierten Rogalski wurde Rhyn abgewinkt, gefolgt von Szczesniak, Zschuppe, Hesse und Tom Spitzenberger. Sophie Hofmann freute sich bei ihrem Debüt im Audi Sport Seyffarth R8 LMS Cup über den Triumph in der Am-Wertung; sie erreichte die Ziellinie 10,868 Sekunden vor Am-Rivale Matthias Kämpf.
Maximilian Paul: „Schon mit dem Qualifying war ich zufrieden. Am Start zum Rennen konnte ich mich dann durchsetzen und Tim Reiter hinter mir halten. Der konnte mir anfangs zwar gut folgen, aber danach ist es mir gelungen, meinen Vorsprung immer weiter auszubauen. Dabei durfte man sich allerdings keinen Fehler erlauben, denn die Strecke war sehr schmutzig."
Tel.: +49 (0) 34771 62 00
Fax: +49 (0) 34771 62 0 25
Sponsoren und Partner
Presseinformation
Tim Reiter: „Über meinen ersten Podestplatz im Audi Sport Seyffarth R8 LMS Cup freue ich mich sehr. Besonders freut mich, dass ich meinen Start endlich im Griff habe. Ich arbeite jetzt mit einem Mentaltrainer zusammen, der mir ein paar Tricks verraten hat. Und die zeigen bereits Wirkung. In der ersten Kurve nach dem Start ist mir zwar einer ins Auto gefahren, aber dabei ist zum Glück nichts kaputt gegangen. Danach habe ich versucht, konstant hinter Max herzufahren. Die letzte Runde war für mich etwas emotional, denn endlich habe ich das Podium erreicht."
Robin Rogalski: „Im Qualifying war ich eigentlich schnell unterwegs, habe mich in meiner schnellsten Runde aber gedreht und wäre beinahe noch mit Rudolf Rhyn kollidiert. Deshalb war ich am Ende nur Sechster. Im Rennen ist mir der Start nicht gut gelungen, aber danach lief es. Zuerst konnte ich Max Zschuppe überholen, dann Jedrzej Szczesniak, weil er einen Fehler gemacht hat. Auch im Duell mit Rudolf Rhyn konnte ich einen Fehler nutzen und so den dritten Platz erobern. Das Rennen hat mir insgesamt viel Spaß gemacht."
Tel.: +49 (0) 34771 62 00
Fax: +49 (0) 34771 62 0 25
Organisation und Gesamtverantwortung
Sponsoren und Partner
Tel.: +49 (0) 172 26 37 877
E-Mail: email@example.com
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COMMUNIQUÉ
Embargo : 5 mai 2017, 12 h
Prix d'humanisme 2017
Le Collège des médecins du Québec rend hommage au Dr Pierre Marsolais pour son engagement envers la cause du don d'organes et de tissus
Montréal, le 5 mai 2017 – Ce matin, à l'occasion de son colloque annuel, le Collège des médecins du Québec a décerné son Prix d'humanisme au Dr Pierre Marsolais, interniste-intensiviste et fondateur du Centre régional de prélèvement d'organes à l'Hôpital du Sacré-Cœur de Montréal, pour son engagement exceptionnel, depuis plus de 25 ans, envers la cause du don d'organes et de tissus.
Le Dr Pierre Marsolais a fait ses études de médecine interne à l'Université de Montréal et une surspécialisation en soins intensifs à l'Université de Calgary. Depuis le début de sa carrière, il pratique à l'Hôpital du Sacré-Cœur de Montréal, où il s'est rapidement investi dans la cause du don d'organes et de tissus. Passionné par son travail, il est devenu, au fil des ans, une référence incontournable dans son domaine au Canada. Parmi ses réalisations, le Dr Marsolais a notamment fondé, en 2013, le Centre régional de prélèvement d'organes à l'Hôpital du Sacré-Cœur de Montréal qui a enregistré des résultats spectaculaires. Le Québec a atteint un sommet du taux de dons d'organes et la performance remarquable de ce centre rayonne partout en Amérique du Nord. En 2015, le Dr Marsolais a également créé sa propre fondation, la Mission du Dr Marsolais, pour soutenir les donneurs et leurs familles dans l'ensemble du processus de don et pour appuyer la recherche dans le domaine. Parallèlement à sa pratique, il a multiplié les entrevues dans les médias et a présenté plusieurs conférences à l'échelle locale et internationale afin de sensibiliser et d'éduquer les professionnels de la santé et le public quant à l'importance du don d'organes et de tissus.
Au cours des dernières années, plusieurs organisations ont reconnu son leadership, son humanisme et son innovation en lui décernant des distinctions honorifiques. Il a notamment reçu, en 2010, le Grand Prix de Transplant Québec. En 2014, il a reçu le prix
Reconnaissance de carrière Persillier-Lachapelle du ministère de la Santé et des
Services sociaux ainsi que le prix Leadership pour un médecin de l'Association québécoise d'établissements de santé et de services sociaux. « Instigateur de plusieurs
projets d'envergure, le Dr Marsolais a fait progresser la cause du don d'organes au
Québec. Ses grandes réalisations et son dévouement font de lui un médecin d'exception et un modèle à suivre pour l'ensemble de la profession médicale. C'est avec beaucoup
de fierté que le Collège des médecins lui remet aujourd'hui un prix pour souligner l'ensemble de son œuvre », a déclaré le Dr Charles Bernard, président-directeur général
du Collège des médecins.
Le Prix d'humanisme est remis à un membre qui, par son engagement social, incarne les valeurs d'humanisme prônées par le Collège et dont les actions contribuent au bien-
être et à l'épanouissement de ses patients, de sa communauté ou d'organismes philanthropiques.
Le Collège des médecins du Québec est l'ordre professionnel des médecins québécois.
Sa mission : une médecine de qualité au service du public.
-30-
La vidéo hommage peut être visionnée dans le site Web du Collège :
Renseignements :
Leslie Labranche Relationniste de presse Collège des médecins du Québec
Ligne médias : 514 933-4179
www.cmq.org.
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COMMUNAUTE DE COMMUNES CREUSE SUD-OUEST
Installation de la CLECT
Séance du 25 février 2021
Objet : ELECTION DU PRESIDENT ET DU VICE PRESIDENT DE LA COMMISSION LOCALE D'EVALUATION DES CHARGES TRANFEREES DE LA COMMUNAUTE DE COMMUNES CREUSE SUD-OUEST
L'an deux mille vingt, le 25 février 2021, à dix-huit heures trente, les membres de la CLECT de la Communauté de Communes Creuse Sud-Ouest se sont réunis à l'Espace culturel Claude Chabrol, commune de Sardent sur convocation en date du 18 février 2021, qui leur a été adressée par M. Le Président,
Etaient présents :
| Ahun | | | BOUDEAU | Philippe |
|---|---|---|---|---|
| | Ars | | SARTY | Denis |
| Auriat | | | SIMON-CHAUTEMPS | Franck |
| | Banize | | ESCOUBEYROU | Luc |
| Bosmoreau-les-Mines | | | BOUEYRE | Daniel |
| | Bourganeuf | | POUGET-CHAUVAT | Marie-Hélène |
| Chamberaud | | | DA SILVA | Jean-Baptiste |
| | Fransèches | | DELPRATO | Daniel |
| Janaillat | | | BETOUX | Frédéric |
| | La Pouge | | BUSSIERE | Jean-Claude |
| La-Chapelle-Saint-Martial | | | DESSEAUVE | Nadine |
| | Lépinas | | PARAYRE | Régis |
| Maisonnisses | | | BERTELOOT | Dominique |
| | Mansat-la-Courrière | | DUGAY | Jean-Pierre |
| | Royère-de-Vassivière | | GIMENEZ | France-Noëlle |
| Saint-Amand-Jartoudeix | | | PAROT | Jean-Pierre |
| | Saint-Avit-Le-Pauvre | | TEILLARD | Pascal |
| Saint-Dizier-Masbaraud | | | ROYERE | Joël |
| | Saint-Georges-La-Pouge | | POITOU-LE BIHAN | Delphine |
| Saint-Hilaire-la-Plaine | | | JOYON | Nathalie |
| Saint-Hilaire-le-Château | | GRENOUILLET | | Jean-Yves |
| Saint-Junien-La-Bregère | | | CALOMINE | Alain |
| | Saint-Martial-le-Mont | | LAGRANGE | Serge |
| Saint-Moreil | | | BONNEFOND | Virginie |
| | Saint-Pardoux-Morterolles | | BORDES | Gilbert |
| Saint-Pierre-Bellevue | | | CALVET | Eugénia |
| | Saint-Pierre-Chérignat | | GAUDY | Sylvain |
| Saint-Priest-Palus | | | TROUSSET | Patrick |
| Soubrebost | | | TRUFFINET | Jean-Claude |
| | Sous-Parsat | | RICARD | Jean-Michel |
| St-Martin-Sainte-Catherine | | | PAMIES | Jean-Michel |
| | Thauron | | CAILLAUD | Monique |
Etaient excusés :
Pouvoirs : (II de l'article 3 de la loi n° 2020-760 du 22 juin 2020)
1. M. CLOCHON donne pouvoir à M. BERTELOOT Dominique
2. M. DERIEUX donne pouvoir à M. BERTELOOT Dominique
3. M. GAILLARD donne pouvoir à M. GAUDY
Suppléances :
Référence juridique :
- loi n° 2019-1461 du 27 décembre 2019 relative à l'engagement dans la vie locale et à la proximité de l'action publique
- article 1609 nonies C du Code général des impôts dispose en son IV
- article L. 2121-33 du CGCT
Monsieur Gaudy, Président de la CdC Creuse Sud-Ouest remercie les élus de leur présence et explique le déroulement de la séance qui prévoit l'élection du Président et du Vice-Président. Monsieur le Président présente de façon synthétique le rôle de la CLECT :
- établir un rapport qui évalue pour chaque compétence à transférer le coût de la compétence qui ne sera plus supporté par la commune et qui sera désormais pris en charge par la CDC.
M. le Président demande à M Bussière, doyen de l'Assemblée de présider la séance et de permettre l'élection du Président de la CLECT avec Mme DESSEAUVE secrétaire et Mesdames POITOU - LE BIHAN et JOYON assesseurs.
Monsieur Jean-Claude BUSSIERE, Président de séance en tant que doyen d'âge de l'Assemblée, invite les candidats à se déclarer.
Messieurs Sylvain GAUDY et Dominique BERTELOOT sont candidats à la présidence de la CLECT de la Communauté de Communes Creuse Sud-Ouest.
ELECTIONS
Président de séance: M. Jean-Claude BUSSIERE
Secrétaire de séance: Mme Nadine DESSEAUVE
Assesseurs: Mme Delphine POITOU - LE BIHAN et Mme Nathalie JOYON
Il est procédé à l'élection selon le mode de scrutin secret.
Résultats :
| | En exercice | | Présents | | Votants | | |
|---|---|---|---|---|---|---|---|
| 43 | | 33 | | 36 | | | |
| | Sylvain GAUDY | | Dominique BERTELOOT | | Abstentions | Blanc | Nul |
Les membres de la Commission Locale d'Evaluation des Charges Transférée de la Communauté de communes Creuse Sud-Ouest ont élu, à la majorité absolue :
Monsieur Sylvain GAUDY, président de la Clect pour le mandat 2020-2026.
Monsieur le Président remercie les élus et propose de passer au vote pour désigner le Vice-Président.
Monsieur Gaudy propose la candidature de M. Berteloot comme Vice-Président de la Clect. Il n'y a pas d'autre candidat, le Président propose de passer au vote à main levée. L'assemblée ne s'oppose pas.
Résultats :
| 43 | 33 | | | | |
|---|---|---|---|---|---|
| | | Dominique BERTELOOT | Abstentions | Blanc | Nul |
Les membres de la Commission Locale d'Evaluation des Charges Transférée de la Communauté de communes Creuse Sud-Ouest ont élu, à la majorité absolue :
Monsieur Dominique BERTELOOT, Vice-Président de la Clect pour le mandat 2020-2026.
Monsieur le Président félicite le candidat élu et lève la séance à 19h30.
Sylvain GAUDY Le Président
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Ministry of Education School Business Support Branch 19 th Floor, Mowat Block Queen's Park Toronto, ON M7A 1L2
Ministère de l'Éducation
Direction du soutien aux activités scolaires 19 e étage, édifice Mowat Queen's Park Toronto ON M7A 1L2
2015: SB13
Memorandum To: Directors of Education
Senior Business Officials
From:
Cheri Hayward Director School Business and Support Branch
Date:
April 29, 2015
Subject:
Shared Services Feasibility Studies and Initiatives
Over many years, school boards and the Ministry have worked together to make efficient use of resources and share operational best practices to support student achievement and public confidence in education. The establishment of transportation consortia and Regional Internal Audit Teams (RIAT) across the province demonstrates this sector support.
School boards continue to show an interest in working together and recognize the potential for further collaboration through the recent Operational Review Refresh initiative, School Board Efficiencies and Modernization consultations, and a number of Council of Senior Business Officials (COSBO) Effectiveness and Efficiency (E&E) projects. Key projects to date include the Shared Services Feasibility Study of Eleven Eastern Ontario School Boards (2011) and the current Shared Services IT Project in partnership with the Educational Computing Network of Ontario (ECNO).
Moving forward, the Ministry believes there is an opportunity to work with school boards to explore local and regional options for shared service delivery models for a variety of operational functions performed by each individual board. Examples may include work order systems; custodial and school maintenance services; capital planning; energy management; payroll; server hosting; procurement; travel and expense management; and recruitment.
Page 1 of 2
I am pleased to announce that $750,000 in seed funding from the COSBO E&E funding allocation will be provided to support feasibility studies and/or to establish local and regional shared service projects to deliver select operational services. The COSBO E&E Advisory Committee will review and evaluate project applications. This funding will support projects beginning in the 2015-16 school year and is capped at:
* 50% of the cost of a feasibility study up to a maximum of $25,000 per study;
* Up to a maximum of $100,000 per project for implementation of a shared service initiative but not to exceed 50% of total project costs.
I will provide more details on the application process for funding for shared services feasibility studies and initiatives in the coming months. I look forward to working with you on this important initiative. If you have any questions, please contact me at 416327-7503 or by email.
Original signed by
Cheri Hayward Director School Business Support Branch
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ANFAHRT SEMMEL CONCERTS BÜRO MANNHEIM
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United Arab Emirates: What makes an effective teacher?
Table of Contents
Executive Summary ...........................................2
Overview .........................................................7
What We Learned ...........................................14
What Surprised Us ..........................................35
What Our Findings Mean .......................40
Sources ..........................................................44
Appendix ..........................................................47
Decades of research make it clear: teachers make a difference in student learning. In fact, Stanford University economist Eric Hanushek (1992) has noted that the difference between a good and a bad teacher can be a full level of achievement in a single school year. Given the strength of these findings, nations around the world recognize that in order to improve educational outcomes and equity they must focus on effectiveness of teachers. A critical step toward achieving that goal is for individual countries to identify the competencies required for effectiveness and use them to inform teaching standards, pre-service teacher preparation, professional development programs and performance evaluations. To make an impact, those systems and processes will need to be based on a common understanding, within each country, of what it means to be an effective teacher.
Oxfam’s international study of teacher competences and standards concludes that in order to build that common understanding, it is “absolutely necessary that the question as to what is considered a quality educator is investigated among stakeholders” (Bourgonje & Tromp, 2011, p. 145). Giving stakeholders a voice not only allows us to understand how they think and feel about a topic; it provides an opportunity to help frame important policy decisions that directly impact their lives. Pearson is therefore surveying learners, teachers, principals, education researchers, policymakers and parents in 23 countries regarding their perceptions of what it takes to be an effective teacher. Pearson is comparing the views expressed by these stakeholders with both current government teaching standards and research on effective teaching.
This report, the fourth in the series, summarizes the results of the survey conducted in the United Arab Emirates (UAE), where the government has been working to provide a high quality education to all children, yet still faces significant struggles in developing and training teachers to deliver high quality instruction. In the global report, 23 participating countries are compared not only across stakeholder groups, but by country as well.
**The Survey**
To learn the top qualities education stakeholders in the UAE seek in their teachers, we administered surveys across the country (see Figure A1 in the Appendix). The stakeholder groups include:
- Students ages 15-19
- Parents of K-12 students
- K-12 teachers
- K-12 administrators
- Education researchers and policymakers
Respondents were asked to list, in their own words, between three and fifteen qualities that they feel are most important in making an “effective” teacher and to indicate what type of teacher, by subject(s) and grade level(s), they were thinking about while creating their list. The survey did not define “effective” for respondents, other than that it meant “good,” allowing respondents to define what an effective teacher meant for themselves. We developed a coding system to categorize responses based on prior research about competencies of effective teachers. This coding scheme was reviewed by teachers, principals, education policymakers and researchers and revised iteratively as additional responses were coded, resulting in a final list of 32 categories.
**The Most Important Qualities of Teachers in UAE**
We found some consistency in how the groups of surveyed stakeholders responded when they were asked to list between 3 and 15 of what they believed to be the most important qualities or competencies of effective teachers. The most common response across the full sample was that effective teachers need to build trusting, compassionate Relationships with their students. It was the first most common response for each of the stakeholder groups except researchers and policymakers, for whom it was third. It was also the most common response for government schools (second for private schools); teachers of kindergarten, primary and secondary grade levels; and for males (second most common for females). Ultimately, the survey results reaffirm the notion that, at its foundation, teaching is about trusting relationships between teachers and learners that foster learner success, as these communities define it.
The second and third most common responses across all stakeholder groups were the teacher’s *Subject Knowledge* and a *Patient, Caring*, and kind personality. Subject knowledge was expressed as deep and thorough understanding of the content and/or curriculum, in order to select which topics to teach and to address student misunderstandings. Patient, caring, and kind personality addresses positive personality characteristics, particularly associated with compassion and empathy.
When the responses of all stakeholder groups are combined, the other seven categories in the Top 10 qualities or competencies mentioned, were in descending order:
- Pedagogical skills and methods (*Teaching Skills*)
- *Professionalism*
- The ability to engage and motivate learners to learn (*Engaging*)
- The ability to make content and ideas clear for learners (*Makes Ideas Clear*)
- Knowledge and understanding of learners (*Know Learners*)
- *Dedication* to teaching
- Emphasis on developing students’ *Non-Cognitive Skills*
| Most Important Qualities of Teachers in UAE |
|---------------------------------------------|
| **1** Ability to Develop Trusting, Productive Relationships |
| **2** Subject Matter Knowledge |
| **3** Patient, Caring, Kind Personality |
| **4** Teaching Skills/Pedagogical Practices |
| **5** Professionalism |
| **6** Engaging Students in Learning |
| **7** Ability to Make Ideas and Content Clear |
| **8** Knowledge of Learners |
| **9** Dedication to Teaching |
| **10** Emphasis on Developing Students’ Non-Cognitive Skills |
Five of the Top 10 most frequent responses for each group of stakeholders were shared by all groups: Relationships; Teaching Skills; Subject Knowledge; Makes Ideas Clear; and Engaging. Teachers, parents, and students valued similar qualities; researchers, policymakers and principals valued similar qualities; and there were several notable differences in the reported qualities the groups didn’t share.
Additionally, public and private schools, and males and females shared the same Top 10 most valued qualities. And regardless of the grade level of the teacher they were thinking of, stakeholders shared nine of their Top 10 qualities. For both comparisons (by type of school and grade levels), the categories varied slightly in frequency and order.
The categories of qualities mentioned most often across the entire sample reflect how strongly education stakeholders in the UAE value not only the knowledge and skills a teacher possesses, but also dispositions of care (relatedness, responsiveness) and character (responsibility, trustworthiness) in their teachers. There is research that supports the link between these dispositions, teaching effectiveness, and learner outcomes. There were also several instances where research emphasizes specific competencies that were mentioned, but not frequently, by education stakeholders (principals, teachers, and researchers, and policymakers), e.g., ability to plan effective lessons and learning tasks (Planning); provision of a rigorous, Challenging curriculum for all learners; use of Assessment to monitor learning (reported infrequently by teachers); regular communication with Families; having a continuous improvement mindset (Always Learning); and working collaboratively with colleagues to improve teaching practice (Collaboration).
The categories of qualities mentioned most often across the entire sample reflect how strongly education stakeholders in the UAE value not only the knowledge and skills a teacher possesses, but also dispositions of care and character in their teachers.
Using These Results to Improve Teaching Practice in the UAE
We recommend that the results of this survey be used to inform and guide the definition of what it means to be an effective teacher in the teaching and learning culture of the UAE. The results of this survey can inform national as well as local discussions about teacher preparation, hiring, training, and evaluation in the UAE, particularly in areas of need, as documented by research.
Given the stakeholders’ emphasis on the importance of teacher-student relationships, teacher training programs could place greater emphasis on dispositions that stakeholders believe are essential for effectiveness—e.g., patience, care, and relatedness. The programs could assess these qualities in candidates, counsel candidates on career fit and provide training to improve teaching dispositions in future teachers. Given the challenges in recruiting, developing and retaining teachers who are not only qualified but passionate and dedicated to their work in the UAE, adding quality programs for developing the key dispositions that support and enhance student learning seems to be an important step in improving the teaching workforce in this country. As other researchers have noted, focusing on improving the social relationship that is at the heart of student learning should lead to improvements in a wide range of student outcomes in schools.
Likewise, training programs may want to emphasize the knowledge and skills that were mentioned less frequently but have been shown to be critical to effective teaching and student learning, such as:
• regular assessment of learner progress
• delivery of a challenging, rigorous curriculum for all students
• regular communication with families about student progress
• collaboration with colleagues
While this research identifies many different qualities and competencies of effective teachers, we caution against using the results to generate a checklist approach under the misguided belief that there is a single winning pattern of competencies to be an effective teacher. Finally, it cannot be overstated that to be effective teachers, the work conditions and environment, first and foremost, must be well managed; school context and community culture have a profound influence on the way different teacher roles and competencies are understood, prioritized, and practiced.
What makes an effective teacher? By whose definition? With the global focus on improving the quality of the teaching workforce, identifying the qualities of an effective teacher, and the accompanying competencies required, is a critical first step. Many countries are in the process of developing or revising their teacher evaluation systems, teaching standards, pre-service teacher preparation, and/or in-service teacher training programs. To make an impact, those systems and processes will need to be based on a common understanding of what it means to be an effective teacher, with a set of standards reflecting the expected knowledge, skills, attributes, and other competencies. An important decision for preparing, training, and evaluating teachers is how the standards are developed and by whom (Bourgonje & Tromp, 2011; OECD, 2013).
Oxfam’s international study of teacher competencies and standards concludes that it is “absolutely necessary that the question as to what is considered a quality educator is investigated among stakeholders” (Bourgonje & Tromp, 2011, p. 145). It is often the case that those who are most directly impacted by the set of competencies and standards—e.g., the teachers themselves, their learners, learners’ families, and school principals—have little say in defining which features of effective teachers are valued most.
In response to these concerns, we undertook this study to understand what key stakeholders in school systems from around the world value as the most important qualities of an effective teacher. Our focus was to compare the perspectives of the following sources regarding these qualities:
1. Key education stakeholders (learners, parents, teachers, principals, education researchers and policymakers);
2. The government (reflected in national teaching standards); and
3. Research on effective teaching
This report summarizes what we found in UAE.\(^1\)
\(^1\) There are 23 countries participating in this survey, listed in Table A1 in the Appendix of this report.
Our Study
We engaged Dashboard Marketing Intelligence, an international marketing research firm, to collect the survey data from the six stakeholder groups (see Figure 1). Given the limited sample size, we combined the education researchers’ and policymakers’ surveys and their responses in our analyses. Individuals with expertise in the UAE education system reviewed the survey wording in English and Arabic, and the sampling plan.
Along with demographic items—e.g., respondent’s city, gender, school or job experience—participants responded to two key items:
1. List a minimum of 3 and a maximum of 15 of the most important qualities of an effective (good) teacher.
2. Indicate the type of teacher you are thinking of as you create the list.
For the second part, we provided a matrix of grade levels and subject areas taught. This allows us to examine whether the list of qualities differs for different grade levels and subject areas. It is important to note: *we did not provide a list of qualities for respondents to endorse*; we asked them to list their own, in their own words, so as not to influence results.
The study was driven by the following set of research questions:
1. What do different stakeholder groups regard as most important qualities of an effective teacher?
2. Do these qualities differ by context?
3. How do these qualities align with teaching standards and research on teacher effectiveness?
Figure 2 summarizes the methods we used for data collection. More detailed information is in the Appendix of this report, including data collection and sampling methods (Tables A1 and A2); areas surveyed (Figure A1); coding of survey responses (Table A3); and who we surveyed (Figures A3 – A8).
Locals helped with survey wording
Dashboard Marketing Intelligence developed the sampling plan
Dashboard conducted online surveys, computer assisted telephone & face-to-face interviews
Dashboard conducted data quality checks per ESOMAR guidelines
Pearson trained data coders & conducted random quality checks
*Note: ESOMAR is an international organization that promotes the value of market and opinion research to inform decision-making. Their guidelines for ensuring high quality data and rigorous methodology are found at www.esomar.org
Figure 2. Summary of survey methodology
UAE’s Education System
Established in 1971, the United Arab Emirates is made up of seven emirates; Abu Dhabi is the largest in size (87% of the land area) and Dubai is the most populous. While the Ministry of Education (MoE) is in charge of general education in most emirates, the Abu Dhabi Education Council (ADEC), founded in 2005, oversees education in the largest emirate, and the Knowledge and Human Development Authority (KHDA), founded in 2006, oversees private education in the most populous emirate, Dubai (UNESCO IBE, 2011). Both the Dubai Education Council (DEC), and ADEC were founded as part of ongoing educational reform to attract internationally accredited private schools, while ADEC also focused on updating curricula and improving educational facilities (Alpen Capital, 2014). Every emirate, with the exception of Abu Dhabi, has an “Educational Zone” responsible for coordinating relations between the MoE and local schools. Public schools implement the curriculum set by the MoE, while there are 17 different curricula for private schools, with British and American curricula among the most favored (Al Qasimi Foundation, 2013).
Basic education is compulsory and free for Emirati nationals for Cycles 1-2 (ages 6-14). Public schools are divided into a four-tier system covering 14 years of education: Kindergarten (KG1 through KG2); Elementary/Cycle 1 (grades 1-5, ages 6-11); Preparatory/Cycle 2 (grades 6-9, ages 12-14); and Secondary/Cycle 3 (grades 10-12, ages 15-17) (Oxford Business Group, n.d.). Secondary is comprised of general and technical stages which involves a first year of core subjects, followed by one of three main streams: technical, agricultural, or commercial (UNESCO IBE, 2011).
Despite its great wealth, the UAE has a public education system that is increasingly seen as failing to meet the most basic needs of its students (Ridge, 2010). In particular, there are serious concerns about the education of boys: Girls are more likely to graduate from high school, have higher grades and go on to higher education. Females comprise 70% of the higher education population. In a research study, Ridge (2008) found vast differences in the quality of teachers and teaching for females vs. males in UAE: Boys were more likely to be hit by the teacher, to like school less, and were more likely to drop out. In secondary schools in UAE, boys are taught by men and girls are taught by women, although recently, more boys are being taught by female teachers (Ridge, 2010).
In addition, the UAE education system has been criticized for its repetitive curriculum, emphasizing rote-learning and memorization (Macpherson, et al., 2007; Dickson et al., 2013) along with neglecting student-centered teaching styles and failing to train teachers properly (Barber et al., 2007; Ridge, 2010). Evidence of the need for educational reform was demonstrated by the poor performance of 9th grade students on the 2012 PISA tests, where the UAE ranked below international standards (OECD, 2014; see Figure 3).
Additional concerns include the high unemployment rate (the UAE has the highest in the region, with 24% of 19-25 year olds and 70% of women ages 19-24 unemployed); and concerns about the education system not preparing learners for employment (Arab Thought Foundation, 2014).\(^2\)
There are multiple education reform plans underway through the MoE, including *Education 2020*, aimed at modernizing the UAE’s education system by moving away from rote learning and encouraging critical thinking and practical skills development for students (Alpen Capital, 2014). In 2010, the MoE expanded this plan by implementing the $10 \times 10 \times 10$ strategy in the hopes of making greater changes. Named for its 10 key objectives, its 10 year plan, and its aim for achieving a top rating of 10 out of 10 for each of its 50 initiatives, the major goal of the MoE strategy is to implement a more student-based model of education with a focus in the areas of student outcomes, school life, equality and citizenship; and administrative effectiveness (Ministry of Education, n.d.). The MoE aims to achieve this by developing updated curricula equipping students with life skills; developing qualification standards and improved training for recruitment of educational staff; introducing student career counseling; improving school building infrastructures; assessing students and schools; developing a new budget; integrating parental contribution; and promoting national identity. Also in 2010, ADEC implemented its New School Model for public schools throughout the UAE, which also aims to transform the education system by adapting a student-centered approach to encourage creative and independent thought. The plan allocates almost a quarter of the federal budget to education (Ayson, 2014).
*Figure 3* summarizes some key information about the UAE’s education system.
**EDUCATION STATISTICS**
- **Student-Teacher Ratio, Primary (2013)**: 16
- **Enrollments, % of eligible population (2009)**:
- Pre-Primary*: 79%
- Primary: 108%
- Secondary: No data
- **% of all students enrolled (2011)**:
- MoE: 42%
- Private: 58%
- **Intake ratio, first grade of Primary school* (2011)**: 110%
- **111% Primary Completion Rate (2012)**: 106% 116%
- **Progression To Secondary (2012)**: 99% 98%
- **PISA 2012 rankings**:
- Reading: 44 of 65
- Science: 46 of 65
- Math: 48 of 65
- Problem Solving: 40 of 44
*Figure 3. Education statistics in the UAE*
Sources: Data are from the World Bank (www.worldbank.org) except for PISA 2012 data (OECD, 2014).
---
\(^2\) The full report can be accessed at the Arab Thought Foundation website, but it is in Arabic. The statistics quoted here from the report are from the online article in *The National*: http://www.thenational.ae/thenationalconversation/editorial/steps-must-be-taken-to-reform-education-in-the-uae
Teacher Preparation
There are different teacher qualification requirements listed by ADEC, KHDA, and the MoE, depending on the emirate (Oxford Business Group, n.d.). While this affords some flexibility for these authorities within their own domains, the development of a nationally recognized set of teacher qualification criteria is a priority for the National Qualifications Authority (NQA) in order to ensure that professional teaching standards are uniform. Thus, the Supreme National Committee for the Licensure of Teachers was formed in 2013, and a new teacher licensing system was slated to be released in 2015. At the time of this report, the new system was not yet made public.
To teach in the UAE, individuals need a university degree with classroom experience. Expatriates need to also take a written exam and have a personal interview (UNESCO IBE, 2011). Teacher education programs exist at all three public higher education institutions—the United Arab Emirates University, Zayed University and the Higher Colleges of Technology—and at the newer Emirates College of Advanced Education in Abu Dhabi (Ridge, 2010). The programs attract mainly female Emirati (Ridge, 2010). For Abu Dhabi specifically, teachers need a four-year Bachelor’s degree with acceptable English skills, and must attend skills development training during regular school holidays. The Emirates College for Advanced Education offers a four-year B.Ed. for teaching at the elementary level in government schools. It also offers a one-year Postgraduate Diploma in Education (PGDE) for those holding a Bachelor’s degree, in preparation for a Master’s in Education.
Teaching Standards
In 2013, the UAE Cabinet authorized a Supreme National Steering Committee to oversee the development and implementation of a national licensing system which led to the development of the *Teacher and Educational Leadership Standards for the UAE* (NQA, 2015). The TELSUAE are intended to produce a “world-class teaching workforce” for the UAE—one of the objectives of the *UAE Vision 2021* initiative focused on developing a “first-rate” education system (NQA, 2015). The standards are intended for educators in public and private schools in the UAE. According to the NQA newsletter, the standards indicate the required knowledge, skills and understanding for the documented functions and activities, and each standard includes the elements, performance criteria, and performance indicators. Additionally, they serve as the foundation for licensing and certification of teachers in the UAE; appraisal and performance management; continuing professional development; teaching education and training; and recruitment, selection and progression (NQA, 2015). The newsletter also indicates that prior to their introduction, the standards will be aligned with UK qualifications, and piloted in a sample of schools to ensure their appropriateness for UAE educators and the context in which they work. At the time of this report, the UAE had no national set of teaching standards available to the public.
Challenges to Developing Effective Teachers in UAE
In 2009, the MoE stated that Emiratis made up 11% of the male teachers in government schools, and 71% of the female teacher population was Emirati. Ridge (2010) attributes the rapid expansion of public education as leading to the situation where over 80% of the male teachers working in the public sector are expatriate Arabs from neighboring countries. Moreover, due to the absence of an immigration policy, these teachers are “contract teachers who will leave the country when their employment finishes.” Turnover affects private schools as well: ADEC estimates an annual teacher turnover rate in private schools in excess of 20% (Olarte-ulherr, 2014). The UAE faces not only a transient teacher population, but transient students as well, due to the large population of migrant expatriates (Malek, 2013).
“Embarrassingly low” teacher salaries, lack of autonomy, poorly run schools, and competition for high quality teachers internationally are some reasons why recruiting and retaining good teachers for schools and colleges remains a challenge in the UAE (Dhal, 2013; Malek, 2013). The teaching profession in the UAE is characterized as a “backup plan” for those who cannot attain high-skill level employment, which in turn leads to a mediocre teaching force (Ridge, 2010).
After visiting 262 schools in Abu Dhabi, Al Ain and the Western Region, ADEC concluded that high teacher absenteeism, high staff turnover, and corporal punishment of students are among the major challenges found in public schools (Pennington, 2015). In private schools, the Cycle 2 (2011-13) inspections found about two-thirds of these schools hired inexperienced teachers with no qualification or training in teaching (Olarte-ulherr, 2014). They noted “The quality of teaching and learning frequently does not meet satisfactory standards and very often these result in students (being) insufficiently challenged and their progress unsatisfactory.” Other common issues include lack of parental engagement and poor quality curriculum.
Our survey research was conducted within a wide range of teaching and learning contexts in UAE, some to which these concerns apply, some less so. It is important that the system in which teaching and learning takes place is considered when defining what a teacher should know and be able to do. As research demonstrates, in “well-ordered” schools, teachers can take on the many roles expected of an effective teacher, while in schools struggling for resources, strong leadership, etc., teachers may struggle just to manage classrooms, and in some cases, to show up to work. Therefore, when asking individuals to share what they value most in their teachers, we cannot forget about the education system and the context in which these responses occur. Results of this study should be considered with that context in mind.
The main purpose of this survey was to elicit from a variety of key stakeholder groups what qualities they believe are most important for a teacher to be effective.\(^3\) Stakeholders included 150 students, 150 parents, 150 teachers, 50 principals, and 30 education researchers and policymakers, with most of the data collected from Abu Dhabi (39%) and Dubai (54%). Most of the students (66.7%) attended public (government) schools, and the median age was 16. For parents, 28% had some sort of post-secondary schooling, about 45% had attended school in India, and about 70% sent their children to government schools.\(^4\) About half of the teachers and principals were trained in the UAE, and were quite experienced; more than 60% worked in government schools. Education researchers and policymakers were on average less experienced (median = 6 years on the job), and 83.3% were trained in the UAE. More detailed information about each stakeholder group is in the Appendix (Figures A3 – A7).
We asked survey participants to list a minimum of 3 and maximum of 15 most important qualities of an effective teacher. The median number of responses was 3 for the entire sample, and for each group, and respondents provided up to 8.\(^5\)
A description of how we developed the coding categories and a description of each can be found in Table A3 in the Appendix.
A key question driving this study was whether there were important differences in the qualities that different groups of education stakeholders value for a teacher to be regarded as effective, as reflected in our first two research questions (page 9). Therefore we compared the results by five stakeholder groups (we combined education researchers and policymakers due to the small numbers); government and private schools; grade levels of the teachers the respondent was thinking about; and gender of respondents. Additionally, the British Council collected data for this study using online surveys with teachers (\(n = 115\)) and principals (\(n = 14\)) from International schools. Figure A8 in the Appendix details the characteristics of this sample. Their data are included in several of the comparisons.
---
\(^3\) Because the term “effective” implies a person who is successful at producing an intended outcome, we let the stakeholders determine what the term ‘effective’ meant to them with respect to teachers and teaching. Note that the survey was given in Arabic.
\(^4\) 62% indicated sending their children to government schools only, while 8.7% indicated both government and private schools.
\(^5\) It is important to note that within each response, multiple characteristics of an effective teacher were often listed; therefore the median value underrepresents the true value.
To address our third research question, our plan was to compare what stakeholders viewed as the qualities of an effective teacher with the national teaching standards and research on teacher effectiveness. However, as noted earlier, at the time of this report, the UAE had not yet released the national set of teaching standards to the public. Therefore we aligned survey results with the teaching standards developed by ADEC (see Table 2 in this report) that apply to teachers of all schools in Abu Dhabi (ADEC, n.d.). We also focused on international research aimed at identifying a set of competencies that could be applied globally for K-12 teachers, and on studies conducted in the UAE.
**Top 10 Reported Qualities of An Effective Teacher**
In the UAE, the Top 10 endorsed qualities across all stakeholder groups are illustrated in the heat map in Figure 4. The color spectrum ranges from red to green—the lowest to highest frequency of endorsement. To ensure a high response rate, we did not ask participants to prioritize or rank order the qualities they listed. Therefore we report the frequency by which each category was endorsed, for the overall sample (“All”), and by stakeholder group. There are some notable differences between groups in the extent to which they value each of these competencies, as illustrated by the different patterns of green and red in the heat map.
| | All | Researcher & Policymakers | Parents | Principals | Students | Teachers |
|--------------------------|---------|---------------------------|---------|------------|----------|----------|
| Relationships | 15.4% | 11.8% | 14.2% | 19.3% | 17.1% | 14.1% |
| Subject Knowledge | 11.4% | 10.2% | 13.1% | 9.2% | 10.4% | 11.9% |
| Patient, Caring | 9.3% | 2.4% | 10.8% | 5.3% | 11.8% | 8.7% |
| Teaching Skills | 9.3% | 17.3% | 5.6% | 9.2% | 10.4% | 9.9% |
| Professionalism | 7.9% | 1.6% | 9.9% | 0.9% | 9.5% | 8.6% |
| Engaging | 7.6% | 3.1% | 9.3% | 3.5% | 8.7% | 7.4% |
| Make ideas clear | 6.3% | 5.5% | 6.7% | 5.7% | 5.6% | 6.9% |
| Know Learners | 6.0% | 1.6% | 6.3% | 10.1% | 4.4% | 6.5% |
| Dedication | 3.7% | 3.1% | 3.5% | 5.7% | 3.6% | 3.4% |
| Non-Cognitive Skills | 3.2% | 18.1% | 1.1% | 7.0% | 2.0% | 1.7% |
**Figure 4.** Top 10 most important qualities of an effective teacher: entire sample
Note: A description of each category is found in Table A3 in the Appendix. These are the top 10 qualities for the entire sample, with frequencies by stakeholder group. Red reflects the lowest and green the highest frequency of endorsed categories. These do not include data from the British Council.
Table 1 illustrates the top 3 reported qualities of an effective teacher for the overall sample, and their rank based on frequency of reporting, for each of the stakeholder groups.
| Stakeholder Group | Relationships | Subject Knowledge | Patient, Caring |
|------------------------------------|---------------|-------------------|-----------------|
| Students | 1st | 3rd | 2nd |
| Parents | 1st | 2nd | 3rd |
| Teachers | 1st | 2nd | 4th |
| Principals/Admin | 1st | 3rd | 8th |
| Education Researchers and policymakers | 3rd | 4th | Not in Top 10 |
Table 1. Stakeholder group rankings of top 3 qualities of an effective teacher for overall sample
**Ability to Develop Trusting, Productive Relationships**
It is clear from the results of this survey that stakeholders in the UAE strongly value the teacher’s ability to cultivate trusting, productive relationships and relate to as well as mentor students. Relationships with students was reported either first or second most frequently across all five stakeholder groups except for education researchers and policymakers, where it was third. As our word cloud illustrates, encouraging and listening to students, patience and impartiality were some of the most common descriptors (see Figure 5). The importance of these relationships is further emphasized by the third most commonly reported category referring to a teacher’s patient, caring, and kind disposition.
Researchers have documented the link between learning outcomes and strong, collaborative relationships between teachers and learners (Zins et al., 2004; Singh & Sarkar, 2012; Gelbach et al., 2012). In a study by Gelbach and colleagues (2012) with middle school students and teachers in the United States, the researchers found that as teacher/student relationships improved, teachers interacted more frequently with the students, and students finished the semester with higher grades. Moreover, the achievement gap between underserved and well-served students dropped by 65%.
Teaching is characterized as a complex relationship between the educator and the learner, where teachers “know and respond with intelligence and compassion” to learners and their learning (Rogers & Raider-Roth, 2006). Barber (1995) refers to this relationship as part of the “unknown universe” of teaching:
“...that crucial part of education that is to do with the classroom interaction of learner and teacher and with the extraordinary ability of teachers to generate sparks of learning, even in the most inauspicious of circumstances” (p. 76).
Bransford et al. (2007) note that teachers need to be able to build productive, trusting relationships with students to create a safe, positive and productive teaching and learning environment. This is particularly relevant in the UAE given the documented problems with corporal punishment, particularly for boys, in government schools.
**Figure 5. Ability to build trusting relationships**
**Subject Matter Knowledge**
*Subject Matter Knowledge*, the second most frequent category of responses for the sample, includes expertise in a given content or subject area as well as deep knowledge of the curriculum, learning objectives, and/or standards in that content area (Leu, 2005; Bransford et al., 2007; CEPPE, 2013). Research supports the need for both subject matter and curriculum knowledge for effective teaching, along with strong pedagogical content knowledge. In fact, research linking teacher subject matter knowledge in math to student learning lead the National Mathematics Advisory Panel in the United States to conclude:
"Teachers must know in detail and from a more advanced perspective the mathematical content they are responsible for teaching and the connections of that content to other important mathematics, both prior to and beyond the level they are assigned to teach (U.S. Department of Education, 2008, p. 38)."
Subject Matter Knowledge was frequently reported by all stakeholder groups. Figure 6 highlights the features of responses in this category.
**Figure 6. Subject matter knowledge**
Patient, Caring, Kind Personality
“Patient, Caring,” defined as personality characteristics related to being a compassionate person, particularly with learners, is the third most frequently reported quality for the full sample and most valued by students, parents and teachers. There is a significant body of research indicating that teacher dispositions are strongly related to student learning and development (Schulte et al., n.d.). Several key dispositions include a caring attitude and sensitivity to student differences. In schools where corporal punishment of students remains in the UAE, these dispositions are most critical.
There is also research on the impact of work environment, dispositions and burnout in teachers. Kokkinos (2007) found that work environment stressors, particularly management of student misbehavior and time constraints, were associated with emotional exhaustion and burnout in primary school teachers. In such situations, teachers are more likely to be emotionally detached and to become more cynical toward their students in order to avoid subsequent stress. However, dispositions such as sociability, were found to function as buffers. Figure 7 illustrates respondents’ ideas in this category.
The next most important qualities making up the Top 10 list for the sample show more variability across the groups (see Figure 8). These qualities focus on sets of skills and knowledge specific to teaching as well as dispositions important to any profession—e.g., professionalism, dedication. Figure 8 illustrates how each of the five stakeholder groups compares on these seven qualities.
Note: R&P = Education Researchers and Policymakers. These results do not include the British Council data.
Teaching Skills/Pedagogical Practices
The fourth most common set of responses across the sample reflects specific Teaching Skills, pedagogical practices or methods, including those related to specific subject matter, and is sometimes referred to as general pedagogical knowledge (Turner-Bissett, 1999). There is a great deal of research on how specific teaching practices improve student learning. There are multiple reports from a variety of organizations globally that document research-supported instructional practices that support or enhance student learning. Practices such as collaborative learning, peer-instruction, problem-based learning, and other active learning strategies are some examples. Pedagogical knowledge and skills are particularly relevant for the UAE stakeholders given the documented issues of attracting and retaining qualified teachers in UAE schools (Olarte-ulherr, 2014) and use of outdated, teacher-centered teaching approaches (Alpen Capital, 2014).
Although some respondents included specific teaching methods for a given content area—e.g., math—many provided general statements about teaching practices, such as not relying solely on the textbook for teaching, and using real life or practical examples. There were some examples of specific teaching methods that were quite sophisticated, particularly from school principals, education researchers and policymakers, and some teachers. This category was most mentioned by researchers, policymakers and teachers. Figure 9 highlights the features of responses in this category.
Figure 9. Teaching skills/pedagogical practices
Professionalism
*Professionalism* was the fifth most frequently reported characteristic of an effective teacher for the entire sample, and valued most by the parents, students and teachers in this study. This category has to do with workplace practices and responsibility as a professional—e.g., being respectful and honest. The majority of responses dealt with the teacher’s composure—e.g., “calm,” “composed”—and with being respectful, especially toward students.
The focus of the survey results on teacher professionalism is notable in light of documented issues in the UAE regarding the teaching profession as a default choice for many who are looking for a government position for the benefits, as well as corporal punishment in schools (Ridge, 2010). The word cloud (*Figure 10*) illustrates the features for this category.
**Figure 10. Teacher’s professionalism**
Engaging Students in Learning
The sixth most frequently mentioned quality across all stakeholders is the teacher’s ability to *Engage* and motivate students to learn. Researchers talk about three types of engagement that are required for students to learn: cognitive, emotional and behavioral (Fredricks, 2014). Research-supported ways to increase student engagement include making the learning activities meaningful for the students; helping students to believe they can master the learning; nurturing students’ sense of control over their own behaviors and goals; having students work collaboratively to learn; building positive teacher-student relationships; and focusing on mastery learning instead of grades and exam scores (James, 2014).
Parents, students, and teachers in this study valued the ability to engage students the most in their list of qualities. Responses primarily focused on making content interesting and the teacher’s ability to motivate students to learn. Figure 11 highlights the features mentioned most in this category.
**Figure 11. Engaging students in learning**
**Ability to Make Ideas and Content Clear**
The seventh most commonly reported quality across the entire sample was the ability to *Make Ideas and Content Clear*. This broad area addresses a teacher’s ability to make ideas and/or material clear and easy to understand, including orally and in written form. In the research literature, this is an essential skill for all teachers (Bransford et al., 2007; Harley et al., 2000). All five stakeholder groups reported this competency with similar frequency. Figure 12 illustrates the features of this category.
**Figure 12. Teacher’s ability to make ideas, content clear**
Knowledge of Learners
Eighth most frequent across the sample of the most important qualities of an effective teacher, is *Knowledge of Learners*. This is a broad category that includes knowledge of the cognitive, social and emotional development of all learners. Such knowledge includes an understanding of how students learn at a given developmental level; how learning in a given subject area typically progresses; awareness that learners have individual needs and abilities; and an understanding that instruction should be tailored to meet each learner’s needs. This broad set of competencies appears often in the research on effective teaching, underscoring the notion that instructional practices should align with what learning science tells us about how humans learn (Clark & Mayer, 2011; Dunlosky et al., 2013) and that “one size does not fit all” in teaching and learning (Bransford et al., 2007; Klem & Connell, 2004; Leu, 2005; OECD, 2013; Bourgonje & Tromp, 2011).
In the UAE, there were numerous comments about teachers providing individual attention, and attending to the learning needs of all, including the “weak” students, to ensure their progress. Respondents also frequently mentioned that teachers needed to ensure understanding for all students before moving forward. This category was second most frequent for principals, and made the Top 10 list for all stakeholders except researchers and policymakers. **Figure 13** illustrates survey responses regarding this category.
---
**“KNOWLEDGE OF LEARNERS”**
*It is the responsibility of the teacher to give equal attention to each and every student in his class: that would help the teacher in knowing the student better.*
Teacher, Abu Dhabi
*Attention and appreciation are two things every student wants.*
Student, Abu Dhabi
*Must be fully involved with each child.*
Principal, Abu Dhabi
---
**Figure 13. Teacher’s knowledge of learners**
Dedication to Teaching
*Dedication* was the ninth most valued quality by the overall survey sample, mentioned most frequently by principals. Dedication refers to a love of teaching or passion for the work. Responses often referred to “going beyond what is required” or “going the extra mile for learners,” with “passion” for their work being the most common response. Dedication is a reflection of an individual’s intrinsic motivation. According to the popular book “Drive” by Daniel Pink (2011), intrinsic motivation is driven by an individual’s sense of autonomy or control over their own work and their own lives; the ability to learn and create new things; and the desire to improve oneself and make the world a better place.
Like everyone else, for teachers to be intrinsically motivated to be effective in their work, these conditions of autonomy, mastery, and contribution to a greater good, must be in place. It is commonly found in education systems around the world that the work environment in poorly functioning systems and/or schools does not meet these criteria, and teacher morale is low. In the UAE, where teacher pay is low and work environments are often low quality (e.g., Malek, 2013), morale in general is likely to be lower and dedication to one’s job is likely more difficult.
The features most frequently mentioned by stakeholders included being passionate about teaching and about students, working hard, and giving extra effort toward classes and students (see Figure 14).
Figure 14. Dedication to teaching
Emphasis on Developing Students’ Non-Cognitive Skills
The tenth most frequently valued quality of an effective teacher across the entire sample is categorized as the teacher’s focus on developing students’ *Non-Cognitive Skills*. This category made the Top 10 lists of only the researchers and policymakers and principals (first and fifth most frequently mentioned, respectively). This category focuses on teaching the skills, attitudes and beliefs required to be successful in college and/or a career, as well as providing career guidance for students. An emerging body of research focuses on what are commonly called “non-cognitive skills,” and/or “21st century skills” and their link to academic and career success (Lipnevich & Roberts, 2012). A number of responses focused on ensuring that students are taught general skills to succeed in life (see Figure 15).
“EMPHASIS ON DEVELOPING NON-COGNITIVE SKILLS”
*teach overall development activities self-learning encouraged*
Lectures must be organized in such a way as to cater to the overall development of the student.
Policymaker
We need teachers who teach our children self-discipline.
Parent, Dubai
A lot of knowledge that could help them in life exists outside the textbook, and it is our duty to expose the children to that.
Teacher, Dubai
Figure 15. Teacher focus on student non-cognitive skills
Do Responses Differ by Stakeholder group?
The first research question driving this study was whether the five different stakeholder groups differed in the qualities they valued most in an effective teacher. Figures 4 and 8 show how stakeholder groups compare on the Top 10 list for the entire sample, but not on their own Top 10 lists. Figure 16 below compares the Top 10 most valued qualities for each stakeholder group.
As Figure 16 illustrates, trusting, productive *Relationships* between teachers and students was the first most valued quality across all stakeholder groups except researchers and policymakers, where it was third.
Additionally, all groups shared the following four in their Top 10 most valued qualities of an effective teacher:
- Effective Teaching Skills/knowledge and use of effective pedagogical methods
- Deep Subject Matter or Content Knowledge
- Ability to Engage Learners in their learning
- Ability to Make Ideas and Content Clear
| Research & Policymakers | Principals | Parents | Students | Teachers |
|--------------------------|------------|---------|----------|----------|
| Non-Cognitive Skills | 18.1 | | | |
| Teaching Skills | 17.3 | | | |
| Relationships | 11.8 | | | |
| Subject Knowledge | 10.2 | | | |
| Make Ideas Clear | 5.5 | | | |
| Assessment | 4.7 | | | |
| Qualifications | 3.9 | | | |
| Dedication | 3.1 | | | |
| Creativity | 3.1 | | | |
| Engaging | 3.1 | | | |
| Engaging | 3.5 | | | |
| Assessment | 3.5 | | | |
| Principals | Parents | Students | Teachers |
|------------|---------|----------|----------|
| Relationships | | | |
| Know Learners | Subject Knowledge | Patient, Caring | Subject Knowledge |
| Teaching Skills | Teaching Skills | Teaching Skills | Patient, Caring |
| Non-Cognitive Skills | Engaging | Make Ideas Clear | Make Ideas Clear |
| Dedication | Make Ideas Clear | Make Ideas Clear | Make Ideas Clear |
| Qualifications | Creativity | Dedication | Dedication |
| Patient, Caring | Intelligence | Always Learning | Creativity |
*Note: We provide the top 12 for Principals who reported three categories equally frequently in tenth place.*
Overall, parents, students, and teachers reported similarly, sharing eight of their top ten. Researchers/policymakers and principals tended to report more like each other as well, sharing nine of their top ten (taking into account the principals’ top twelve, which accounts for ties). These two groups were the only ones to specify the importance of the teacher developing the students’ *Non-Cognitive Skills* (also known as 21st Century Skills, non-academic skills, etc.); their knowledge and use of *Assessment* to regularly monitor student progress; and the teachers’ *Qualifications* to teach, in their Top 10. Several other notable differences among the stakeholder groups include the following:
- The teacher’s *Use of Assessment* to monitor student progress and drive instruction was rarely mentioned by teachers (only 0.8% of responses). Given that this is a fundamental competency of effective teachers (Wiliam, 2007) we expected this quality to be reported by educators more frequently.
- The teacher’s *Knowledge of Learners* made it in the Top 10 most frequent responses for all but the Researchers and Policymakers. Given the centrality of this set of competencies to effective teaching, it is surprising that it was not mentioned more frequently by this group.
- The teacher’s *Creativity* in planning and delivering instruction made it in the Top 10 most frequent responses for all but the students.
- The teacher’s general *Intelligence*, analytical/critical thinking, and problem-solving capabilities was mentioned only by parents in the Top 10 responses.
- The teacher’s *Dedication* to teaching and the success of their students was present in the Top 10 most frequent responses for all stakeholder groups except for parents.
- The teacher’s *Always Learning* or continuous improvement mindset showed up in the Top 10 most frequent list for students only. We would have expected educators to endorse this important disposition for being effective at one’s work more than students.
In summary, the Top 10 most frequently mentioned qualities of an effective teacher were somewhat similar for all stakeholder groups in that they shared four of their top ten; teachers, parents and students valued similar qualities; researchers, policymakers and principals valued similar qualities; and there were several notable differences in the reported qualities the groups didn’t share.
Do Responses Differ by Context?
The second research question driving this study was whether the qualities most valued in an effective teacher differed by context. We compared responses by the type of school (Government and Private) represented by the respondent; grade level (kindergarten, primary, secondary) of the type of teacher the respondent was thinking of; and gender of the respondent.
All stakeholder groups except education researchers and policymakers indicated whether they or their children went to public (government funded) or private schools. Figure 17 compares the Top 10 qualities valued by those from government and private schools. In these data, we included data collected online by the British Council using the same survey, from teachers (n=114) and administrators (n=15) of International schools. These were combined with the private school data collected by Dashboard Marketing Intelligence. Categories are color coded for ease of comparison.
| MoE (N=323; 49%) | % | Private (N=293; 44%) | % |
|------------------|-----|----------------------|-----|
| Relationships | 14.7| Patient, Caring | 13.2|
| Subject Knowledge| 12.1| Relationships | 10.7|
| Patient, Caring | 9.9 | Subject Knowledge | 8.8 |
| Teaching Skills | 8.9 | Creativity | 8.0 |
| Professionalism | 8.8 | Teaching Skills | 6.8 |
| Engaging | 7.6 | Dedication | 6.7 |
| Knowledge of Learners | 6.1 | Professionalism | 6.3 |
| Make Ideas Clear | 5.9 | Make Ideas Clear | 5.8 |
| Creativity | 3.4 | Engaging | 5.6 |
| Dedication | 3.2 | Knowledge of Learners | 4.9 |
Figure 17. Top 10 qualities by type of school
Note: Categories are color coded for ease of comparison. Education Researchers and policymakers were not asked to indicate government vs. private school and therefore their data are not included. These data include responses from 115 teachers and 14 administrators at International schools, collected online by the British Council using the same survey.
As Figure 17 illustrates, government and private schools shared all of their ten most frequent responses, with the same top three in slightly different order.
For grade levels, results were somewhat similar. Figure 18 shows the results for the Top 10 categories across the sample, by the grade level of the teacher that the respondent was thinking about. In many cases, the respondent was thinking of teachers of multiple grade levels (Kindergarten, Primary, and/or Secondary teachers). All three grade levels shared 9 of the Top 10 most frequent qualities reported, and for all, trusting Relationships was the most valued quality. It is notable that for Kindergarten teachers, Knowledge of Learners, and Dedication are valued more frequently than for the other two grade levels, while Subject Knowledge and Teaching Skills are valued more frequently for Primary and Secondary teachers.
| Kindergarten (N=40; 8%) | % | Primary (N=214; 45%) | % | Secondary (N=346; 65%) | % |
|-------------------------|-----|----------------------|-----|------------------------|-----|
| Relationships | 20.1| Relationships | 15.4| Relationships | 14.7|
| Knowledge of Learners | 13.6| Subject Knowledge | 11.3| Subject Knowledge | 12.6|
| Patient, Caring | 11.7| Patient, Caring | 10.6| Teaching Skills | 9.2 |
| Dedication | 7.8 | Professionalism | 9.9 | Patient, Caring | 8.3 |
| Professionalism | 7.8 | Teaching Skills | 9.0 | Engaging | 8.2 |
| Engaging | 6.5 | Engaging | 7.3 | Professionalism | 7.1 |
| Make Ideas Clear | 6.5 | Knowledge of Learners| 5.8 | Make Ideas Clear | 6.7 |
| Intelligence | 5.8 | Make Ideas Clear | 5.7 | Knowledge of Learners | 5.1 |
| Teaching Skills | 4.5 | Dedication | 3.5 | Non-Cognitive Skills | 3.5 |
| Subject Knowledge | 3.2 | Creativity | 3.5 | Dedication | 3.4 |
Figure 18. Top 10 reported qualities by grade level
Note: these data are only from the Dashboard Marketing Intelligence data collection.
We were unable to make meaningful comparisons between content areas taught due to the high number of content areas and low number of responses representing them, even after combining conceptually similar areas. When data are available from all 23 countries, the sample sizes will make it possible to make these comparisons.
We also compared the responses of males and females to assess if there were any important differences. These comparisons include the British Council data mentioned earlier. Interestingly, males and females had the same Top 10 most frequent responses, and they share the same top four qualities, but in slightly different order (see Figure 19).
| Male (N=300; 46%) | % | Female (N=359; 54%) | % |
|-------------------|-----|---------------------|-----|
| Relationships | 14.9| Patient, Caring | 12.9|
| Subject Knowledge | 12.1| Relationships | 10.8|
| Patient, Caring | 8.9 | Subject Knowledge | 9.3 |
| Teaching Skills | 8.9 | Teaching Skills | 7.8 |
| Engaging | 7.8 | Professionalism | 7.3 |
| Professionalism | 7.1 | Creativity | 6.9 |
| Make Ideas Clear | 6.8 | Engaging | 5.5 |
| Knowledge of Learners | 5.7 | Dedication | 5.4 |
| Dedication | 4.3 | Make Ideas Clear | 5.2 |
| Creativity | 4.1 | Knowledge of Learners | 4.9 |
Figure 19. Top 10 qualities by gender
Note: These data include the British Council survey responses.
**Do Survey Responses Align with Teaching Standards and Research?**
The third research question driving this study was whether stakeholders’ values regarding effective teachers align with the UAE’s teaching standards and how survey responses and teaching standards compare to what research tells us about effective teachers and teaching. Research on competencies of effective teachers is broad and often country-specific, therefore we focused primarily on studies identifying competencies to be applied globally to grade school (K-12) level teachers and research in the UAE.
As noted earlier in this report, the national teaching standards for the UAE have been under development, but not released to the public at the time of this report. Therefore we focus on the teaching standards developed by ADEC. They are set in four key areas which focus on the learner, and when taken together, represent the role of the teacher (ADEC, n.d.). These four areas include Profession; Curriculum; Classroom; and Community, and are represented in Table 2.
| ADEC Professional Standards for Teachers | Survey Results |
|-----------------------------------------|----------------|
| **THE PROFESSION** | |
| *Is committed to:* | |
| Continuous professional development, self-improvement, reflective teaching practice and adjusting practice accordingly (14); | 14 Mindset and passion for continuous learning & challenging oneself to improve |
| The school’s vision, mission, processes for improvement and School Improvement Plans; ADEC’s code of conduct; Undertaking the required professional duties and responsibilities of teachers; professional accountability; and contributing to a learning community (17) | 17 Professionalism, duties & responsibilities |
| *Understands:* | |
| Be respectful of the cultural and historical context of the UAE (24); | 3 Creative, innovative |
| Promote positive values, attitudes and behaviours (11); | 9 Ability to communicate and make information clear; good communication skills |
| Communicate effectively (9); | 11 Ability to build productive, trusting relationships, relate to, & mentor students |
| Be creative and have a critical approach towards innovation (3); | 17 See above |
| Share in the collective responsibility for the implementation of policy and practice (17, 18) | 18 Able to collaborate with colleagues |
| *Demonstrates ability to:* | |
| The learning process and the learner (12); | 12 Knowledge of how students learn & develop; personalize learning |
| The heritage and culture of the UAE (24); | 17 See above |
| The policies and practices of the workplace and shares in the collective responsibility for their implementation (17); | 18 Collaborator; ability to get along with colleagues |
| The need for collaboration in a learning community (18) | 24 Cultural competence; respect for diversity |
Table 2. Survey results aligned with ADEC teaching standards
| ADEC Professional Standards for Teachers | Survey Results |
|-----------------------------------------|----------------|
| **THE CURRICULUM** | |
| *Is committed to:* | |
| The successful implementation of the ADEC Curriculum (1, 17); | 1 Subject matter knowledge |
| Planning for progression across the age and ability range (7, 12); | 7 Ability to plan lessons; organized |
| Evaluating the effectiveness of their own teaching on all learners (14, 26) | 12 Knowledge of how students learn & develop; personalize learning |
| | 14 Mindset & passion for continuous learning & challenging oneself to improve |
| | 17 Professionalism, duties & responsibilities |
| | 26 Researcher; research mindset |
| *Understands:* | |
| The philosophy that underpins the ADEC curriculum and the importance of the Standards Continuum (17); | 7 See above |
| Pedagogy that allows for differentiated learning across age and ability range (12, 20); | 12 See above |
| How to design effective learning sequences within and across a series of learning experiences (7, 12); | 17 See above |
| How to implement a variety of appropriate resources to enhance the learning objectives (20) | 20 Pedagogy knowledge, skills & methods |
| *Demonstrates ability to:* | |
| Manage & modify learning for individual groups and whole classes (12, 13, 20); | 7 See above |
| Design opportunities for learners to develop their skills and knowledge in their assigned field of instruction (7); | 12 See above |
| Build on prior learning, and apply new knowledge, understanding and skills to meet learning objectives (12, 20); | 13 Knowledge & use of assessment |
| Use the Curriculum Standards to assess student attainment and progress (13) | 20 See above |
Table 2. Survey results aligned with ADEC teaching standards (continued)
| ADEC Professional Standards for Teachers | Survey Results |
|-----------------------------------------|----------------|
| **THE CLASSROOM** | |
| *Is committed to:* | |
| Promoting high expectations for students (27); | 8 Ability to manage classrooms |
| A safe, fair, respectful and inclusive environment that meets the needs of all students (8, 11, 12); | 11 Ability to build productive, trusting relationships, relate to, & mentor students |
| Collaborative and cooperative learning (20); | 12 Knowledge of how students learn & develop; personalize learning |
| Effective personalized approaches to learning (12) | 20 Pedagogy knowledge, skills & methods |
| Maintains a challenging and rigorous curriculum for all students | 27 |
| Understands: | |
|--------------|----------------|
| The multiple pathways through which students develop and learn (12); | 6 Engaging; Motivating students to learn |
| The management of the learning of individuals, groups and whole classes (8, 12, 20); | 8 See above |
| The importance of delivering the curriculum in a safe and stimulating environment (6, 8); | 12 See above |
| The use of data to evaluate the effectiveness of their teaching (13, 14, 26) | 13 Knowledge & use of assessment |
| Mindset & passion for continuous learning & challenging oneself to improve | 14 |
| Pedagogy knowledge, skills & methods | 20 |
| Researcher; research minds | 26 |
| Demonstrates ability to: | |
|--------------------------|----------------|
| Assess and plan for the needs of students in order to set challenging learning objectives (7, 12, 13, 27); | 4 Ability to effectively use technology for learning; current with technology |
| Use a range of teaching strategies and resources, including ICT, taking account of diversity and inclusion (4, 12, 20, 24); | 7 Ability to plan lessons; organized |
| Support and guide learners to reflect on their learning and behavior, identifying the progress they have made and their future learning needs (11, 12, 13, 31); | 8 See above |
| Makes responsible decisions to ensure student safety (8, 17) | 11 See above |
| Professionalism, duties & responsibilities | 17 |
| Cultural competence; respect for diversity | 24 |
| Focuses on developing students’ “noncognitive” or 21st Century skills | 31 |
Table 2. Survey results aligned with ADEC teaching standards (continued)
| ADEC Professional Standards for Teachers | Survey Results |
|-----------------------------------------|----------------|
| **THE COMMUNITY** | |
| *Is committed to:* | |
| Valuing the heritage and culture of the UAE (24); | 17 Professionalism, duties & responsibilities |
| Partnerships with stakeholders and understanding their interests (18, 25); | 18 Ability to collaborate along with colleagues |
| The need to utilize the resources available in the community (None); | 24 Cultural competence; respect for diversity |
| Promoting the school in a positive way (17) | 25 Communication with parents, families |
| *Understands:* | |
| The local and national context in which the school operates (24); | 11 Ability to build productive, trusting relationships, relate to, & mentor students |
| That education is a partnership between the teachers, parents/family, and students (11, 18, 25); | 18 See above |
| The importance of establishing appropriate relationships with the wider and global community (None) | 24 See above |
| *Demonstrates ability to:* | |
| Communicate effectively with stakeholders (9, 18, 25); | 9 Ability to communicate and make information clear; good communication skills |
| Recognize and respect parents and other stakeholders and their contribution (18, 25); | 18 See above |
| Provide meaningful feedback to parents (25) | 25 See above |
Note: Numbers reflect the category codes used in this study, shown in Table A3 in the Appendix. Red font indicates the competencies in the ADEC teaching standards that were not mentioned in survey responses.
Table 2. Survey results aligned with ADEC teaching standards (continued)
The key research questions driving this study were
1. whether there were important differences in the qualities that different groups of education stakeholders value for a teacher to be regarded as effective;
2. whether context made a difference in the qualities most valued; and
3. the extent to which the qualities most valued aligned with the national teaching standards and with research on effective teachers and effective teaching.
Regarding research questions 1 and 2, we hypothesized that we would find important differences between what is valued by stakeholder groups (parents, students, etc.); for primary and secondary level teachers; for government and private school teachers; and perhaps, by males and females. However, we were surprised by the general consistency in findings across some of the groups. All stakeholder groups endorsed the importance of teachers building trusting Relationships and relating well to students, and being Patient, Caring and kind individuals. Parents, students and teachers tended to respond similarly, sharing eight of their top ten most frequently reported competencies. Similarly, the combined researcher/policymaker stakeholder group shared all of their top ten most frequently reported competencies with the principals. Across all five stakeholder groups, five of their top ten most frequently reported competencies were the same. When we compared contexts, the Top 10 lists for government and private schools and gender were the same, although they varied in frequency of reporting. The qualities most valued for Kindergarten, Primary, and Secondary teachers shared 9 of the Top 10 categories.
Regarding research question 3, we found that survey responses aligned to documented competencies of effective teachers and teaching practices in the literature as well as the ADEC teaching standards. There were some standards that were not mentioned in the survey responses: working with communities to support schooling and making use of community resources. There were also several instances where research emphasizes specific competencies that were mentioned, but not frequently, by education stakeholders—e.g., ability to plan effective lessons and learning tasks (Planning); provision of a rigorous, Challenging curriculum for all learners; use of Assessment to monitor learning (reported infrequently by teachers); regular communication with Families; having a continuous improvement mindset (Always Learning); and working collaboratively with colleagues to improve teaching practice (Collaboration).
Researchers note that in order to support student learning, teachers need a complex array of knowledge and skills, based on what we know about how humans learn. Moreover, these requirements are changing in light of the types of knowledge and skills that nations and today’s learners require to survive and succeed (Darling-Hammond, 2006; Greenhill, 2010; OECD, 2013). Bransford et al. (2007) broadly define the areas of knowledge and attending skills required for effective teachers as:
- Knowledge of learners and how they learn and develop within social contexts.
- Knowledge of subject matter and curriculum goals.
- Knowledge of teaching, including subject matter, diverse learners, use of assessment, and classroom management.
To that broad list, *21st Century Knowledge and Skills in Educator Preparation* and other reports have added knowledge and use of technology, as well as broader dispositions and professional skills including (but not limited to) general intelligence and analytical thinking; strong communication skills; leadership; collaborative learning; and continuous reflection on one’s own practice to learn and improve (Greenhill, 2010).
In our study in the UAE, it was surprising to find that a small percentage of responses from the education professionals—teachers, principals, education researchers and policymakers—included specific knowledge and skills that are well understood to enhance student learning and are emphasized in the ADEC teaching standards. Our findings include the following:
- Only **0.8%** of teachers’ responses addressed the teacher’s critical knowledge and use of *Assessment* to monitor student progress; for researchers and policymakers, it was their sixth most frequent response and for principals, their tenth most frequent response. Wiliam (2007) and others suggest that the ability to consistently assess student learning progress and adjust instruction accordingly is the single most important aspect of teaching practice to enhance student learning, and therefore we expected to see this competency mentioned more frequently by educators.
- No more than **1.6%** of all educators’ responses mentioned competencies related to the essential ability to plan learning activities (*Planning*). Research in a variety of content areas, and particularly in math and science, indicate that the quality of the learning tasks is essential for learning content. For example, in the United States, the National Advisory Board for mathematics concludes that how teachers design tasks for students has many implications for if and how students learn mathematics (U.S. Department of Education, 2008).
- No more than **1.6%** of responses from educators addressed making learning *Challenging* and rigorous for *all* students, in the belief that all can learn. ADEC standards and research indicate the importance of providing a rigorous curriculum and having high expectations of all students. A “watered-down” curriculum, in fact, has been shown to increase drop-out, repeating grades, and/or needing remediation (Stronge, 2007).
None of the researchers and policymakers, and no more than 0.4% of principals and teachers mentioned the importance of focusing on the learning process itself and Deep Learning versus learning outputs such as exam scores and grades. Entwistle (2000) addresses how such a focus on the part of the teacher influences teaching practice and learning outcomes.
There was also little mention (<1.0%) of important teacher behaviors within the school community, including taking on Leadership roles and contributing to the profession; working Collaboratively with colleagues (only principals mentioned this); and only principals (1.8% of their responses) addressed the important skill of connecting with Families to keep them informed about their student’s learning and progress. Darling-Hammond (2010) notes the importance of these competencies for effective teaching, and research on effective schools show these practices to be important as well (Fullan, 2003). Moreover, the MoE’s education reform programs, such as the 10 x 10 x 10 initiative, emphasizes tasks related to these skills, including parental contributions to education and schools.
It is unclear if the infrequent endorsement of these categories by educators in this study is due to lack of training in or familiarity with at least some of these areas, or for other reasons. It is clear from research, education policy literature, and traditional as well as social media, that confidence in some of these teacher competencies in the UAE is low. As noted earlier in this report, concerns about teachers and teaching in the UAE include:
- Low status of teaching profession, failure to attract “best and brightest” into teaching; high teacher shortages in the Arab Gulf region
- Low salaries, high teacher absenteeism, high staff turnover, migrant teaching force and student population
- Outdated teacher preparation and training
- Low quality teaching in schools; poorly prepared teachers; reliance on outdated, teacher-centered rote learning and memorization pedagogical approaches
- Corporal punishment of students
- Poor student achievement performance on PISA 2012 in all tested areas.
The above concerns highlight the importance of strong teacher preparation and ongoing professional development in the dispositions, knowledge and skills required to support and enhance student learning.
6 For example, see http://gulfnews.com/news/uae/general/attracting-good-teachers-a-challenge-for-the-uae-1.1246598
Implications
In education research and policy circles, the UAE’s education system, despite the massive amounts of spending, is characterized as in need of significant improvements. Poor student performance on international tests and problems hiring skilled employees in the business sector indicate that a significant proportion of students are not able to compete globally in reading, math or science knowledge and skills. Moreover, the quality of the teaching workforce is considered to be a system-wide issue that spans a lack of critical knowledge and skills, lack of professionalism and dedication to the work of teaching, and poor treatment of students, particularly boys.
In light of these documented challenges, it is notable that the surveyed education stakeholders seem to value teacher dispositions of care (patience, compassion, relatedness) first and foremost, along with teaching-specific knowledge and skills. The importance of these dispositions may reflect an underlying belief that without them, a teacher’s subject matter knowledge and pedagogical skills will do little to help students learn and succeed. Research tells us that when teachers create a safe and supportive learning environment, students are more motivated and consistently engaged. Creating a climate where students feel cared for, that they belong, and where they are free to take risks and make mistakes as they learn new material, is critical for productive learning to occur. As Figure 20 illustrates, it may be that these dispositions serve as a foundation for effective teaching (i.e., the base of the pyramid) supporting the requisite teaching-specific knowledge and skills as well as professionalism. In combination, these three domains of teacher qualities or competencies cultivate productive student learning.
Creating a climate where students feel cared for, that they belong, and where they are free to take risks and make mistakes as they learn new material, is critical for productive learning to occur.
Given the documented problems with attracting qualified, passionate individuals to teach, as well as some of the world’s highest teaching shortages (see Steer et al., 2014), it may be that teacher preparation and training initiatives should add a focus on the development of these critical dispositions of care and character. Research demonstrates that teachers can improve in these areas through careful and purposeful training programs (Taylor & Wasicsko, 2000; Schulte et al., n.d.).
Bourgonje and Tromp (2011) argue that it is critical to formulate a clear definition of teacher effectiveness to meet the goal of placing an effective teacher in every classroom. “Effectiveness” in any field is defined as the ability to produce expected outcomes. The results from this survey can serve as a starting point for developing a shared definition of valued outcomes and therefore, effectiveness as it relates to teaching. The data reflect what stakeholders in the UAE value most regarding the qualities of an effective teacher. Research and literature on effective teaching supports these values. This is a good starting point.
Researchers acknowledge that the benefit of data is in their ability to help us to determine which questions to ask next. The value of our study, is in the use of these results to shape the critical discussions needed for reviewing current pre-service and in-service teacher training, as well as hiring and teacher evaluation policies. The emphasis of UAE stakeholders on the ability of teachers to build productive, trusting relationships and serve as a mentor with students, suggests important areas for teacher preparation, professional growth, and evaluation. Similar statements can be made for other sets of knowledge and skills valued by the survey respondents and supported by research for improving student learning. Low endorsement rates by education professionals (teachers, principals, education researchers and policymakers) regarding critical knowledge and skills for teachers, also suggests potential areas in need of emphasis for training and development.
Some potential areas for teacher training, development and evaluation include:
· **Dispositions:** Focus on what are often referred to as “non-cognitive” factors, including social-emotional intelligence, to support teachers in building respectful, trusting relationships and a productive learning environment to enhance student learning. Improvements in these areas are particularly important in schools where corporal punishment is the norm, and teachers are demoralized. These skills have been linked to academic achievement and career success, and globally, business leadership training is now incorporating a focus on these kinds of skills to build successful leaders. In a recent post in *The Atlantic*, popular author and educator Jessica Lahey (2014) notes that “if we can figure out how to improve the social relationship that is at the heart of much of students’ learning, we should be able to improve a vast constellation of student outcomes in schools.”
• **Content knowledge**: Ongoing, teacher-driven, collaborative, often ‘just-in-time’ training to update relevant subject matter knowledge. Poor student performance on PISA 2012 suggests a challenge with teachers’ deep subject matter knowledge in the UAE. Materials can be obtained online, from peers, and/or from external subject knowledge experts such as scientists, engineers, etc. Knowledge transfer from the training to the classroom can be supported by a subject-matter expert coach. Research tells us that when teachers work with coaches, they implement 95% of what they learn in training sessions, whereas those who do not work with coaches implement about 10% of the training (Joyce & Showers, 2002).
• **Pedagogy**: Training in specific pedagogical practices aligned with how humans learn and develop, supported by research and driven by specific learning goals and objectives. Knowledge transfer can be supported by peer observations and modeling by a subject-matter expert coach. Training in learner-centered, active-learning strategies can help teachers shift focus from outdated pedagogical approaches such as rote learning and memorization, to deeper learning and knowledge transfer.
• **Planning instruction/learning activities**: Effective training on how learners learn specific content—e.g., common learning sequences or progressions—and common misconceptions students hold in specific content areas can help teachers to improve instructional planning; develop effective learning activities aligned to individual student needs; understand how to monitor student progress; and focus on the learning process versus passing exams. Research on teachers and teaching in the UAE suggest they are not well-prepared with these basic skills. Lesson planning should be collaborative, with teachers in job-alike subject areas, and vertical (i.e., with teachers of lower and higher grade levels in the same subject areas).
• **Assessment**: Training in the use of assessment for monitoring learner progress and facilitating learner control of their learning. Assessments aligned with the aforementioned learning progressions will help to integrate lesson planning and instructional practices. In our survey, surprisingly few teachers endorsed this critical skill for effective teaching.
• **Features of teacher training**: Researchers note that teacher training in the UAE is “outdated.” Training that is teacher-driven, collaborative, job-embedded (versus single workshops, a.k.a. “one and done”), and supported by coaching or mentoring are research-supported features of effective training for improving practice. Training that emphasizes reflective practice focused on examining teaching practices and the impact on learning, has also been demonstrated to positively impact teacher training and student learning outcomes (McDougall et al., 2007).
Another important area of support for UAE teachers includes a school climate and culture that supports effective teaching and learning. Kokkinos (2007), along with other researchers, found that strategies focused on improving school climate and culture can make a difference. Some potential areas include:
- **Acknowledging and rewarding excellence in teaching.** Research shows that when workers are not recognized for their contributions, and rewards are not based on merit, they become demoralized, less productive and more likely to quit (OECD, 2013). This can help to address the well-documented concerns about low teacher morale and motivation among UAE teachers.
- **Identifying teacher leaders in the building, recognizing their contributions, and leveraging their talents to support their peers to improve practice.** Teacher leadership helps to improve morale and raises the level of instructional excellence in schools where teachers share ideas and successful practices, and support each other. Given the variability in teacher preparation and the difficulty in recruiting teachers in the UAE, strategies that support the development and retention of existing faculty are critical.
- **Fostering productive teacher teams who are given protected time for examining instruction and learning outcomes, and developing strategies for improvement.** This is a well-documented means for enhancing teacher professional growth and improving learner outcomes (Gallimore et al., 2009; Saunders et al., 2009). Stronger teachers can help support their less skilled peers.
### Areas for Teacher Training
1. Dispositions
2. Content knowledge
3. Pedagogy
4. Planning instruction
5. Assessment
6. Features of teacher training
Important Considerations
It is important to note that like all research studies, this one has limitations in what we can interpret and conclude from the data we collected. We gathered data across the UAE, from stakeholder groups representing government and private schools, using a variety of methodologies. However, we cannot claim that this sample accurately represents the views of all members of each stakeholder group across the country. Moreover, because we asked respondents to generate their own lists of the qualities, their responses reflect what came to mind at the time of the survey. If given a list of qualities of effective teachers to prioritize, results might be different. Phase 2 of this study will address that question.
We caution against using these survey results to inform a checklist approach to defining effective teaching. Rodgers and Raider-Roth (2006) argue that teaching should not be reduced to a list of behaviors and skills that takes us further away from a clear understanding of what it means to teach. Teaching involves a multitude of factors that occur in a variety of ways, with many moving parts, and there is no single winning pattern of knowledge, skills, dispositions, etc.. Yet, as noted throughout this report, research indicates some common practices and shared understandings of what it means to be effective as a teacher. Results from our survey in the UAE reaffirm the notion that at its foundation, teaching is about relationships between teachers and learners that ultimately foster learner success, as these communities define it.
Finally, in light of our survey results and their potential use for driving teacher preparation, hiring, training, and/or evaluation, it cannot be overstated that to be effective teachers, the work conditions and environment, first and foremost, must be well managed. As others have noted, school context and community culture have a profound influence on the way different teacher roles and competencies are understood, prioritized, and practiced (Harley et al., 2000; Bourgonje & Tromp, 2011; Taylor et al., 2012).
In light of these concerns, we hope that the results of this study—reflecting the opinions of a wide array of education stakeholders, from different regions across the UAE, representing government and private schools—will be used to inform and guide the definition of what it means to be an effective teacher in the context of the culture in which teaching and learning occur.
“We hope this study will be used to inform and guide the definition of what it means to be an effective teacher in the context of the culture in which teaching and learning occur.”
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| Participating Countries | Data Collection Agency |
|------------------------|------------------------|
| Vietnam | Cimigo |
| Hong Kong | |
| Singapore | |
| Japan | |
| Australia | Helme Consulting |
| India | Nielsen India |
| South Africa | |
| USA | |
| Canada | |
| Mexico | |
| Argentina | |
| Brazil | |
| England | |
| Germany | |
| Poland | |
| Finland | Dashboard Marketing Intelligence |
| United Arab Emirates | |
| Qatar | |
| Saudi Arabia | |
| Iran | |
| Turkey | |
| Morocco | |
| Egypt | |
Table A1. Participating countries
Description Of Study Methods
Dashboard collected data from four regions in the UAE. Figure A1 shows the proportion of responses from each emirate. Additionally, the British Council administered our survey online to teachers (n=115) and administrators (n=14) in International schools in the UAE. Their data are included in some, but not all analyses in this report, given the different timing and method for collecting data.
WHERE WE SURVEYED
| Emirate | % |
|----------|-----|
| Abu Dhabi| 39.0|
| Dubai | 54.0|
| Ajman | 1.8 |
| Sharjah | 5.2 |
Figure A1. Areas surveyed in UAE
These data do not include the British Council data; those respondents were not asked their location within the UAE on the survey.
How We Surveyed
Dashboard Marketing Intelligence used three methods for data collection with the different stakeholder groups in the UAE:
| Respondent Group | Data Collection Method |
|----------------------------------|---------------------------------|
| Students (Urban) | Face-to-face (intercept) |
| Students (Semi-Urban) | Face-to-face (intercept) |
| Parents (Urban) | Online Panel |
| Parents (Semi-Urban) | Face-to-face |
| Teachers (Urban) | CATI |
| Teachers (Semi-Urban) | CATI |
| School Leaders (Urban) | Face-to-face (appointment) |
| School Leaders (Semi-Urban) | Face-to-face (appointment) |
| Researchers/policymakers | Face-to-face (appointment) |
Table A2. Data collection methods by stakeholders
Using purposive sampling, we specified quotas for government (public) and private school responses, and for primary and secondary schools. Data quality was monitored by random quality checks and voice recordings for a sub-sample (5-15%) of the interviews.
Who We Surveyed
In total, we surveyed 530 respondents with the help of Dashboard Marketing Intelligence. Figure A2 shows the grade levels represented by the respondents in the survey. All students were in high school.
**GRADE LEVELS REPRESENTED**
- Kindergarten: 15.7%
- Primary/Cycle 1: 44.7%
- Secondary/Cycle 2: 75.7%
- Post-Secondary: 1.1%
*Figure A2. Grade levels represented by survey respondents*
Figures A3 – A7 summarize key characteristics of each of the surveyed groups. Figure A8 describes the additional data for 115 teachers and 14 administrators collected separately by the British Council, using the same online survey. As Figure A3 shows for the students, there were a few more males (55%) than females who responded, all lived in urban and suburban areas, and most attended government schools. Ages ranged from 15-18, and the median was 16.
**STUDENTS**
- **150 Students Surveyed**
- **School Type**
- Private: 33%
- MoE: 67%
- **Where do you go to school?**
- Abu Dhabi: 48.7%
- Dubai: 51.3%
- **Where do you live?**
- Suburban: 50%
- Urban: 50%
- **Gender**
- Female: 45%
- Male: 55%
- **Median Age**: 16
*Figure A3. Surveyed student characteristics*
For **parents**, there were more male respondents (69.3%), and most (89.3%) attended government schools as children. Twenty-eight percent (28%) had some sort of post-secondary schooling, and almost half (44.7%) had attended school in India. Almost two-thirds (62%) send their children to government/MoE schools.
**Figure A4. Surveyed parent characteristics**
The **teacher** respondents represented a wide range of experience, from 2 – 25 years on the job, and the median of 11 years suggests that on average, these were experienced teachers. Almost one half (45%) were trained in the UAE, and a higher proportion of respondents were female (65%) compared to the other stakeholder groups. About two-thirds (67%) represented government/MoE schools.
**Figure A5. Surveyed teacher characteristics**
The surveyed principals also represented a range of experience, from 2 to 29 years on the job, with a median of 16 years. This suggests that on average, this is an experienced group of principals. Like the teachers, about half (52%) were trained in the UAE and 60% represented government (MoE) schools. There were slightly more males (56%) than females represented.
**Figure A6. Surveyed principal characteristics**
The education researchers and policymakers we surveyed were largely trained in the UAE (83.3%). Years of experience ranged from 3-13, with a median of 6 years, suggesting that on average, this was a somewhat less experienced group of individuals. There was equal representation by researchers and policymakers, and 80% were male.
**Figure A7. Surveyed education researcher & policymaker characteristics**
In a separate data collection effort, the British Council administered the same survey online, with teachers (n=115) and administrators (n=14) of International schools. About half (55%) of the educators surveyed were trained in India, and had a median of 8 years of experience. Nearly all (93%) were male and taught either a UK or a US curriculum (93.8%).
**BRITISH COUNCIL DATA**
- **Teachers**
- 115
- 3.1% Kindergarten
- 42.6% Secondary
- 55.8% Primary
- **Admin**
- 14
- **School Type**
- 3.1% Kindergarten
- 42.6% Secondary
- 55.8% Primary
- **Type of Curriculum**
- 4.7% MoE
- 93.8% UK, US
- **School location**
- 93% Suburban
- 7% Urban
- **Gender**
- 7% Female
- 93% Male
- **Most commonly taught subjects**
- 38.8% Language, Reading, Writing
- 31.8% Mathematics
- 27.1% Science, Engineering
- **Median years on the job**
- 8
**Figure A8. Characteristics of British Council sample (n = 129)**
**Coding Survey Responses**
We created a coding scheme for all responses. As a starting place, we used research about the competencies of effective teachers as a guide. Teachers, principals, education policymakers and researchers with expertise in teacher effectiveness then reviewed the list and provided feedback. As our research team coded more responses, we updated and revised the list, aiming for categories that were not so broad as to be unhelpful, and not so specific as to be too complex for comparisons across stakeholder groups and countries. Our final list and a description of each category is below in Table A3.
We measured interrater agreement using Fleiss’ Kappa statistic, specifying 0.75 or higher as the goal. We trained raters until they could meet or exceed this requirement.
| Characteristic | Description |
|---------------|-------------|
| (1) Subject Knowledge | Mastery or expertise in one’s content or subject area. Includes knowledge of the curriculum, learning objectives and/or standards in the given subject area |
| (2) Dedication | Dedication, passion, or commitment to one’s work as a teacher; commitment to help all learners succeed |
| (3) Creativity | Qualities indicating the ability to think creatively, adapt, or embrace new ideas or teaching styles; includes being innovative |
| (4) Technology | Familiarity and/or fluency with and ability to use technology for teaching and learning; keeping current or up-to-date with technology |
| (5) Patient, Caring Personality | Positive personality characteristics, e.g., patient, caring, kind, fair, humorous, friendly |
| (6) Engaging | Ability to make class fun and/or engaging and motivates learners to learn; use of engaging learning tasks and/or instructional strategies |
| (7) Planning | Ability to effectively plan lessons for mastering important content, as well as being organized more generally; ability to organize the learning for the learner |
| (8) Class Management | Ability to effectively manage classrooms, learner behavior, and time for learning; develop classroom routines to maximize learning time; create a productive learning environment |
| (9) Make Ideas, Content Clear | Ability to present information in a clear, accessible manner |
| (10) Leadership | Qualities related to being a leader, e.g., decision-making skills, visionary, influential etc. Contributes to the profession |
| (11) Relationships | Ability to understand and establish trusting, productive relationships with learners; includes a mentoring role |
| (12) Know Learners | Understand how learners learn and develop, cognitively, socially, and emotionally, and adapt content to meet the needs of a range of learners/diverse learner populations, including those with special needs; attend to the individual needs of learners |
| (13) Use of Assessment | Assessment literacy, including the ability to develop and/or use assessments to evaluate learning, provide feedback to learners from the assessments, and/or monitor or track learning progress |
| (14) Always Learning | Willingness/passion/desire to learn and develop, to challenge oneself to improve, to reflect on one’s practice, and accept constructive criticism. Includes desire to stay updated on relevant knowledge and skills in one’s field, engaging in ongoing professional development |
| (15) Belief in Self | Confidence in oneself |
| (16) Intelligence | General intelligence and/or being well-informed; a strong general fund of knowledge (not specific to the content being taught); critical thinking, analytical and problem-solving abilities |
| (17) Professionalism | Workplace professionalism and responsibility (e.g., honesty, loyalty, punctuality); awareness of and compliance with rules and policies of the education system |
| (18) Collaborative | Ability to work well with colleagues; shares knowledge and skills with colleagues; cooperative and works with others to improve as a team |
| (19) Moral | Good moral character or general ethics; principled; can include religiosity and spirituality |
| (20) Teaching Skills | Knowledge and use of various pedagogical/teaching techniques, general as well as specific to a given content area; pedagogical methods or approach |
| (22) Qualifications | Possessing necessary preparation and credentials for teaching the grade levels and subject matter |
| (23) English Fluency | Having the knowledge and skills to teach English to non-native speakers |
| (24) Cultural Competence | Knowledge, appreciation and respect for different cultures and backgrounds; tolerant, unbiased regarding different learner backgrounds |
Table A3. Coding categories of characteristics/competencies of effective teachers
| Characteristic | Description |
|---------------|-------------|
| (25) Families | Ability to communicate and build relationships with learners’ parents and families; includes families in learner’s education |
| (26) Research | Ability to conduct and understand research; studying one’s own practice and the impact on learners (e.g., action research, lesson study) |
| (27) Challenging | Belief that all learners can learn; maintaining a challenging, rigorous curriculum for all learners |
| (28) Political Context and/or Beliefs | The teacher as part of a political system in which education serves a specific role or purpose; reinforces political beliefs (especially in closed societies); or holds specific political beliefs (e.g., democratic, communist) |
| (31) Non-Cognitive Skills | Focus on teaching learners the skills required to be successful in college and/or a career, e.g., learning how to be an independent learner, how to work collaboratively with others; also known as 21st Century and/or “non-cognitive” skills. Includes career guidance for learners |
| (32) Deep Learning | Values the learning process and focuses on “deeper” learning and knowledge transfer vs. rote learning (memorization of and ability to recall facts) and exam scores |
| (21, 29, 30) “Other” | Either odd responses (e.g., “eccentric,” “well-traveled”) or responses too general to code, e.g., “experienced” or “effective” (essentially repeating the question) |
Note: Numbers reflecting coding system the research team used for survey responses, and checking alignment with teaching standards and research.
Table A3. Coding categories of characteristics/competencies of effective teachers (continued)
|
c83e9afd-5399-422a-963f-6a9509523d1e
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
|
eng_Latn
| 114,493
|
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HuggingFaceFW/finepdfs/tree/main/data/nld_Latn/train
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finepdfs
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nld_Latn
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