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Eyal Weizman on the Architectural-Image Complex, Forensic Archeology and Policing across the Desertification Line
Incidents in global politics are usually apprehended as the patterned interaction of macro-actors such as states. Eyal Weizman takes a different tack—an architect by training, Weizman tackles incidents through detailed readings of heterogeneous materials—digital images, debris, reforestation, blast patterns in ruins—to piece together concrete positions of engagement in specific legal, political, or activist controversies in global politics. In this Talk, Weizman—among others—elaborates on methods across scales and material territories, discusses the interactions of environment and politics, and traces his trajectory in forensic architecture.
Print version of this Talk (pdf)
What is—or should be—according to you, the biggest challenge, central focus or principal debate in critical social sciences?
We live in an age in which there is both a great storm of information and a progressive form of activism seeking to generate transparency in relation to government institutions, corporations or secret services. These forms of exposure exponentially increase the number of primary sources on corporations and state and provide also rare media from war zones, but this by itself does not add more clarity. It could increase confusion and increasingly be used disseminate false information and propaganda. The challenge is to start another process to carefully piece together and compose this information.
I'm concerned with research about armed conflict. Contemporary conflict tends to take place in urban environments saturated with media of varicose sorts, whenever violence is brought into a city, it provokes an enormous production of images, clips, sounds, text, etc.
As conflict in Iraq, Syria, Missouri and the Ukraine demonstrate, one of the most important potential sources for conflict investigations is produced by the very people living in the war zones and made available in social networks almost instantly. The citizens recording events in conflict zones are conscious of producing testimonies and evidence, and importantly so, they do so on their own terms. The emergence of citizen journalists/witness has already restructured the fields of journalism with most footage composing Al Jazeera broadcasts, for example, being produced by non-professional media. The addition of a huge multiplicity of primary sources, live testimonies and filmed records of events, challenge research methods and evidentiary practices. There is much locational and spatial information that can be harvested from within these blurry, shaky and unedited images/clips and architectural methodologies are essential in reconstructing incidents in space. Architecture is a good framework to understand the world, alongside others.
Whereas debates around the 'politics of the image' in the field of photography and visual cultures tended to concentrate on the decoding of single images and photojournalistic trophy shots we now need to study the creation of extensive 'image-complexes' and inhabit this field reconstruct events from images taken at different perspective and at different times. The relation between images is architectural, best composed and represented within 3D models. Architectural analysis is useful in locating other bits of evidence—recorded testimonies, films and photos—from multiple perspectives in relation to one other bits of evidence and cross referring these in space.
But 'image complexes' are about interrogating the field of visibility it is also about absence, failures of representation, blockages or destruction of images.
How did you arrive at where you currently are in your thinking about global politics?
I'm an architect, and my intellectual upbringing is in architectural theory and spatial theory. I tend to hold on to this particular approach when I'm entering a geopolitical context or areas that would otherwise be the domain of journalists and human rights people, traditional jurists, etc. Architecture taught me to pay attention to details, to materiality, to media, and to make very close observations about the way built structures might embody political relations.
When I study political situations, I study them as an architect: I look at the way politics turns into a material—spatial practice—the materialization, and at the spatialization, of political forces. Architectural form—as I explained many times—is slowed-down force. My thinking is structured around a relation between force and form. And form, for an architect, is an entry point from which to read politics. So when I look at matter and material reality—like a building, a destroyed building, a piece of infrastructure, a road or bridge, a settlement or suburb or city—I look at it as a product of a political force field. But it is never static. A city always grows, expands or contracts recording the multiple political relations that shaped it.
Buildings continuously record their environment. So one can read political force on buildings. In taking this approach, I am influenced by building surveyors, and insurance people going into a building to look at a scratch in a wall to piece together what might have happened, and what might still happen. So I feel like a kind of property surveyor on the scale of a city at times of war. But in practicing this forensic architecture I also work like an archaeologist: archaeology is about looking at material remains and trying to piece together the cultural, political, military, or social spheres. But I'm an archaeologist of very recent past or of the present. While some of my investigations will always retain a haptic dimension based on material examination, much of it is an analysis of material captured and registered by various medias. Verify, locate, compose and cross-reference a spatial reality from images of architecture.
What would a student need to become a specialist in your field or understand the world in a global way?
The institutes I run do not recruit only architects. We need to open up the disciplinary bounds of education. We work with filmmakers and architects and with artists.
It embodies a desire to understand architecture as a field of inquiry, with which you can interrogate reality as it is effectively registering material transformation. I see architecture as a way of augmenting our way of seeing things in the world, but it's not for me a kind of sacred field that should not be touched or changed.
But I'm also using architecture across the entire spectrum of its relation to politics, from the very dystopian—with forensic architecture, a kind of architectural pathology—to the utopian. I have a studio in Palestine with Palestinian partners of mine, and internationals. Alessandro Petty and Sandi Hilal are in this group, which is called Decolonizing Architure. It's this group that is engaged in very utopian projects for the West Bank and Palestine and the return of refugees and so on. So I use architecture across the entire spectrum, from the very dystopian to the very utopian. Architecture is simply a way of engaging the world and its politics. Space is the way of establishing relations between things. And actually space is not static, it is both a means of establishing relations between people and objects and things. Just as material itself is always an event, always under transformation. So that is something I have taken from architecture and try to bring into politics, but not only in analyzing crimes, but in producing the reality yet to come.
So what we need from people is the desire to understand aesthetics as a field of inquiry, not simply as a pleasurable play of beauty and pleasing kind of effect, but as a kind of very sensorial field, sensorium, in which you can interrogate reality as it is effectively registering material transformation. So I would look simply for that kind of sensorial intensity and high critical approach and understanding and speculating of how it is we know what we think we know. Of course, you cannot see, or you do not know what you see, you do not have the language to interpret or question what it is you 'see' without abstract constructs. This means I don't necessarily look for theoretical capacities in people: I see theory as a way of augmenting our way of seeing things in the world, of registering them, of decoding them, but it's not for me a kind of sacred field to which I submit in any way.
So what is it you work on now?
I'm mostly trying to establish forensic architecture as a critical field of practice and as an agency that produce and disseminate evidence about war crimes in urban context. Recent forensic investigations in Guatemala and in the Israeli Negev involved the intersection of violence and environmental transformations, even climate change. For trials and truth commissions, we analyze the extent to which environmental transformation intersect with conflict.
The imaging of this previously invisible types of violence—'environmental violence' such as land degradation, the destruction of fields and forests (in the tropics), pollution and water diversion, and also long term processes of desertification—we use as new type of evidence of processes dispersed across time and space. There are other conflicts that unfold in relation to climatic and environmental transformations and in particular in relation to environmental scarcity.
Conflict has reciprocal interaction with environment transformation: environmental change could aggravate conflict, while conflict tends to generate further environmental damage. This has been apparent in Darfur, Sudan where the conflict was aggravated by increased competition over arable due to local land erosion and desertification. War and insurgency have occurred along Sahel—Arabic for 'shoreline'—on the southern threshold of the Sahara Desert, which is only ebbing as million of hectares of former arable land turn to desert. In past decades, conflicts have broken out in most countries from East to West Africa, along this shoreline: Eritrea, Ethiopia, Somalia, Sudan, Chad, Niger, Mali, Mauritania, and Senegal. In 2011 in the city of Daraa, farmers' protests, borne out of an extended cycle of droughts, marked the beginning of the Syrian civil war. Similar processes took place in the eastern outskirts of Damascus, Homs, al-Raqqah and along the threshold of the great Syrian and Northern Iraqi Deserts. These transformations impact upon cities, themselves a set of entangled natural/man-made environments. The conflict and hardships along desertification bands compel dispossessed farmers to embark upon increasingly perilous paths of migrations, leading to fast urbanization at the growing outskirts of the cities and slams.
I'm trying to understand these processes across desert thresholds. There has been a very long colonial debate about what is the line beyond which the desert begins. Most commonly it was defined as 200 mm rain per annum. Cartographers were trying to draw it, as it represented, to a certain extent, the limit of imperial control. From this line on, most policing was done through bombing of tribal areas from the air. Since the beginning, the emergence of the use of air power in policing in the post World War I period—aerial control, aerial government—took form in places that were perceived, at the time, as lying beyond the thresholds or edges of the law. The British policing of Iraq, the French in Syria, and Algeria, the Italians in Libya are examples where control would hover in air.
Up to now I was writing about borders that were physical and manmade: walls in the West Bank or Gaza and the siege around it—most notably in Hollow Land (2007, read the introduction here). Now I started to write about borders that are made by the interaction of people and the environment—like the desert line—which is not less violent and brutal. The colonial history of Palestine has been an attempt to push the line of the desert south, trying to make it green or bloom—this is in Ben Gurion's terms—but the origins of this statement are earlier and making the desert green and pushing the line of the desert was also Mussolini's stated aim. On the other hand, climate change is now pushing that line north.
Following not geopolitical but meteorological borders, helps me cut across a big epistemological problem that confines the writing in international relations or geopolitics within the borders organize your writing. Braudel is an inspiration but, for him, the environment of the Mediterranean is basically cyclically fixed. The problem with geographical determinism is that it takes nature as a given, cyclical, milieu which then affects politics—but I think we are now in a period where politics affects nature in the same way in which nature affects politics. The climate is changing in the same speed as human history.
What does your background in architecture add to understanding the global political controversies you engage in?
We are a forensic agency that provides services to prosecution teams around the world. With our amazing members we ran 20-odd cases around the world from the Amazon to Atacama, for the UN, for Amnesty, for Palestinian NGOs, in Gaza of course, West Bank, issues of killings, individual killings in the West Bank that we do now, and much more drastic destructions.
Forensic Architecture is unique in using architectural research methodologies to analyze violations of human rights and international humanitarian law as they bear upon the built environment—on buildings, cities and territories, and this is why we get many commissions. We produced architectural evidence for numerous investigations and presented them in a number of cases in national and international courts and tribunals. We were commissioned by the UN Special Rapporteur for Human Rights to study single destroyed buildings, as well as patterns of destruction, resulting from drone warfare in Pakistan, Yemen, Somalia and Gaza. This study was presented at the UN General Assembly in New York. We developed techniques to locate the remains of buildings and villages overgrown by thick rain forests and presented this material as evidence in the genocide trial of former president Efraín Ríos Montt in the National Court of Guatemala and the Inter-American Court. We quantified and analyzed levels of architectural destruction in Gaza after the 2014 conflict for Amnesty International. We provided architectural models and animations to support a petition against the wall in Battir submitted to the Israeli High Court, helping to win the case.
Recently, we use and deal with the reconstruction of human testimony. Witnesses to war give account of the worst moment of their lives; times when their dear ones have died or hurt. Their memory is disturbed, and tends to be blurred. We have developed a way of very carefully interviewing and discussing with witnesses. Together with them, we build digital models of their own homes. So we can see a very slow process of reconstruction of the relation between memory space and architecture. And events start coming back, through the process of building.
In order to develop this, we needed to explore the historical use of memory and architecture, such as Frances Yates' The Art of Memory (read it here), as well as different accounts on the use of trauma, and bring them into the digital age, bring an understanding of the relation of testimony and evidence into contemporary thinking. Single incidents tend to be argued away as aberrations of 'standard operating procedures'. To bring charges against government and military leaderships, it is necessary to demonstrate 'gross and systematic' violations. This means finding consistent and repeated patterns of violations. Architectural analysis, undertaken on the level of the city is able to demonstrate repetition and transformations in patterns of violation/destruction in space and time—within the battle zone along the duration of the conflict. Architectural analysis is useful not only in dealing with architectural evidence—i.e with destroyed buildings—but also helpful in locating other bits of evidence—testimony films or photos—in relation to one other bits of evidence, and cross referring these in space.
Urban violence unfolds at different intensities, speeds and spatial scales: it is made of patterns of multiple instantaneous events as well as slower incremental processes of 'environmental violence' that affects the transformation of larger territories. We aims to analyze and present the relation between forms of violence that occur at different space and time scales. From eruptive kinetic violence of the instantaneous/human incident through patterns of destruction mapped across and along the duration of urban conflict, to what Rob Nixon calls the 'slow violence' of environmental transformation (read the introduction of the eponymous book here, pdf).
Last question. How does your approach to research relate to, or differ from, approaches to international politics?
To study conflict as a reality that unfolds across multiple scales, we use the microphysical approach—dealing with details, fragments and ruins—as an entry-point from which we will unpack the larger dynamics of a conflict. We reconstruct singular incidents, locate them in space and time to look for and identify patterns, then study these patterns in relation to long terms and wide-scale environmental transformations. This approach seeks to make connections between, what Marc Bloch of the Annales School called 'micro- and macro-history, between close-ups and extreme long shots' in his thesis on historical method. This topological approach is distinct from a traditional scalar one: the macro (political/strategic/territorial) situation will not be seen a root cause for a myriad set of local human right violations (incidents/tactics). In the complex reality of conflict, singularities are equally the result of 'framing conditions' and also contributing factors to phase transitions that might affect, or 'de-frame' as Latour has put it, changes occurring in wider areas. Instead of nesting smaller scales within larger ones, our analysis will seek to fluidly shift from macro to micro, from political conditions to individual cases, from buildings to environments and this along multiple threads, connection and feedback loops.
While in relation to the single incident it might still be possible to establish a direct, liner connection between the two limit figures of the perpetrator and the victim along the model of (international) criminal law, evidence for environmental violence is more scattered and diffused. Instead, it requires the examination of what we call 'field causalities'—causal ecologies that are non-linear, diffused, simultaneous, and that involve multiple agencies and feedback loops, challenging the immediacy of 'evidence'.
Establishing field causalities requires the examination of force fields and causal ecologies, that are non-linear, diffused, simultaneous and involve multiple agencies and feedback loops. Whereas linear causality entails a focus on sequences of causal events on the model of criminal law that seeks to trace a direct line between the two limit figures of victim and perpetrator field causality involves the spatial arrangement of simultaneous sites, actions and causes. It is inherently relational and thus a spatial concept. By treating space as the medium of relation between separate elements of evidence brought together, we aim to expand the analytical scope of forensic architecture. It is inherently relational and thus a spatial concept. By treating space as the medium of relation between separate elements of evidence brought together, field causalities expands the analytical scope of forensic architecture.
Let me illustrate this a bit. Forms of violence are crucially convertible one to another. Drying fields along the Sahel or the Great Syrian Desert, for example, reach a point in which they can no longer support their farmers, contributing to impoverishment, migration to cities, slumnization and waves of protest that might contribute to the eruption of armed conflict. These layers call for a form of architectural analysis able to shift and synthesize information at different scales—from single incidents as they are registered in the immediate spatial setting, through patterns of violations across the entire urban terrain to 'environmental violence' articulated in the transformation of large territories.
Eyal Weizman is an architect, Professor of Visual Cultures and director of the Centre for Research Architecture at Goldsmiths, University of London. Since 2011 he also directs the European Research Council funded project, Forensic Architecture - on the place of architecture in international humanitarian law. Since 2007 he is a founding member of the architectural collective DAAR in Beit Sahour/Palestine. Weizman has been a professor of architecture at the Academy of Fine Arts in Vienna and has also taught at the Bartlett (UCL) in London at the Stadel School in Frankfurt and is a Professeur invité at the École des hautes études en sciences sociales (EHESS) in Paris. He lectured, curated and organised conferences in many institutions worldwide. His books include Mengele's Skull (with Thomas Keenan at Sterenberg Press 2012), ForensicArchitecture (dOCUMENTA13 notebook, 2012), The Least of all Possible Evils (Nottetempo 2009, Verso 2011), Hollow Land (Verso, 2007), A Civilian Occupation (Verso, 2003), the series Territories 1,2 and 3, Yellow Rhythms and many articles in journals, magazines and edited books.
Related links
Facultyprofile at Goldsmith Forensic Architecture homepage Read Weizman's introduction to Forensis (2014) here (pdf) Read Weizman's Forensic Architecture: Notes from Fields and Forums (dOCUMENTA 2012) here (pdf) Read Weizman's Lethal Theory (2009) here (pdf) Read the introduction to Weizman's Hollow Land (2007) here (pdf)
Print version of this Talk (pdf)
0 0 1 3506 19988 School of Global Studies, University of Gothenburg 166 46 23448 14.0
THE USE OF MIND MAPPING TECHNIQUE TO TEACH WRITING OF NARRATIVE TEXT TO THE ELEVENTH GRADE Enty Novilasari English Departement, Languages and Arts Faculty, State University of Surabaya ndtired@gmail.com Himmawan Adi Nugroho, S.Pd., M.Pd English Departement, Languages and Arts Faculty, State University of Surabaya himmawan_95@yahoo.co.id Abstrak Bahasa Inggris adalah salah satu bahasa penting di dunia ini . Ini adalah salah satu dari banyak alasan mengapa kita harus belajar bahasa Inggris dalam kehidupan sehari-hari kita adalah untuk mendapatkan pekerjaan yang baik karena banyak perusahaan raksasa berasal dari negara-negara asing . Ini berarti salah satu persyaratan untuk mendapatkan pekerjaan yang baik adalah menguasai bahasa Inggris yang dianggap sebagai bahasa internasional . Ada empat dasar-dasar keterampilan bagi kita untuk menguasai bahasa Inggris. Salah satu keterampilan penting adalah menulis. Menulis dianggap sebagai keterampilan yang sulit , terutama bagi siswa yang belajar bahasa Inggris sebagai bahasa kedua. Hal ini didukung oleh Richard dan Renandya ( 2002) yang menyatakan bahwa menulis adalah keterampilan yang paling sulit bagi pembelajar bahasa kedua. Oleh karena itu guru harus memberikan teknik alternatif untuk membantu siswa dalam menulis. Karena kasus itu, teknik pemetaan pikiran dapat menjadi alat untuk membantu siswa mengatur ide-ide sebelum mereka melakukan proses penulisan mereka. Mind Mapping adalah sebuah organizer yang merupakan representasi visual dengan tema sentral dikelilingi oleh cabang , tema , gambar , gambar , pikiran , pola , dan ide-ide yang diambil dari informasi yang diberikan selama kuliah kelas ( Trevino , 2005). Dalam penulisan mengajar ada empat langkah yang digunakan dalam pelaksanaan pemetaan pikiran : penjelasan guru , memberikan topik ; membuat pemetaan pikiran ; dan proses menulis . Dan langkah-langkah yang diterapkan dalam kegiatan siswa selama proses belajar-mengajar . Penelitian ini dilakukan di MAN 2 Gresik . Subyek penelitian ini adalah 25 siswa kelas XI - A1 . Penelitian ini merupakan penelitian deskriptif kualitatif yang menggambarkan pelaksanaan pemetaan pikiran untuk mengajar menulis teks narasi Berdasarkan hasil penelitian ini , penggunaan teknik pemetaan pikiran adalah sebagai bantuan untuk mengatur ide-ide siswa sebelum melakukan proses penulisan . Guru menjelaskan bagaimana menggunakan pemetaan pikiran sebelum kegiatan . Para siswa menggunakannya dalam kelompok dan secara individu sebelum proses penulisan mereka . Guru telah mengingatkan siswa struktur generik dan fitur bahasa teks narasi tetapi tampak beberapa siswa lupa itu . Kemudian , ia mencoba menjelaskan lagi . Selama proses belajar-mengajar , para siswa tampak aktif dan antusias . Berdasarkan karya siswa , setelah peneliti menganalisis menggunakan Jacob Profil komposisi ESL . Hal ini diketahui bahwa sebagian besar siswa dalam kriteria baik . Ini berarti bahwa mereka dapat membuat se narasi dengan baik . Dengan demikian dapat disimpulkan bahwa pemetaan pikiran adalah efektif sebagai teknik untuk membantu siswa mengatur dan menghasilkan ide-ide mereka . Para guru masih harus memperhatikan kemampuan menulis siswa selama proses belajar-mengajar . Kata kunci : Menulis , Mind Mapping dan teks Narrative Abstract English is one of the important languages in this world. It is one of many reasons why we must learn English in our daily life is to get a good job because many giant companies come from foreign countries. It means one of requirements to get a good job is mastering English which is considered as an international language. There is four basics skills for us to master an English. One of the important skills is writing. Writing is considered as a difficult skill, especially for students who learn English as a second language. It is supported by Richard and Renandya (2002) who stated that writing is the most difficult skill for second language learners. Therefore the teacher should give an alternative technique to help students in their writing. Due to that case, mind mapping technique can be a tool to help students organize the ideas before they do their writing process. Mind Mapping is an organizer that is a visual representation with a central theme surrounded by branches, themes, images, pictures, thoughts, patterns, and ideas taken from information given during a class lecture (Trevino, 2005). In teaching writing there are four steps those are used in the implementation of mind mapping: teachers' explanation, giving the topic; making a mind mapping; and writing process. And those steps are implemented in the students' activities during the teaching-learning process. This research was conducted in MAN 2 Gresik. The subjects of this research were 25 students of class XI-A1. It was a descriptive qualitative research which described the implementation of mind mapping to teach writing of narrative text Based on the result of this research, the use of mind mapping technique is as a help to organize the students' ideas before doing the writing process. The teacher explained how to use mind mapping before the activity. The students using it in group and individually before their writing process. The teacher had reminded the students the generic structures and language feature of narrative text but seemed some of the students forgot it. Then, he tried to explain it again. During the teaching-learning process, the students looked active and enthusiastic. Based on the students' work, after the researcher analyzes using Jacob composition ESL Profile. It is known that most of students are in good criteria. It means that they can compose se narrative well. It can be concluded that a mind mapping was effective as a technique to help students organize and generate their ideas. The teachers still have to pay attention in students' writing ability during teaching-learning process. Keywords: Writing, Mind Mapping and Narrative text INTRODUCTION As we all know, in globalization era today, English is one of the important languages in this world. It can be seen from the great enthusiasm of Indonesian in learning English as a second language. One of the reasons why we must learn English in our daily life is to get a good job. Many giant companies come from foreign countries. It means one of requirements to get a good job is mastering English which is considered as an international language. Based on the explanation above, Indonesian government through the national education has determined that English must be taught from the elementary schools until senior high schools. By mastering English, it is easier for us to make a good relationship with other countries. In education context, English has function as a means to communicate in the daily communication, to get knowledge, to make interpersonal communication, to share information and to enjoy language lesson in English culture (Depdikbud, 2006). In Indonesia, English is taught in junior high school and senior high school, even in elementary school that is why studying English is not a new thing for the students of senior high school before. Although English is not the new thing for Senior high school students, in fact they still have many difficulties in studying English. In mastering a language, we have to pay attention to the important elements of the language. One of them is language skills including listening, speaking, reading, and writing. These four skills are really important. It can be concluded that in mastering English as a second language, we need these four skills in order to communicate by using this language. Based on the 2006 English standard competence, the purpose of English in literacy education is developing discourse competence. By improving four language skills (listening speaking, reading, and writing), students will be able to develop their discourse competence (Depdiknas, 2006). From the explanation above, writing is considered as one of language skills that has important role to help students develop their productive skill in English. Writing is a means of recording something, information, knowledge and history and express them in the form of written text. Writing is a personal act which writer draws on background knowledge and complex mental process in developing new insights (O' Malley, 1996:136). Writing is categorized as a productive skill because there is a process of creating something (Abbott et al, 1981: 143). From the explanation above we know that from this skill we get the product in the form of sentence, paragraph, and text. Productive skill consists of speaking and writing. Johnson (2001: 290), stated that writing and speaking are different. Everyone learns to speak but not everyone learns how to write. Writing is more organized and the reader cannot rely on repetition to clarify. Writing has an important role in human's activity. It creates ideas, information or something which can not be produced by spoken way. Writing also helps students to use language and to express what he wishes or needs to communicate. Furthermore, through writing ability, a student is guided to be an imaginative, creative and motivated person. In fact, writing is considered as the most difficult skill for students. It is supported by (Kroll, 1990) that writing in a second language is more complex, the act of writing in one's first language is not the same as the act of writing in one's second language. The difficulties come from the transformation of native language to foreign language. Bell and Burnabi (in Nunan,1991:6) stated that writing is an extremely complex cognitive activity that requires the writer to demonstrate control of several variables at once. At the sentences level, they include control of contents, format, sentence structure, the vocabulary, pronunciation, spelling, and letter formation. Beyond the sentence, the writer must be able to structure and integrate information into cohesive and coherent paragraphs and texts. From the explanation above, students have to think about many things in order to produce a good writing. They have to decide the ideas, vocabulary, and perhaps they worry about grammar and spelling. Those are problems that are faced by students in writing class. According to (Agustien, 2004) when the teachers teach English, their aim is to enable the students to create English sentence grammatically. It means that students who can arrangge sentence grammatically they will can create text in the english. As we know that there are many types of genres text. Agustien also added that every genre is characterized by orientation, complication and resolution. Therefore, when the teachers teach English, it is very important that they expose the learners to authentic English texts in the sense that the text contains grammatical sentences, acceptable expressions, and at the same time properly structured to serve the communicative purpose. The teachers also develop the learners' ability to write English texts in the way that is culturally acceptable in English culture. In spoken, there are also conversational moves that are common in English conversations. Those are reasons why the teachers need to address some English genres especially those that are often used in school contexts. Wells (1991) cited in Agustien (2004) explained that in teaching Senior High School students, the literacy target which is used is called informational level. It means that Senior High School graduates are expected to be able to access the accumulated knowledge because they are expected to communicate for academic purposes too. The learners are expected to be able to listen to short lectures, talk about serious matters, read popular and scientific texts, and write for different purposes. The kind of genre they learn should include those they are likely to encounter in their academic lives. According to NAEP (1987), the genre defines the style the writer will use and suggest choices about the language and structure of the composition. The text types (genre) which are taught to the Senior High School students are: recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion and review. Those texts are differentiated based on their communicative purposes, generic structures and linguistic features. In writing a purposive text or an essay, students will search their memory and recall their knowledge and experience. The knowledge divided into four types; knowledge of generating idea, knowledge of organizing the content, knowledge of discourse structures, and knowledge for integrating all other types of knowledge (O'Malley, 1996: 136- 137). Those areas of knowledge lead problems to the students especially in generating ideas and constructing the generic structure of a purposive text. According to them, getting started to write is the most difficult task in writing activity. They often do not know how to write and what to write about when faced with a topic and a blank piece of paper. This facts show that student dislike writing. According to (Farrugia, 2008) one major factor that shall be tackled to contribute to good writing skills is planning. When attempting any writing task, some people tend to start directly without planning their thoughts. The repercussions when adopting such a hapzard approach is that some ideas are left out and clarity is not achieved. Sorenson (2010) explained that usually, the pre writing activities help us to find a good topic, narrow topics that are too broad, and look at purpose. Listing, free writing, brainstorming, using graphic organizer or mapping and questioning are kinds of technique that used for pre writing activity (Gatz, 2004). Graphic organizers sometimes are also called as concept-maps, entity relationship charts, or mind maps. As Chan (2004) stated mind mapping as a pre writing technique or strategy goes by a variety of names : "mind-mapping", "clustering", "bubbling", "clumping" or "webbing". They refer to the same concept. Here the researcher uses the term mind mapping. Mind mapping will be implemented in teaching writing to the eleventh grade students. Because in the eleventh grade, the students are learned by many kinds of genre. This study will take narrative text to be applied to mind mapping. By using mind mapping, the students will easier to organize and generate their ideas for four english skills, especially writing. There were studies which conducted by (Umi nadifah, 2007) which analysed mind mapping as a technique to teach speaking and (Vibriyanida Musdalifah,2008) which use mind mapping to read report text. Mind mapping not only to help them well organized and generate their ideas, but also to help their brain more concentrate to structure and arrange the ideas into cohesive and coherent paragraph. Another reason why the researcher chooses narrative text is due to its subjective and objective details to tell or retell a story, while mind mapping is a technique of arranging and exploring ideas. By using mind mapping to narrative writing, the students are directed to tell or retell story in details systematically. From all of those reason above, the researcher is interested in conducting a study entitled "The use of mind mapping as a technique to teach writing of narrative text to the eleventh grade". The purpose of this study to know the implementation of mind mapping in teaching and learning process and analyze students' work after the application of mind mapping. The subject of this reaserch are the the teacher and eleventh Graders of Senior High School students especially Eleventh science 1. METHODOLOGY The research design that used in this study is descriptive qualitative. The data would be presented and analyzed qualitatively without using any statistical instruments because there was no control and treatment group as it is found in the experimental research. The data also be presented in the form of sentences. Thirsterson (2004:359) stated that the descriptive qualitative study is a research relying on the collection of qualitative data and non numerical data such as words and pictures. It means that collecting the information by using descriptive qualitative study were observing, recognizing and understanding what was happened in the classroom. Moreover, Huda (1999) explained that qualitative research is frequently associated with the technique of analyzing data and writing research report. Thus, this research was qualitative because this study focused on describing the implementation of the technique and analyzing the students' writing composition. The researcher acted as an observer during the teaching-learning process. She only observed, described, and then reported, everything she heared and saw during the class. She evaluated the teaching-learning process and took students' writing work when the test has held. The subject of the study were the teacher who involve in the teaching and learning process and the eleventh grader students of MAN 2 Gresik. which consist of four science classes and four social. The data of this study is in form of information through observation checklist. Observation checklist described the implementation of mind mapping as a technique in teaching writing narratve texts. Then, the source of data is teacher and students' activities which happened during the teaching and learning process in the classroom which reported by the researcher using observation checklist. The data of this study also is in form of students' writing work. They was collected to know the students' writing ability after they taught using Mind mapping. And The source of the data is the students' narrative text writing work which the teacher had given in the classroom to the students in the third meeting. Then, the resarcher will analyze the composition of students' narrative writing work which consist of content, organization, vocabulary, language use and mechanic using ESL Jacob Composition Profile. The instruments which were used in doing this study were observation checklist and students' work. Observation Checklist is used to describe the implementation of the media and what kind of activities which happened during the teaching learning process in the classroom. In this case, to support the data from the observation, the researcher also used observation checklist as a guidance to know all aspect in the use of mind mapping in teaching narrative text. The students' work was used by the researcher to conduct this study was the work that given to the students to write a narrative text after the implementation of mind mapping. It was considered as an essential instrument because by giving work to the students, the researcher would know the students narrative writing ability and how mind mapping motivate the students to produce a good narrative text. To collect the data in qualitative research, there are some commonly methods which are used. Wiersman (1991) explained the methods which are used to collect the data in qualitative research are interview, observation, and document collection. In this study, the researcher got the data from the observation by using observation checklist and collected students' work. After the researcher collected all the data through observation and students' work then the writer analyzed these data in descriptive way. The way to analyze the data, the data will be collected from the observation checklist which will be described and explained based on the data noted in indicator column with "yes/no" answer. Then, the researcher will analyze the data of the students' composition from the students' work. The writer will use Holly Jacobs' Composition Profile (1981: 91) to analyze the students' writing work. According to Holly Jacobs' Composition Profile, there are five aspects which will be analyzed by the researcher to answer the research questions of the study. They are content, organization, vocabulary, language use, and mechanic. The last, All of the data will be combined to make a conclusion and suggestion. The data which come from classroom observation will be analyzed by using descriptive analysis. Then, the researcher will analyze the students' writing work based on the rubric of ESL composition profile scoring by Jacob (1981). Finally, the researcher will describe the data by classifying them into parts based on the research questions. FINDINGS AND DISCUSSIONS Based on the findings, the implementation of mind mapping was done in three meetings by the teacher. The use of mind mapping technique is as a help to organize the students' ideas before doing the writing process. The teacher explained how to use mind mapping before the activity. The students using it in group and individually before their writing process. The teacher had reminded the students the generic structures and language feature of narrative text but seemed some of the students forgot it. Then, he tried to explain it again During the teaching and learning process, the teacher used mind mapping as a technique to teach narrative text. The technique was given clear enough for students. In the first meeting, the teacher introduced mindmapping technique to the students. In the second and third meeting, the teacher asked students to compose narrative text using mind mapping in pre writing activity. There were three topics that were given by the teacher. They were Sangkuriang, Snow White and The 7 Dwarfs and Cinderella. In the process of writing, the teacher did not apply all the process, they are pre-writing, drafting, revising and editing. He just focused in pre writing which the implementation use mind mapping technique, Although all the process of writing were not applied, the students can compose narrative text well. Before the teacher asked students to compose narrative text, he asked them to complete mind mapping on the board which was given by the teacher, they were very active. Most of them very enthusiastic to participate complete it. It means the students understand how to use and apply mind mapping. Then, when they asked to compose narrative, they can compose well. It could be seen that by using mind mapping, it can help students to organize and generate their ideas and make them compose narrative well. This is in line with Davis (2003). He stated that mind mapping can be implemented during class to help students, individually or in groups, explore a concept or issue. Then, after the researcher analyzed the students' work. Most of students can organize and generate their ideas, so they can compose an narrative text well. But, although they could organize and generate their ideas into a narrative text, some of them still had some problems in writing activities. The researcher found the problems related the use of grammar, they had difficulties in constructing sentences to make their writing understandable. The grammar mistakes were in using simple past tense, articles, preposition and pronoun. Beside the grammar mistakes, the teacher also found the problem in choosing and using the words. Some of the students still confused to use appropriate words, so they used inappropriate words that sometimes made the reader difficult to understand the content of the story and there was content that had lack information. Some of them also could not developed well the conflict of the story, some of them also made errors of spelling and capitalization in their writing. However, after the teacher analysed the students' writing composition, most of students are good criteria in term of content (tells the idea that the writer want to share), organization (deals with the generic structure of the text), vocabulary (describes the students' knowledge in vocabulary mastery), language use (describes tenses,number, word order or function, articles and prepositions which are in supporting good writing) and mechanics (describes on spelling punctuation and capitalization of writing). It can be said that the mind mapping technique was an effective technique to teach writing narrative. CONCLUSIONS AND SUGGESTIONS Conclusion In conclusion, there were two things that were focused in this study. They were implementation of mind mapping to write a narrative text and the students' writing ability after being taught by using mind mapping. The implementation of mind mapping of narrative text has several steps; explanation of the technique, grouping and individual works. In each step, the students' are taught how to use mind mapping in pre-activity to help them organizing their ideas. After making mind mapping, there were students' works. The process of writing was not apllied completely by the teacher. He just focused in pre-writing activity. During the teaching-learning process, the students were very enthusiastic in making mind mapping. They also very active when the teacher asked them to complete the mind mapping on the board. It could be seen from their direct responses during the teaching-learning process. After analyzed the students' work, it is known that student's writing ability is good. Most of students are good in term of content, organization, vocabulary, language use and mechanics. It can be said that the mind mapping technique was an effective technique to teach writing narrative. It can help the students in organizing and generating their ideas in writing. So, they can compose a narrative text well Suggestions Here the researcher would like to propose some suggestions. In the process of teaching English, the teacher should be more creative and selective in choosing the technique which can help them to develop their English skills, especially writing. Mind mapping is one of the the technique. It is implemented in the pre writing activity to help the students to organize and explore their ideas also when they are lacking the ideas. On the other words, it can be said that the teacher should make variations and choose the appropriate and effective technique to teach English, such as by using Mind Mapping. By using this technique, it should encourage the students to be more active and creative and reflect students' interest, so that they can understand the lesson and get pleasure. Beside that, the teacher should understand the students's characteristic in order to make the situations of the teaching learning process more enjoyable and make them easier to understand. The teacher should asked the students to practice more using this technique in writing. It can develop their writing skill. For the further reading, the reasearcher believes that there are still many technique that can be used to teach writing narrative text which can make the students more understand the subject. Mind mapping technique is just one of the techniques that can be used to help the students to develop and explore their writing. However it also can be used to teach other skills, such as: speaking and reading. REFERENCES Abbot, et.al. 1981. The Teaching of English as an International Language; A Practical Guide. Great Britain: William Collins Sons and Co.Ltd. Buzan, Tony. (2001). Mind Map untuk meningkatkan kreativitas. Jakarta. PT Gramedia Pustaka Utama. Buzan, Tony. (2006). How to mind map. Jakarta: PT.Gramedia Pustaka Utama Departemen Pendidikan Nasional. 2006. Standart isi dan Standart Kompetensi Lulusan: Mata Pelajaran Bahasa Inggris. Jakarta: Depdiknas. Gebhard, Jerry Greer. 1996. Teaching English as a Foreign or Second Language. USA: The University of Michigan Press. Harmer, Jeremy. 1992. The Practice of English Language Teaching. England: Pearson Education Limited. Harmer, Jeremy. 2002. The Practice of English Language Teaching. New York: Longman Johnshon, Keith. 2001. An Introduction to Foreign Language Learning and Teaching. English: Pearson Education Limited. Kroll, Barbara. 1990. Consideration for Teaching an ESL/EFL Writing Course; Teaching English as A Second or Foreign Language. USA. Heinle and Heinle. Lado, Robert. 1977. Language Testing: The Construction and Use of Foreign Language Test. London: Longman Group, LTD. Langan, John. 2005. College Writing Skills, 6th Ed. New York: The McGraw-Hill,Inc. Lewin, L. 2003. Paving the way in reading and writing: Strategy to Support Struggling Students in Grade 6-12. San Frasisco. United of America Nunan, David.1991. Language Teaching Methodology: A Textbook for Teachers. Great Britain: Prentice Hall International Ltd. O'Malley, J. Michael. 1996. Authentic Assessment for English Language Learners. USA: Addison- Wesley Publishing Company. Richards, J.C and W.A Renandya. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
2012/2013 ; There is an increasingly widespread acknowledgement among all active actors in the development co-operation sector that the Public Private Partnership (PPP) can be a new important tool, not only to build important infrastructure (public works) but also to provide services to the citizens at central and local level as well as to have a strategic value in the Cross-Border Co-operation (CBC) in the next future. The European Commission defines PPPs in a rather broad and general way without giving a proper legal definition of this partnership. For the EU PPP is a form of cooperation between public authorities and economic operators concerning design, funding, execution, renovation or exploitation (operation and maintenance) of public infrastructure, or the provision of public utility service. However, there is not a uniform, common definition of this form of partnership. Considering the present global economic and financial crisis affecting almost all the regions of the world and bearing in mind that the public resources destined on development cooperation are decreasing more and more, building partnerships and synergies between these two ranges of actors is not only a great possibility but a compelling necessity in order to continue to sustain the development cooperation sector. This is also a good chance for both public and private sector, not only to mutually reinforce each other but also to learn lessons and best practices from one another. The PPPs, in fact, if applied correctly, enable a reduction in total costs, better distribution of risks, a more rapid execution of public services and activities, as well as a better quality of offered services and implemented activities. Not to mention the fact that the overcoming of the rigid distinction between public and private opens the possibility to find solutions and to respond to questions that the public administration itself is not able to answer independently. In international cooperation and in particular in the cross-border cooperation, more and more public administrations in beneficiary and donor countries are acknowledging the subsidiary role of civil society and private sector in the activities of general interest, and therefore, also in the delivery of public functions and services. Considering the extensive work experience in the international development cooperation sector with the Italian Ministry of Foreign Affairs and other International Organizations in different areas in the world, i.e. OSCE, believing on the utility and potentiality of this instrument and directly verified that it could be more utilized in the international cooperation, it was decided to analyse the use of PPPs in this sector with a special focus on IPA CBC Programme. In fact, the scope of the dissertation and of the implementation of its conclusions is steaming from the author interest and working ties. Indeed, the author is living and working in Albania and has a huge experience on it due to the fact that she was the Albania Desk Officer for the Italian Development Cooperation for several years. She is also studying the Albanian language and she is very fascinated from the history of this small country so close, not only geographically speaking, to Italy. The focus on Macedonia as neighbour country is due simply to the fact that to collect information on this IPA CBC Programme was easier than others similar financial instruments. Building on extensive field experience, this dissertation will try to answer the following question: 'Which is the winner strategy to increase the effectiveness of the CBC projects through the use of PPP?'. The thesis overall objective is to identify a set of strategies that can enhance the effectiveness of cross-border cooperation through the use of the PPP instrument, beyond specific cross-border project interventions that until now have mainly been carried out though institutional channels and implemented through European projects and programs. The strategies that the conclusion of the dissertation draws are based on the SWOT analysis of five projects funded by the EU through the IPA CBC Albania – Macedonia during the 2007-2013 programming period and the consequent elaboration of the results. These strategies would hence open up new possibilities for the development of CBC's activities applicable in the ambit of the EU's regional policy 2014-2020, without necessarily relying upon more EU financial means. This is also in line, with the EU auspices for the CBC not to be just another way to access funding but rather to become a model of cross-border cooperation sustainable on its own devise. The dissertation is based on collection and analysis of data available within the existing legal-institutional framework and will make use of the investigative qualitative method with the aim of verifying the hypothesis mentioned above. The thesis envisages a number of working phases chronologically distinct and mutually supportive and it is based on the utilisation of a number of diverse theoretic constructs and methodologies. The dissertation makes use of different sources such as for instance existing literature, statistics, on line documentation available and its content is conducted on the various official documents and projects documentation obtainable. The results are cross referenced and presented based on a SWOT analysis and process of data/results interpretation. As far as the structure of the work is concerned, the first Chapter, after an analysis of the theoretical tools supporting PPP, presents a background and an overview of the PPP in Europe, and the way it is applied in the context of international cooperation and cross-border cooperation; this is to understand how it was established and what its original objectives were, and to explain its evolution up to now. In particular, the chapter after shows that PPP was born in '30s mostly linked to the energetic and mining sectors, it presents that PPPs are growing and are seen as an important instrument of economic and social development also in the international and cross-border cooperation. It is seen that an instrument which opens the way to potential PPPs is the Inter-Municipal Cooperation Instrument (IMC) which permits to bridge the gaps in the municipalities and make them stronger also in applying to donor funds. Through this instrument established by the Council of Europe (CoE) the municipalities can also sub-contract a private company or creating an IMC entity constitutes a viable market attracting private investors. PPP is also encouraged by United Nations (UN) since 1999 through the 'Global Compact' project and different are the example of PPP around the world established by various UN Agencies. It can be affirmed that PPP is considered useful in the public sector also because can contribute in solving difficulties caused from public balance cuts as well as to overcome the bureaucratic and the scarcity of technical and management competencies of the public administration. The PPP is therefore an actual, innovative and complementary instrument to promote development, reforms as well as investments, policies and good practises in different sectors including the development cooperation also at trans-border level. Therefore, thanks to PPP it can be affirmed that the private sector also has become at all its effects a privileged actor of the international development cooperation. The second Chapter of the dissertation analyses the European Policies interconnecting PPP and their related instruments, as well as more in detail how these policies have applied PPPs in the cross-border cooperation as well as how CBC became more explicit in the EU context and in particular in the context of the stabilisation and association processes. In fact, starting from the 1950 Schuman Declaration, the chapter introduces the founding EEC Treaty, examines the Single European Act and analyses the European Cohesion Policy (or Regional Policy). In addition the chapter views the European Enlargement Policy (Pre-accession Policy) analysing the three membership criteria established during the Copenhagen European Council in 1993, the various stages of the membership process and the reasons for further enlargement taking into consideration the historic enlargement of 2004, the different strategic objectives involved in it and its new approach in view of the so-called Arab Spring. In addition, the chapter analyses the European Neighbourhood Policy (Proximity Policy) as well as its related instruments, with regard to both its partner countries and candidate states. Moreover the chapter identifies the possibilities of PPP within the EU's financial instruments that are currently being concluded. Even where those policies do not provide explicitly the adoption of PPP instrument, it is however not excluded. This means that the policies at issue give valuable support to the adoption and use of PPP. The dissertation is interested in to give evidence of the strong points of PPP application, and shows that, when there is a lack of applied PPP framework, as it is the case of the country cases (Albania and Macedonia) under analysed, the CBC component of IPA programme may be due not to give envisaged results to achieve the objectives. After having looked into the European policies intersecting PPPs and CBC, the third Chapter introduces a brief analysis of the concept of border, not only in the physical administrative sense, due to the fact that this concept is a key element to understand the cross-border co-operation processes existing in the EU and in general all over the world. With this aim in mind, after studying the main theoretical approaches on this domain, the analysis focuses on the cross-border co-operation not only in its theoretical dimension but also in its deriving pragmatic aspects. The analysis of the border concept and of the border and peripheral area, as well as the general theory of the system applied to the general theory of boundaries, is essential to anticipate the concept of the cross-border cooperation and its practical application. After this analysis, the chapter describes the legal institutional framework in order to analyse the effectiveness of the various legal instruments that have been put in place to encourage and facilitate forms of cooperative engagement across borders. Starting with the European Outline Convention of Transfrontier Co-operation between territorial communities or authorities (Madrid Convention 1980), a central instrument for the CBC that was born in the frame of CoE, the chapter introduces the three protocols of the Madrid Convention. The additional Protocol essentially gives the possibility to create an organism for cross-border cooperation; the second Protocol (no 2) provides above all a legal framework for the inter-territorial cooperation between the parties; and the third Protocol (no 3) concerns the possibility of forming the ECG by creating the legal status, the institution and the functioning of such Groups. In addition, in view of how cross-border cooperation has acquired more importance through time, the chapter explains the functioning of European Grouping of Territorial Cooperation (EGTC) institution, its modality of action and its fields of applications. The EGTC has come to be a new legal/financial instrument that integrates the Madrid Convention and the relevant Protocols. The chapter also touches upon the various aspects of cross-border co-operation and in particular some milestones from the EU experiences, and presents the European Macro-Regional Strategy and its related legislative framework as an example. In addition the chapter shows the Baltic, the Danube and the Adriatic – Ionian Macro-Region and describes the main differences between EGTs and Macro- Regions. In addition, the chapter considers appropriate to present the steps that have been taken from the EU with regard to the cross-border cooperation which, more particularly, have consisted of making available important financial instruments such as INTERREG that supports from the top to the bottom the Strategy of Macro-Regions. Following the fourth Chapter describes the 2014-2020 EU's Regional Policy as the context of application of the PPP and its change with respect to the 2007-2013 EU's Regional Policy. In particular after introducing the EU programming period 2007-2013 and the changes intervened in the following programming period also having a political/historical nature like the Arab spring and the interests to further develop economic interactions between the EU and the Middle Eastern partners, the chapter analyses the useful instruments for the realization of the cross-border cooperation; especially the European Regional Development Found (ERDF). In addition, this chapter, will identify the possibilities of PPP within the financial instruments that are about to be activated in the new European Programming Cycle. To this regard it is important to mention that, in general, all the EU policies must contribute to the implementation of the Europe 2020 Strategy that in order to fulfil its ambitious objectives identified as key instrument the instrument of partnership, among which that with the private sector. Here it is worth to emphasize that, generally, the overall objectives of the regional policy, both at national and European level, are all of an economic nature, i.e. increasing the national economy by attenuating and eliminating economic disparities between different development levels of the regions. In particular, the European Policies aim to improve the investment climate through public investment in the regions presenting some gaps and to manage the local regional resources in a more efficient way. The dissertation shows how in both cases, PPPs can help in the achievement of these important aims. In addition, the chapter observes that there are changes in various aspects and procedures of the implementation of the new regional policy as well as in the legal frame, and examines the IPA instrument and the ENPI instrument in the two seven-years programming periods because they are closely related to the European Territorial Cooperation (ETC). Between this two latter instruments IPA is a more relevant for this dissertation. For this reason, after on overview of the Albanian context considering some economic, demographic, social and political aspects, including the criteria Albania has to fulfil to receive the candidate status from the EU as well as a brief introduction to the Albanian Law on PPP, the fifth Chapter presents its relations in the region, especially with the Former Yugoslav Republic of Macedonia (FYROM) and stresses the IPA CBC Albania – FYROM related to 2007-2013 and 2014-2020 programming periods. In addition, the chapter presents the main differences between these two programming periods focussing mainly on the Albanian part. With the aim to focus on the Albanian opportunities in the new programming period, it will be stressed what will change in the next future and which are the positive effects on PPP considering also the concept of Social Corporate Responsibility and the UN Global Compact initiative already mentioned in the first Chapter. All this to introduce the last Chapter which, through the analysis of the methodologies used during the various phases of this work, and especially through the explanation of the SWOT analysis, aims to identify a set of winning strategies to increase the effectiveness of the Cross-border cooperation through the use of the PPP instrument. The first part of the dissertation made use of several documentary sources, most notably and especially in the early stage the work will carry out what it is commonly defined as a secondary analysis, in particular this was articulated through: collection and review of existing literature and of the official documentation and statistics available mainly on-line but also with the Albanian Ministries and national institutes, i.e. the Albanian National Institute of Statistics, as well as with the various donors and international organisation in the Country, and especially with the Delegation of the European Commission to Albania. Instead, the second part of the dissertation focuses on the analysis of the IPA CBC program in general, and IPA CBC Albania - Macedonia in particular. To this end it was decided to proceed with the analysis of specific projects activated in the context of this program to highlight the role of actual or potential PPP projects in developing virtuous CBC. Although the PPP is not explicitly defined among the tools used in the implementation of these projects, it was decided to identify the prodromal factors present in some PPP projects with the end purpose of assessing their potentials, especially in view of the next programming period of the EU (2014-2020). The detailed information on the projects carried out or that are in progress are not publicly available as they are under the 'ownership' of the Delegation of the European Commission in Albania and of the Managing Authority of the program. In order to collect the necessary materials to identify the most relevant projects and, subsequently, to proceed to their analysis, it has proved necessary to proceed through in-depth interviews with qualified actors. Given that, interviews have been conducted with interlocutors, mainly from the European Commission in Albania, the Albanian Ministry of Integration and of Austrian Cooperation. Through these interviews, specific information relating to five concluded projects, in which the instrument of the PPP was present at least in embryonic form, has been added to the data relating to the context and to the program. The information gathered has been structured so as to proceed to a qualitative analysis of the data through the development of a SWOT analysis of these five projects funded by the IPA CBC Albania - FYROM - First Call for Project Proposals. Finally, this work presents the results of this analysis through a process of data interpretation. After this presentation, and before starting the SWOT analysis, the chapter presents the Annual Work Programme for Grants 2009 of the DG Enlargement related to the first Call for Proposals and the Guidelines related to the CBC Programme Albania - FYROM which aims is to facilitate the cooperation between the two countries to improve living conditions in the target area. The Programme in fact, already mentioned in the fifth Chapter, it aims to fostering cross-border economic, environmental and social development and includes three different measures and for each measure a list of potential activities for projects. Furthermore, the chapter analyses - through the SWOT analysis above mentioned - five projects funded by the EU within the IPA I CBC Albania – FYROM first call. In particular, in this dissertation, the SWOT analysis is the tool to identify the strengths (S), weakness (W), opportunities (O) and threats (T) that characterize projects which are analysed in relation to PPPs. In other words, it seeks to identify the strengths and internal resources of projects capably to push the development of PPPs (strengths), as well as the internal project limitations and weaknesses that impede PPP development in the relevant area (weaknesses), the external project opportunities that can be developed to overcome identified weaknesses (opportunities) and external factors that may hamper the future development of PPPs (threats). Considering that there is no project where the applicant is a PPP, although an analysis of the guidelines of the Call for Proposals relative to IPA Albania - FYROM CBC Programme found an explicit reference to PPPs, it has been choose to make a screening of projects in which the instrument of the PPP was present at least in embryonic form, in other words having the private sector as a direct or indirect beneficiary. As already mentioned, Macedonia was chosen as an example because of the availability of information related to projects. So, on these terms, 5 projects were selected out of 15 under review. The projects are the following: • Cross-border shared integrated alternative tourism, • Business without borders, • Cross-border Civil Society Forum, • Promoting business women enterprises in the cross-border area, • Borders without boundaries. The dimensions chosen for the analysis are: • related to the internal context to identify strengths and weaknesses: objectives, actors and target, • related to the external context to identify opportunities and threats: actors, target and expected results. After the SWOT analysis, the chapter finally presents the key results of the dissertation proposing some possible actions that could improve the CBC through the use of the PPP emerged from the initiatives analysed. The conclusion reviews the major points of the dissertation showing the main results such as the strategies, which may result from the conclusions, thus potentially establishing an alternative approach aiming at opening up new possibilities for the development of better, more effective and sustainable CBC project/programs/activities, without necessarily relying upon more EU funds. For what above mentioned and to answer to the question 'Which are the winner strategies to increase the effectiveness of the CBC projects through the use of PPP?', it is possible to affirm that to present more successful projects in the future increasing the effectiveness of the CBC projects through the use of PPP, the development strategies are essentially the enhancement strategy and the overcoming strategy. In particular, to reinforce the internal and external positive aspects and factors in the cross border area and to mitigate and/or dissipate internal negatives as well as to attenuate the external ones, the recommended actions referred to the public and private sectors are: • to organize jointly regular meetings in which they can know each-other, exchange information and best practices in either of the neighbouring countries, so that there can be discussions on the potentials of development and the new economic undertakings and new instruments to be employed, such as the PPP. Tourism can serve as a pilot sector in which it can be started with the actualization of gender policies facilitating in some way the inclusion of women in business activities, • jointly organize awareness campaigns on PPPs and training courses, which could serve to overcome the lack of ability to establish efficient PPPs for both public and private sector, • to organize, for the numerous actors present in the territory, specific courses and/or informative events related to the revision processes of normative policies that could facilitate and reinforce both the cooperation between different stakeholders and the capacity of doing business and create PPPs, • to enhance the existing networks and creates new ones through continuous meetings between different stakeholders with the aim of overcoming the threats considering that the improved and expanded relations between the various actors could bring an improvement in raising needed funds. Finally, it is important to mention that there are also some actions recommended only to the public sector. These are: • (especially at local level) institutions such as the municipalities can organize meetings, inviting the traditional and non-traditional private actors, in order to facilitate communication. Through this communication there could be achieved the introduction between various stakeholders interested in the PPP instrument, by at the same time laying the basis for the foundation of a network. This would be useful for increasing the credibility of each other and also to contributing to the overcoming of the lack of cooperation problem. These meetings could be used for an exchange of best practices in the sectors that are present in the certain areas. By employing a participatory methodology, these meetings could also serve to the construction of a sort of roadmap (lines of action during a defined time) that could enable the definition of the obstacles to be overcome in order to effectively and efficiently realize this type of partnership, • the authorities should first change their national optics and then transform their national policies into regional ones, starting from the cross-border policies with neighbouring countries, in which PPP should be promoted as a development instrument. In addition, when necessary, they should review the legal framework in order to facilitate the establishment of PPP. After this, they should organize meetings between the different stakeholders, and more generally between citizens living in the border areas of the neighbouring countries, with the end objective of promoting the necessary knowledge for overcoming the prejudices and for opening way to partnerships and cooperation activities, • to implement policies for purposes of facilitating investments in diversified sectors, taking an advantage of the actors from different sectors and directing them to training courses to gain knowledge in areas of investment that are different from their traditional ones. ; Vi è un riconoscimento sempre più diffuso tra tutti gli attori attivi nel settore della cooperazione allo sviluppo che il partenariato pubblico privato (PPP) può essere un importante nuovo strumento, non solo per costruire grandi infrastrutture (quindi per il settore dei lavori pubblici), ma anche per offrire servizi ai cittadini sia a livello centrale, sia locale e avere, in un prossimo futuro, un valore strategico nella cooperazione transfrontaliera (CBC). E' stato visto come la Commissione Europea definisca il PPP in un modo piuttosto ampio e generico, senza dare una definizione giuridica adeguata di questo partenariato. Infatti, per l'Unione Europea il PPP è una forma di cooperazione tra le autorità pubbliche e gli operatori economici riguardante la progettazione, il finanziamento, la realizzazione, il rinnovamento o lo sfruttamento (funzionamento e manutenzione) delle infrastrutture pubbliche, così come la fornitura di un servizio di pubblica utilità (CIT). Tuttavia, non vi è un'uniforme, comune definizione di questa forma di partenariato. Considerando che l'attuale crisi economica e finanziaria globale ha colpito quasi tutte le regioni del mondo e tenendo presente che le risorse pubbliche stanno diminuendo sempre più, tra cui soprattutto quelle destinate alla cooperazione allo sviluppo, costruire partenariati e sinergie tra il settore pubblico e privato non è solo una grande possibilità ma una necessità che diventa impellente se si vuole continuare a sostenere gli interventi di cooperazione. Inoltre, questo tipo di partenariato è una buona occasione per entrambi i settori in quanto aiuta non solo a rafforzare i rapporti reciproci, ma anche a scambiare le reciproche esperienze e le migliori pratiche. Si è visto come se applicato correttamente, il PPP consenta una riduzione dei costi totali, una migliore distribuzione dei rischi, un'esecuzione più rapida dei servizi e delle attività pubbliche, nonché una migliore qualità dei servizi offerti e delle attività prodotte. Senza contare che il superamento della rigida distinzione tra pubblico e privato apre la possibilità di trovare soluzioni e di rispondere alle domande a cui la pubblica amministrazione non è in grado di rispondere autonomamente. Si sottolinea come nella cooperazione internazionale ed in particolare nella cooperazione transfrontaliera, sempre più spesso le amministrazioni locali dei paesi beneficiari e donatori stiano riconoscendo il ruolo sussidiario della società civile e del settore privato nelle attività d'interesse generale e quindi anche nell'erogazione di servizi e funzioni pubbliche. Considerando la vasta esperienza di lavoro nel settore della cooperazione allo sviluppo con il Ministero degli Affari Esteri italiano in diverse aree del mondo così come con altre organizzazioni internazionali, da ultimo con l'Organizzazione per la Sicurezza e Cooperazione in Europa (OSCE), credendo sull'utilità e le potenzialità dello strumento del PPP e verificato direttamente che potrebbe essere utilizzato maggiormente nella cooperazione internazionale, l'autore ha deciso di analizzare l'uso di tale partenariato in questo settore focalizzandosi in particolare sul programma IPA I CBC Albania - Macedonia. Infatti, lo scopo di questa tesi e della potenziale applicazione delle sue conclusioni deriva dall'interesse personale e dall'attività lavorativa dell'autore. Infatti, vive e lavora in Albania e ha una grande esperienza del paese perché è stato per diversi anni responsabile per la Cooperazione Italiana dei progetti che questa ha realizzato nello stesso. Inoltre, sta anche studiando la lingua albanese ed è molto affascinato dalla storia di questo piccolo paese così vicino all'Italia, non solo geograficamente parlando. L'attenzione per la Macedonia come paese confinante, invece, è dovuta semplicemente al fatto che è stato più facile reperire informazioni sul programma IPA I CBC Albania - Macedonia rispetto agli strumenti finanziari simili. Sulla base di una ricca esperienza sul campo, questa tesi cercherà di rispondere alla seguente domanda: "Quali sono le strategie vincenti per aumentare l'efficacia dei progetti di cooperazione transfrontaliera attraverso l'uso del PPP?". L'obiettivo generale della tesi è di individuare, infatti, le strategie che possono migliorare l'efficacia della cooperazione transfrontaliera attraverso l'uso di tale partenariato, al di là di specifici interventi che fino ad ora sono stati principalmente effettuati attraverso canali istituzionali e attuati attraverso progetti e programmi europei. Le strategie che la conclusione della tesi identifica si basano sull'analisi SWOT di cinque progetti e la conseguente elaborazione dei dati/risultati. Questi cinque progetti sono stati selezionati tra quelli finanziati dall'UE tramite l'IPA I CBC Albania/Macedonia durante il periodo di programmazione 2007 - 2013, in quanto presentanti il PPP almeno in fase embrionale. Tali strategie potrebbero aprire nuove possibilità per lo sviluppo di attività di CBC applicabili nell'ambito della politica regionale 2014 - 2020 dell'Unione Europea, senza necessariamente fare affidamento su ulteriori mezzi finanziari della stessa. Questo è anche in linea con gli auspici dell'UE che crede che la CBC non sia solo un altro modo per accedere ai finanziamenti, ma possa piuttosto diventare un modello di cooperazione sostenibile di per sé. La tesi si basa sulla raccolta e l'analisi dei dati disponibili nell'ambito del quadro giuridico-istituzionale esistente e fa uso del metodo qualitativo di ricerca con l'obiettivo di verificare l'ipotesi di cui sopra. La tesi prevede una serie di fasi di lavoro cronologicamente distinte e reciprocamente sostenibili e si basa sull'utilizzo di diversi costrutti teorici e varie metodologie avvalendosi di diverse fonti come ad esempio la letteratura esistente, le statistiche effettuate e più in generale la documentazione disponibile soprattutto in internet. Il suo contenuto deriva quindi dal reperimento e dall'analisi di varia documentazione ufficiale e di cinque documenti progettuali, così come verrà maggiormente esplicato qui di seguito. Seguendo la struttura della tesi, si può affermare che il primo capitolo presenta il quadro normativo e finanziario dei PPP in Europa, così come il modo in cui questo strumento viene utilizzato nel contesto della cooperazione internazionale e della cooperazione transfrontaliera, al fine di comprendere quando è nato questo tipo di partenariato e quali siano i suoi obiettivi e le evoluzioni che ha avuto fino ad oggi. Nello specifico, il capitolo mostra come il PPP sia nato negli anni '30 soprattutto collegato al settore energetico e minerario e come, pur non avendo ancora una comune definizione a livello europeo, oggi sia in crescita e venga visto come un importante strumento di sviluppo economico e sociale anche nel settore della cooperazione internazionale e transfrontaliera. Il capitolo, inoltre, presenta la cooperazione inter-municipale (IMC) come uno strumento che può aprire buone potenzialità all'applicazione del PPP in quanto permette di colmare le deficienze delle municipalità. Attraverso questo strumento, stabilito in seno al Consiglio d'Europa (CoE), le municipalità possono infatti anche sub-contrattare imprese private o creare un'entità nuova (IMC) per poter attrarre investitori e donatori. Il capitolo inoltre mostra come lo strumento del PPP venga incoraggiato anche dalle Nazioni Unite (UN) fin dal 1999 - anno in cui viene creato il progetto 'Global Compact' - e come vi siano diversi esempi di PPP nel mondo realizzati da Agenzie UN. E' importante sottolineare che il PPP è considerato utile dal settore pubblico anche perché può contribuire a risolvere difficoltà causate dai tagli di bilancio così come dalla burocrazia e dall'insufficiente capacità tecnica e manageriale che spesso caratterizza la pubblica amministrazione. Il PPP è quindi uno strumento attuale, innovativo e anche complementare capace di promuovere sviluppo, riforme ed investimenti oltre a promuovere politiche e buone pratiche in diversi settori tra cui quello della cooperazione allo sviluppo anche a livello transfrontaliero. Grazie al PPP si può quindi affermare che il settore privato è diventato a tutti gli effetti un attore privilegiato della cooperazione allo sviluppo internazionale. Il secondo capitolo della tesi analizza le politiche dell'Unione Europea e i relativi strumenti che presentano una connessione con i PPP. Più nel dettaglio, viene visto come attraverso queste politiche sia stato applicato il partenariato in parola nella cooperazione transfrontaliera e come la stessa sia divenuta più esplicita a livello europeo, soprattutto nel contesto del processo di stabilizzazione ed associazione. Infatti, partendo dalla Dichiarazione di Schumann del 1950, il capitolo introduce il Trattato istitutivo della CEE del 1957, esamina l'Atto Unico Europeo, per poi prendere in considerazione la politica di coesione o regionale. Proseguendo, il capitolo analizza la politica di allargamento o pre-accessione inclusi i tre criteri necessari per l'adesione stabiliti durante il Consiglio Europeo di Copenaghen nel 1993, i vari stadi del processo di adesione e le ragioni per cui l'Unione Europea promuove l'allargamento, considerando le diverse tappe di tale processo tra cui quella storica del 2004 e le sue prossime sfide. Dopo aver inoltre analizzato il quadro delle negoziazioni e gli strumenti previsti in ambito della strategia di pre-adesione, si è finito per affrontare la politica di vicinato o prossimità prendendo in analisi i suoi relativi strumenti, i suoi diversi obiettivi strategici e il suo nuovo approccio in seguito alla primavera araba. Dopo aver identificato come queste politiche presentino un'intersezione con la cooperazione transfrontaliera, è stata analizzata la loro intersezione con il PPP con il risultato di sottolineare che anche laddove tali politiche non prevedono esplicitamente il ricorso a questo tipo di partenariato, non lo escludono. Questo significa quindi che esse forniscono validi supporti all'uso di tale strumento, elemento importante per la tesi che è infatti volta a mettere in evidenza i punti di forza di tali politiche per l'applicazione dei PPP e a mostrare al contempo che vi è una mancanza applicazione degli stessi. Questo verrà evidenziato nel corso della tesi dal caso preso in esame di IPA I CBC Albania - Macedonia. Il terzo capitolo presenta come prima cosa il concetto di confine. E' importante sottolineare come questo concetto viene esplicitato non solo da un punto di vista fisico-amministrativo ma in un senso più ampio, tenendo conto di come il concetto di confine sia un elemento chiave per capire la cooperazione transfrontaliera. Infatti, è solo partendo dall'analisi di questo concetto e da questo a quello di frontiera e area periferica, passando anche alla teoria generale dei sistemi applicata alla teoria generale dei confini, che si può pervenire alla nascita del concetto di cooperazione transfrontaliera e della sua applicazione pratica. Per tale motivo si è ritenuto necessario esplicare i concetti sopra menzionati secondo le definizioni di vari studiosi di varie discipline, per poi presentare i principali strumenti legali che regolano e facilitano la cooperazione transfrontaliera a livello europeo così come i meccanismi ad hoc che la implementano. Si è partiti da quelli nati in seno al CoE e precisamente dalla Convenzione di Madrid del 1980, strumento quadro per il tipo di cooperazione oggetto di questa tesi in quanto introduce per la prima volta la possibilità di cooperare e concludere accordi ad enti di Paesi contigui geograficamente. Vengono poi presentati i suoi 3 Protocolli: il Protocollo aggiuntivo, che dà essenzialmente la possibilità di creare un organismo di cooperazione transfrontaliera ad essa preposto, il secondo Protocollo che fissa soprattutto un quadro giuridico della cooperazione interterritoriale tra le parti e il terzo Protocollo che concerne la possibilità di istituire i Gruppi Europei di Cooperazione (GEC) dotati di personalità giuridica. Inoltre, a dimostrazione di come la cooperazione transfrontaliera nel tempo abbia acquistato sempre più importanza, si è ritenuto opportuno illustrare l'istituzione dei Gruppi Europei di Cooperazione Territoriale (GECT), le loro modalità di azione e i loro ambiti di applicazione. Tali Gruppi, che si rivelano quindi essere un nuovo strumento giuridico/finanziario che integra la Convenzione di Madrid ed i relativi Protocolli, sono stati creati al fine di facilitare la cooperazione transfrontaliera e superare gli ostacoli incontrati fino ad allora. Il capitolo continua focalizzandosi sui passi compiuti dall'UE in relazione a questo tipo di cooperazione che in particolare consistono nella messa a disposizione di importanti strumenti finanziari quali per esempio INTERREG. Il terzo capitolo si conclude quindi affrontando anche la Strategia delle Macroregioni che, pur non avendo una loro definizione ufficiale in ambito europeo, forse anche a causa della loro recente istituzione e pratica, si dimostra essere veramente utile nel contribuire a realizzare la politica di coesione e più nello specifico il suo obiettivo n. 3 (Cooperazione Territoriale Europea). Considerando che all'interno di questa politica vi è una programmazione settennale, nel quarto capitolo vengono presentate sia quella appena terminata 2007-2013, sia la nuova 2014 - 2020 per verificarne i cambiamenti nel contesto di applicazione dei PPP. Viene infatti introdotta la programmazione dell'UE 2007-2013 per comprendere maggiormente cosa sarebbe cambiato nel settennio successivo, anche a causa di avvenimenti storico/politici avvenuti durante gli ultimi anni come la cosiddetta primavera araba e l'interesse a sviluppare maggiormente l'integrazione economica tra l'Unione Europea e i partner orientali. Si prosegue con l'analisi più dettagliata degli strumenti utili per la realizzazione della cooperazione transfrontaliera (CBC) nel nuovo settennato e le possibilità di applicazione del PPP all'interno di questi. A tale riguardo è importante sottolineare come in generale tutte le politiche europee, tra cui quella regionale ha un ruolo centrale, dovrebbero contribuire al raggiungimento degli obiettivi della Strategia Europa 2020. Si sottolinea come questa strategia, che ha portato alla definizione della nuova programmazione 2014-2020, sia molto ambiziosa e abbia individuato come uno degli strumenti chiave per la sua realizzazione quello del partenariato, tra cui anche il partenariato con il settore privato. Qui è importante evidenziare che gli obiettivi generali della politica regionale, sia a livello europeo, sia a livello nazionale, sono principalmente di natura socio-economica per es. orientati ad attenuare le disparità esistenti tra regioni aventi diverso livello di sviluppo. In particolare, le politiche europee hanno l'obiettivo di migliorare l'ambiente/contesto per attrarre investimenti al fine di incrementare investimenti in lavori pubblici nelle regioni che presentano maggiori necessità e migliorare la gestione delle risorse regionali locali in maniera più efficiente ed efficace. La tesi mostra come in entrambi i casi, lo strumento del PPP può essere di aiuto nel raggiungere questi importanti obiettivi. Inoltre, il capitolo in parola, dopo aver osservato che nella nuova programmazione settennale vi sono diversi cambiamenti dovuti al nuovo quadro legislativo e alle nuove modalità di attuazione della nuova politica regionale, esamina i due strumenti collegati alla CTE, IPA ed ENPI, nei due settenni di programmazione sopra menzionati. Il quinto capitolo invece, dopo una presentazione generale del contesto Albanese che prende in considerazione alcuni aspetti economici, demografici, sociali e politici del paese, includendo anche i criteri che questo deve soddisfare per poter ricevere lo status di candidato dall'Unione Europea, presenta brevemente la legge albanese sui PPP. In seguito, descrive le relazioni tra l'Albania e la Macedonia e il relativo Programma IPA CBC in relazione ai due periodi di programmazione suddetti 2007 - 2013 e 2014 - 2020 per presentarne le principali differenze. Concentrandosi sulle opportunità che l'Albania potrà avere nel prossimo futuro, viene sottolineato cosa cambia nel nuovo periodo di programmazione e con quali effetti positivi sul PPP, tenendo in considerazione anche il concetto di Responsabilità Sociale e l'iniziativa 'Global Compact' delle Nazioni Unite già menzionata precedentemente. Tutto questo per introdurre l'ultimo capitolo che, attraverso un'analisi della metodologia usata nelle varie fasi di preparazione della presente tesi, tra cui la SWOT analisi, identifica le strategie considerate vincenti per accrescere e migliorare l'efficacia della cooperazione transfrontaliera attraverso l'uso dello strumento di PPP. Nello specifico, la prima parte della tesi si è avvalsa di diverse fonti documentarie. Specialmente nella sua fase di inizio, il lavoro è stato definito attraverso ciò che è comunemente chiamata 'analisi secondaria'. E' stata effettuata infatti la ricerca e analisi della letteratura esistente e della documentazione ufficiale disponibile on-line e nei Ministeri albanesi così come nell'Istituto Nazionale di Statistica albanese. E' stata inoltre reperita e analizzata la documentazione in possesso di diversi donatori e organismi internazionali presenti nel paese e in particolare della Delegazione della Commissione Europea in Albania. La seconda parte della tesi si è concentrata sull'analisi del programma IPA CBC in generale ed IPA CBC Albania - Macedonia in particolare. A tal fine si è voluto procedere con l'analisi di progetti specifici attivati e conclusi nel contesto di tale programma per evidenziare il ruolo effettivo o potenziale del PPP nello sviluppo virtuoso di progetti di CBC. Sebbene il PPP non venga esplicitamente definito tra gli strumenti utilizzati nell'attuazione di queste iniziative, si è scelto di individuare i fattori prodromici del PPP presenti in alcuni progetti al fine di valutarne le potenzialità soprattutto nell'ottica del prossimo periodo di programmazione europea (2014-2020). Le informazioni dettagliate relative ai progetti realizzati o in fieri non sono pubblicamente disponibili essendo 'proprietà' della Delegazione della Commissione Europea in Albania e dell'Autorità di Gestione del programma. Per raccogliere dunque il materiale necessario ad identificare i progetti più rilevanti e, successivamente, a procedere alla loro analisi si è dimostrato necessario procedere attraverso interviste in profondità con attori qualificati. Sono state così condotte interviste con interlocutori principalmente della Delegazione della Commissione Europea in Albania, del Ministero dell'Integrazione albanese e della Cooperazione Austriaca. Attraverso queste interviste, ai dati relativi al contesto ed al programma si sono quindi aggiunte informazioni specifiche relative a cinque progetti in cui lo strumento del PPP fosse presente almeno in forma embrionale. Le informazioni raccolte sono state strutturate in modo da procedere ad un'analisi qualitativa e ad un incrocio dei dati attraverso lo sviluppo di una SWOT analisi dei suddetti cinque progetti finanziati da IPA I CBC Albania - Macedonia al fine di presentare i risultati di tale analisi attraverso un processo di interpretazione dei dati. Prima di iniziare la SWOT analisi, il capitolo presenta anche il programma annuale per i fondi 2009 della Direzione Generale Allargamento dell'Unione Europea che specifica anche gli obiettivi della CBC tra i due paesi presi in esame che consistono essenzialmente nella promozione dell'economia transfrontaliera e dello sviluppo sociale e ambientale. Il quinto capitolo, così come sopra detto, analizza quindi attraverso una SWOT analisi, cinque progetti finanziati dall'UE all'interno del programma IPA I CBC Albania - Macedonia primo bando. In particolare, in questa tesi, la SWOT analisi, è lo strumento che permette di identificare i punti di forza (S), di debolezza (W), di opportunità (O) e di minacce (T) che caratterizzano i progetti che verranno analizzati in relazione al PPP. In altre parole quali sono i punti forza/risorse interne ai progetti che possono favorire lo sviluppo di tale partenariato e quali le loro limitazioni/punti di debolezza che lo possono ostacolare, così come le opportunità/fattori positivi esterni al progetto che possono, del caso, essere sviluppati per superare i punti di debolezza individuati e quali le minacce/fattori negativi esterni che derivano dal contesto locale e che impediscono lo sviluppo del PPP nell'area di interesse. Basandosi sulle informazioni ottenute non essendoci progetti in cui i candidati sono formati da un PPP, anche se da un'analisi delle linee guida del bando ('Call for Proposal') relative al Programma IPA I CBC Albania - Macedonia primo bando, è stato rilevato che non vi è un riferimento esplicito a questi, è stato scelto di fare uno screening dei progetti verificando quelli che nel loro interno presentavano almeno come beneficiari diretti e/o indiretti il settore privato. Così come sopra illustrato, tra i paesi confinanti l'Albania è stata scelta la Macedonia a titolo esemplificativo. Tra i 15 progetti presi in considerazione, i 5 progetti selezionati sono: 1. 'Cross-border shared integrated alternative tourism' (Turismo transfrontaliero alternativo integrato e condiviso), 2. 'Business without borders' (Impresa senza confini), 3. 'Cross-border Civil Society Forum' (Forum transfrontaliero della società civile), 4. 'Promoting business women enterprises in the cross border area' (Promozione dell'impresa femminile nell'area transfrontaliera), 5. 'Borders without boundaries' (Confini senza limiti). Queste le dimensioni scelte e di volta in volta da verificare per ogni progetto selezionato: • relativamente al contesto interno, al fine di identificare i punti di forza e di debolezza, sono obiettivi, attori e beneficiari, • relativamente al contesto esterno, al fine di identificare le opportunità e le minacce, sono attori, beneficiari e risultati attesi. Dopo la SWOT analisi, il capitolo da ultimo presenta i risultati chiave della tesi proponendo le strategie che potrebbero migliorare la cooperazione transfrontaliera attraverso l'uso del PPP. Le considerazioni conclusive della tesi riprenderanno tali strategie ripercorrendo inoltre i punti principali del lavoro svolto. Per rispondere alla domanda che sottende questa tesi, le strategie identificate come approcci alternativi che si possono applicare al fine di consentire ai programmi/progetti di cooperazione transfrontaliera di essere sviluppati in misura maggiore e in maniera più sostenibile, efficace ed efficiente utilizzando lo strumento del PPP e senza usare necessariamente ulteriori strumenti finanziari europei sono quelle cosiddette del 'rafforzamento' e del 'superamento'. In particolare, per rafforzare gli aspetti e i fattori positivi nell'area transfrontaliera e per mitigare e/o dissipare quelli negativi emersi dall'analisi effettuata, le azioni raccomandate sia al settore pubblico, sia al settore privato, possono essere così riassunte: • organizzare congiuntamente degli incontri regolari nei quali i diversi attori possano conoscersi meglio reciprocamente così come scambiare informazioni e migliori pratiche relativamente ai paesi vicini in modo che la discussione possa vertere man mano sul potenziale sviluppo in particolare dell'economia attraverso l'impiego di nuovi strumenti come il PPP, iniziando magari da un settore pilota quale il turismo, • organizzare congiuntamente campagne di informazione sul PPP e corsi di formazione che potrebbero servire al superamento della comune mancanza di capacità di istituire efficienti PPP, • organizzare per i numerosi attori presenti sul territorio dei corsi o eventi finalizzati ad informare sui processi di revisione normativa utile a facilitare e rafforzare la cooperazione tra i diversi attori, la capacità di fare impresa e creare PPP, • rafforzare congiuntamente le reti esistenti e crearne delle nuove attraverso continui incontri capaci di mettere assieme i diversi attori aventi l'obiettivo di superare gli ostacoli/minacce e consideranti il rafforzamento delle relazioni un valore aggiunto atto a migliorare anche la capacità di reperire i fondi necessari. Le azioni invece che si raccomandano solo al settore pubblico sono: • (specialmente a livello locale) gli attori istituzionali quali le municipalità potrebbero organizzare delle riunioni invitando il settore privato, tradizionale e non, al fine di facilitare la comunicazione tra i partecipanti introducendo al contempo il PPP e facilitando l'istituzione di partenariati, • le autorità istituzionali dovrebbero cambiare la loro ottica trasformando le loro politiche nazionali, a partire da quelle transfrontaliere relative ai paesi confinanti, in modo da promuovere il PPP quale strumento di sviluppo agevolandone l'istituzione attraverso le modifiche del quadro normativo laddove necessarie, • realizzare delle politiche aventi l'obiettivo di facilitare gli investimenti diversificando i settori degli stessi e organizzando al contempo dei corsi di formazione professionale per dare l'opportunità alla popolazione in età attiva di diversificare le loro conoscenze e capacità. ; XXIV Ciclo ; 1970
Issue 28.6 of the Review for Religious, 1969. ; EDITOR R. F. Smith, S.J. ASSOCIATE EDITORS Everett A. Diederich, S.J. Augustine G. Ellard. S.J. ASSISTANT EDITOR John L. Treloar, S.J. QUESTIONS AND ANSWERS EDITOR Joseph F. Gallen, S.J. Correspondence with the editor, the associate editors, and the assistant editor,.as well as books for review, should be sent to I~VIEW FOR RELIGIOUS; 612 Humboldt Building; 539 North Grand Boulevard; Saint Louis, Missouri 631o3. Questions for answering should be sent to Joseph F. Gallen, S.J.; St. Joseph's Church; 32~ Willings Alley; Philadelphia, Pennsylvania + + + REVIEW FOR RELIGIOUS Edited with ecclesiastical approval by faculty members of the School of Dt, imty of Saint Louis University, the editorial offices being located at 612 Humboldt Building, .539 North Grand Boulevard, Saint Lores, Missouri 63103. Owned by the Missouri Province Edu-cational Institute. Published bimonthly and copyright (~) 1969by REVIEW FOg REmnlous at 428 East Preston Street; Baltimore, Mary-land 21202. Printed in U.S.A. Second class postage paid at Baltimore, Maryland and at additional mailing offices. Single copies: $1.00. Subscription U.S.A. and Canada: $5.00 a year, $9.00 for two years; other countries: $.5.50 a year, $10.00 for two years. Orders should indicate whether they are for new or renewal subscriptions and should be accompanied by check or money order paya-ble to REVIEW FOR RELIGIOUS in U.S.A. currency only. Pay no money to persons claiming to represent REVIEW FOR RELIGIOUS. Change of address requests should include former address. Renewals and new subscriptions, where accom-panied by a remittance, should be sent to REVIEW FOR RELIGIOUS; P. O. BOX 671; Baltimore, Maryland 21203. Changes of address, business correspondence, and orders not accompanied by a remittance should be sent to REVIEW RELIGIOUS ; 428 East Preston Street; Baltimore, Maryland 21202. Manuscripts, editorial cor-respondence, and books for review should be sent to REVIEW FOR RELIGIOUS; 612 Humboldt Building; 539 North Grand Boulevard; Saint Louis, Missouri 63103. Questions for answering should be sent to the address of the Questions and Answers editor. NOVEMBER 1969 VOLUME 28 NUMBER 6 BROTHERS THOMAS MORE, C.F.X:, AND LEO RYAN, C.S.V. Development: A New Challenge to Religious In a majority of the articles written these days in religious journals, the emphasis has been largely on areas which are of great concern for those seeking ways to achieve renewal and adaptation in the religious life. As a result, new and valuable insights have been gained in such areas as government, the evangelical counsels, prayer, community, personal responsibility, the aposto-late, secularization, and formation. There is, however, one significant movement which has yet to be fully treated in journals written for re-ligious. And because this movement could elicit from the religious families in the Church a response corre-sponding to that which characterized the great move-ments in the past, we want to draw the attention of religious to this phenomenon so that it" can become a + growing part of the literature on renewal and adapta- + tion. This movement can best be described as development. Because development is still more or less in its infancy stage, only gradually emerging into a full-blown move-ment in society and in the Church, it is not our in-tention to give here a definition of the term. Instead, we want to describe a number of events and programs which will illustrate not only the potential dynamism of de-velopment but also the implications which it has for religious institutes. On January 6, 1967, Paul VI issued the motu proprio Catholicam Christi Ecclesiam setting up the Pontifical Justice and Peace Commission. The objective of this Commission would be "to arouse the people of God to 869 Thomas More, C.F.X., is superior general of the Xa-verian Brother~; Antonio Bosio 5; 00161 Rome, Italy. Leo Ryan, C.$.V., is general councilor of the Viatorian Fath-ers and Brothers; Via Sierra Nevada 60; 00144 Rome, Italy. VOLUME 2B, 1969 + 4. 4. Brothers More and Ryan REVIEW FOR RELIGIOUS full awareness of its mission at the present time, in order on the one hand, to promote the progress of poor nations and encourage international social justice, and on the other, to help underdeveloped nations to work for their own development." 1 Shortly after establishing this new curial organ, Paul VI issued his famous encyclical, Populorum progressio, which is the charter of the Pontifical Commission and its basic text. The call of the encyclical is to all the Church, which is to be educated, stimulated, and in-spired to action by it. Cardinal Maurice Gilroy of Quebec, president of the Pontifical Commission, and Monsignor Joseph Gremil-lion, its secretary, set about the arduous task of travel-ing throughout the world to create national commis-sions for justice and peace witkin bishops' corr[erences. After this work had been completed, the commission turned to the Union of Superiors General in Rome to solicit its support. Monsignor Joseph Gremillion per-sonally addressed the Union, urging it to establish con-tact with the Commission and to take an active role in the promotion of the aims of development within all the religious families of the Church. in May, 1968, the Union unanimously approved the writers of this article as its official liaison with the Pontifical Commis-sion. Now that the liaison committee has been in existence for one year, it is in a position to discern a number of trends which indicate the response religious institutes will make to development in the immediate future. The remainder of this paper will be devoted to an elabora-tion of these trends and a brief description of the more important programs from which these trends have is-sued. At the present time we see four trends in development which have significant implications for religious insti-tutes. It is very dear now that development has an ecumenical character. Second, because of the nature of development, religious institutes will be looking for- 1Father. Arthur McCormack makes the following clarification: "The name Justice and Peace must be understood in the following way: Justice means social justice within and between nations so that every human being should have conditions of life in keeping with his human dignity, which will enable him to progress towards a fully human development--to the fullness of a more abundant life~ and enable him also to make his contribution to building a new and better world. Peace is to be understood, not in the sense of main-raining peace or working for peace in the political or diplomatic sense, but in the sense of building peace--the new name for peace is development--producing the conditions that are fundamental for peace, a more just, humane, better world in accordance with para. 76 of the Encyclical, Populorum Progressio" ("The Pontifical Com-mission Justice and Peace," World Justice, v. 8 (1967), pp. 435-55). ward to training specialists in planning, sociology, tech-nology, and social justice. Towards this end, some re-ligious institutes are establishing within their general administration a secretariat for development, Third, there is a growing spirit of collaboration within re-ligious institutes, since it is evident that no religious family can tackle the problems with its own resources. Finally, there is a search for a new theology of develop-ment. 1. Ecumenical Character oI Development In the spring of 1968, the Pontifical Commission of Justice and Peace, the Catholic .Rural Life Society, under the direction of Monsignor Luigi Liguitti, SEDOS, FERES, and ISS2 sponsored a two-day seminar on the Church in developing countries at the theologate of the Oblates of Mary, Rome. This seminar was arranged specifically for superiors general and their curias to acquaint them with development. However, interest in the meeting was so great that it turned out to be a cross-section of some of the most important European bodies having a Third World orientation. At the meet-ing were representatives from several Roman Congrega-tions, the German mission-sponsoring agencies Adveniat and Misereor, Caritas Internationalis, Protestant ~6b-servers, sociologists, and a number of developing organi-zations from Italy, France, Germany, Belgium, and Hol-land. The Catholic-Protestant team under the direction of Canon Houtart (FERES) and Professor Egbert de Vries (ISS) gave the audience a report of their three-year Ford-funded study of the Churches' work in the four developing countries of India, Brazil, Indonesia, and the Cameroons, in the areas of education, medicine, and social work.3 But of far greater importance than any of the socio-logical findings of the three-year study of FERES-ISS was the ecumenical character of the study and the seminar. The meeting was tangible evidence of the growing spirit of collaboration between the Catholic Church and the World Council of Churches, especially in an area which was once the most sensitive one in ~SEDOS (Servizio di Documentazione e Studi) is a cooperative documentation and research venture on the part of about thirty superiors general in Rome. FERES (Federation Internationale des Instituts Catholiques de Recherches Socio-religieuses) is the inter-nationally well-known research center in Brussels. ISS (Institute for Social Studies) is the Protestant counterpart of FERES and is lo-cated at The Hague. 8 A report of this seminar has been published by SEDOS under the title, The Church in Developing Countries;.Via dei Verbiti, 1; Rome, Italy. ÷ ÷ Development VOLUME 28, 1969 871 4" 4" Brothers More and Ryan REVIEW FOR RELIGIOUS the past--the developing countries. It is not surprising, then, that one of the most important conclusions ac-cepted by the superiors general was that cooperation between the different denominations be extended. Moving quickly from theory to action, the superiors general of several congregations devoted to medicine shortly after the seminar entered into discussions with the Christian Medical Commission, a semi-auton-omous organism related to the World Council of Churches. As a result of a number of meetings between Mr. J. McGilvray of the Executive Committee of the CMC, Geneva, and these religious congregations, the CMC Executive Committee reached the important con-sensus this past March that five Roman Catholic con-sultants would be appointed to the Commission after nomination by the Secretariat for the Promotion of Christian Unity. These consultants were present at the Commission's general assembly in August of this year. A third example of ecumenical cooperation in de-velopment is of far greater significance, since it was mounted on a larger international stage. In 1967 the World Council of Churches and the Pontifical Commission of Justice and Peace formed the E~ploratory Committee on Society, Development and Peace (SODEPAX) as an experimental instrument for ecumenical collaboration. Father George H. Dunne, S.J., formerly of Georgetown University, was appointed by Dr. Eugene Carson Blake and Cardinal Maurice Roy as joint secretary of this committee. SODEPAX held a conference in April, 1968 on world cooperation for development in Beirut, Lebanon, to which it invited sixty specialists from all over the world. The participants were Protestants, Orthodox, Catholics, observer-consultants from intergovernmen-tal bodies, and two participants from the Muslim com-munity of Lebanon.4 The conference was the first attempt on the part of the World Council of Churches and the Roman Catholic Church to jointly study and plan the involve-ment of the Christian bodies for the betterment of society. It is a concrete example of the way churches will unite their moral forces towards achieving human dig-nity and world peace. One of the conclusions of the meeting states this objective in terms which make an appeal to all religious: This Report has suggested many ways in which the Churches, acting together, can foster development programs both in ¯ A report of this conference has been published under the title, World Development, the Challenge to the Churches; Publications Department; The Ecumenical Center; 150 Route de Ferney; Geneva, Switzerland. the advanced and developing countries. Joint action for de-velopment will serve basic Christian aims. To work for devel-opment is to express in particular measures the aspiration for brotherhood and human dignity for every individual. And it can also be a significant contribution toward a more orderly and peaceful world. Development can gradually reduce the gross imbalances which promote instability; working together can encourage a wider sense of community among mankind; and the strengthening of international agencies will create structures for common effort and order. These three examples of ecumenical collaboration in the field of development are growing evidences of the need for all religious institutes to work together with other Christian bodies to concert their actions for play-ing their part in the long task of building a more stable international order of well-being and peace for the whole human family. This ecumenical spirit should be built into the thinking and planning of general and provincial chapters, constitutions, formation programs, and the apostolic work of religious families. It should also be the concern of national conferences of re-ligious institutes. The work is of too vast proportions to be left to the interest of those few religious who have up until now been involved in development. 2. Specialists and International Vocation The second trend in development in religious com-munities is the deployment of personnel to act as specialists in the Third World, along with the estab-lishment within general curias of a secretariat for de-velopment. Shortly after the seminar on the Church in develop-ing countries, Misereor approached the superiors general with an offer to provide funds for the training of some specialists who would assist bishops' conferences in de-veloping countries in setting up offices of trained experts in planning. The offer came as a result of the dis-cussions at the seminar concerning the lack of the skills of planning for the proper deployment of dwin-dling personnel, the retooling of personnel for meeting the new needs of the day, and the necessity for co-operating with governments in national planning. The time had come, it was agreed, for religious com-munities to become deeply involved in this modern approach and to train experts who would have com-petency as well as apostolic zeal. After many months of discussions with the superiors general, Misereor agreed early this year to provide funds for the training of highly qualified development experts for the countries of Indonesia, East Africa, and the Congo. Other countries would be added as the pool of experts becomes larger. As the agreement was finally 4, 4, Development VOLUME 28, 1969 873 Brothers More ¯ and Ryan REVIEW FOR ~ELIGIOUS worked out, the funds are in the form of a scholarship for 'the trairiing of experts in the fields of social ac-tion, science, communication, cooperatives, trade unions, medicine, agriculture, and technology. These experts would be seconded to central advisory and coordinat-ing bodies in the selected countries and would devote themselves specifically to the analysis of the problems, the planning of a strategy, and the coordination of pro-grams with national planning. This new type of service would be rendered by the religious ~ommunities only at the invitation of interested bishops' conferences of one of the three countries. This proposal clearly indicates that as the religious communities become more involved in social action, they will need more experts in this field. It also be-comes increasingly clear that religious congregations will now turn their efforts towards promoting and edu-cating a corps of highly qualified men and women who will act not for their individual communities alone but in teams for ihe good o[ society. This task force con-cept of highly competent religious from different in-stitutes could be the most dramatic response of religious congregations to the challenges provided in the Third World. From what we have just said, it is evident that re-ligious will have to respond more promptly and in-telligently to what we would call the apostolate of internationalism. To act as specialists in the Third World, to become globally involved in development, re-llgious will be entering more actively into what Barbara Ward calls our planetary community, a community which. cuts across all the lines and barriers of nations and races. In such a community, religious ought to feel very much at home, especially since the vision of all founders of religious communities extended beyond the hori-zons of a particular country or culture. That spirit which inspired founders to send their men and women to meet the needs of mankind in all parts of the world must now impel their followers to send trained and competent personnel to participate in international bodies which are working to achieve the humaniza-tion' of mankind. This apostolic thrust could be as dramatic and far-reaching as the missionary journey of Francis Xavier to the Indies. There are a number of religious currently engaged in this international apostblate. Those we have met or know of are: Father John Schutte, S.V.D., who was recently appointed by Pope Paul as assistant to Mon-signor Joseph Gremillion, Secretary of the Pontifical Commission of Justice and Peace; Father Arthur Mc- Cormack, M.H.M., special consultant to the same Com-mission; Father Philip Land, S.J., Gregorian University, Rome; Father George H. Dunne, s.J., SODEPAX Joint Secretary, Geneva; Father Thomas F. Stransky, C.S.P., Secretariat for Promotion of Christian Unity; Mother Jane Gates, Superior General of the Medical Missionary Sisters, who is working with the World Council of Churches in the field of medicine; and Father Theodore M. Hesburgh, C.S.C. The first indication we have of a religious institute becoming serious about development and the promo-tion of the international apostolate is the derision of Father Pedro Arrupe, superior general of the Jesuits, to establish a secretariat for development within the curia of his general administration. Father Francis Ivern has been appointed by Father Arrupe to head this secretariat. Similar offices could be set up in many of the larger congregations of men and women. In the case of smaller units, it is quite possible that interested and competent religious could be, as a matter of policy, trained to take their place in general curias. Others could be as-signed to work on task forces, national bishops' con-ferences, international or national research centers, na-tional conferences of religious, and the pontifical or the national conferences of justice and peace. 3. Spirit of Collaboration It is quite evident from what has been said above that there is growing within religious congregations and institutes a greater spirit of collaboration to make the response called for by Populorum progressio and the objectives of the Pontifical Commission of Justice and Peace. Since the work of development is of such gigantic proportions, no one rellgious institute can unilaterally plan its involvement in it. No one individual religious, or even a cadre of them, can shoulder the heavy re-sponsibility of this new apostolate. It must be the work of all religious, or the efforts for the humanization of mankind will be considerably weakened. One model of collaboration already exists in Rome. It is an organization to which we have already re-ferred many times, namely, SEDOS. This voluntary organization of a number of superiors general, formed only six years ago on the initiative of a few missionary congregations, has in a short time given proof of the results that can flow ~om the spirit of collaboration. Within a span of just one year, for imtance, SEDOS has held a seminar on development, a symposium on the theology of development and mission, and a con-÷ ÷ ÷ Developme~ VOLUME 28, 1969 875 Brotmheurl s. RM~oarne REVIEW FOR.RELIGIOUS terence on intermediate technology. As noted already, it has worked out an agreement with Misereor to finance the education of a number of specialists for developing countries. It is also actively engaged in es-tablishing guidelines for a mutual exchange of ideas between the World Council of Churches and medical missionary congregations in the field of medicine. SEDOS is unique in a number of ways. Its member-ship consists of both men and women religious. Its ex-ecutive secretary is Father Benjamin Tonna, a secular priest from Malta, who is a professional sociologist. The director is Miss Joan Overboss, a multilingual expert from Holland. But its uniqueness lies principally in its spirit of co-operation among the superiors general in facing the new problems evolving from the Third World. Since there was no structure among religious institutes or in any Roman curial congregation to help religious fami-lies prepare themselves for their involvement in the work of development, superiors general united their forces to establish a documentation and research center which would enable them to convert from a family business to a modern and efficient concern. Thus, for the first time in the Church's history, religious congre-gations have banded together at the highest level to make their contribution in an area in which the Church in recent years has focused its principal at-tention. This same spirit of collaboration is evident in such countries as the Congo and Indonesia, where religious are working together with bishops' conferences in es-tablishing planning secretariats. Quite recently we read an appeal by the East African conference of religious to its membership to turn itself to the question of de-velopment and to form a task force that would assist the bishops' conferences in establishing a secretariat for development. If religious congregations are to involve themselves in this apostolate, this spirit of cooperation must con-tinue to grow. Many religious want to see their in-stitutes take decisive measures to execute the social objectives of Populorum progressio and to work actively to achieve the goals of the Pontifical Commission of Justice and Peace. The younger generation of religious also want to become actively engaged in working to create conditions within and between nations that are in keeping with the human dignity of man. But they need some concrete programs to give them direction. As a step towards establishing some programs, con-ferences of religious and individual institutes could give attention to the following suggestions made by the Pontifical Commission of Justice and Peace at the end of its first plenary meeting of March, 1967: 1. That Bishops' Conferences, teaching orders and all those concerned with education should be encouraged to include the teaching of international social justice in the curricula of schools, seminaries, universities and all institutions of learn-ing. 2. That retreats, sermons and specifically religious instruc-tion should emphasize the discussion of world justice, ~. That such curricula should be, where possible and suit-able, worked out on an ecumenical basis. 4. That competent study groups, again when suitable on an ecumenical basis, should continue the work of elaborating a doctrine of world-wide development and justice. 5. That lay groups of all kinds be invited to include world justice in their programs of adult education and, when com-petent to do so, assist the Commission in suggesting programs for the mass media. 4. A New Theology ot Development A concern very often expressed at the seminar on de-velopment alluded to above was that what was needed was an honest exchange of views on the theological foundation of development. In fact, one of the prin-cipal resolutions of the seminar asked the Congregation for Evangelization to put the theology of development on its agenda for its next meeting and for eventual presentation to the Holy Father as agenda for the next Synod of Bishops. Another resolution requested a sym-p. osium on mission and development. These two actions reveal that a theology of develop-ment has become a matter of urgency for religious. So long as the effort of missionaries was expended 'within the limits of a parish or a diocese, no special problem presented itself. But today the organization of develop-ment has become a much more complex affair; it has assumed the dimensions of whole nations, of entire continents, of the planetary community itself. While such a task calls for specialists, the ordinary missionaries run the danger of no longer seeing and understanding the role they are called on to play in the task of de-velopment. They stand, then, in perplexity when faced with the contradictory opinions of theologians. If some theolo-gians insist on the irreplaceable character of the proc-lamation of God's word and of the sacramental ministry, missionaries taken up with the tasks of development be-cause of the demands of the situations in which they find themselves and the concrete needs they daily encounter are troubled by an uneasy conscience. If other theologians stress the primary role of development, then those mis-sionaries whose tasks are those which belong to the more + + + Developmem VOLUME 28, Z969 8?7 traditional patterns of the apostolate begin to question the value of what they are doing. It was in response to this perplexity that the superiors general of SEDOS held a mission theology symposium in Rome this past April. Theologians from Europe and other parts of the world were invited to tackle this prob-lem first among themselves, and second in open discus-sions with the generals and their staffs.~ This symposium's importance lies in the fact that it has brought before religious congregations the theologi-cal dimensions of development, while adding to the growing literature on tlfis subject. This hard confronta-tion with the realities of development is a hopeful sign of growth within the Church and religious institutes. And instead of standing before the reality with perplex-ity and bewilderment, religious institutes, with their sense of global dedication, ought to be in the vanguard of working out a new theology of development. This mission theology symposium should set the pace for all religious families of the church. It has been our intention in this paper to draw the attention of religious to the phenomenon of develop-ment so that it can become a growing part of the litera-ture on renewal and adaptation. As a contribution to this literature on renewal, we have pointed out four major trends we have noted over the past year in the field of development as they affect religious institutes. The contribution religious can make to development, we are convinced, is enormous. The single attempts being made here and there must spring into a massive effort that will engage religious in a venture that has taken the center stage of the Church. If development is the new word for peace, it is a new challenge to religious. ~ Preparations are being made for the publication of the pro-ceedings of this symposium in various languages. The English edi-tion will be published by Maryknoll Publications. Brothers More and R~an REVIEW FOR RELIGIOUS JAMES A. CLARK Placing U. S. Personnel in Latin America Once a bishop or provincial decides to give manpower assistance to Latin America, he quickly discovers the dif-ficulties of attempting to find the wisest way to assign priests, brothers, or nuns to projects in Latin America. Since few authorities can agree on proper priorities for such placements, a superior is wise to recognize im-mediately that optimum, effective assignment of per-sonnel throughout Latin America represents an unat-tainable goal. In the past, assignment of American religious in the southern half of the hemisphere resulted from acciden-tal factors. The high ratio of Americans in Peru derived from the efforts of a zealous nuncio who welcomed them warmly. The large numbers of Americans in Guatemala result from a statistic that indicated that Guatemala had the worst proportion of priests to peo.ple of any Latin American country. Bewildered superiors anxious to respond to appeals of the Vatican to send missionaries to Latin America seized on this fact as a reason to send their subjects to Guatemala. Localized concentrations of Americans usually can be traced to a friendship begun at the Vatican Council between North and Latin Ameri-can Church leaders or through the bonds of a religious community existing in both halves of the hemisphere. The complexity of properly placing people in Latin America appears as a new problem because previously the allocating of workers to missionary lands did not require any accommodation with a structured Church in the foreign situation as is the case now in Latin America. One locale appeared as needy and worthwhile as another for apostolic laborers. The presence of a viable and strong Church in Latin America demands :extreme delicacy in interposing foreigners to serve that Church. Yet the need is so general and widespread in Latin America that from a spiritual point of view it has be- 4- ÷ James A. Clark is a staff member of the apostolic delegation at The Manor House in Rockcliffe Park; Oto tawa 2, Canada. VOLUME 28, 1969 879 come impossible for even the indigenous Church to ar-rive at a generally satisfactory set of realistic and valid preferences. Priorities which have aided in the distribution of financial grants are applicable in part to the appoint-ment of people even. though this latter commodity, people, raises mnch more profound questions since it is so much more precious and scarce in Latin America. This dilemma especially concerns diocesan priests be-cause the international 'religious communities already have a functioning system for distribution of their mem-bers. This arrangement, made under the auspices of the Holy See, has served for generations and enables provincials to provide staff for missionary areas without an agonizing analysis in each case. Those communities without Latin American branches and bishops entering the field for the first time find the subject distressingly difficult. The. Most Reverend Marcos McGrath, Second Vice- .President of the Bishops' Council for Latin America (GELAM), has encouraged even the religious communi-ties to refuse to cling to traditional apostolates and to become open to new forms of ministry: Priorities of needs in the churches of Latin America can be determined most effectively when undertaken by a national episcopal conference. Deciding who comes first is a difficult exercise in the spirit of collegiality because each bishop would like to see his diocese at the top of the list. But it is a necessary exercise and is of great assistance to those from abroad who want to know what the bishops as a whole think about the needs of their country. A listing of priorities may indeed be prepared, by a special committee named by the local bishops. Such an arrangement has been requested in some instances by various organizations of assistance. CELAM's continental sec-retariat of the Latin American bishops may indicate some gen-eral priorities of needs through its specialized departments. ÷ ÷ REVIEW FOR RELIGIOUS Several complex plans have been proposed to resolve the problem of placement. The secretariat of the U.S. Bishops' Committee for Latin America once devised a coordinating committee of ten expert advisers to counsel bishops on the proper method of allocating personnel for Latin America. However since the ten could not agree among themselves on how to achieve best results the committee never met and the plan died. The secretariat received requests from most of the ecclesiastical jurisdictions in Latin America (more than 600) and circulated these to bishops and superiors of religious houses. However, no attempt to provide criteria for selecting one petition over another ever appeared. Standard policy urged superiors to.visit potential recipi- ¯ ent areas personally, a rather unrealistic suggestion for harried superiors already overstocked with requests for their manpower. Naturally, bishops prefer to retain jurisdiction over their priests. For this reason the concept of a military ordinariate type structure to recruit, train, and appoint personnel in Latin America failed to receive widespread acceptance, since experience .with military chaplains alerted bishops to the fear of losing control of their sub-jects for the major portion of their ministerial lives. Several prominent churchmen, support attempts to permit diocesan priests to serve in a religious community on the missions through a temporary connection with a religious order. Only diocesan priests who have lived for any length of time in the house of a religious society can foresee the difficulties of this plan. In spite of abundant good will on the part of all involved there is no escaping the feeling on the part of the secular priest that he is a "junior" or "non-incorporated" subject, without status and without the possibility of participation in decision making sessions. Likewise, this association causes the priest to lose identity both at home and abroad as a diocesan priest serving temporarily on the missions. The entry of diocesan priests with previous parish ex-perience into missionary areas revealed the value of these men over those who went directly to the missions upon ordination without any experience in a normal parish situation to use as a barometer for their missionary en-deavors. A diocese-to-diocese setup is not workable because one diocese in the States cannot properly provide for train-ing, support, leave time, illness, vacations, and so forth of overseas staff. Yet a method must be found which preserves the interest of the home diocese which usually provides the financial wherewithal enabling the Latin American mission to function. Other proposals include appointing men for a time to a national conference of bishaps in a given country, in-cardinating priests temporarily into a Latin American diocese, or assigning them to the U.S. Bishops' Com-mittee for Latin America, which, in conjunction with the U.S. and Latin American bishops involved, could arrange for training and distribution of priests. Two countries have established national offices to deal with this issue, and bishops assigning men to either Chile or Brazil need only refer to the national offices for ad-vice. Several methods of providing diocesan priests to Latin America have sprung up among the 76 dioceses involved in this effort. 24 dioceses merely permitted priests to go to Latin America. 17 assumed responsibility to support the volunteer priests during their term of Latin Ameri- 4- 4- 4- Latin America can service but they make no provisions for the assign-ment of these priests. 34 accept the task of supporting a parish or several parishes in Latin America. In Boston, Richard Cardinal Cushing founded in 1958 a society to bring these diocesan priests together. Currently this St. James (the Cardinal's middle name) Society counts slightly more than 100 members from 30 dioceses in the U.S. and several European countries. This corps pro-vides pastoral services to a half million people spread across Peru, Ecuador, and Bolivia. It represents the best vehicle currently available for sending diocesan priests to Latin America. A similar organization for pooling nuns going to Latin America received attention at an inter-American meeting of Bishops at Georgetown University in 1959 but has failed to be implemented. In attempting to establish priorities, the national conferences of Bishops in Latin America have proved to be a boon although usually the primatial archbishop in a country tends to see his own needs first and with good reason for he usually presides over the largest metropoli-tan portion of that country. But rural bishops complain about the criteria when they witness most foreign ar-rivals remaining in the capital city. Both CELAM and the Pontifical Commission for Latin America have sought to provide a solution in this sensitive area but without success, as most attempts at coordination cause disputes over the choice of one diocese over another as beneficiary of American clerics. Originally the Pontifical Commission offered the facili-ties of the nunciatures throughout Latin America as clearing houses, but a.fear of Roman control of the en-tire movement impelled both donor and petitioner dioceses to bypass quietly any Commission services. As a former nuncio in Panama, the late Archbishop Paul Bernier commented on this question during his tenure on the Canadian Bishops' Commission for Latin America: lames A. Clark REVIEW FOR'RELIGIOUS I think there is a strong feeling against forming a society of any kind. Most of the bishops, if I understand well, insist on having and keeping an effort of the secular clergy as such with no affiliation, neither to the diocese ad quam nor to any particular religious or semi-religious society but to keep all of them [the priests] incardinated in the diocese a qua. If they don't want to stay there for more than five years, or if for any other reason they cannot remain, they come back to their own diocese just as if they were never out of it. I think that in Canada at least the impression of the bishops would be rather contrary to affiliating or incorporating our diocesan ~nd secular priests to any particular society. Most bishops would be willing, however, to send according to their abilities one or two, five or ten priests, to some form of, not a society, but a responsible organization which in the last analysis would be in the hands of the Episcopal Committee for that. Whoever accepts responsibility for such appointments will have need of some priorities or guidelines since the priestly requirements of Latin America could not be fulfilled if every priest in. the United States went to Latin America. Some principles to follow in this area would include the following points. The i~rst choice to be made is a selection of a category of work for a religious volunteey, that is, shall I send my priest (or brother or sister) to work as a catechist, teacher, parish worker, or what? The departments of CELAM indicate the critical apostolates which normally will have first call on foreign services: education, medi-cine, social service, relief, charity, seminary/vocational work, catechetics, student/university apostolates, and service to laborers. Next the superior must choose a geographical classifi-cation, that is, shall I send him (her) to serve on the con-tinental level with CELAM, or on the regional or na-tional level with the conferences of bishops, or to the diocesan and local level. Foreigners often function best in posts removed from the intimate personal relation-ship of priest-to-parishioner which reqmres sensitive cul-tural perception. Usually their North American organi-zational talents achieve widest impact on a broader scale at the continental, regional, or diocesan levels. Also a decision must be made as to whether to send personnel to the rural or urban locations. Many Mary-knollers in Latin America have regretted the decision made many years ago to spread Society members across the mountain ranges. The impact of an individual is broader in the cities. On the other hand Cardinal Cush-ing says that the revolution in Latin America will be born in the mountains and the Church ought to be there. At one time it was thought preferable to assign North Americans to dioceses with North American bishops at the helm. This principle has been subsequently disre-garded since it leads to a danger of creating a church within a church, one foreign and one native. The monster parishes which have arisen in Latin America as a resuh of abundant American material and personnel aid have become a source of distress for Latin Americans and embarrassment for North Americans. Parish A flooded with American assistance can only re-flect poorly on parish B which is struggling along with local resources only. OccasionaIIy a choice arises between placing people in projects underwritten by private industry or govern-÷ ÷ ÷ Latin America VOLUM~ 28~ 1969 883 4- 4- REVIEW FOR,RELIGIOUS 884 ments, for example, a company hospital or a state nor-mal school. These opportunities sometimes permit the assure, ption of responsibilities which would otherwise be financially prohibitive; on the other hand, alliance with a government or industrial concern can be severely det-rimental to the Church image and impact. .One essential requirement demands that the project given help be integrated into the local church structure. For this reason each local request must be approved by the national conference of bishops to insure that it co-ordinates with the national pastoral plan. From the viewpoint of the candidate to be sent to Latin America, if he or she speaks one of the languages of Latin America or has studied or served in a particular country naturally it is logical to assign the person to that place. All attempts to satisfy reasonable personal preferences will reduce the inevitable cultural shock suffered by v, olunteers. A first principle of sending people into Latin America is that they be sent as members of a team effort and never individually. The ability of the subject offering his services will sometimes be the final determinant of assignment; a seminary professor will not serve best in a slum parish nor will a Trappist normally function well in a mass communications program. Due to the profound social division in Latin America there is a need to predetermine whether personnel are to be placed in projects serving the wealthy or the im-poverished. In the latter case a realistic plan for external financing will normally be required. Projects which provide some hope of eventual self-sufficiency in regard to their staffing needs should be selected rather than those which will require permanent foreign workers. Realistic approaches to provide new solutions to basic religious problems of Latin America deserve special con-sideration. For examples, the novel approach to slum parish work of Father Andres Godin, a Canadian Oblate, in Lima, Peru; or that of American Oblate Edmund Leising who has developed a remarkable program in Brazil for promoting parish self-support through Ameri-can fund raising procedures; or the renowned apostolate of Father Leo Mahon in San Miguelito parish in Pan-ama who has discovered an entirely new process for parish effectiveness. These offer novel and successful approaches to stubborn problems. Similar examples of projects managed by Latin American priests themselves could be cited. Most superiors have the background to recognize that adequate and detailed financial arrangements must be agreed upon in advance by both sides to prevent animos-ity from developing on obscure financial responsibilities. The overall plan an agency presents ought to be ex-amined carefully to learn if it is realistically conceived. Experience in Latin America reveals that ill.constructed, idealistic proposals soon collapse. Those of us familiar with the problem of positioning personnel in Latin America are aware of the difficulties superiors face in this field. Hopefully some of the above remarks will assist the ongoing dialogue in this area and be of some assistance to those who seek to serve the Church by releasing people for work on the only Catholic continent of the globe. + + ÷ Latin America VOLUME 28, 1969 885 JOSEPH F. GALLEN, S.J. Comments on tl e Instruction on Formation Joseph F. Gallen, S.J., writes from St. Joseph's Church; $21 Willings Alley; Philadelphia, Penn-sylvania 19106. REVIEW FOR RELIGIOUS Prepostulancy Nothing is said in the Instruction on a prepostulancy period. Number 4 states that it would be worthwhile to consider whether the practice of going directly to the novitiate from such places as aspirancies, apostolic schools, or minor seminaries should be continued or whether an interval of probation should be had to develop the human and emotional maturity of the candidate. In the case of those obliged to a postulancy by canon 539, § 1, this development can be taken care of during the postulancy, which can last up to two years and also be made while residing outside any house of the in-stitute (n. 12). There is nothing in the Instruction for or against such places as aspirancies but, as is clear from what was said above, number 4 presumes that they will continue to exist. Postulancy (nn. 4; 10-2; 33) Importance. "Hence it follows that all institutes, even those that do not prescribe the postulancy, must at-tach great importance to this preparation for the novice-ship" (n. 4). Purpose. This is to judge the suitability and aptitude of the candidate; to give a preparation that will enable the noviceship to be made more fruitfully; to provide a gradual transition from secular to religious life; and to verify and complete, if necessary, the religious knowledge of the candidate (nn. 11-2). "Tentative" in number 11 of the Vatican English translation is not in the Latin text and "to formulate a. judgment" is to form a judgment. Power of general chapter. In institutes in which the postulancy is of obligation by common law (in insti-tutes of perpetual vows: all women but in those of men only lay brothers) or by the constitutions, the gen-eral chapter may keep in mind, for a better adaptation of the postulancy~ the following norms (n. 12): Duration. In institutes in which the postulancy is not obligatory by common or constitutional law, the general chapter may determine its nature and duration, which can vary for different candidates but should not be too brief nor ordinarily longer than two years. In institutes in which the postulancy is obligatory from common law, it must last at least six full months (c. 589, § I), and this minimum time is more probably retained in the Instruction; but the general chapters of these institutes may also follow the two-year limit, the principle that the time may vary for different candi-dates, and probably that the minimum time may be less than six months (n. 12). 1 do not think the right of canon 539, § 2, to prolong the postulancy for six months extends to a postulancy of two years. A postu-lancy longer than two years would not be very rea-sonable, especially since it can be varied within that time for the individual. Place. Preferably not in the novitiate house, and it can be profitable for it to be made wholly or in part outside a house of the institute (n. 12). The postulancy may therefore be so organized that the postulants con-tinue to reside in their homes or in such another place as a college. See also numbers 4 and 11. The latter speaks of a "gradual transition from lay life to that proper to the noviceship." Director. The postulants, wherever the postulancy is made, are to be under the direction of qualified re-ligious, between whom and the master of novices there is to be sedulous cooperation (n. 12). Dross. The determination of the dress of the postu-lants appertains to the general chapter (n. 33). How-ever, canon 540, § 2, had required simply that the dress of the postulants be modest and different from that of the novices. It could therefore have been secular but modest; special and uniform, but this was not neces-sary; religious, but different from that of the novices. Noviceship (nn. 4-5; 13-33) Maturity requisite Ior beginning noviceship (n. 4). The noviceship should begin when the candidate is aware of God's call and has reached that degree of human and spiritual maturity which will allow him to decide to respond to this call with sufficient and proper knowledge and responsibility: "Most of the difficulties encountered today in the formation of novices are usually due to the fact that when they were admitted they did not have the required maturity., it must ÷ ÷ ÷ Formation VOLUME 28, 1969 887 ÷ ÷ ÷ $. F. Gallen, S.l. REVIEW FOR RELIGIOUS 888 be affirmed that the age required for admission to the noviceship should be higher than heretofore" (n. 4). Place. The noviceship for validity must be made in a house legitimately designated for this purpose (n. 15) by the superior general with the consent of his council and according to the constitutions (n. 16). The superior general with the consent of his council and after consultation with the interested provincial may in a case of necessity permit also many novitiates in the same province (n. 17). When the small number of novices is not sufficient to promote community life, the superior general should, if possible, establish the novitiate in a community of the institute capable of aiding the formation of such a small group of novices (n. 18). To better meet some demands of their formation, the superior general may authorize that the group of novices be transferred during certain periods to another house of the institute designated by himself (n. 16). In particular and exceptional cases, the superior gen-eral with the consent of his council may permit that a candidate validly make his noviceship in a house of the institute other than the novitiate house, under the direction of a qualified religious acting as a master of novices (n. 19). Duration. For validity the noviceship must last for twelve months (n. 21). A continuous or interrupted absence from the noviti-ate group and house that exceeds three months ren-ders the noviceship invalid (ft. 22). In lesser absences the higher superior, after consulting the novice master and considering the reason for the absence, may in individual cases command an extension of the noviceship and determine its length, and this matter may also be determined by the constitutions (n. 22). Formative activity periods outside the novitiate house must be added to the required twelve months, nor may they be begun before a novice has spent three months in the novitiate (if the contrary is done, the noviceship be-gins only on the completion of the formative activity period) and must be so arranged that the novice spends a minimum of six continuous months in the novitiate, re-turns there at least a month before the first vows or other temporary commitment, and the time of the whole novice-ship extended in this manner may not exceed two years (n. 24). The noviceship amplified by such formative activity periods may not exceed two years, but this does not abrogate the right given to higher superiors in canon 571, § 2, to prolong the noviceship up to six months in a doubt about the suitability of a candidate. Such a prolongation is permitted in a noviceship of two years without formative activity periods. A higher superior for a just cause may permit first profession or commitment to be anticipated but not beyond fifteen days (n. 26). Formative activity periods. The general chapter by at least a two-thirds vote may experimentally enact, in keeping with the nature of the institute, one or more periods of formative activity outside the novitiate house, the number to be determined in practice accord-ing to the judgment of the master of novices with the consent of the higher superior, for the formation of the novices or, in some cases, for a better judgment of their aptitude for the life of the institute. Such periods may be used for one, several, or the entire group of novices. If possible a novice should not be assigned alone to these periods. In these periods the novices are under the direction of the master of novices (nn. 23, 25). "It must be emphasized that this formative activ-ity, which complements novitiate teaching, is not in-tended to provide the novices with the technical or professional training required for certain apostolic ac-tivities, training which will be afforded to them later on, but rather to help them, in the very midst of these activities, to better discover the exigencies of their vocation as religious and how to remain.faithful to them" (n. 5; see also n. 25). Separation of novices. There must be some separation between the novices and the professed religious, with whom, however, and with other communities, the novices may have contact according to the judgment of the master of novices. It appertains to the general chapter to decide, according to the nature of the institute and particular circumstances, what contacts may be had between the novices and the professed of the institute (n. 28). The use of the term "professed re-ligious" in the second sentence makes it sufficiently clear that there is no prohibition of contact between the novices and the postulants, as might be feared from the word "members" in the other two sentences of number 28. Studies during the noviceship. The general chapter may permit or command certain studies during the nov-iceship for the better formation of the novices, but doctri-nal studies should be directed to the knowledge and love of God and to the development of a more profound life of faith. From the twelve months of noviceship of number 21 all studies, even theological and philosophi-cal, made for obtaining diplomas or for acquiring a formation directed to preparation for fulfilling future Formation VOLUME 28, 1969 889 REVIEW FOR RELIGIOUS 890 duties are forbidden (n. 29). Provided doctrinal studies are directed to the spiritual life, as prescribed in the first sentence, it is probably not forbidden to receive credits for such studies when these can be had but the studies are not to be directed to the attaining of credits. There is no doubt that the prescription on doctrinal studies in this first sentence also applies only to the twelve months of noviceship of number 21, as is also true of the canonical legislation in canon 565, § 3, on this point, "even though the Latin text says "during the time of the noviceship," not "during the regular novitiate year," as in the English translation. The latter also has "all formal study programs" in the second paragraph whereas the Latin reads "all studies." Dress o] the novices. It appertains to the general chapter to determine the dress of the novices (n. 33). Number 33 speaks of the "habit of the novices and of other candidates for the religious life." It certainly had not been the practice nor is there any tendency to give a religious habit to postulants, and the meaning here of "habit" is "dress." No limitation is placed on the power of the general chapter to determine the dress of the novices and postulants. Canon 557 commands the wear-ing of the habit during the whole time of the noviceship, but it has also been maintained that the noviceship is an uncertain time and that the habit, to retain all its significance, should not be given to the novices. Noviceship lot another class. Unless the constitutions determine otherwise, a noviceship made for one class is valid for another (n. 27). The constitutions may de-termine the conditions regulating a transfer from one class to another (n. 27), Novice master. The novices are under the direction of the novice master who may seek the aid of other skilled helpers (n. 30). This is to be kept in mind with regard to a formation team. See also numbers 5, 12, 15, 23, 31, 32. Temporary Bond (nn. 2, 6-9; 34-8) A different temporary bond may be established and ]or all. Number 34 gives a faculty, not a precept, but in general language: "The General Chapter, by a two-thirds majority, may decide to replace temporary vows with some other kind of commitment as, for example, a promise made to the institute." The same general lan-guage is found in numbers 2, 6, 10, 24,' 37-8. The pos-sibility of the extension to all in the probation after the noviceship is not certainly excluded by other num-bers of the Instruction. A dil~erent bond should be introduced only a]ter most careful thought. The reasons are (1) number 34 demands a two-thirds vote of the general chapter to in-troduce a different bond and (2) number 7 explidtly re-quires such careful thought: "No institute should de-cide to use the faculty granted by this Instruction to replace temporary vows by some other form of commit-ment without having clearly perceived and weighed the reasons for and the nature of this change." A different bond in fairness, prudence, and proper regard [or sound spirituality should be introduced only [or those in whom the special immaturity exists. The reasons are (1) by vows a special consecration is had according to number 2: "Thus it is that religious pro-fession is an act of religion ~nd a special consecration whereby a person dedicates himself to God." (2) Be-cause according to number 7 temporary vows are com-pletely in harmony with the greater response to God so important at the beginning of the religious life and also enable the candidate to make the consecration proper to the religious state: "For him who has heeded the call of Jesus to leave everything to follow Him there can be no question of how important it is to respond generously and wholeheartedly to this call £rom the very outset of his religious life; the making of temporary vows is completely in harmony with this requirement. For, while still retaining its probationary character by the fact that it is temporary, the profession of first vows makes the young religious share in the consecration proper to the religious state." (3) Because immaturity is the sole reason given (n. 7) for substituting another temporary commitment: "In fact, more fre-quently now than in the past, a certain number [quidam] of young candidates come to the end of their novitiate without having acquired the religious ma-turity sufficient to bind themselves immediately by re-ligious vows, although no prudent doubt can be raised regarding their generosity or their authentic vocation to the religious state. This hesitancy in pronbuncing vows is frequently accompanied by a great awareness of the exigencies and the importance of the perpetual religious profession to which they aspire and wish to prepare themselves." (4) Possibly also because the desire for the different commitment was true only of some institutes (n. 7): "Thus it has seemed desirable in a certain num-ber o[ institutes that at the end of their noviceship the novices should be able to bind themselves by a temporary commitment different from vows, yet answering their twofold desire to give themselves to God and the institute and to pledge themselves to a fuller preparation for perpetual profession." Since the Instruction describes temporary vows as a consecration that is special, proper to the religious state, and in harmony with the greater ÷ ÷ ÷ VOLUME 28. 1969 89! + ÷ .~. Fo Gallen, $J. REVIEW FOR RELIGIOUS 89~> response to God, it at least seems unfair, imprudent, and without regard for sound spirituality to deprive a novice of temporary vows when he has all the quali-ties requisite for making them, that is, when he is not affected by the special immaturity described in number 7. ¯ Some observations on this immaturity. Is this im-maturity proper to the young or is it the emotionalism that is today found in many older religious, and which the young often manifest only after continuous contact with such older religious? Isn't there a movement at this moment in the United States to give the vote to those who are eighteen years of age because the young are now more politically mature? In more than thirty states it has been the law that a girl of eighteen may marry without the consent of her parents. Is there any widespread tendency at present to change this very general law because of the immaturity of the ~young? Don't some hold that the greater physical development of modern youth argues to a greater psychological de-velopment? Does one frequently and without indoctri-nation encounter a novice who is judged to have a certain religious vocation (see also c. 571, § 2) but is too immature to take temporary vows? What factual and ob-jective investigations were made in the United States to prove the existence of such immaturity? Isn't it true that such immaturity would occur with regard to the temporary vow of chastity, not of poverty or obedience? Prescinding now from the obligation of the different commitment, don't the commandments of God still bind such a candidate and under serious sin in a violation of chastity? The simplest and most appropriate different com-mitment would be a promise to the institute to observe poverty, chastity, and obedience because (1) neither the form nor the object of the different commitment is determined in the Instruction (see n. 34) but (2) in numbers 7 and 35 the Instruction at least says it is fitting that the dit~erent commitment should in some way refer to the exercise of the three evangelical counsels, for example in number 7: "Whatever form such a temporary commitment may take, it is in keeping, with fidelity to a genuine religious vocation that it should in some way be based on the requirements of the three evangelical counsels." and (3) more directly and even categorically in number 13 the Instruction apparently says that the novice is to make profession of the evangeli-cal counsels at the end of the noviceship by temporary vows or other temporary commitment: ".that a novice.may implement the evangelical counsels of chastity, poverty, and obedience, the profession of which 'either by vows or by other sacred bonds that are like vows in their purpose' he will later make." This number of the Instruction is talking of a novice and therefore o[ the first consecration, which can be either vows or another temporary commitment. There is no alternative for the profession of perpetual vows. Other forms and objects of commitment are possible. The form and object of members in the strict sense of secular institutes is: "By making profession before God of celibacy and perfect chastity, which shall be confirmed by vow, oath, or consecration binding in conscience, according to the constitutions; by a vow or promise of obedience.by a vow or promise of poverty." (Provida Mater Ecclesia, February 2, 1947, Art. III). Some of the different forms of commitments in societies of common life without public vows are annual private vows of poverty, chastity, and obedience and the service of the poor; private perpetual vows of poverty, chastity, and obedience; promise of fidelity to the observance of the rule and constitutions; perpetual promise of observ-ance of common life and poverty; perpetual agreement to obey the rule of the institute; perpetual oath of perseverance and obedience; and perpetual oath and promise of perseverance and obedience,x The societies of common life more £requently encountered are the Daughters of Charity of St. Vincent de Paul, Eudists, Josephites, Maryknoll Missionaries, Oratorians, Pallot-tine Fathers, Paulists, Precigus Blood Fathers, Sulpicians, Vincentians, and White Fathers. Is one who makes a di1~erent temporary commitment in a state of perfection, in the religious state, a re-ligious, and a member of his institute? This is at least a very basic question and with wide implications. The negative arguments are that the Instruction nowhere says that one who makes a different temporary commit-ment is a religious and that canon 488, 7°, demands public vows to constitute a religious. On the other hand (1) vows are required only by canon law, not by divine law or the nature of the matter,2 to constitute a re-ligious, and the Instruction derogates from this canon law, as will be seen from the following arguments: (2) number 36 states absolutely that the subject is united with his institute and absolutely that he is obliged to observe its law; (3) the Instruction throughout does not differentiate between such a commitment and temporary vows (see nn. 2, 6, 10, 24, 34, 37-8); (4) num-ber 10 states explicitly that the temporary commitment is not the noviceship. If an entirely new state were being 1 See also Beste, lntroductio in Codicem, 497; Guti~rrez, Gora-mentarium pro religiosis, 38 (1959), 312-3. =See Goyeneche, De religiosis, 10-11; Guti~rrez, op.cit., 29 (1050), 72-3. ÷ ÷ ÷ VOU, JME 25, 89~ REV;EW FOR RELIGIOUS introduced distinct from that of the noviceship and temporary vows, this should have been dearly stated in the Instruction. (5) The probationary periods can last for thirteen years. This seems in itself to be un-reasonable if the subject does not become a member of the institute until the end of such time. The professed of temporary vows are members by first profession. The present canon law does not permit a duration of tempo-rary vows longer than six years, and canon 642, § 2, likens a professed of six years of temporary vows to one of perpetual vows. (6) During this prolonged time the institute would not be held in the case of such a subject to the norms of dismissal for professed but could dismiss him almost in the manner of a novice, whereas the pro-fessed of temporary vows would have also a right of sus-pensive recourse against his dismissal. Nor would canon 643, § 2, on the charitable subsidy apply, nor canon 646 on an automatic dismissal. (7) There would be an evident distinction in the rights and obligations of these subjects and the professed of temporary vows even though both would be in the same factual state of proba-tion. It is true, as number 7 states, tl~at "the profesz sion of first vows., makes the candidate share in the consecration proper to the religious state." Such a consecration, however, is required only by canon or human law, which can therefore enact that other suitable forms of commitment would also constitute a candidate in the religious state and make him a re-ligious, as also because such a candidate is always des-tined for this proper consecration in perpetual profes-sion. Religious women are nuns and their institutes are religious orders even though no one in fact has solemn vows provided at least some are destined for solemn vows from the particular law of the institute. Public vows would also remain proper to the religious state and to religious institutes since they are not had either in societies of common life nor in secular institutes. I therefore believe that the subject in a different temporary commitment is in a state of perfection, in the religious state, is a religious, and a member of his institute, but the question should be authoritatively serried by the Holy See. In the contrary opinion, those in a different temporary commitment are in a state that is neither noviceship nor profession, one also for which we have no parallel, and consequently a state of deep obscurity at least juridically. Determination o~ details b) the general chapter (n. 36). In virtue of canon 543 only a higher superior is competent to admit to the noviceship and to any re-ligious profession. The same canon demands a vote of the council or chapter for admission to the novice- ship, first temporary, and perpetual professions. The gen-eral chapter should require the deliberative vote for admission to the first temporary commitment and pre-scribe for renewals and prolongation of. such a com-mitment the same vote as is enacted in the constitutions for these acts with regard to temporary profession. The same policy should be observed concerning the superior competent for permitting an anticipated renewal of the temporary commitment, for exclusion from renewal or from the profession of perpetual vows (c. 637), and for the vote of the council in this case. The superior general with at least the advice of his council should be given the faculty of consenting to the dissolution of the com-mitment by the subject, to so consent to the request of the subject at any time during a commitment, who can then be immediately admitted to temporary vows, and with the consent of his council from the institute. Reception of ment is not necessary because it (c. 1308, § 1), and the consent of to dismiss a subject the different commit-is not a public vow the institute was suf-ficiently given and expressed in the admission to the commitment or its renewal. The general chapter could prescribe reception since such a repeated consent of the institute is not contrary to common law. The formula of the vows will have to be changed for a different commitment, for example, a promise will be to the institute, not to God as is a vow. Even if the new com-mitment does not have obedience as its express object and is therefore not productive of another obligation of obedience, superiors, as the head of the institute or of its parts, possess at least the same authority that they have over a novice and, if the Holy See decides that a different commitment is on the same juridical level as temporary vows, they possess the same authority as over a professed but without the added title to exact obedi-ence from the vow (c. 501, § 1; 502). Ganons whose application is obscure. The applica-tion of the following canons to those in a different temporary commitment should also be decided by the Holy See: responsibility for debts, 536, §§ 2-3; canonical examination, 552; dowry, 547-51; making of cession and disposition regarding personal patrimony and a civilly valid will, 569; retreat before first profession, 571, § 3; profession of a novice in danger of death. Requisites for a valid profession, exclusive of recep-tion, the necessity of three years of temporary vows, and understanding the derogations regarding a valid novice-ship in the Instruction, 572; age for profession, 573; deliberative vote for first profession, 575, § 2; written declaration of profession, 576, § 2; no intervals between renewals or perpetual profession, 577, § 1; 575, § 1; ÷ ÷ Formation VOLUME 28, 1969 895 ~. F. Gallen, S.]. REVIEW FOR RELIGIOUS 896 enjoyment of the same indulgences, privileges, spiritual favors, and suffrages, obligation of observing rules and constitutions, active and passive voice and computation of time for obtaining either, 578; illiceity and invalidity of acts contrary to the vows, 579. Acquisition of property by a professed of simple vows, change of cession and disposition, 580; renuncia-tion of personal patrimony, 581; 583, 1°; change of will, 583; 2°. Common obligations of clerics in canons 124-42, 592; obligation of common life, 594; obligation of wear-ing habit, 596; cloister, 597 ft.; religious duties, 595; right of exempt correspondence, 611; enjoyment of privileges of first order by nuns, 613, § 2; enjoyment of clerical privileges of canons 119-23, 614. Transfer to another religious institute or monastery, 632-5; 544, § 5; right of professed of temporary vows to leave at the end of a temporary profession, 637; ex-claustration, 638-9; effects of secularization, 640-3; compensation may not be sought for services given to the institute, 643, § 1; charitable subsidy, 643, § 2; laws on fugitives, 644, § 3; 645; 2386; automatic dismissal, 646; dismissal of a professed of temporary vows, 647-8; provisional return to secular life, 653. Six professed constitute a formal house, 488, 5°; precedence from first profession breaking a tie in elec-tions, 101, § 1, 1°; first profession as date of computing eligibility for office, 504; 559, §§ 1-2; prohibition of being members of third orders secular, 704; prohibi-tion of being a sponsor in baptism and confirmation, 766, 4°; 796, 3°; special jurisdiction necegsary for the confessions of religious women, 876; funerals of religious, 1221; 1124, 2°; permission for writings, 1386, § 1; punish-able for violations of common life, 2389. Obligation o[ observing the evangelical counsels. If the Holy See decides that a different temporary com-mitment is on the same juridical level as the profession of temporary vows, the evangelical counsels must be observed at least with the same obligation as the con-stitutions, no matter what be the object of the different temporary commitment because (1) not only does num-ber 36 impose after the new commitment "the obliga-tion of observing the Rule, constitutions and other regulations of the institute" and therefore a fortiori also the obligation of observing the evangelical coun-sels as more essential and important for a state of complete Christian perfection but also and more pro-foundly because (2) the observance of the evangelical counsels is necessary from the nature of a state of per-fection, as can be seen from the following direct and clear statements of only three Popes and Vatican II: "The religious orders, as everyone knows, have their origin and raison d'etre in those sublime evangelical counsels, of which our divine Redeemer spoke, for the course of all time, to those who desire to attain Christian perfection" (Leo XIII, December 23, 1900). "When the only-begotten Son of God came into the world to re-deem the human race, he gave the precepts of spiritual life by which all men were to be directed to their appointed end; in addition, he taught that all those who wished to follow more closely in His footsteps should embrace and follow the evangelical counsels" (Pius XI, March 19, 1924). "It is true that by the apostolic constitution Provida Mater Ecclesia we declared that the form of life, which is followed by secular institutes, is also to be accepted as a state of perfection publicly recognized, because the members are bound in some way to the observance of the evangelical counsels" (Pius XII, July 13, 1952).3 Vatican II affirmed: "Thus, although the religious state constituted by the profession of the evangelical counsels does not belong to the hierarchical structure of the Church, nevertheless it belongs in-separably to her life and holiness." 4 Moral obligation of a new temporary commitment. It might seem that a general chapter could also completely determine this (see n. 36), but number 34 gives a promise to the institute as an example of such a com-mitment. We are to presume words in such a document are being used in their proper sense, and in such a sense a promise produces a moral obligation. In a merely private promise to God or man, the one making the promise can oblige himself only to a light obliga-tion in light matter but in serious matter he can assume either a light or a grave obligation. May a general chapter, therefore, define the moral obligation of the new temporary commitment, for example, a promise to the institute, as only light? It could do so if it is decided by the Holy See that such a commitment is not on the same juridical level as temporary vows. Could it do so if the level is the same? Such a definition is not excluded by the nature of a commitment or promise purely in itself nor by the explicit wording of the Instruction. The light obligation can also be urged from the reason for permitting a different commitment, that is, the immaturity of a candidate. It would not 8Courtois, The States of Perfection, Dublin: 1961, M. H. Gill and Son, nn. 33, 130, 403, 474; see also Schaefer, De religiosis, n. 125; Beste, op.cit., 328; Padri Claretdani, II diritto dei religiosi, n. 3; Fanfani, II diritto delle religiose, n. 2; Bastien, Directoire canonique, nn. 9, 14; Creusen, Religious Men and Women in Church Law, nn. 4-5; Guti~rrez, ibid., 63-4, 67. ' Abbott-Gallagher, The Document~ of Vatican II, 75. 4" 4" 4" Formation VOLUME 28, 1969 89~ ]. F. Gallen, $.$. REVIEW FOR RELIGIOUS seem very practical to enact that such a candidate does not have to take the added serious obligation of a re-ligious vow if he must assume the added serious obli-gation of another form of commitment. On the opposite side it can be well maintained from the nature of the matter that it would be incongruous for the funda-mental obligations of a permanent state of life to be only light. Above all there is a reply given by the Sacred Congregation of Religious, May 19, 1949, in an entirely parallel case and in general language to the effect that the bonds assumed by the members of secular insti-tutes cannot be light in their general nature.~ The pur-pose and nature of secular institutes are given as the reason for this doctrine. A secular institute is an apos-tolic state of complete Christian perfection, and the reasoning of the Sacred Congregation appears to me to apply, at least equally, if not afortiori, to religious in-stitutes. In effect this would mean, in the promise we have advocated to the institute to observe poverty, chastity, and obedience, the same light or serious obliga-tion that is had in the religious vows. The document reads: 1. The obligations which are contracted by members in the strict sense (Art. III, §§ £ and 3) for the full pursuit of the juridical state of perfection in secular institutes (Art. III, § 2), if they are to correspond to the purpose and nature of the institute, cannot be light in their general nature and under every respect (ex genere suo atque ex omni parte). 2. On the other hand, the bonds on which this state of perfection rests, are considered so to oblige in conscience that the obligations thus produced must be called grave in their general nature (ex genere suo). 3. In individual cases, an obligation must be considered grave only when its matter must be considered as certainly grave according to the constitutions and the common teaching regarding equal or similar bonds. Moreov,er, according to the well-known rule of law (Reg. 30 in VI°), 'In obscure matters, one is obliged to Iollow only the least obligation," it cannot be affirmed in a doubtful case that an obligation is grave or more grave, for example, on the ground that an obligation arises from or is reinforced by the formal virtue of religion. 4. Just what is the nature of the bonds assumed in individual institutes and what is the precise mode of obligation---e.g., in addition to justice and fidelity, is there also and, if so, to what degree, an obligation from the virtue of religion--must be learned from the constitutions, which should give an accurate presentation of the matter, and from the formula of consecra-tion or incorporation in which the bonds are expressed. 5. Even when it is certain that there is a formal obligation arising from the virtue of religion, since there is question of vows or bonds which, although they are not fully private, nevertheless, in law, cannot be called public in the strict and specific sense and do not effect a public consecration of the' "Bouscaren-O'Connor, Canon Law Digest /or Religious, 167-8; see also Commentarium pro religiosis, 28 (1949): Larraona, 199-200; Fuertes, 292-8. person, the malice of sacrilege must not be attributed to their violation. Duration oI probation after the noviceship. The gen-eral chapter is to determine this but it is to be no less than three nor longer than nine years (n. 37). I find it difficult to see why a period longer than five years should be generally prescribed (n. 6). The total possible probationary period, that is, 2 years of postulancy, 2 of noviceship, and 9 of temporary commitment, can thus be 13 years. This would ordinarily mean perpetual profes-sion at the youngest only at the age of 30 or 31 years. Would we advise marriage only at 30 or 317 The gen-eral chapter may permit a prolongation in individual cases of a prescribed time, e.g., five years, up to the full nine years or may limit the power of prolonging, e.g., to only one year (n. 37). Precise length of dil~erent commitment. This may be made in the one act for the full length of the interval before perpetual profession, for example, five years; or for a briefer period, for example, three years, to be re-newed for two years on its expiration or to be followed by temporary vows (n. 34). The provision of canon 577, § 2, of permitting a renewal of temporary vows to be an-ticipated but not by more than a month may be also applied to the renewal of a different form of temporary commitment. Such an anticipation is permissible £rom the nature of a commitment and is not excluded by the Instruction. Must also a di~erent temporary commitment be ac-companied by the intention of renewing and of admit-ting to a renewal on its expiration? If the decision of the Holy See is that the juridical level of temporary vows and other temporary commitments is the same, the answer is in the affirmative. The explanation of the necessity of this intention in temporary vows has been the following. The religious life has ever and now de-mands stability or permanence. From its concept it is a state of life in the same way as the clerical or married state. A state of life is something that contains the note of stability or permanence. The exact permanence re-quired is defined by the Church as follows: solemn vows or simple perpetual vows are sufficient but not neces-sary; the minimum requisite is simple temporary vows. Therefore, an institute in which all the members make only annual professions of poverty, chastity, and obedi-ence fulfills this requisite. The Church further requires that temporary vows be renewed on their expiration (c. 488, 1°). This implies an intention on the part of both the religious making temporary profession and the superior admitting to this profession that, iI no obstacle ÷ ÷ ÷ Formation VOLUME 28, 1969 899 ]. F. Gallery, REVIEW FOR RELIGIOUS 900 occurs in the meantime, the vows will be renewed on their expiration. It is evident that the same necessity of this intention and its explanation apply to a different temporary commitment since the necessity of the inten-tion is required not from vows as such but from the fact that the religious state is 'a state of life and demands stability.6 Lastly, such an intention is required in secular institutes, in which the bond can be vow, oath, consecra-tion, or promise: "The bond by which the secular insti-tute and its members in the strict sense are to be united must be: 1o Stable, according to the constitutions, either perpetual or temporary but to be renewed at its expira-tion (c. 488, 1°) . ,, 7 ConIusion on temporary vows. Tkis is the appropriate place to mention the extensive confusion that has existed on temporary vows in this whole matter of a different commitment. Many talked as if a temporary vow were a most unusual and even a contradictory thing. Evidently they did not know that temporary vows were mentioned in canon law (c. 131.1) as also in practically any manual of moral theology and in canonical works that included the treatment of the vows. It was also frequently stated that the intention of renewing and of admitting to renewal on their expiration was a contra-diction of the temporary duration of such vows. This again was ignorance. The intention was not and could not have been absolute, which would have been clearly contrary to the probationary nature of the period of temporary vows. It was a conditional intention to renew the vows i[ no obstacle intervened in the meantime, S and this obstacle, if not always, would practically always have been the discovery by the institute or the subject that he or she had no vocation. There was almost an equal number of statements that a temporary profession was invalid if at the time a religious had the intention of not renewing or a superior of not admitting to a renewal on the expiration of a temporary profession. Canon 572 does not list such an intention among the requisites for a valid religious profession. Canon 488, 1°, does not append an invalidating clause to the necessity of this intention as required by canon 11. A requirement for liceity only will also sufficiently fulfill the required stability. An invalidating law according to canon 15 does not exist in a doubt of law, and there is certainly a doubt o See Larraona, op. cit., 2 (1921), 137, 209; 28 (1949), 205; Schaefer, op.ciL, n. 128; Jone, Commentarium in Codicem iuris canonici, I, 387; Padri Clarettiani, op.cit., nn. 3, 6; Vermeersch-Creusen, Epitome iuris canonici, I, n. 580; Goyeneche, op.cit., 9-10; De Carlo, Jus religiosorum, n. 2. ~ Provida Mater Ecclesia, Bouscaren-O'Connor, op.cit., 151. aSee Larraona, op.cit.o 2 (1921), 209 and note 81; 28 (1949)~ 205; Guti~rrez, ibid., 90. of law in the present caseP There was also a great deal of talk merely about promises, as if a vow were not a promise. Nor was there too much knowledge of sanctity of life and of the relation of the evangelical counsels and of vows to this sanctity. Sacred orders may not be conferred belore perpetual profession (n. 37; c. 964, 4°). For a just reason a higher superior may permit that a first profession be made outside the novitiate house (n. 20). The Instruction does not mention the commitment presumably because it is held that the prescription on place of canon 574, §1 applies only to vows. Readmission of one who legitimately left either after completing temporary vows or other commitment or a[ter being [reed from either. He may be readmitted by the superior general with the consent of his council, who is not obliged to prescribe another noviceship, nor an-other postulancy (c. 640, § 2), but is obliged to enjoin a previous period of probation and also a period of tem-porary vows or other commitment not less than a year nor less than the time that remained to be spent in this temporary probation before perpetual profession when the subject left. The superior general may prescribe a longer period of temporary vows or other commitment (n. 38). Immediate preparation for perpetual proIession and similar periods during tbmporary vows or other commit-ment. It is desirable that perpetual profession should be preceded by a sufficiently long immediate preparation something in the manner of a second noviceship. The duration and other aspects are to be determined by the general chapter (nn. 9, 35). It is also desirable that periods of withdrawing to prayer, meditation, and study be established during the time of temporary vows or other commitment (n. 25). Section IlL Application of the special norms. The par-ticular provisions axe called norms because they have been enacted for experimentation (VII). They are in effect from January 6, 1969 (VII). The norms and direc-tives of the Instruction appertain only to religious in-stitutes; other institutes of common life may but are not obliged to follow them (n. 3). Common law (canon law, laws enacted after the Code of Canon Law, laws of Vatican II, and postconciliar laws) remains in effect un-less derogated by this Instruction (I). The faculties granted by this Instruction may in no way be delegated g See Schaefer, op.cit., n. 128; Jone, op.cit., 387; Guti~rrez, ibid., note 65; Vermeersch, Periodica, 31 (1932), 122 ft.; Goyeneche, Corn. mentarium tyro religiosis, 16 (1935), 315-6; Vidal, De religiosis, n. 9, holds for invalidity. 4- 4- ÷ VOLUME 901 ~. F. Gallen, $.]. 902 to another (II), but they may be used by those who legiti-mately take the place of the superior general when there is no superior general or he is legitimately prevented from acting (IV). The same principle is true of the vicars of other higher superiors since they are actually exercising the office of the higher superior when accord-ing to the constitutions they take the place of a higher superior, such as a provincial, in the vacancy of the office, in his absence, or when he is otherwise impeded from fulfilling the duties of his office. There is nothing of such importance in the faculties granted in the Instruc-tion to higher superiors that would merit the exclusion of vicars from the exercise of such faculties. An abbot at the head of a monastic congregation is also to be understood under the name of superior general in this Instruction (III). In the case of nuns dedicated exclu-sively to the contemplative life, special norms shall be inserted into the constitutions and submitted for ap-proval, but the norms in numbers 22, 26-7 may be ap-plied to them (V). I[ the special general chapter has already been held, the superior general and his council acting collegially,x° after a careful study of all circumstances, are to decide whether a general chapter should be convoked to deliber-ate on the faculties granted to it or whether it would be preferable to await the next general chapter (VI). If they decide against the above convocation but also that the use of the faculties granted to the general chapter is urgent for the good of the institute, they, again acting collegially, have the power of putting all or some of the same faculties in use until the next gen-eral chapter provided they have previously consulted all other higher superiors and their councils and have ob-tained their two-thirds affirmative vote. These other higher superiors should have it at heart to consult previ-ously the professed of perpetual vows. In institutes with no provinces, the superior general must consult the l~rofessed of perpetual vows and obtain the affirmative vote of two-thirds OgI). The following appertain to the general chapter: with a two-thirds vote: to introduce periods of formative ac-tivity in the noviceship (n. 23) and a different tempo-rary commitment (n. 34); with the vote prescribed by the constitutions: to make determinations for the pos-tulancy (n. 12); to decide on the permissible contacts of the novices (n. 28); to permit or command studies during the noviceship (n. 29); to determine the dress of the novices and other candidates (n. 33); to determine the duration of the probation between the noviceship See REVIEW FOR RELIGIOUS, 19 (1960), 131-2. and perpetual profession and other aspects of the same probation (nn. 35-6-7); and experimentally to enact other matters that imply a change in the constitutions, for example, in numbers 16, 22, and 27. The following appertain to the superior general: with the consent of his council: the institution of a novitiate (n. 16) and of many novitiates in the same province, having consulted the interested provincial (n. 17); the making of the noviceship in a house that is not a noviti-ate house (n. 19); the readmission of one who legiti-mately left either after completing temporary vows or other commitment or after being freed from either (n. 38); alone: to permit the group of novices to reside for a time in another house designated by him (n. 16); to per-mit a small group of novices to make their noviceship in a house more suitable for community life (n. 18); with the council acting collegially: to decide on the calling of a general chapter to implement the Instruction or to permit, without a general chapter, the use of the facul-ties granted in the Instruction, after consulting all other higher superiors and their councils and having obtained the affirmative vote of two-thirds of them or of the pro-fessed of perpetual vows when the institute does not have provinces (VI). The following appertain to higher superiors: alone: to permit first profession outside the novitiate house (n: 20); to permit that first profession be anticipated but not beyond fifteen days (n. 26); after consulting the master of novices: to decide on a supplying of absence of a novice of less than three months (n. 22); and it is rec-ommended that higher superiors below the superior general previously consult the professed of perpetual vows on the use of faculties of the Instruction without having a general chapter (VI). Spiritual principles of the Instruction. In the intro-duction to the Instruction, the Sacred Congregation for Religious and Secular Institutes stated that the reason Vatican II gave no small measure of attention to reli-gious was that the Church might have a greater abun-dance of spiritual strength and be better prepared to proclaim the message of salvation to the men of our age; quoted Lumen gentium, numbers 44-5, to the effect that the state of the evangelical counsels appertains to the sanctity of the Church and that the practice of these counsels is uniquely effective for the perfection of the love of God and of the neighbor; spoke of the duty of religious institutes to renew their spiritual, evangelical, and apostolic lives; recalled that no loss was to be per-mitted in the basic values of the religious life; and de-clared the necessity of defining again the principal as-pects of this life. Formation VO'LUME 28, 1969 9O3 I. F. Ga//en,~$.l. REVIEW FOR REI.~G~OU$ 90; In the first section, which treats of principles and criteria, the Sacred Congregation reaffirmed that pro-fession of the evangelical counsels is a total consecration of one's person to God; that both from the teaching of the Church and the nature of this consecration the vow of obedience appertains to the essence of religious pro-fession; that by this consecration the religious exercises the perfection of apostolic charity, even though the apostolate is not the primary purpose of religious pro-fession; and that it may not be said that the nature of religious profession is to be changed or its proper de-mands lessened. The Sacred Congregation stated that the noviceship retains its irreplaceable role in formation; that novices are to be taught the cohesive unity that should link contemplation and apostolic activity; and that this unity is one of the fundamental and primary values of apostolic institutes. The achievement of this unity requires a~proper un-derstanding of the realities of the supernatural life and of the paths leading to a deepening of union with God in the unity of the one supernatural love for God and for man, finding expression at times in the solitude of inti-mate communing with the Lord and at others in the generous giving of self to apostolic activity. Young reli-gious must be taught that this unity, so eagerly sought and toward which all life tends in order to find its full development, cannot be attained on the level of activity alone, or even be psychologically experienced, for it resides in that divine love which is the bond of perfec-tion and which surpasses all understanding. The attainment of this unity, which cannot be achieved without long exercise of self-denial or without persevering efforts toward purity of intention in action, demands in those institutes faithful compliance with the law inherent in the spiritual life itself, which con-sists in arranging a proper balance of periods set aside for solitude with God and others devoted to various activities and to the human contacts which these in-volve (n. 5). The Sacred Congregation maintained that suitable maturity was required that the religious state be a means of perfection and not a burden too heavy to carry, as also the desirability that the perpetual con-secration to God of perpetual vows be preceded by a sufficiently long immediate preparation spent in recol-lection and prayer that could be like a second novice-ship. The second section of the Instruction is on special or particular norms and contains the following spiritual ideas and principles. The novices are to develop that union with Christ which is to be the source of all their apostolic activity; conformably to the teaching of our Lord in the gospel, the formation of the noviceship con-sists especially in initiating the novices gradually into detachment from everything not connected with the kingdom of God; that they learn to practice humility, obedience, poverty, to be instant in prayer, to maintain union with God, along with a soul receptive to the inspirations of the Holy Spirit, and to be mutually and spiritually helpful to one another in a sincere and un-feigned charity; they are to study and meditate on Holy Scripture; to be formed in the spiritual doctrine and practice required for the development of a supernatural life, union with God, and the understanding of the re-ligious state; they are to be initiated into the liturgical life and the spiritual discipline proper to their own in-stitute; they are to be given the occasions for striving to preserve faithful union with God in the active life; for the novices there is to be a balancing of periods of ac-tivity and of those given to recollection in prayer, medi-tation, and study to stimulate them to remain faithful to it throughout life, and a similar balancing is desirable during the years of formation before perpetual profes-sion. The Instruction reaffirmed the principle of the spiritual life and of Perfectae caritatis, number 8, that apostolic activity must have its source in intimate union with Christ and that therefore all the members should seek God only and above all, and unite contemplation by which they adhere to Him in mind and heart with apostolic love, in which they are associated with the work of redemption and strive to spread the kingdom of God; that novices are likewise to be formed in purity of intention and love for God and man; to learn to use this world as if they did not use it; realize that devotion to God and man demands a humble control of self; culti-vate the necessary human and spiritual balancing of the times given to the apostolate and the service of men and of the properly prolonged periods, in solitude or in com-munity, dedicated to prayer and to the meditative read-ing of the Sacred Scriptures. By fidelity to this most necessary and important program in all such institutes, the novices will gradually develop a peaceful union with God, which comes from conformity to the will of God. They must learn to discern the divine inspirations in the duties of their state, especially those of justice and charity. A mutual confidence, docility, and openness are to be fostered between superiors, the master of novices, and the novices that the master may be able to direct the generosity of the novices to a complete gift of themselves to God and lead them gradually to discern in the mys-tery of Christ crucified the demands of true religious + + + Formation VOLUME 28, 1969 905 obedience, and in this manner inspire them to an active and responsible obedience. The Instruction affirms with sufficient emphasis that the religious s~ate is different from secular institutes and from the state of the laity. ~. F. Gall~, $.1. REVIEW FOR RELIGIOUS SISTER MARY PATRICIA NORTON A New Form Community oJ Religious Government The custom that has been traditionally followed in women's religious communities of focusing all authority, responsibility, and decision-making in one person at the local, regional, and generalate level has, we believe, been a custom that grew up as a result of historical circumstances. When some of the original women's re-ligious communities were founded, there was a com-paratively small number of the members that were well educated. There has, of course, always been a local, regional, and general council to assist and advise the superior; but in actual practice the superior has gen-erally led an overburdened existence, weighed down by the responsibility of major decisions. Since the founding of the early communities, the pic-ture has changed dramatically. The rank and file sisters are no longer uneducated followers. Vatican Council II has told us that the Holy Spirit breathes up ~rom below, that is, He speaks and points out the way through the person of each and every member of the community. In the summer of 1967, the 48 Maryknoll Sisters working in Korea, considering the problems of the past, the directions of the future, and the urgings of Vatican Council II (that "all members of the community have a share in the welfare of the whole community and a responsibility for it"--~om the Decree on Ap-propriate Renewal o[ Religious Life, n. 14), began to draw up a new plan for regional government. This plan was to provide for sharing more broadly the burdens of responsibility, participation of every member in the decision-making and planning of community affairs, and to foster in each member a mature spirit of initiative and involvement. The experiment is at present under way with three elected members now jointly sharing the responsibilities that had previously belonged to the regional superior. 4, 4, Siste~ Patricia Norton is missioned at the Maryknoll Hospital; P.O. Box 77; Pusan, Korea. VOLUME 28, 1969 907 REVIEW FOR RELIGIOU$ (Note: The work of the Maryknoll Sisters in Korea is designated as a regional unit.) No one of these is superior to the others in authority or responsibility. Each one is responsible in the area that has been allotted to her: Personnel, Administration-finance, and Planning-research respectively. These three sisters are known as the Regional Team. Although each one has her area of responsibility, she does not bear this burden alone. Each of these team members has a corresponding committee of 4 regular members and one alternate member. Each committee meets once a month and the results of these meetings constitute the agenda for the meeting of the Regional Team (the three team leaders). The Regional Team also aims at meeting monthly as high priority has been placed on the value of close and frequent communications. It is felt that real participation of each and every mem-ber of the region is dependent on the thoroughness of these communications. In addition to the monthly meetings of both team and committees, good communications are fostered by availa-bility of the minutes of the Regional Team, of each of the three committees, and the publication of the agenda before each meeting. With the publishing of the agenda, each sister is invited to respond with her ideas, sugges-tions, objections, and so forth to any item on the agenda. This is one technique to insure participation by every individual. Furthermore, all those sisters who are neither mem-bers of the team nor of one of the committees become members of an interest area. The latter means that the sister has indicated her interest in one of the areas, follows the activities of that committee in par-ticular, and is ready at any time to fully participate. The Maryknoll Sisters are divided among six houses in Korea. In the event that one of these houses does not have a particular committee member, one of the in-terest area members acts as contact person for that house. Planning for this experiment began in early Fall of 1967. It was formally inaugurated at a regionwide work-shop in October of that year. Since that time it has undergone several evaluations resulting in both minor and major changes. What so far have been the advantages and disad-vantages in regard to this experiment? Some of the disadvantages: ---outsiders who have contacts with the Maryknoll Sisters do not understand it; --it is expensive (train travel and postage) and time consuming; ---it deprives the other sisters of that leisure they used to have while the superior did all the work. Some of the advantages: --it takes the heavy, burden from the shoulders of one person and spreads it" out over the shoulders of all; --it provides for the utilization of the ideas, inspira-tions, and talents of each person rather than just two or three; --it provides for decisions to be made at the level at which they are carried out; --it helps to uncover and develop leadership qualities in a wider spectrum O[ persons; ---it allows for a more truly Christian li[e [or each sister as a completely participating person, con-scious of her own role of responsibility for the success or failure of Maryknoll works in Korea; ---it cuts down dissatisfaction and provides a channel for rectifying any dissatis[actions that may occur. The comment was made by one observer: "It deprives the religious of that necessary sacrifice involved in obedience to a superior." Those who have been living ¯ this experiment would strongly differ. Obedience is not a vanished thing. It is merely the focus that has changed. Decisions are made through group-to-group or individ-ual- to-group dialogue and the individual remains open and ready to obey the results of this dialogue. It is now two years since the initial idea for this type of government was discussed. Since that time there have been many pros and cons, many wrinkles to be ironed out. It has been said by informed sources that such an arrangement Without ultimate responsibility resting in one person can never be a success. The Maryknoll Sisters are willing to concede that this may be true. But they are not willing to concede without an earnest trial. ÷ ÷ ÷ VOLUME 28, 1969 9O9 WILLIAM A. HINNEBUSCH, O.P. Origins and Development oJ Religious Orders William A. Hin-nebusch, O.P., teaches ecclesiastical history at the Do-minican House of Studies; 487 Michi-gan Avenue, Waahington, D.C. REVIEW FOR RELIGIOUS 910 An# attentive study of the origins and history of reli-gious orders reveals that there are two primary currents in religious life--contemplative and apostolic. Vatican II gave clear expression to this fact when it called on the members of every community to "combine contem-plation with apostolic love." It went on to say: "By the former they adhere to God in mind and heart; by the latter they strive to associate themselves with the work of redemption and to spread the Kingdom of God" (PC, 5). The orders1 founded before the 16th century, with the possible exception of the military orders, recognized clearly the contemplative element in their lives. Many of them, however, gave minimum recognition to the apos-tolic element, if we use the word "apostolic" in its pres-ent- day meaning, but not if we understand it as they did. In their thinking, the religious life was the Apos-tolic life. It reproduced and perpetuated the way of living learned by the Apostles from Christ and taught by them to the primitive Church of Jerusalem. Since it was lived by the "Twelve," the Apostolic life included preaching and the other works of the ministry. The pas-sage describing the choice of the seven deacons in the Acts of the Apostles clearly delineates the double ele-ment in the Apostolic life and underlines the contem-plative spirit of the Apostles. The deacons were to wait on tables; the Apostles were to be free to devote them-selves "to prayer and the ministry of the word" (Acts 6:~4~). ¯ This is the text of an address given to the annual meeting of United States major superiors of men religious held in June, 1968, at Mundelein, Illinois. x I use the words, "order," "monasticism," and their derivatives in a wide sense to include all forms of the religious life. In its strict sense "monasticism" applies only to the monks and does not extend to the friars and the clerks regular. There were, however, exceptions to the general rule that monks did not engage in the ministry. An Eastern current of monasticism, influenced by John Chrysostom, viewed missionary work as a legitimate activity of the monk; and, as we shall see, many Western monks shared this conviction. Nevertheless, missionary activity did not become an integral part of monasticism. Even after most monks became priests, they considered their vocation to lie within the monastery where they could contemplate and dedicate themselves to the service of God. Since the clergy did not embrace the religious life, with the ex-ception of those of Eusebius of Vercelli and Augustine of Hippo, the ministerial element remained generally absent from the religious life until the development of the canons regular. In itself the life of the monks was exclusively contemplative. "Tradition assigns no other end to the life of a monk than to 'seek God' or 'to live for God alone,' an ideal that can be attained only by life of penance and .prayer. The first and fundamental manifestation of such a vocation is a real separation from the world." Yet in the thinking of the monks and of the friars, who integrated apostolic activity into the religious life, their prayer, contemplation, and example were mighty forces working for the upbuilding of the Body of Christ. Foundation o[ Monasticism Though other Scriptural elements contributed to the origin of monasticism, the concept of the Apostolic life was the decisive force. This truth has been demon-strated by historians who have been studying this point for over half a century; it has recently been dis-cussed scripturally by Heinz Schiirmann, professor of New Testament exegesis at Erfurt. The historians show how the life of the Apostles and the primitive Christians influenced the origins and growth of monasticism; Schiirmann makes clear that the constitutive elements of the religious life were taught to and demanded of the Apostles by Christ. Religious life is rooted in the key Biblical texts that record the calling and formation of the Apostles. These passages determine the character of the Apostolic office and the relationship of the Apostles to Jesus. They are to be with Him, listen to Him, and follow Him. His call is rigorous and imperious. He demands commitment without reserve. Negatively, this requires a complete break with one's previous life: family, wife, home, and oc-cupation; positively, it establishes the Apostles in a state of total availability. Abandoning their possessions, their means of livelihood and, like the lily and raven, trusting completely in divine providence, they follow Christ, + ÷ ÷ Religious Orders VOLUME 28, 1969 9]] W. A. Hinnebusch, 0~. REVIEW FOR RELIGIOUS 912 putting themselves in a student-teacher, servant-master relationship to Him. All .the features of their new life with Him are already conveyed in brief in Mark's ac-count of their call: And going up a mountain, he called to him men of his own choosing, and they came to him. And he appointed twelve that they might be with him and that he might send them forth to preach (3:13-5). In this text, too, we find the first s~atement of the contemplative and apostolic elements that reappear in the religious life. They are "to be with him." Here is the contemplative element. They are "with him," devoting themselves to the "one thing necessary"--listening to His word. Yet in hearing and learning .they are made ready so "that he might send them forth to preach." As Schiirmann summarizes it: First they hear and learn, then they teach and act: "Preaching isonly one part of their life and its follows from the other." The Apostles enter irrevocably into a community of life with Jesus. They share His life and destiny: eat with Him, walk the dusty roads with Him, serve the people with Him, undergo His trials, conflicts, persecu-tions. They must be ready to hate and even to lose their lives for His sake. He wants total obedience, one based on their "faith in Him who calls and proposes the word of God in an entirely unique fashion. Their following of Christ becomes understandable only as a permanent state of profession of faith., fit] opens up a new pos-sibility of existence, a new manner of being-in-the-world, a new 'state' of life." Though the Apostles take no vows, their life is that of the three counsels. Christ imposes no greater moral de-mands on them than on all the other believers, but they alone live this close community life with Him. Not all who declare for Christ are chosen by Him to follow Him in this intimate, permanent way. Obviously Mary, Martha, and Lazarus do not. Others asked to be ad-mitted into the group of disciples but were not accepted. Mark (5:18-19) describes one case: As Jesus was getting into the boat, the man who had been afflicted by the devil began to entreat him that he might re-main with him. And he did not allow him, but said to him, "Go home to thy relatives, and tell them all that the Lord has done for thee, and how he has had mercy on thee." (See also Mt 11:28, Mk 3:35, Lk 12:8-9, 10:38-42, 9:61-2.) Being with Christ constantly, hearing His word, com-pletely obedient to His wishes, separated from family, home, and occupation, the Apostles enter a new form of existence that signifies. The prime purpose of their spe-cialized following is to declare themselves openly for Him, so that all might come to believe in Him. In a strikingly visible way their intimate following pro-claims to the Jewish world that the one thing necessary is to hear the word of Christ and to keep it. Their visi-ble, stable following becomes a sign to the world. Only after they have made this permanent commitment are they sent out to preach and to act. At every step in monastic history, whether in its ori-gins, renewals, or creation of new forms, the Apostolic life taught by Christ to the Twelve, and by them to the primitive Christian community of Jerusalem, was the leading and most powerful influence. The Gospel texts and those in the Acts of the Apostles that describe the primitive community were decisive in creating the con-cept of monasticism and in fashioning its life and usages. In the Jerusalem community we find fraternal unanim-ity, common ownership of possessions, fidelity to the teachings of Christ, common public prayer, intense pri-vate prayer. The following passages embody all these features: Now the multitude of the believers were of one heart and soul, and not one of them said anything he possessed was his own, but they had all things in common (Acts 4:32). And they continued steadfastly in the teaching of the apostles, and in the communion of the breaking of bread and in the prayers. And all who believed were together and held all things in common. And continuing daily with one accord in the temple, and breaking bread in. their houses, they took their food with gladness and simplicity of heart, praising God and being in favor with all people (Acts 2:42-7; see also 1:14, 3:1, 6:4,34; Mt 10:gff). The ministry of the word, evangelical preaching of salvation, was c~irried out by the Apostles (Mk 6:6-13; Acts 6:4), a mission that entailed indefatigable journey-ing (Mt 10:7if; Mk 6:6-13; Acts 6:4). Only the pre-dominately lay character of early monasticism delayed the full realization of the ministerial mendicant orders. For centuries monks examined and lovingly scruti-nized the texts. The power that they exercised over monastic founders is illustrated by the passage where Athanasius describes the origin of Antony's vocation in his Life of Antony: As he was walking along on his way to Church, he col-lected his thoughts and reflected how the Apostles left every-thing and followed the Savior; also how the people in Acts sold what they had and laid it at the feet of the Apostles for distribution among the needy; and what great hope is laid up in Heaven for such as these. With these thoughts in his mind he entered the church. And it so happened that the Gospel was being read at that moment and he heard the passage in which the Lord says to the rich man: "If thou wilt be perfect, ¯ go sell all that thou hast, and give it to the poor; and come, follow me and thou shalt have treasures in heaven," 4- 4- Religious Orders VOLUME 28~ 1969 W. A. Hinnebusch, O.P. REVIEW FOR RELIGIOUS As though God had been speaking directly to him, An-tony left the church, sold what he had, gave it to the poor, and went into the desert. During subsequent centuries the Scriptures lost none of their influence over monasticism. The Apostolic texts led to much more than the abandonment of riches and fleeing the world; they provided a complete program of life in community. Explaining the origins of monasti-cism about 1122 A.D., Abbot William of Saint-Thierry shows how the meditation of hundreds of years had sys-tematized the Scriptural influence: We come to this spiritual sbciety of which the Apostle Paul spoke to the Philippians (2:1-5; 3:17) in praise of the regular discipline and of the sublime joy of brothers living together in unanimity. To do justice to this discipline it is necessary to return to its beginning in the time of the Apostles, since it was the Apostles themselves who instituted it as their own way of life, according to the teaching of the Lord. Unless it was the grace of the Holy Spirit which gave them power from above to live together in such a way that all would have but one heart and one soul, so that everything would be held in common, and all would be continually in the temple in a spirit of harmony. Animated by a great !ove for this form of life instituted by the Apostles, certain men wished no longer to have any other house or any other lodging than the hbuse of God, the house of prayer. All that they did they did according to a common program, under a common rule. In the name of the Lord they lived together, possessing nothing of their own, not even their bodily strength, nor were they even masters of their own will. They lay down to sleep at the same time, they rose up together, they prayed, they sang Psalms, they studied together. They showed the fixed and changeless will of being obedient to their superiors and of being entirely submissive to them. They kept their needs to a minimum and lived with very little; they had poor clothes, a mean diet, and limited everything according to a very precise rule. Influence o[ Cassian Soon after Antony went into the desert, the influence of the Scriptures on monastic origins was enhanced by a misconception of Eusebius and Jerome, who mistakenly believed that the Apostolic life of the primitive Jerusa-lem community was followed in Alexandria, Rome, and other centers. Writing a century later, Cassian developed this misconception and found in it th~ explanation of the rise of monasticism: The conversion of the Gentiles forced an abandonment of the Apostolic way by the ma-jority of Christians, even by the clergy. More zealous souls refused to give it up and founded communities to perpetuate it. This theory was very fruitful in its effects when it was coupled with the example of Antony and Pachomius, the founder of the cenobitic life, who were inspired by the Scriptures alone. This fusion constituted a powerful op- erative force in the development of monasticism for many centuries. Scarcely any monastic 'author was read so continuously as Cassian. As late as the thirteenth cen-tury, St. Dominic was reading his Conferences. Con-stantly read and reread, Cassian's books [ashioned the medieval--and our ownnmonastic life. The Holy Spirit at Work in the Church The truth underlying Cassian's error is the almost simultaneous appearance of the religious life everywhere that the Church took root. The origin of the monastic life was a spontaneous manifestation of the Holy Spirit impelling Christians to live the life of the counsels taught by Jesus. Antony was merely the first to emerge, thanks to Athanasius, from the anonymity that conceals the virgins, celibates, and ascetics who preceded him. The impetus of the Spirit is seen particularly in the early acceptance of the virginal life by both men and women as a prime means of following the Master. From the end of the first century there are references to ascetics who lived continently "in honor of the flesh of Christ." After the third century virgins were looked upon as "the most illustrious portion of the flock of Christ" and were considered the spouses of Christ. Perfect continence, to-gether with voluntary poverty and austerity of life, was a constitutive element of the ascetical life that began to develop in the second century. Though these ascetics lived in their homes, sometimes holy women, widows, and virgins formed small communities that were marked by considerable personal freedom. The general reverence of the Church for chastity when Antony became a hermit about 300 A.D. accounts in large measure for the immediate wide diffusion of the eremitic and cenobitic forms of monasticism throughout the Christian world. The dynamic power of the Holy Spirit has been con-stantly operative during the history of the religious life. Here again there is a link with the early community of Jerusalem. These Christians, as we find their record in Acts, were very conscious of the action of the Spirit in their lives and apostolic works. Theirs was a life lived in the ~lan of the Spirit, as Vicaire remarks. ImmediateIy after describing the primitive community, the Acts of the Apostles goes on to say: "And great grace was upon them all" (4:33). This grace made itself visible even by miracles: "And many wonders and signs were done through the apostles" (2:43). When William of Saint-Thierry, whom I quoted a few pages back, described monastic origins, he manifested the awareness the monks had that the charismatic power of the Spirit was at work among them. In William's think-ing it was the "grace of the Holy Spirit which gave [the ÷ ÷ 4. Religious Orders VOLUME 28, 1969 W. A o Hinnebusch~ O.P. REVIEW FOR RELIGIOUS Apostles] power from above to live together in such a way that all would have but one heart and one soul, so that everything would be held in common . '~ Cen-turies before, Gregory the Great, writing his Dialogues within fifty years of the death of Benedict, described the great patriarch of Western monasticism as the ideal "man of God," the spiritual father who was entirely under the guidance of the Holy Spirit. The attention paid to the miracles worked by the founders and great figtires of monastic history is not merely a thoughtless emphasis on the secondary but was motivated by. the belief that the true monk, living in community, possesses an extraordinary grace for radiat-ing sanctity and contributing to the upbuilding of the B6dy of Christ. He can even receive from the Spirit the power of working miracles. The present-day interest in the charismatic character of the religious life and the charismatic founders is a legitimate, more explicit, recognition of the power of the Spirit working through all the years of monastic history. His role in the religious life deserves more attention and should awaken in us a great hope in the future of the religious life. Antony the Hermit Monasticism entered the pages of history close to the year 300 A.D. when Antony, the great hermit, gave away his possessions and retired to the Egyptian desert. The holiness and ordered discipline of his life, characterized by solitary contemplation and a severe but lofty and well-balanced asceticism soon brought other hermits to him for direction. Great colonies of solitaries arose under Antony's direction, especially at Pispir, where he lived, and at Nitria and Scete. These disciples lived alone like their master. Antony found so many imitators because of his moral greatness at a time of growing wickedness in the contemporary world. When Constantine ended the per-secutions and began to favor Christianity, the consequent lowering of the moral level of Christian life stimulated the development of a powerful ascetical movement, in-spired by the Gospels, on the ~ringes of the populated world. Antony became the model of the movement, especially after the appearance of his Life, written by Athanasius in 357 A.D., a year after Antony died. Gre-gory of Nazianzen called it "a rule of monastic life in the form of a narrative." Athanasius, who had known Antony personally and had seen him often, considered "the life of Antony an ideal pattern of the ascetical life." He intended to hold up Antony as the exemplar of the consecrated life and induce his readers to imitate what they saw. The work enjoyed a~tonishing success and was shortly translated into various languages. Antony, earnestly desiring to die the death of a martyr, went to Alexandria in 311 A.D., when the persecution of Maximin Daja broke out, to minister to the confessors in the mines and prisons, not thinking it justified to turn himself over to the authorities. When his hopes were dis-appointed, Antony returned to his desert cell where "he was a daily martyr to his conscience, ever fighting the battles of the faith. For he practiced a zealous and more intense ascetic life." With this short passage Athanasius enriched monasticism at its very birth with a positive view of asceticism and the renunciations involved in the life of the counsels. Antony's life in the desert was a substitute martyrdom and the monk the successor to the . martyr, a concept that remains alive to this day. Pachomius the Cenobite The weakness of the ei:emitical life lay in the minimal opportunity for practicing charity. Pachomius remedied this defect when he formed a genuine fellowship based on the communal charity inherent in Christianity. He composed the first monastic Rule, in it establishing the economic and spiritual bases for the common life and providing for community government. A younger con-temporary of Antony, Pachomius first served an appren-ticeship under the hermit Palaemon. Then about the year 320 A.D. he established a monastery at Tabennisi on the right bank of the Nile. Other monasteries soon followed, so that when he died, nine for men and two for women were under his guidance. These foundations were large settlements of monks who were organized into smaller groups according to the kind of agricultural work they did or the crafts they practiced. They lived a disciplined life, practiced individual poverty and de-tachment in essential matters, supported themselves by remunerative work, gathered for prayers morning and evening, and observed the three counsels, though they took no vows. Numerous biographies testify to the esteem in which Pachomius was held and the extent of his in- ~uence. Basil the Great The eremitical and cenobitic types of monasticism spread quickly both in East and West. Basil the Great, who benefited from the experience of the previous half century bf monastic experience, became the lawgiver of Eastern monasticism when he wrote his Longer R
AGREEMENT SHEET This is to certify that the Journal with the title "AN ANALYSIS OF ENGLISH TEXTBOOK FOR FIRST GRADERS OF SENIOR HIGH SCHOOL "BAHASA INGGRIS UNTUK SMA/MA DAN SMK/MAK KELAS X" PUBLISHED BY PUTRA NUGRAHA AND USED IN SMAN 18 SURABAYA BASED ON BASIC COMPETENCES OF CURRICULUM 2013" written by ABU DARRIN (NIM.102084005) has been thoroughly checked and fulfilled the requirements for Yudisium. Surabaya, January 2014 Advisor Drs. Fahri, M.A. NIP. 19640819 199003 1 003 AN ANALYSIS OF ENGLISH TEXTBOOK FOR FIRST GRADERS OF SENIOR HIGH SCHOOL "BAHASA INGGRIS UNTUK SMA/MA DAN SMK/MAK KELAS X" PUBLISHED BY PUTRA NUGRAHA AND USED IN SMAN 18 SURABAYA BASED ON BASIC COMPETENCES OF CURRICULUM 2013 Abu Darrin English Education Department, Language and Art Faculty, Surabaya State University Email: abudarrin92@gmail.com Drs. Fahri, M.A. English Education Department, Language and Art Faculty, Surabaya State University. Email: fahri@unesa.ac.id Abstrak Kurikulum adalah sebuah alat untuk mengontrol implementasi dari pendidikan di semua negara tidak terkecuali Indonesia. Di tahun 2013, pemerintah Indonesia telah menerbitkan kurikulum yang baru yaitu kurikulum 2013. Kurikulum ini diklaim dapat meningkatkan kualitas pendidikan di Indonesia. Berkaitan dengan pentingnya hal tersebut, kesesuain antara materi di dalam buku pelajaran dengan kompetensi dasar di dalam kurikulum 2013 juga sangatlah penting. Hal ini juga didukung oleh fakta bahwa kebanyakan guru menggunakan buku pelajaran sebagai sumber utama pengajaran di dalam kelas karena pelatihan guru tentang kurikulum baru ini masih minim sekali. Penelitian ini dilakukan untuk mengetahui apakah komtensi dasar di dalam buku pelajaran dengan judul "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" yang diterbitkan oleh Putra Nugraha sesuai dengan kompetensi dasar yang tercantum di dalam silabus bahasa inggris kurikulum 2013. Selain itu, penelitian ini juga dilakukan untuk mengetaui dan mendeskripsikan materi-materi apa saja di dalam buku pelajaran tersebut diatas yang sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Dengan menggunakan konsep deskriptif kualitatif, penelitian ini menggunakan field notes yang diadaptasi dari garis besar evaluasi buku pelajaran di dalam BSNP (Badan Standar Nasional Pendidikan). Materi di dalam buku pelajaran ini dianggap sesui apabila telah memenuhi indikator materi urutan dari kompetensi dasar kurikulum 2013. Dari hasil penelitian, dapat diketahui bahwa semua kompetensi dasar di dalam buku pelajaran sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Selain itu, diketahui juga bahwa kebanyak materi di dalam buku pelajaran tersebut tidak sesuai dengan kompetensi dasar di dalam silabus kurikulum 2013. Materi yang sesuai antara lain adalan materi di dalam bab 1, 2, 3, 5 dan 7. Ketidaksesuain tersebut kebanyakan disebabkan oleh ketidaksesuaian urutan materi di dalam buku pelajaran dengan kompetensi dasar kurikulum 2013.Kata Kunci: Buku Pelajaran Bahasa Inggris, Kompetensi Dasar kurikulum 2013, kesesuaian. Abstract Curriculum is a tool to control the implementation of education in the country including Indonesia. In 2013, the Indonesian government has issued a new curriculum, namely, curriculum 2013. It is claimed as improving the education in Indonesia. Since it is very important, the conformity between the materials in the textbook to the 2013 English basic competence is also taking a vital role in implementing this new curriculum. It is supported by the fact that mostly the teachers uses textbook to deliver the material in the class because they are not well introduced yet to it. This research is conducted to figure out whether the basic competences in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha conform to the basic competences in the syllabus of English curriculum 2013 or not. Besides, this also figure out whether the materials in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha conform to the basic competences in the syllabus of English curriculum 2013 or not. By employing the concept of descriptive qualitative study, this research uses the field notes which are adapted from BSNP textbook evaluation guideline as the research instrument. The textbook is claimed as representing the basic competence of the syllabus in the curriculum if the materials completely conform to the basic competences and its sequence. The results of this study show that all of the basic competences in the textbook conform to the basic competences for first graders of Senior High School in the first semester syllabus of English curriculum 2013. Besides, it also shows that most of the materials in the textbook do not conform to the basic competences in the syllabus of English curriculum 2013. Few of the relevant materials are there in chapter 1, 2, 3, 5 and 7. In addition, most of the inconformity of the materials in the textbook is because they are not in the right sequence as mentioned in the Syllabus of English curriculum 2013. Key Words: English textbook, 2013 English basic competences, conformity. INTRODUCTION Students of all ages are learning to speak English all around the world (Harmer 2007). That is the evidence of the fact that English is the most popular International language used in the world. This language is used as a tool to transfer many kind of information from the others language. It is used to communicate importantly when the people do not know the certain unpopular international or even non international language. For the example; Indonesian that would like to communicate with Japanese, in case, both of them cannot speak Indonesian or Japanese, they can use English. It is rationally because English is the popular international language that mostly used by the people around the world both, in target language community or even in somewhere it is one of the main languages of culture or commerce. Target-language community is a place where English is used as the national language- e.g. Britain, Canada, New Zealand, etc. besides, India, Pakistan, Nigeria are the example of the countries where English is one of the main languages of culture and commerce (Harmer 2007). Those examples show us that English has widely used almost all around the world referring to the fact that the origin of English is from Germany. Besides, people can take a look on the point of view of education field and work field. English as a subject taught in school and college deals with the student's understanding and use of language (Guth 1973). Furthermore, the transfer of information and knowledge has been easily accessed whenever and wherever, seems there is not any limitation of time and place anymore. As the example, people can easily get the information from social media or internet. As long as they could use English to communicate, they could keep in touch with whoever or whatever around the world. As the concrete example, the student could use international references in doing their project or research. Moreover, it is not surprising news anymore knowing the transfer of the students around the world. According to the fact, it seems like not enough to study in the country for the specific purposes of certain people. They would rather choose to continue their study abroad than in their own country. This opportunity leads to make the use of English being more and more important than the other foreign language. Looking to another point of view, the use of English essentially spreads widely in the international business sector, so much so that English has become the standard language of world business (Yoneda 2008). Relating to the development of some international development, the use of English is also getting more important. For the example is the implementation of ASEAN Economic Community (AEC) in 2014. This agreement among ASEAN countries about free economic market in ASEAN open a new opportunity for every people in ASEAN countries to work in certain country in ASEAN (Community 2008). This also shows us that the role of English is very fundamental according to the fact that the countries in ASEAN have their own language. English as international language relates the people of ASEAN to communicate each other, so that there are not any difficulties anymore in term of communication of those different language countries. In addition, we can easily find the requirements of job field in our country that requires English whether written or oral skill to fulfill. In this circumstance, English also take a great importance in human social life even though it is not in English-native speaker country. Those great importance of English in daily life of the society and its prospect in the future lead the governance to put English as a major material begin in junior high school and senior high school. As the higher continuant education, senior high school has a significant role to build the extensive foundation of the student competence of English after the very basic level in elementary and junior high school. In this level, English is delivered more seriously and being a component of the syllabus of curriculum in Indonesia as stated in constitution of Indonesia number 68 2013. This curriculum has been launched in 2013. It has been used and being implemented in certain school all around Indonesia starts from the first class of junior and also senior high school. This curriculum was built based on two major challenges. Those are internal and external challenges (Permendikbud 2013a). The internal challenge is that the human resources of Indonesia are getting large and large. As the response of the government, the curriculum 2013 was build to increase the competence of the people itself. Furthermore, the global change and development are acting as the external challenge that encourages the development and the existence of curriculum 2013. The curriculum 2013 actually is developed from standard-based curriculum and competence based curriculum, that is why, the difference between this curriculum and the previous curriculum can be clearly seen from the format of the curriculum itself. In the other hand, textbook is getting a great role in education related with the implementation of the curriculum (Permendikbud 2013b). It is also supported by the fact that nowadays, there is a change of education paradigm. Begin with teacher as a center in learning in the class to the students as the center in the class. That is why, textbook as the main source of knowledge which is stated in the curriculum besides the teacher is holding a fundamental role in the education. A little bit different with the previous curriculum, especially in English object, the curriculum 2013 uses thematic approach. Based on the English textbook published by Putra Nugraha entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X", there is not any skill dividing such as in the English textbook of the previous curriculum. The skill such as listening, reading, writing and speaking are no longer used to divide the competences in the textbook. It uses the thematic approach that integrates those kinds of skill to be one competence. Those differences lead the researcher to figure out a problem, does the content of the textbook really conform to the content of the syllabus of curriculum 2013?. In addition, this textbook is published in 2013 and used in SMAN 18 Surabaya. It is the only one which is found in the field. Even though the English curriculum 2013 has been implemented, only SMAN 18 Surabaya that uses the English textbook to deliver the English material. The gap exists in the previous study also supports the researcher to conduct the research to answer the question. There are a lot of researches about textbook analysis of previous curriculum textbook such as a research conducted by the graduate of state University of Surabaya. The title is "An Analysis of Listening Material of English Textbook Entitled Get Along With English for Vocational High School Grade X Based on 2006 English Standard Competence" (Widiyawati 2012). This descriptive qualitative research is conducted to evaluate the book in the point of listening skill competence based on the 2006 English Standard Based Competence. The researcher take the Listening skill as the competence to be evaluated in the book because, in fact the book was made based on curriculum 2006 that still uses skill competence to divide the material in the book. Another one is a research conducted by Meta Chairani (2011) the graduate of Muria Kudus University entitled "The Analysis of English Textbook based on Competence Based Curriculum (CBC) for The First Year of Senior High School Published by Penerbit Erlangga and PT. Intan Pariwara. This research also analyzes the textbook of previous curriculum that is Competence Based Curriculum (CBC). So far, none of the researchers conduct a research of the textbook of curriculum 2013 that has been implemented since 2013. Recognizing this gap and urgency that it is a must for the content of the English textbook to conform with the Syllabus of the curriculum 2013, the researcher is supported to conduct this research. In addition, the researcher will use the instrument based on Badan Nasional Standart Pendidikan (BSNP) with also referring to another theory. This is to check the conformity between the basic competences in the syllabus of curriculum 2013 and the basic competences in the textbook and also the conformity between the materials in the English textbook to the basic competences in the syllabus of curriculum 2013. Based on the background and the reason above, it shows that conformity between the book and the basic competence is an urgent and important thing in the implementation of curriculum 2013. Based on the Background above, the researcher decide to research questions of this study are: How is the conformity between the basic competences in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha and the basic competences in the syllabus of curriculum 2013? And How is the conformity between the materials in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha and the basic competences in the syllabus of curriculum 2013? The result of this study is expected to give more information and input to the teacher in using the English textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X". It is expected to give them a brief overview of the textbook, so that they would know the appropriate use of it, whether they have to add some material of the syllabus that does not exist in the textbook or even skip some contents in the textbook that does not included in the syllabus of curriculum 2013. Furthermore, this research is also introduced to the writer and the editor of the textbook in order to give them input and guideline in making the next English textbook which is more relevant to the curriculum 2013. In addition, the researcher focuses on the English textbook for the first grade of senior high school entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" used in SMAN 18 Surabaya only to check the conformity of it to the basic competences of the syllabus of curriculum 2013. REVIEW LITERATURE Curriculum is a set of planning and setting of the objectives, contents, and the material of the teaching and learning process that is used as a guideline in realization of the teaching to achieve the goal of the certain education (UU No. 20 Th. 2003 Tentang Sistem Pendidikan Nasional). Besides, Tanner (1980) defined curriculum as "the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners' continuous and willful growth in personal social competence". It is used to develop and increase the even distribution of education. Every country usually has each own standard of the curriculum because it is related with the development of the country itself. Besides, it also depends on the students' needs in the each country. Since it depends on the students needs the curriculum always having the improvement time by time. It is caused by the global change that occur influence the needs of the learner. In case of English curriculum, there have been some changes or improvement of it in Indonesia. The changes are stated as follows: Old style, Grammar Translation Based Curriculum (1945), New Style, Audio Lingual Based Curriculum (1958), Revision, Audio Lingual Based Curriculum (1975), Structure Based Curriculum (1984), Communicative Based Curriculum (1994), Competency Based Curriculum (2004), Unit Level in Education Curriculum (2006) and Integrated English Curriculum (2013). The most recent curriculum is curriculum 2013 that has been launched in 2013. The English curriculum in it is no longer using skill as the point to divide the competence. It is integrated and thematic. Furthermore, Curriculum 2013 has been launched by the ministry of education and culture of Indonesia in more than 6000 schools all around Indonesia. This is the next step of the ministry of education and culture after holding some process- target teacher and instructor teacher training about curriculum 2013 (Sutiana 2013). Actually, the main substance of curriculum 2013 is the review of internal factors as a demand of education that refers to the 8 national education standards. Those include the management standard, expense standard, infrastructure standard, teacher standard, content standard, assessment standard and the competence standard of the alumnus. The other internal challenges are related with the development of Indonesia from the citizen productive age point of view (in 2020-2035 the productive age is abundant). Besides, the external challenge is also taking a role, the demand of the globalization that comes up with certain goals to achieve through future competence. Those are; communication competence, critical thinking competence, the competency to see the moral values of the problem, ready to work and the ability to live in global society, and etc (Permendikbud 2013a). So far, the global challenge in the society, especially in the future of work field that soon will be globalized, is the basic philosophical framework of this curriculum beside the past and the current condition of Indonesia. Those three values of point of view are taken to build the strength of the mental thinking of Indonesian to face the globalization above. Since the implementation of this curriculum is step by step, it is implemented in the first grade of junior high school. Based on the basic framework of this curriculum from the ministry of education and culture of Indonesia the description of English curriculum is something like the explanation as follows (Sutiana 2013). As stated in the constitution, there is a significant change in this curriculum 2013. That is the graduate standard competence or "standart kompetensi lulusan (SKL)" that related with all of the subjects. It means that the implementation of all subjects must refer to the standard. In the other side, the graduate standard competence itself is depending on the student's needs in the future that focusing on the balance soft skills and hard skills. Furthermore, the main competence is related with the basic competence that exists in every subject. In addition, the text distributing that will be the content in the linguistic material are:Interpersonal Text, Private expression such as greeting and the responds, leave taking and the responds, thanks giving and the responds, and apologizing and the responds; Transactional Text, asking and giving the information about the fact and feeling and also offering things and service; Special Functional Text, such as: name label, List (list of thing in one group), instruction, sign or traffic light, warning sign and song; Public Functional Text, such as: names of the day, month, time in a day, time in form of number, dates and years, self introduction, names of animal, things and public building, the characteristic of human, animal and things. The attitude/action/function of human/animal/things. Descriptive (human, things, and animal); Conversation Topic: related with human self and the social and natural environment around the house and school. Teaching process in curriculum 2013 using scientific approach, through some steps of the process: observing: the student read/watch/listen to the examples of texts that is being learned from many kind of sources, directly/ or using a recording that concerning to the social function, text structure, linguistic element or the delivery format or the writer; asking : through questions from the teacher, the students are asking many things based on the topic/ teaching material, such as social function, expression and text structure and etc; Exploration/ experiment : reading/watching/ listening the other examples of the text they learn; associating/analyzing : in an under control group work, the students are learning to mention the social function, expression and text structure, linguistic element, and the writing format of the type of text they learn. The feedback from the teacher and students in every result of group work are delivered. The last is, communicating: reading, listening, presenting/publishing/ speaking/reading the text they learn. In the other hand, 2006 English curriculum is unit level in education curriculum (KTSP). In this curriculum, each school in Indonesia has each own authority to develop the material based on the students' needs (Nahrowi 2013). Furthermore, this curriculum also concern on the skills as the point to deliver the competences in English such as listening, speaking, reading, and writing. It is completely different with the curriculum 2013. The government standardizes the curriculum as the same one for every school. It means that there is not any differences for every school in Indonesia, in fact, the condition of schools are different each other. Besides, the curriculum 2006 divides the competences into several point based on the skills. Then, The curriculum 2013 is integrated (Nahrowi 2013). This difference of course is included as a significant difference that also could significantly differentiate the previous textbook of the curriculum to the textbook of curriculum 2013. The textbook of curriculum 2013 is no longer divided based on the skill competence, but it is divided based on the theme as shown in the textbook of curriculum 2013 published by Putra Nugraha entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X". Textbook is used as a main guideline in language teaching especially where the teacher is least capable to deliver the material, but the fact said that not all the textbook can reflect the materials well (Williams 1983). This situation of also happens in Indonesia where the EFL classrooms are applied. Furthermore, the existence of the textbook also causes some questions. What the textbook actually is, what advantages of disadvantages of the textbook are, how to create the textbook, how to evaluate it, and also, the most important is, what the relationship between the textbook and the curriculum actually is. Textbook generally is a book contains some material of certain subject to learn by the students in the school. It is used as a main component to deliver the material framework designed in the curriculum. They may deliver the foundation for the content of the lessons, the balance of skills taught and the types of language practice the students take part in. In other hand, the textbook may provide primarily to supplement the teacher's instruction (Richards 2013). Besides, sauvignon (1983) stated that textbook contains a collection of written or oral texts with accompanying explanations that are selected and sequenced for the learners as cited in the previous study (Widiyawati 2012). As the definition above, we can see that actually, textbook can varies based on the language teaching stakeholders. It can adapt the curriculum, the teacher needs, and also the students' needs. That is why, we can find a different textbook used in a different schools. This chosen textbook is used as a basic guideline in teaching and learning process. It is stack because the teacher should follows the curriculum framework designed by the government beside they could adjust their needs. This textbook is very helpful because it contains the material instruction for the teacher that also can support the students to learn by themselves whenever and wherever they want. The material instructions usually could be varied as the curriculum framework. It could be in form of oral or written text, sounds for listening in form of CD that is very practice to use. The existence of the textbook is very crucial in language teaching. It has so many advantages to support the language learning and teaching process, but as the creation of human being, it also has some disadvantages. As the evidence, the textbook evaluation and its revision always applied time by time. The advantages and the advantages of the commercial textbook also depends on the how they are used and the contextual factors and the advantages are stated as (Richards 2013): It is providing structure and a syllabus for a program. Without textbooks a program may have no central core and learners may not receive the material as stated in the syllabus that has been systematically planned and developed by the government; It is helping standardize instruction. The textbook helps the government to implement the even distribution of the education by the similarity of the material taught in each school or even in each class; It is maintaining quality. If a good textbook is used, students are exposed to a tried and tested, that are based on certain pointed learning principles, and that are skipped appropriately; It is providing a variety of learning resources. Textbooks are usually accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and comprehensive teaching guides, providing great resource for teachers and learners; It is efficient. The textbook save teachers' time, enabling teachers to devote time to teaching rather than material's delivering; It is providing effective language models and input. Textbooks can provide supports for non-native teachers and who may not be able to produce accurate language input on their own; They can train teachers. It can be a medium of initial teacher training or a limited teaching experience teacher; It is usually appealing. Commercial textbooks usually have high standards of design and production and hence are appealing to learners and teachers. Contradictory to that, the potential negative effects of the use of textbooks are: It may contain inauthentic language. Textbooks in some cases present inauthentic language since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representing real language use; It may distort content. Textbooks often deliver an idealized view of the world or fail to represent real issues. In order to make fail represented view of material, controversial topics are avoided; It may not reflect students' needs. Textbook are produced in mass amount. That is why; usually the textbook doesn't match the certain needs of the students; It can deskill teachers. If the teacher just use the textbook as an over dominant centered, it can de skill the teacher. It occurs when the teacher is not having improvement in experiencing the class; It is expensive. Commercial textbook that is usually expensive can burden the students in low financial level; Those advantages and advantages gives the redline review for the teacher. If the disadvantages side of the textbook takes a dominant position in the class. The alternative action should be taken, such as adding some materials if there are some of them do not exist in the textbook and etc. Furthermore, what does differentiate the previous textbook curriculum and the textbook of curriculum 2013 especially in language teaching is the approach. The previous curriculum divide each skill competences in the material delivery, but, significantly different to that, the curriculum 2013 use an integrated approach that divide the material into several theme. This is considered more effective in language teaching just like the idea of Oxford (2001) that stated, the integrated approach in foreign language teaching must focus on the integration of language elements like vocabulary, pronunciation and the structure that support the language skill (sundayana 2013). Those two significance differences lead to the textbook construction difference. The textbook of previous curriculum uses the skill in dividing the material in the textbook, they divide listening, speaking, reading, and writing in every material. For the example, descriptive text teaching that is delivered by listening to the descriptive text sound, descriptive speech, descriptive reading, and descriptive writing. Different to that, based on the curriculum 2013framework that has been explained above, the textbook of English curriculum 2013 is constructed by referring to the basic competence in the syllabus. It is constructed as an integrated language material that integrates all language skill such as listening, speaking, reading, and writing into one thematic material. For the example, the language teaching in the first grade of senior high school with the theme "I am going to…". In this theme the material is given to lead the students to explore their language skill. By this theme, the teacher indirectly teaches listening, speaking, reading, and writing in the same time. In condition where there it is lack of trained Teacher, textbook has a vital position in language teaching (Williams 1983). This statement also strengthens the urgency of a well evaluated textbook because of the importance of the existence of textbook itself in the language teaching. The criteria of evaluating the textbook is also take a big role in defining and evaluating the textbook for the betterment of the language teaching. The criteria to build the instrument should be relevant and based on the trusted sources. Since it is important, this evaluation of the textbook should be done especially for the stakeholder of the teacher. The teacher could be given some practices in evaluating the textbook in order to figure out whether the organization of materials is consistent with the objectives of given English curriculum (Williams 1983). The statement of this English education scientist indirectly also shows us that the consistency between the objectives of given English curriculum and the organization of materials is holding an important urgency in the English language teaching. This could be the foundation in making an instrument to define an appropriate textbook based on the curriculum. Besides, there is a valid instrument for evaluating the textbook, including English textbook for senior high school. This instrument that is made by BSNP (Badan Standard Nasional Pendidikan) contains some components of textbook which are arranged based on characteristic of English learning and the criteria of English textbook development (Widiyawati 2012) . The textbook evaluation instrument made by BSNP consists of three main components; the feasibility of the content of the evaluated textbook, the feasibility of the language use of the evaluated textbook, and the feasibility of the presentation of the evaluated textbook. Furthermore, there are sub-components for each component of this evaluation instrument (BSNP 2007), they are: the feasibility of the content of the evaluated textbook; The feasibility of the language use of the evaluated textbook; the feasibility of the presentation of the evaluated textbook. Curriculum is a fundamental substance in the educational system. It drives how the education would look like and it controls the whole unit of education. For the betterment of education in Indonesia for example, the governance does not just revise improve the front liner of education here is the teacher, the facility, and the maintenance but also, the regular revision of curriculum. This fact leads us to understand that the basic change of education improvement is led by the curriculum. In addition, the recent curriculum has taken a serious focus on the equality of education. The equality of education support the potential talent (Rajakumar 2006). It is also reflected by this new policy of education that equal all the material for all school implemented with the standardized standard competence. This basic competence is the main reflection of the curriculum 2013 itself. All of the material guidelines are stated in this standard competence. Furthermore, as the competition of this new curriculum implementation, the teacher mostly uses the textbook as the main material in English teaching. It is caused by the less trained teacher that wants to give the most appropriate material based on the curriculum. Moreover, the well trained teacher uses the textbook as well as the main guideline based on many kind of reason. This idea is strengthen by the language researcher that stated "They can be given practice in analyzing textbooks in order to find out whether the organization of materials is consistent with the objectives of a given English language curriculum" (Williams 1983). Form this view, it can be seen that the role of appropriate textbook of curriculum 2013 is very fundamental and indirectly it also shows that their relationship is very close and can't be divided each other. There have been some previous studies about the textbook analysis, and some of them found that in certain point, there are irrelevancies between the textbook and the goals of English teaching as included in the curriculum. Those findings are clearly proves that the textbook used by school as a teaching guideline has a possibility to have the irrelevancy between the curriculum and the materials in the textbook itself. As the first example, a research conducted by a graduate of State University of Surabaya have found that there are some speaking indicators that are not covered in each unit of the textbook entitled " Mandiri: Practice your English Competence". For example, two indicators of basic competence 2.4 in Chapter 3; and two indicators of basic competence 2.3 in Chapter 6 (Xingli 2013). The second research is also conducted by the graduate of State University of Surabaya. Several text in the textbook entitled "kumpulan kegiatan siswa Bahasa Inggris" designed by Surabaya MGMP team have not fulfilled yet the requirement of the generic structures and the linguistic features yet as stated in 2004 English Curriculum (Sari 2007). Then, the last example of research is conducted by Meta Chairani, the undergraduate of Muria Kudus University (UMK) entitled "The Analysis of English textbook Based on Competence based Curriculum (CBC) for the First Year of Senior Higfh School Published by penerbit Erlangga and PT. Intan Pariwara. Different with the two previous research example, this research was comparing two different textbook to know which one is more appropriate to the curriculum. The result of this study is both of the textbook are fairly good, but only the book of PT. Intan Pariwara entitled "Bahasa Inggris Kelas 1 SMU" was appropriate in content and evaluation to cover the objective of Competence Based Curriculum (Chairani 2011). So far, based on the examples of researches above, it has been clearly found that there are some irrelevance between the textbook and the curriculum starts from Competence Based Curriculum (CBC) that was implemented since 2004 to 2006, and the Unit Level of Education Curriculum (KTSP) that was implemented in 2006 to 2013. This kind of evidences shows us that there is a big possibility of the textbook published by the Government that does not match with the curriculum in certain point. Of course, it is included the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha as a guideline to implement the Curriculum 2013. This is the main reason why the researcher would like to conduct this study. RESEARCH METHODOLOGY Research Design This study is designed to answer the research question as stated in the Chapter I. It focuses on analyzing the conformity of the material in English textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha to the basic competencies in the syllabus of curriculum 2013. This English textbook is used by SMAN 18 Surabaya in the first year of curriculum 2013 implementation. Based on the objectives and the aim of the study above, this research is designed to analyze the English textbook that has been a phenomenon. Until nowadays, there is not any legal curriculum 2013 English textbook for senior high school published by the government. Since this study is descriptive qualitative research, the analysis of the study is presented in form of words rather than numbers without any statistical calculation (Fraenkel JR & Wallen, NE 1990; McMillan (as cited in Widiyawati 2012). Besides, this study is also documentary analysis research in which it describes the data gotten from the research instrument in detail and deeply. Object of the Study The Subject of this study is the English textbook for the first graders of Senior High School entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha. It was published in 2013. The materials in the textbook are organized in form of chapter in which the four skills of English such as Listening, Speaking, Reading, and writing are integrated to be one thematic chapter. There are seven chapters that cover one semester material, they are: I Live in Semarang, Wow! You Look So Pretty! , Are You Ok? , I'm Going to…, Congratulations, Simple Past Tense and Simple Present Perfect Tense, Descriptive Text. As stated above, those themes provide integrated English materials that also integrate the four skills of English. Data of the Study The data of this study are all of the English learning material presented in this textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha that covers one semester program of the first grade. The data are in the form of dialogues, passages, monologues, tasks, activities, instructions, tables, and etc. The textbook that is being analyzed contains seven chapters that are elaborated into 64 pages. Research Instruments As a device to collect the data, the research instrument is very important. It is a device to collect the data from the object of the study. As a descriptive qualitative study, the data of this study are in form of words rather than numbers in which the researcher is the main instrument. The main role of the researcher as the instrument in this study is profoundly to collect and analyze the data as deep as possible. However, the researcher cannot work alone. The researcher is assisted by the other research instruments; here is the field note. Others contrast field notes with data, defining field notes more along the lines of Field note is a daily input made in a field journal to record thoughts, impressions, initial ideas, working hypotheses, issues to pursue and so on. Besides, it is also everything collected in the fieldwork —the fieldwork journal, transcripts of conversations and interviews, photographs, audiotapes and videotapes, copies of documents, and artifacts (Schwandt 2007). In this study, the field note is used help the researcher to record the verbal data of the object of the study and verify the conformity of the materials in the textbook and the basic competences of curriculum 2013. The field notes are in form of table which contain the analyzed data and also the evidence of the materials. The first table of field note contains basic competences in the syllabus of curriculum 2013, basic competence in the analyzed textbook and relevant or irrelevant column. Besides, the second table of field note contains basic competences of curriculum 2013, main materials based on the Syllabus of English curriculum 2013, relevant or irrelevant column and the evidence of materials. Data Collection Technique In this study, the technique to collect the data is document analysis based on the checklist. The analysis deals with the conformity between the English learning material and the 2013 English basic competencies. There are two steps that use two tables in this study. The first is the researcher checks the conformity between the basic competences in the textbook to the basic competences in the syllabus of English curriculum 2013. The second is the researcher checks the conformity between the English materials in the textbook to the basic competences of English curriculum 2013. While it is done, the verbal data is also written in the field notes. After those two steps, the researcher collects the data and the result from the instrument table, after that, those data are analyzed and elaborated. Data Analysis Technique Since the English material in the textbook are integrated, the researcher directly describe the results of the study without any skill dividing in form of words rather than numbers. In addition, there are two steps in this study analysis. The first is describing conformity between the basic competences in the analyzed textbook and the basic competences in the syllabus of curriculum 2013. The second is describing the conformity between the materials in the textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra Nugraha English and the basic competences in the 2013 English curriculum. RESULTS AND DISCUSSION The results of this study are divided into two parts. The first is describing the conformity field note of the basic competences in the textbook for the first grade of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the Basic competences in the syllabus of curriculum 2013. The second is describing the conformity field note of the content in the textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the Basic competences in the syllabus of curriculum 2013. The Conformity of the English Basic competences in the textbook to the English Basic Competences in the Syllabus of C urriculum 2013 This part of the results aims to describe the conformity of the basic competences in the textbook for first grader of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" to the basic competences in the syllabus of curriculum 2013. This part is describing the example of field note of Chapter 1 and 2 analyses in which it is described into words to be more specifically explained. The Conformity of the Basic Competences in the Textbook Chapter 1 to the Basic Competences in the Syllabus No. Basic Competence in the Syllabus of Curriculum 2013 Basic Competences in the textbook Conformity 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. relevant 2. 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. relevant 3. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. relevant 4. 4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. relevant As can be seen above, all of the Basic competences in chapter 1 are relevant to what they are stated in the syllabus of English curriculum 2013. The basic competences are stated in the beginning of the chapter in the textbook. They are Basic Competences 1.1, 2.2, 3.1 and 4.1. The evidence of this analysis is a picture taken from the analyzed textbook as follows: The Basic Competences in Chapter 1 of the Textbook The picture above shows some basic competences in chapter 1 of the textbook. The basic competences in the textbook above conform to the basic competences in the syllabus as shown in table 4.1. The Conformity of the Basic Competences in the Textbook Chapter 2 to the Basic Competences in the Syllabus No. Basic Competence in the Syllabus of Curriculum 2013 Basic Competences in the textbook Conformity 1. 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. relevant 2. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. relevant 3. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya 3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. relevant 4. 4.2. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.2 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. relevant Besides, the Filed note above also shows that all of the Basic competences in the chapter 2 are relevant to what they are stated in the syllabus of English curriculum 2013. The basic competences are stated in the beginning of the chapter in the textbook. They are Basic Competences 1.1, 2.1, 3.2 and 4.2. The evidence of this analysis is a picture taken from the analyzed textbook as follows: The Basic Competences in Chapter 2 of the Textbook The picture above shows some basic competences in chapter 2 of the textbook. It can be seen that the basic competences in the textbook above conform to the basic competences in the syllabus as shown in table 4.2. Overall, the study results that all of the basic competences in the textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" conforms to the basic competences in the syllabus of English Curriculum 2013 (see appendix 1). The conformity of the Materials in the Textbook to the Basic Competences in the Syllabus The textbook entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" published by Putra nugraha are claimed as representing the English Curriculum 2013. This book uses thematic and integrated material in delivering four English skills. Since it is integrated, no more skill dividing found in this book. The thematic and integrated material are delivered into seven chapters, they are: I Live in Semarang, Wow! You Look So Pretty, Are You Ok?, I'm Going to…, Congratulations, Simple Past Tense and Simple Present Perfect Tense and Descriptive Text. This part of the study explains and describes the result of the instrument to figure out whether or not materials in the English textbook for first graders of senior high school used in SMAN 18 Surabaya entitled "Bahasa Inggris Untuk SMA/MA dan SMK/MAK Kelas X" conforms to the Basic competences in the Syllabus of Curriculum 2013. The data collection uses table of conformity (see Appendix 2) and the descriptions are divided chapter per chapter. The table analysis of the first and second chapter is presented as the example below: The Conformity of Materials in Chapter 1 to the Basic Competences in the Syllabus NO. Basic Competences in the Syllabus Main Materials Based on the Syllabus Conformity Evidence 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya. 4.1. Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. Simple spoken text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple spoken text to ask about self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple spoken text to respond self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple written text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. relevant Simple written text to ask about self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant Simple written text to respond self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. irrelevant The table above shows that most of the materials in the textbook do not conform to the basic competences in the syllabus of Curriculum 2013. There is only one material in chapter 1 of the textbook that conform to the basic competences in the syllabus. It is as seen in the picture below. Simple Written Text of self Introduction The picture above shows a simple written text of introduction taken from the analyzed textbook. It conforms to the fourth main material in chapter 1 that represents the basic competences in the syllabus of curriculum 2013. The main material in chapter 1 is Simple written text to explain self introduction which concerns on right social function, text structure and linguistic element that is appropriate with the context. The simple written text of introduction above fulfills the social function, text structure and linguistic element. The text above reflects the social function in which the students are hoped to get into a relationship among others. The text structures are reflected in form of expressions such as "My name is Arai", and "I am a student in Gemilang senior School". The last is linguistic element is reflected by the topic about family and brotherhood relationship, hobbies, occupation and the text is using simple present tense. The Conformity of Materials in Chapter 2 to the Basic Competences in the Syllabus NO. Basic Competences in the Syllabus Main Materials Based on the Syllabus Conformity Evidence 1. 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. 4.2.&nb
Inhaltsangabe: To introduce this work the author refers to the World Economic Forum Annual Meeting 2011, which took place in Davos from the 26th - 30th of January 2011, its agendas and reports (The World Economic Forum, 2011). At first view this meeting looks like a get-together of several leaders from different backgrounds, meaning leaders from different industries as well as political and religious leaders. But the huge amount of attendees and their position in the world turns this get-together into a platform to discuss strategies and solutions for the world's future economy and how to overcome the latest issues regarding the financial crisis. The theme of this year's meeting was 'Shared norms for a new reality', indicating, that the world has reached a turning point where change is important to assure a sustainable future. Abhisit Vejjajiva, Prime Minister of Thailand, for example states 'Governments and businesses should start revising their social contracts with their stakeholders in the light of the new realities of the post-crisis world". Furthermore his concern is that today's leaders are mostly just focused on the short-term success, due to the high pressure from their shareholders and thus work in their own borders without caring about the common good outside the borders in order to generate sustainable success. This concern gets a higher emphasis by Indra Nooyi, Chairman and CEO of PepsiCo, who actually attacks today's businesspeople and want to send them back to university because they just aim for short-term profits, rather than worrying about a sustainable future. In addition it is about the future leadership role of China considering multi stakeholders to achieve win-win solutions (Victor Chu, First Eastern Investment Group), leadership for people (Christine Lagarde, French Minister of Finance) and finally an optimistic outlook for the future, especially Europe, and the request of change and more transparency by David Cameron, Prime Minister of the United Kingdom. At the end buzzwords like stakeholders, sustainability, partnership, social responsibility, growth, balance and responsible leadership, just to name a few, can be found throughout all statements. As a matter of course all these statements are in a broader context meaning global issues, but can easily transferred to normal businesses. Reason for this project: Sustainability has become, as seen above, a huge topic paired with a more social behaviour for the common good and let the feeling arise that a new era has begun, that some of the main leaders have started to develop a new 'Zeitgeist". The question now is how this dissertation can contribute to the on-going change in order to achieve sustainable success. Sustainable success is depended on the competitive advantages, which is often tried to gain through reengineering, process improvement, etc. According to Huber, Scharioth, Pallas (2004) this is initially a good idea, but even if there are differences putting these into practice, the performance standard is often quite similar and the competitive advantage, which is won by these initiatives, is not as significant as desired. That is why they are putting the emphasis on stakeholder management with the purpose to not left the relationships with stakeholders on its own. Stakeholder management is actually an idea developed within the 80's by Freeman (1984) in order to strategically align the stakeholder's interest, using a rough framework, finally resulting in improved success (Stoney Winstanley, 2001). Success is nowadays often seen in form of financial benefits and at least in this point Berman, Wicks, Kotha, Jones (1999) see a positive impact on the part of stakeholder management. Nonetheless sustainable success is not just about finances and thus it is interesting to investigate what sustainable success is and how stakeholder management nurtures all its components. But why is each stakeholder so important? Giving some examples according to Huber, Scharioth, Pallas (2004), it points out that no matter if employees or suppliers they all have an essential impact on the business. Employees for instance have a high impact on the customer retention and company's profitability (improvement of 20% - 50%) and therefore put before customer by Nayar (2010). On the other hand suppliers need a lot of attention, due to 'Outsourcing', 'Lean' and scarcity of raw materials, to get required quality, quantity and delivery time. But also other external stakeholders are from high importance to avoid higher financial risks, as already pointed out in the 1990s by McGuire in Savage, Nix, Whitehead, Blair (1991), and thus must be managed well in order to not loose the support of a specific group and thus getting hindered on the journey to sustainable success (Reynolds, Schultz, Hekman, 2006). This is where 'managing", also understood as 'balancing" (Avery, 2005), the different interests comes into play, whereas it can become difficult, if the company is highly depending on one specific stakeholder. This could be an investor, who is holding a lot of shares, or a supplier, who is having a monopole, leading to generated bias and an exposure of sustainability (Savage, Nix, Whitehead, Blair, 1991). Furthermore a company or a company network respectively, is seen as an alliance of stakeholders (Freeman, Harrison, Wicks, 2007), and their sustainable success is ensured by sticking together and behaving like a moving target (De Wit Meyer, 2005), in order to withstand evolutions in the industry and the corresponding challenges. It also could be refereed to a company as organisation, an amalgamation of people or groups of people with the aim of accomplishing productive activities, which is seen as difficult on an individual basis (Chemers, 1997). However there are also arguments against stakeholder management as enabler for sustainable success (Stoney Winstanley, 2001), at which the only purpose of a company is seen by Friedman (1962) in Stoney Winstanley (2001) in making profit and thus stakeholder management is an attack on the individual wealth of shareholders (Sternberg, 1997). In addition stakeholder management has found one of its biggest critics in Stoney Winstanley (2001) who complain about the complexity of this approach and finally its misuse as just a new tool to control the participants. Nonetheless these concerns are generally based on traditional and old-fashioned views and the question arises if the time is ripe for change, meaning the move away from just sustainable shareholder success. Considering the criticism above it seems that one of the biggest drawbacks of stakeholder management is the actual realisation, meaning the consideration of everyone's interest. This is why De Wit Meyer (2005) see good leadership skills as crucial to balance the discrepancies mostly between shareholders and other stakeholders, and lead through an alliance with different partners, affected by mistrust, due to fear that others always want a bigger part of the cake. So one major pitfall of leaders regarding stakeholder management is that of avoiding bias. There are differences between the stakeholders, for instance regarding the flexibility. Employees are mostly depending on their workplace, whereas shareholders can always choose from a wide range or portfolio of possible investments and therefore the risk of favouring shareholders is quite high (De Wit Meyer, 2005), caused in their higher direct influence (Savage, Nix, Whitehead, Blair, 1991). Additionally it should be born in mind that CEO's and the board often hold a share of the own company or are even obligated to, according to several financial reports (e.g. Finsbury, Reckitt Benckiser). Thus the own opulence is affected by the profitability of the company. In this case a bias is self-evident. On the other hand advocates of stakeholder management see the necessity for shareholder value (Freeman, Harrison, Wicks, 2007), but state that it can be just sustainably realised if it is not seen as the main purpose, according to William George, chairman of Medtronic, in De Wit Meyer (2005). Instead of focusing on shareholder value, the actual focus should be concentrated on 'customer satisfaction" and 'integrity" as stated by Porras Collins (2005). In addition a motivated workforce can be seen as a crucial aspect of sustainable success, due to difficulties of competitors to copy it (De Wit Meyer, 2005). Buying in the workforce, but also other stakeholders, by creating a vision, maintaining it and finally make it live through the whole company is seen as one of the major and most difficult tasks of a leader (Ware, Michaels, Primer, 2004) and thus leaders often lacking clear direction during this task and therefore fail (Wheeler, Fabig, Boele, 2002). In order to make the organisation in a highly competitive market successful it is important to have a stable financial support, but also a highly trained and motivated workforce (Post, Preston, Sachs, 2002), often requiring a crucial change in the fundamental structure, like financial and/or ownership model (Avery, 2005). These changes are hindered by insufficient human resource models and techniques, the question how to get the employees aboard and finally the persuasion of the upper management, shareholders, etc. (Simmons, 2003). This can be eased the more the leader is convinced of the performance improvement using stakeholder management (Stoney Winstanley, 2001). The fact that people already having assets and power are not willed to share this (Gamble Kelly, 1996) and thus will defend it with all legal means or maybe also illegal, does not make it easier for the leader to put stakeholder management through. The globalisation and the expansion of companies throughout the world held another challenge for the leaders. Business policies must be kept flexible, as basis to deal with different countries, cultures and thus unusual competitive and social conditions and at the same time stick to the fundamental values and principles of the organisation (Post, Preston, Sachs, 2002). Talking about flexibility, it is important to see the flexibility of stakeholders in terms of changing from a supporting to a hampering position (Savage, Nix, Whitehead, Blair, 1991) and therefore the necessity to always reassess the importance and influence of stakeholders (Reynolds, Schultz, Hekman, 2006). In addition leaders need to focus on the right stakeholders in the right situations, different from the CEO of Eastern Airlines who was focusing during a strike just on the stakeholders with the loudest voice, and thus ran into serious trouble regarding the other parties of the strike (Savage, Nix, Whitehead, Blair, 1991). Additionally an issue arises that stakeholder may get the feeling that the decision-making regarding stakeholders is negatively influenced by divisibility of resources, saliency, incentives and sanctions (Ogden Watson, 1999) and let fade away the initial willingness to find a fair balance (Reynolds, Schultz, Hekman, 2006). This is why leaders must be prepared for the future challenges, which are a lot more complex, due to a wider range of expectations by the stakeholders, globalisation and more common pressing problems. So finally wrap the power of all stakeholders to a 'value network", considering the creation of social capital and a benefit for every participant (Maak, 2007) is the responsibility of the leader. Stakeholder Management provides a framework, a concept, which can be used by leaders, who are at the end the persons decide how stakeholder management is understood and what is the driving motivation behind its implementation (Stoney Winstanley, 2001). It was even thought about legislating SM and thus make it compulsory for companies, what is seen critical by Stoney Winstanley (2001), because in their opinion company's leaders should practice stakeholder management voluntary and chose their driver for motivation themselves. Today's environment and the resulting circumstances are continuously changing and require a leader who is always questioning the current status of a company and its direction in a constructive and meaningful way (Ware, Michaels, Primer, 2004). Therefore the leader is seen as a key catalyst in defining success of a company (Shinkle, Gooding, Smith, 2006) and also in order to make change happen to the benefit of sustainable success. Seeing sustainable success as a long-term goal leaders are confronted and hindered by external requirements, like the publication of financial reports (Avery, 2005) and thus it becomes a challenge for them to remain committed and thus have the required authentic 'tone at the top" (Freeman, Harrison, Wicks, 2007). They will decide about success or failure of changes while acting as a role model and therefore have the requirement of caring about ethics and social responsibility, rather than just on making quick money. Finally it is about the ensemble of stakeholders and leaders who need a practical guideline to make their contribution for the organisation's and common good, leading to the following research question and its supporting objectives. Research content: Research question: 'What elements and characteristics of leadership would help organisations to achieve missing sustainable success through effective stakeholder management?' Supporting objectives: - Investigate and define sustainable success, stakeholder management and leadership with the purpose to identify what is understood by it and what are their characteristics. - Investigate the correlations and dependencies between sustainable success and stakeholder management to approve their complementarity. - Identify how leadership can overcome possible barriers of balancing stakeholders and creating sustainable success. - Investigate existing guidance and frameworks for the creation of sustainable success, in order to underpin their validity or propose modifications. Scope: The scope of this work is chosen very broadly, due to the nature of the project and its research areas. It is about management in general and is not aiming to be specialised on a specific industry or region. Reason therefore is the involvement of several parties, eventually coming from different industries and indeed the globalisation that does not allow investigating management tools with a narrowed regional view. However the scope is laid on business organisations. Therefore the outcome is neither focused on politics, an area worth investigating in the context of stakeholder management, nor religion. Purpose and contribution: The purpose of this work is to show companies and their leaders a way to manage their stakeholders in form of a proposed framework, to achieve sustainable success. As already mentioned in the introduction, an atmosphere of departure has arisen, due to the last happenings within the economy as well as in the politics. The outcome of this work will be an initiation to change by showing leaders how their characteristics can help to establish a win-win situation between stakeholders. Furthermore it shows the need for today's leaders to care about all stakeholders and that this is not just a matter of instruments, concepts and tools to achieve a balanced stakeholder environment, it is more about the mind-set, behaviour and confidence of the leader itself. It requires a lot of energy and stamina to achieve sustainable success and leaders will face a lot of problems and confrontations. Presenting these issues and discuss them in depth will hopefully support them to defend their view of organisational success.Inhaltsverzeichnis:Table of Contents: LIST OF FIGURESVI LIST OF TABLESVII LIST OF ABBREVIATIONSVIII 1INTRODUCTION1 1.1BACKGROUND OF THE TOPIC AN REASON FOR ITS CHOICE1 1.1.1INITIATION FOR THE PROJECT1 1.1.2REASON FOR THIS PROJECT2 1.2RESEARCH CONTENT8 1.2.1RESEARCH QUESTION8 1.2.2SUPPORTING OBJECTIVES8 1.2.3SCOPE8 1.2.4PURPOSE AND CONTRIBUTION9 1.2.5CHAPTER OVERVIEW10 2THE MANUAL - RESEARCH METHODOLOGY12 2.1FOREWORD12 2.2RESEARCH THEORY12 2.2.1RESEARCH PHILOSOPHY12 2.2.2RESEARCH APPROACH14 2.2.3RESEARCH STRATEGY14 2.2.4THE TIME HORIZON15 2.2.5THE ENQUIRY16 2.3RESEARCH IN PRACTICE17 2.3.1RESEARCH AREA17 2.3.2RESEARCH GUIDELINE18 2.3.3RESEARCH INFORMATION RESOURCES21 2.3.4RESEARCH KEYWORDS24 2.3.5USABILITY OF DATA27 2.3.6HANDLING OF FINDINGS30 2.4CONCLUDING REMARKS31 3THE AIM - SUSTAINABLE SUCCESS32 3.1SUBSTANCE32 3.1.1THE COMPONENT SUCCESS32 3.1.2THE COMPONENT SUSTAINABILITY34 3.1.3THE OUTCOME SUSTAINABLE SUCCESS40 3.2THE IMPORTANCE OF SUSTAINABLE SUCCESS42 3.2.1GENERAL42 3.2.2AFFECTING PEOPLE42 3.2.3AFFECTING FINANCES43 3.2.4AFFECTING REPUTATION44 3.2.5AFFECTING ETHICAL RESPONSIBILITY45 3.2.6AFFECTING RESPONSE TO REGULATIONS AND LEGISLATIONS46 3.4BARRIERS OF ACHIEVING SUSTAINABLE SUCCESS48 3.5CONCLUDING REMARKS51 4THE TOOL - STAKEHOLDER MANAGEMENT52 4.1THE BASICS52 4.1.1DEFINITION52 4.1.2DISTINCTION OF STAKEHOLDERS54 4.1.3PRINCIPLES OF STAKEHOLDER MANAGEMENT58 4.1.4STAKEHOLDER MANAGEMENT THEORIES60 4.1.5PUTTING STAKEHOLDER MANAGEMENT INTO PRACTICE64 4.2LINK TO SUSTAINABLE SUCCESS65 4.3CONCLUDING REMARKS71 5THE ENABLER – LEADERSHIP72 5.1DEFINING LEADERSHIP72 5.2THE LINK OF LEADERSHIP TO STAKEHOLDER MANAGEMENT73 5.3REQUIRED LEADERSHIP CHARACTERISTICS76 5.3.1REALISTIC76 5.3.2INTELLECTUAL / NOUS77 5.3.3DISCLOSING78 5.3.4GENEROUS78 5.3.5GOOD FAITH79 5.3.6SOLID80 5.3.7VISIONARY82 5.3.8RIGHTEOUS83 5.5CONCLUDING REMARKS85 6THE PROPOSAL - TOTAL STAKEHOLDING86 6.1CRITERIA FOR USEABLE FRAMEWORKS86 6.2EXISTING MODELS87 6.2.1FREEMAN'S MODEL REDEFINED87 6.2.2THE EFQM-MODEL90 6.3THE DEVELOPED FRAMEWORK95 6.3.1GENERAL DESCRIPTION95 6.3.2USER'S MANUAL97 6.3.3STAKEHOLDER98 6.3.4LEADERSHIP101 6.3.5SUSTAINABLE SUCCESS101 6.3.6PLAN-DO-STUDY-ACT (PDSA)104 6.4DISCUSSION OF FRAMEWORKS AND VALIDITY OF THE PROPOSED108 6.5CONCLUDING REMARKS113 7DISCUSSION114 7.1SCOPE114 7.2SUSTAINABLE SUCCESS115 7.3STAKEHOLDER MANAGEMENT116 7.4LEADERSHIP118 7.5SPECIFIC LITERATURE119 7.6METHODOLOGY DATA COLLECTION120 8CONCLUSION122 9LIMITATIONS RECOMMENDATIONS FOR FURTHER WORK124 9.1RESILIENCE124 9.2QUADRUPLE BOTTOM LINE124 9.3GROWTH125 9.4CONTRACT THEORY125 9.5ORGANISATIONAL STRUCTURE126 9.6SCORING SYSTEM126 10REFERENCES127 11BIBLIOGRAPHY157 12APPENDICES157 12.1WAYS OF DATA COLLECTION157 12.1.1SURVEYS157 12.1.2CASE STUDIES158 12.1.3SECONDARY DATA158 12.2SEARCH STRING TABLE160 12.3DETAILED STAKEHOLDER LIST161 12.4STAKEHOLDER ALLOCATION TO SUSTAINABILITY ASPECTS169 12.5IDENTIFIED STAKEHOLDER BY FASSIN (2009)170 12.6RADAR ASSESSMENT FOR RESULTS171 12.7RADAR ASSESSMENT FOR ENABLER172Textprobe:Text Sample: Chapter 5.3.6, Solid: The personality of a leader decides whether the leader is anxious of loosing control and power, so that especially wrong strategic decisions are made due to prescient from involving others in the decision-making process (Delbecq, 2008) and not considering their opinion (Avery, 2005:216). Furthermore a strong leader's personality may benefit from a good sense of humour, suggested by (Kets de Vries, Doyle, Loper, 1994) as well as hope, that does not let him give up (Thomas Thomas, 2011). Hope is a crucial point in stakeholder management, with the aim to motivate and therefore overcome the difficulties of making it successful. But finally bravery is a personal characteristic that let the leader stand up fight for the right thing, an important step on the way to stakeholder management (Avery, 2005:79). Collins (2001:21) has done comprehensive research on great leaders and even though he just find a few of them he points out one important characteristic of great leaders: putting the greatness of the company above all. This also means to put it above the own interests, obviously a giant task and thus often doomed to failure. But this does not undermines the importance of this characteristic with regard to stakeholder management. To make this clockwork of stakeholders work the leader must put back the own interest for the benefit of the whole system. Even though it was stated in 4.2 that people are always selfish Mitchell, Agle, Wood (1997) bring forward enough opponents regarding this view, so that it finally depends on the values of the leader (Greer Downey, 1982). Solid in this case indicates that a leader is strong and self-confident in way that he can cope with the previous mentioned. All this results in a characteristic indicated as solid whereas the personality is strong enough to resist external influences. In addition it is pointed to the phrase 'solid as a rock". The leader must be the one standing out of the crowd at least for the followers and keep them grounded. In this position he act as a role model (Oakland, Tanner, Gadd, 2005) an attribute that plays a major role within stakeholder management and sustainable success. The tone at the top is crucial to buy in stakeholders, whereas they must believe in what they are doing to fulfil these expectations (Freeman, Harrison, Wicks, 2007). Being solid in this context also means, as a leader, to recognise that the values are not supported and thus a further collaboration is not efficient. Nonetheless being solid also refers to the time span a leader is staying in its position. In Germany the period in higher management change after 6.1 years whereas it was 8 years in 2003 (Handelsblatt, 2011). Against the trend it is more desirable that leaders stay longer because the biggest problem with changing executives is to find a new one, an undertaking that can become very expensive as well as bear risks (Kennedy, 2000). Research in the 90s showed that the experience of managers has a great impact on their belief and their values, so that the experience of a manager in a company will have a positive impact on his decisions (Höpner, 2003:205) in this context with view to sustainable success. Additionally there is always the risk that new leaders turning the whole company upside-down and even if this is often wanted it is not if the new leader does not support the idea of stakeholder management and sustainable success. So all the hard work could turn out to be useless. Deming, 1986:121) sees an obstacle of long-term success in job-hopping due to the fact that leaders do not develop a sense of commitment and that new leaders unsettle the stakeholders. But long-term commitment also must be understood in the commitment to the approach of stakeholder management. So patience is necessary due to the fact that sustainable success and the necessary organisational behaviour is not achieved overnight (Potter, 1994). This requires an aim in the future that can be established as the one of the main motivator 5.3.7, Visionary: To avoid confusion and to respond to critics on stakeholder management a clear direction is vital for the success as discussed in 3.4. So it is about the leader to establish this direction by introducing a vision (Kets de Vries, Doyle, Loper, 1994), that helps to unify the stakeholders behind it, whilst providing clarity about what the vision is not about (Dubrin, 2007). In order to stimulate high performance and motivate followers a leader must lead passionately (Collins, 2001:20) and pragmatic (Frydman, Wilson, Wyer, Senge, 2000) towards a vision giving him/her the opportunity to have a major influence on the stakeholders. This refers back to the characteristic 'solid" (5.3.6) where a leader act as a role model towards the vision, so that stakeholder can follow (Cyert, 2005). It must be assured that the vision meets the requirements of stakeholder management, in particular balance and ethically correct, referred to as righteous. 5.3.8, Righteous: Righteous refers mainly to ethical and moral, including several 'components'. Morality is a key aspect of stakeholder management, resulting in trust and cooperation of the stakeholders. Indeed leaders should be compensated as every other stakeholder but it must be appropriate and not too high, like the stated 326:1 ratio between average CEOs and workers pay (Tang, Kim, Tang, 2000) in order to sustain trust and goodwill of stakeholders. Against the traditional way of high pay equals high performance (Jones, 1995) the survey of (Kennedy, 2000) reveals that challenging work and open communication are far more important than the pay, supported by Freeman (1984) the father of strategic stakeholder management seeing open communication as one enabler of stakeholder management. So this mind-set actually supports to lead stakeholder management, but nonetheless the salary of managers has increased dramatically. This is mainly caused in more freedom and missing internal monitoring of salary (Höpner, 2003:207), leading to a necessary moral respect of this freedom and do not exploit it. But it is not just about the monetary frugality it is also about recognition and awards, where heroism is not appropriate, acting in silence is what turned out to characterise great leaders (Collins J. , 2001:28). This includes the dispense of awards if things go good and blaming oneself if they go bad, this helps to not become arrogant (Kets de Vries, Doyle, Loper, 1994). This is also true for stakeholder management where the collaboration of the whole clockwork should be recognised and the leader act just as the element holding everything together and is not the centre of everything. Ethics is a fundamental characteristics for stakeholder management leaders, whereas Freeman, Harrison, Wicks (2007) see ethical leadership as the one most suitable, backed by McManus (2006:137) advocating ethical behaviour in order to decide to do the right thing, or ethical judgement respectively (Clarkson, 1995). This is why it is also about humanity (Kets de Vries, Doyle, Loper, 1994) and not seeing the environmental and societal responsibility as nonessential (Avery, 2005:216). Leaders also should be aware that they have fiduciary to all stakeholders and thus this fact should become the basis of the ethical mind-set (Kaufman, 2002). This fiduciary towards all stakeholders lead then towards the need of leaders to use this tool in an appropriate manner and to not justify bad decision with this model (Collins, Kearins, Roper, 2005). In addition this brings with it the desired balance of wealth distribution required by Sachs Maurer(2009).
Inhaltsangabe: Introduction: Ghettos of poor and unemployed people, homeless people, families relying on food banks, sick people without health insurance. There is a long list of people which comes into our minds when we think about poverty and people who are affected by it. If we search for an exact definition of poverty we will not find a single, universally accepted standard definition of it. Poverty is hardly measurable. Every interpretation is affected by credos of value. The ethical correctness of these trails to valuate poverty is scientifically not concluding appraised. The European Union's working definition of poverty is: 'Persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State to which they belong'. This definition is the basis of the valuations of poverty in this assignment. The variety of poverty shows how many groups of people in particular are at risk of becoming poor. In Germany the gap of income and the number of poor people in the society increased from the year 2000 to the year 2005 faster than in any other country of the OECD. Causes are the high unemployment rate in the year 2005 and a significant gap of income. Nobody can be excluded if we talk about the poor ones in future. High income during employment does not mean that there is enough money for times of unemployment or old-age-pension. When thinking about poverty we should never forget of what advantage it is to have a high old-age pension when you are lonesome and you have to pay for every help you need? Policy options have to be divided in to groups: Actions to prevent poverty. Actions to help people out of poverty. From a scientific point of view there is only one thing needed to stay out of poverty: enough money to sustain your expenditures. Therefore a well paid job is necessary. Minimum wages are a controversially discussed topic during the last months. Only an occupation with an adequate salary is good for covering all costs. Another crucial point is to secure the old age pensions. Due to this the Federal Government promotes a 3-layer programme. The tax policy is also a point which can be influenced by the state. Prevention of excessive indebtness and a adequate asset accumulation are also important topics. Proper education is a crucial point to prevent poverty and likewise the core measure to get out of poverty. Only good education opens the doors to the well paid jobs. Some social groups are usually not able to get out of poverty on their own. Therefore help is needed. Especially for single parents, families with many children, drug addicts and disabled people as well. Proper programmes for social housing or for improving language skills are often helpful for the poor. Here, the government has countless options to help people, but the realty is often different. In the fight against poverty the Federal government starts several actions to avoid and to help people out of poverty. The central statements behind these actions are: Every person should secure his life by gainful employment at first. Furthermore specific social transfer benefits should help to secure basic needs, especially for families. They directly stress the responsibility of the successful fight against poverty lying in the hands of everyone. Especially one aspect implied in the first statement is important for every citizen: Gainful employment, everyone himself is responsible for, gives the chance to secure life. In the past poverty and employment were inseparably connected and mutual exclusive. As employment was taken poverty was banned, in case of unemployment poverty threatened. Today especially the first statement is no longer true without restrictions. The effectiveness of employment as major driver in avoiding and helping out of poverty was weakened. The reason is the increase of low-wage employees. The belief gainful employment can always secure life is no longer true. The actual problem in Germany is a high amount of fully-employed people becoming poor. The expression 'working poor' describes working full-time in one and even more jobs earn wages under the existence minimum. Labour unions claim legal minimum wages in the different lines of business. The Confederation of German Employers BDA demands the negotiation of minimum wages by the bargaining parties, employer associations and labour unions. The free social market economy of Germany may not be influenced by law. The Federal Government established and renewed the 'Mindestarbeitsbedingungsgesetz' and 'Arbeitnehmer-Entsendegesetz', which do not give legal minimum limits. The laws ease the establishment of minimum wages in business lines. Low wages and the difference of income are one reason of the gap between rich and poor. To even this income differences the federal government introduce the progressive income tax rate. It attenuates the inequality of the gross incomes. But the gap between rich and poor is only less affected by the tax policy. The other reason for the gap between rich and poor is the difference of assets. The gap increases because the middle-class decreases. More and more people become poor. Poor people are not able to establish coverage by accumulating asset. People who are able to accumulate asset need the right strategy. Capital investments offer different strategies to accumulate asset, from conservative to risky. In the actual financial crises many people and companies have lost much asset. The trust of savers in the banking system and especially in shares hits the rock bottom. Today every possibility to accumulate asset is questioned. The coverage in old-age was formerly granted by legal pensions. But legal pensions are no longer safe, as it was belief for a long time. The 'three-layer-concept' of retirement provision offers possibilities to close the increasing gap. The intention is to support the conventional public old-age pension by two additional layers. Nevertheless every layer and every kind of provision has its own particularities which should be considered. Poor and unemployed people are often threatened by indebtedness. Especially unemployed people are not able to pay back their bills and become excessively indebted soon. To leave this hopeless way debt relief and employment are the best means. In insolvency proceedings the debt relief is pronounced. From the year 2002 until now the annual increase of insolvency proceedings decreases. Additionally the average amount of indebtedness decreases in these years too. The basic requirement for employment and therefore a central driver to avoid and to help out of poverty is education. Federal Chancellor Angela Merkel proclaimed the 'Educational Republic of Germany'. One reason for her reaction is secondary general schools are in trouble. After graduation many youngsters stay in the transitional system for too long. They don't find a vocational education. Another reason is even the vocational education has a problem. The participation in the Dual System in the vocational education decreases from 51.2 percent to 42.6 percent in 2005. This is an alarming development. Although the tendency is declining in the year 2005 to 2006 the efficiency of the Dual System should be improved even more. Forecasts of the employment market show a growing demand for highly qualified employees between 2003 and 2020. The demand for low qualified people will reduce. According this forecast qualification and competence become the securing means of future, for everyone at anytime. This can only be granted by lifelong learning. Besides the stated major effects of policy options affecting the whole society there are some groups of people, which need special support: Single parents, families with many children, people addicted to drugs, homeless, disabled and migrated people are treated in detail.Inhaltsverzeichnis:Table of Contents: Executive SummaryI Table of contentsVI List of AbbreviationsIX List of FiguresX List of TablesXII 1.Introduction1 2.Problem Definition2 3.Objectives3 4.Methodology4 5.The Fight Against Poverty5 5.1Poverty – A Definition5 5.2How to Measure Poverty7 5.3The Variety of Poverty7 5.3.1Key Factors of the Risk of Becoming Poor7 5.3.2Poverty Among Poor Educated People8 5.3.3Child Poverty9 5.3.4Poverty of Seniors10 5.3.5Poverty Among Handicapped People12 6.The International Day for the Eradication of Poverty14 7.Poverty in Germany15 7.1The Risk-of-Poverty-Line in Germany15 7.2The Present Situation in Germany17 8.Prospective Poor People19 8.1Outsiders of Today are the Poor of Tomorrow19 8.2An Income Above the Average is No Relaxing Situation20 9.Policy Options Against Poverty21 9.1Actions to Avoid Poverty22 9.1.1Minimum Wages22 9.1.2Securing Pensions23 9.1.3Tax Policy27 9.1.4Asset Accumulation27 9.1.5Prevent Excessive Indebtedness28 9.1.6Education28 9.1.7Basic Education29 9.1.8Vocational Education29 9.1.9Lifelong Learning30 9.2Actions to Help People Out of Poverty30 9.2.1Education30 9.2.2Help for Single Parents31 9.2.3Language Skills32 9.2.4Aid for Families with Many Children32 9.2.5Help People Out of Drug-Addiction32 9.2.6Social Housing33 9.2.7Disabled People33 10.Reality – How Political Options Impact on Life The Status Quo – Facts35 10.1Policy Options to Avoid Poverty Impact Reality36 10.1.1Effects of the Policy Option 'Minimum Wages'38 10.1.2Effects of Policy Options to Secure Pensions41 10.1.3Effects of the Tax Policy45 10.1.4Effects of Asset Accumulation46 10.1.5Effects of Policy Options to Prevent Indebtedness48 10.1.6Effects of Policy Options to Improve Education50 10.1.7Basic Education in Reality51 10.1.8Vocational Education in Reality54 10.1.9Lifelong Learning in reality55 10.2Policy Options to Help out of Poverty Impact Reality56 10.2.1Education56 10.2.2Effects of Policy Options to Support Single Parents56 10.2.3Effects of Policy Options to Improve Language Skills57 10.2.4Effects of Policy Options to Support Families with Many Children59 10.2.5Effects of Policy Options Against Drug-Addiction60 10.2.6Effects of the Policy Option 'Social Housing'63 10.2.7Effects of Political Options to Support Disabled People65 11.Results68 12.Conclusion69 13.Integral Total Management (ITM) – Checklist70 13.1General Economics70 13.2Strategic Management70 13.3Marketing70 13.4Financial Management70 13.5Human Resources Management70 13.6Business Law70 13.7Research Methods/Management Decision Making70 13.8Soft Skills/Leadership71 14.Bibliography72Textprobe:Text Sample: Chapter 9.1.3, Tax Policy: Tax policy is the whole of tax actions of a state with policy objectives. Through tax policy the state pursuits the aim to generate income to cover all expenditures. The state is able to pursuit socio-political aims through tax reduction or tax increase. An effective instrument to even the income differences is in particular a progressive in-come tax rate. Within the tax reform of 2000 the Federal Government decreased the in-come tax rate radically. According to the judgement of the Federal Constitutional Court that the minimum living wage must be tax free, the German government increased the tax free level virtually every year. This goes along with a decrease of the marginal tax rate from 25.9% in 1998 to 15.0% in 2005. 9.1.4, Asset Accumulation: Having savings in the bank is a good way to avoid poverty. In times of unemployment citizens are able to draw money from the bank and cover the financial gaps without being dependent on public benefits. The Federal government offers mainly two types of investment: Savings. Acquisition of shares. These are both appropriate to accumulate assets on a long range. 9.1.5, Prevent Excessive Indebtedness: Debts are always a fast way to cross the poverty line! Therefore is very important to prevent indebtedness before it begins. In 2002 approx. 9% of all households in Germany were over-indebted. Debtors are often not able to solve the problem on their own. For that reason they need help. The government financed debt counselling and measures for debt relief. This came along with a programme to educate indebted people. 9.1.6, Education: The significance of education to prevent poverty is indisputable. School education and vocational qualification are the best way to participate on the job market as well as the best protection against unemployment and poverty. The European Union regards a graduation from secondary school as minimum qualification to participate in modern knowledge society and for the best prospects on the job market. In January 2008 the Federal Cabinet approved the draft law for the qualification initiative (i. e. Qualifizierungsinitiative). It mainly contains actions to: Improve education opportunities for children younger than six years of age. Improve the permeability in the education system. Improve the way to be promoted. Improve the options of further education. 9.1.7, Basic Education: Education does not start in school. Potentials of children should in fact be developed earlier and dependent on their age. Kindergartens, beside the family, have as places for infantile education a particular duty. In kindergartens talents – even from children of underprivileged families – may foster at an early stage and learning difficulties may be discovered early. Primary schools cover the first four years of schooling (in Berlin and Brandenburg six years). They are attended by all children and provide basic education, preparing children for secondary schools. At the end of primary school parents and teachers have to decide which type school the pupils should attend further on. Available are: Secondary general schools (i. e. Hauptschulen). Intermediate schools (i. e. Realschulen). Grammar schools (i. e. Gymnasien). Comprehensive schools (i. e. Gesamtschulen). Special schools (i. e. Förderschulen). This affects the life and future job options of the child profoundly. Therefore promotion of primary school pupils is essential. One out of eleven pupils in a grammar school lives in poverty, but every second in a secondary general school. Poverty is one causal reason for bad education. Out of 100 children who were considered to be poor during kindergarten only four manage to archive the entry qualification for grammar school – compared to 30 in well-off families. These are the results of a long term study by the Workers Welfare Federal Association from 1997 to 2005. 9.1.8, Vocational Education: A Certificate of Education (minimum: Certificate of Secondary Education / Hauptschulabschluss) is necessary to get a proper chance on the apprenticeship market. The Federal Government takes actions to educate juveniles in the dual system of vocational education to decrease the number of untrained youngsters. Because a qualified apprenticeship is crucial for partaking and fulfilment in the community and the best protection against the risk of unemployment and income poverty. 9.1.9, Lifelong Learning: Learning will not end after school, vocational training or university degree. Learning is an essential mean to shape an individual's chances in life. Lifelong learning is the keyword for coping with the job market, to finally get a school's or a vocational qualification or just for further training. Once archived qualifications are less and less sufficient to cope with the challenge of business and community. Continuing learning all lifelong is becoming more and more important to secure the participating on the job market permanently. The partaking in further education is low in Germany - compared to other countries. In particular, people with lower qualification do not take part in further qualification sufficiently. 9.2, Actions to Help People Out of Poverty: 13.5 % citizens of the total population live below the poverty line. These need help to become better off and – even more important – stay below the line. 9.2.1, Education: As stated in chapter 9.1.6 proper education is the best way to prevent poverty, but it's also a lasting way to get out of it. People with no or only basic education have a strictly limited access to well paid jobs or no access jobs at all. In 2006 7.9 % of all pupils left school without any graduation. However, without any graduation the prospects of an apprenticeship are very small. Thereby the vicious circle of poverty starts turning. The government provides different measures to help juveniles and adults to improve their education: Help to get the Certificate of Secondary Education (i. e. Hauptschulabschluss). Help to get an apprenticeship. Help to make the change from Secondary Education to higher education entrance qualification easier. Olaf Scholz (Secretary of State for Employment) even recommended a legal claim to achieve a Certificate of Secondary Education. This should be financed by the Federal Employment Office. But he wasn't able to convince the CDU-parliamentary group.
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Introducción El uso de la shisha (también conocida en España como cachimba) está extendido mundialmente. Se encontraron revisiones sistemáticas sobre su uso (1), sobre sus efectos en la salud (2–4) y sobre el contenido en tóxicos del humo inhalado (5). Sin embargo, no se encontraron revisiones sistemáticas que recojan y analicen las falsas creencias sobre su consumo. Por tanto, es un tema poco estudiado que hace necesario describir estas falsas creencias para aumentar la evidencia en este ámbito y poder así ampliar el conocimiento sobre la cachimba. Objetivo Realizar una revisión sistemática sobre la existencia de falsas creencias/percepciones de la shisha entre los jóvenes. Métodos En marzo de 2020, se realizó una búsqueda sistemática de la literatura en tres bases de datos (MEDLINE, SCOPUS, y Web of Science Core Collection). Los elementos del acrónimo PICOS de nuestra pregunta de investigación fueron: i) población (P) objeto de estudio fueron jóvenes de 12 a 35 años; ii) la intervención (I) fue que se preguntara sobre falsas creencias acerca del consumo de shisha; iii) comparación (C) no la describimos; iv) el desenlace (O) fue describir estas falsas creencias; y (v) el diseño de los estudios incluidos (S) es descriptivo. Con estos elementos se construyó una ecuación de búsqueda y se redactaron los criterios de selección: población de 12 a 35 años, preguntar sobre falsas creencias acerca del consumo de shisha, ser un estudio descriptivo y estar redactado en español, inglés, francés o chino. Con la ecuación de búsqueda se obtuvieron de las tres bases de datos un total de 105 estudios. Tras un primer análisis de título/resumen se seleccionaron 15 artículos y tras la lectura completa de ellos se excluyeron 6 que no cumplieron con los criterios de selección. Resultados Tras revisar 105 artículos, 9 estudios fueron incluidos en esta revisión. Se han identificado más de una veintena de falsas creencias que han sido agrupadas en cinco temáticas: i) daño para la salud, ii) cantidad de nicotina y adicción, iii) contenido del humo, iv) sabor/aroma a fruta y v) otras creencias. En el ámbito del daño percibido para la salud es donde más opiniones incorrectas se pueden identificar. Es frecuente pensar que la cachimba no es dañina o produce menos daños que el tabaco, incluso se identifican jóvenes que piensan que el daño producido por la shisha está sobrevalorado. También hay bastante confusión con respecto a compartir la boquilla, ya que se piensa que de esta manera no se pueden transmitir enfermedades. Además, muchos de estos jóvenes tienen la percepción de que la cachimba no es adictiva o que lo es menos que el tabaco, de la misma manera que creen que no contiene nicotina o aporta menor cantidad que dicho producto. Añadido a esto, se piensa incorrectamente que las toxinas del tabaco son filtradas en el agua y que el humo no contiene químicos dañinos. Se aprecia también la opinión de que fumar cachimba con sabor/aroma a fruta hace a este hecho más saludable y menos adictivo, incluso que fumar cachimba ayuda a relajarse y a estar delgado. Asimismo, se resalta que fumar cachimba en público está dejando de ser un tabú para la mujer. Por último, se identificaron las creencias que se preguntan con más frecuencia en los cuestionarios y las que se asocian de manera estadísticamente significativa al consumo de cachimba. Conclusión Esta revisión sistemática identificó un gran número de falsas creencias entre los jóvenes acerca de la shisha, lo que hace evidente la desinformación existente con respecto al consumo y a sus efectos sobre la salud en este sector etario de la población. Además, a pesar de las diferencias sociales, culturales y en el uso de la shisha de las poblaciones estudiadas en esta revisión, se puede comprobar como en todas ellas existen unas ideas falsas similares. En España, es muy común el consumo de cachimba en cafeterías o pubs e incluso se ofrece con la compra de un número determinado de bebidas. Esto deja en evidencia la política sanitaria tan permisiva que se aplica y que debe de cambiar por el bien de la juventud. Por tanto, es necesario que se apliquen las medidas legales ya existentes y ampliar las formativas de manera precoz en los adolescentes para que tengan una formación veraz y conozcan los daños que les puede causar a su salud. El objetivo es que no se inicien así en el hábito tabáquico a través de las nuevas formas de consumo consideradas como una moda. Por otro lado, para conseguir que la población estudiada en este ámbito sea más homogénea y aumentar así el grado de evidencia de revisiones como esta, es necesario que se realicen más estudios que valoren estas falsas creencias en un número mayor de países. Para finalizar, entre las limitaciones de esta revisión sistemática, se encuentra que la ecuación de búsqueda es restrictiva, no se hizo búsqueda inversa de bibliografía y la población de estudio de los distintos artículos incluidos es heterogénea ; Introduction The use of shisha is widespread worldwide. We found systematic reviews on its use (1), on its health effects (2-4), and on the toxic content of inhaled smoke (5). However, no systematic reviews were found that collected and analyzed false beliefs about its use. Therefore, it is an under-researched topic and these false beliefs need to be described in order to provide more evidence in this field and increase knowledge about shisha use. Objective The primary objective of this study is to conduct a systematic review on the existence of false beliefs and perceptions of shisha use among young people. Methods In March 2020, a systematic literature search was conducted in three databases (MEDLINE, SCOPUS, and Web of Science Core Collection). The elements of the PICOS acronym in our research question were: the studied population (P) were young people aged 12 to 35, the intervention (I) was to ask about false beliefs about shisha use, comparison (C) was not described, the outcome (O) was to describe these false beliefs, and the design of the studies included (S) was descriptive. With these elements, a search string was developed and the selection criteria were established: 1) population aged 12 to 35 years, 2) questions about false beliefs about shisha use, 3) descriptive studies, and 4) studies written in English, French, Spanish or Chinese. Using the search string, a total of 105 studies were obtained from the three databases. After an initial analysis of titles and abstracts, 15 articles were selected and read thoroughly, after which 6 of them were excluded for not meeting the selection criteria. Results After evaluating 105 articles, 9 studies were included in this review. More than twenty false beliefs were identified and grouped into five categories: health harm, levels of nicotine and addictiveness, smoke content, fruit flavor or aroma and other beliefs. Most of these beliefs relate to the perception of risk to health. It is common to think that shisha is harmless or less harmful than tobacco, or that its negative health effects are over-estimated. There is also considerable confusion regarding sharing the mouthpiece, as it is thought that diseases cannot be transmitted this way. Many young people also believe that shisha is not addictive or that it is less so than tobacco, and that it does not contain nicotine or contains a lesser amount of it. In addition, some think that water filters out tobacco toxins and, therefore, the smoke does not contain any hazardous chemicals. Moreover, some believe that smoking fruit-flavored tobacco makes it healthier and less addictive, or even that smoking shisha helps to relax and stay slim. It is also emphasized that women smoking shisha in public is no longer taboo. Finally, we identified the most frequently asked beliefs in the questionnaires and those statistically significant related to shisha use. Discussion This systematic review identified a large number of false beliefs about shisha use among young people, making evident the existing misinformation in this age group i regarding its health effects. Furthermore, despite the social and cultural differences, as well as those concerning the use of shisha in the populations studied in this review, all of them showed similar misconceptions. In Spain, shisha use is permitted in cafés and pubs, and it is even included for free with the purchase of a certain number of drinks. This shows that the applied health policy is very permissive and must change for the good of the youth. Therefore, it is necessary to implement the existing legal measures and educate adolescents at an early stage so that they can understand the harmful effects of shisha, and avoid the risk of smoking initiation through new fashionable forms of use. Further research should assess these false beliefs in a larger number of countries to homogenize the population studied. This would increase the evidence provided in similar reviews. To conclude, the limitations of this systematic review include that the search string is restrictive, no backward reference searching was conducted, and the study population of the articles included is heterogeneous. ; Introduction L'usage de la chicha (également connue sous le nom de narguilé ou pipe à eau) est répandu dans le monde entier. Nous avons trouvé des révisions systématiques en ce qui concerne la consommation de la chicha (1), ses effets sur la santé (2–4) ainsi que la teneur en substances toxiques de la fumée inhalée (5). Cependant, nous n'avons trouvé aucune révision systématique qui ait recueilli et analysé les idées reçues sur sa consommation. Cela montre donc que les idées reçues concernant la consommation de la chicha est un sujet encore relativement peu étudié et rend nécessaire sa description afin d'apporter de la clarté dans ce domaine et pouvoir ainsi élargir les connaissances sur le narguilé. Objectif Cette recherche a pour but d'effectuer une révision systématique des idées reçues au sujet de la chicha chez les jeunes. Méthodologie En mars 2020, nous avons effectué une recherche systématique de la littérature dans trois bases de données (MEDLINE, SCOPUS et Web of Science Core Collection). Les éléments de l'acronyme PICOS dans notre question de recherche sont les suivants : I) la population étudiée (P) est constituée de jeunes âgés de 12 à 35 ans ; II) l'intervention (I) consiste à interroger les participants sur les idées reçues concernant la consommation de la chicha ; III) la comparaison (C) n'a pas été décrite ; IV) le résultat (O de l'anglais Outcome) consiste à décrire ces idées reçues ; et V) le schéma d'études incluses (S) est descriptif. Ces éléments nous ont permis de réaliser une équation de recherche et de rédiger les critères de sélection suivants : population d'un âge situé entre 12 et 35 ans, poser des questions sur les idées reçues concernant la consommation de la chicha, être une étude descriptive et être rédigée en espagnol, en anglais, en français ou en chinois. L'équation de recherche nous a permis d'obtenir un total de 105 études à partir des trois bases de données. Après avoir effectué une première analyse du titre/résumé, nous avons sélectionné 15 articles et, après leur lecture complète, nous avons exclus 6 d'entre eux car ils ne répondaient pas à nos critères de sélection. Résultats Ces résultats partiels permettent néanmoins, à titre exploratoire, de dégager quelques pistes relatives aux idées reçues. Après avoir examiné en détail 105 articles, seulement 9 études ont été incluses dans cette révision. Il nous a été possible d'identifier plus d'une vingtaine d'idées reçues et de les regrouper en cinq thématiques : risques pour la santé, teneur en nicotine et addictivité, teneur de la fumée, saveur/goût fruité et autres préjugés. C'est en ce qui concerne les effets néfastes pour la santé qu'on a pu trouver le plus d'idées reçues au sujet de la chicha. En effet, une grande partie des jeunes pensent que le narguilé n'est pas nocif et qu'il engendre moins de dégâts que le tabac. Nous pouvons également identifier certains jeunes qui pensent que les dégâts produits par la chicha sont surestimés. On trouve également une grande confusion concernant le partage de l'embout, car l'idée selon laquelle cette pratique ne transmet pas de maladies est également présente. En outre, un grand nombre de ces jeunes ont l'impression que le narguilé n'est pas addictif ou qu'il l'est moins que le tabac, de même qu'ils croient qu'il ne contient pas de nicotine ou qu'il en contient moins que la cigarette. De surcroît, ils pensent à tort que les toxines du tabac sont filtrées dans l'eau et que la fumée ne contient pas de produits chimiques nocifs. Nous avons également relevé une idée selon laquelle le fait de fumer du narguilé au goût/arôme fruité le rendrait plus sain et moins addictif, de même que le fait de fumer le narguilé aiderait à se détendre et à rester mince. L'étude a également révélé que fumer le narguilé en public n'est plus vraiment un tabou pour les femmes. Enfin, nous avons identifié les idées les plus fréquemment interrogées dans les questionnaires et celles qui s'associent de manière significative à la consommation de narguilé. Conclusion Cette révision systématique nous a permis d'identifier un nombre considérable d'idées reçues concernant la consommation de la chicha chez les jeunes, mettant en exergue la désinformation qui existe sur la consommation et ses effets sur la santé dans cette tranche d'âge de la population. Par ailleurs, malgré les différences sociales, culturelles et celles présentes dans l'usage de la chicha chez les populations étudiées dans cette révision, on peut constater que des idées similaires sont répandues dans toutes ces populations. En Espagne, il est très courant de consommer le narguilé dans les cafétérias ou les pubs et il est même offert dans ces établissements pour l'achat d'un certain nombre de boissons. Cela met en évidence les politiques de santé menées dans ce pays qui restent très permissives et qui doivent être changées pour le bien de la jeunesse. Par conséquent, il nous semble nécessaire d'appliquer les mesures légales déjà existantes et d'étendre les mesures de prévention chez les adolescents. Ils doivent avoir de réelles informations et prendre conscience des conséquences néfastes que la chicha peut avoir sur leur santé, afin de ne pas contracter une habitude tabagique par le biais des nouvelles formes de consommation considérées comme une mode. D'autre part, afin de rendre plus homogène la population cible dans ce domaine et d'augmenter ainsi le niveau d'évidence des révisions telles que celle-ci, il nous semble essentiel de mener davantage d'études qui évaluent ces idées reçues dans un plus grand nombre de pays. On peut conclure que, parmi les limites de cette révision systématique, on a trouvé que l'équation de recherche était restrictive, qu'aucune recherche inversée n'a été menée à bien et que la population étudiée des différents articles inclus est hétérogène.
The article analyses the state of the most popular and least popular professions and specialties in Ukraine. It's found that there are no specialties in the field of land management among them. It is also noted that at the legislative level the specialties "Land Management and Cadastre" and "Evaluation of land and real estate" were replaced by the specialty "Geodesy and land management", which belongs to the field of knowledge "Architecture and construction" (technical sciences). It is substantiated that the profession of land manager should relate to the field of knowledge of "Social and behavioural sciences". It's based on the provisions of the Law "On Land Management" and the study of world experience of the essence of the concepts of land management and land management planning (both have technical, socio-economic, legal and environmental focus).It is proved that the profession of land manager needs to be reprofiled. In this regard, there is a need to identify new specialties and specializations and add them into the state classifier DK 003: 2010. It's important to expand the training of specialists within: 1) specialty 193 "Geodesy and land management" specializations "Land Management and Land Use Administration" and "Cadastral Registrar"; 2) specialty 101 "Ecology" specialization "Land management and ecologization of landuse", 3) specialty 051 "Economics" specialization "Economics of land management and land use". It is proposed to add them to the classifier.Keywords. Profession "land manager", labour market, perspective specialties and specializations in land management, new qualifications. Formulation of the problem. The development of society at all times was associated with the arrangement of lands, which today remains the main means for the existence of mankind and a source of social wealth. The need to establish the limits disturb landowners from ancient times. This function is performed by land surveyors. When the first representatives of this profession appeared, it is certainly not known. But the land surveyor is now a profession demanded both in the village and in the city. In our country, the profession of land surveyor always respects honour because it is devoted to the invaluable treasures of Ukraine - land, which has always attached special significance.According to the research conducted in Ukraine, soon, the 10 most demanded professions include: programmers (C++, Java), food industry technologists, construction engineers, architects, designers of offices and interiors, personnel managers, recruiters, energy engineers, journalists, technologists of light industry products, financiers (specialization "banking") [1]. In addition, prospective include: hotel business managers, accountants, auditors, lawyers, marketers.According to the Ministry of Education and Science of Ukraine, according to the results of the 2017 admission, the most popular specialties among the entrants for the Bachelor in Ukraine were Philology, Law, and Management. 85 thousand, 74 thousand and 59 thousand applications have been filed for the stated above specialties respectively. In addition, among the leaders are "Medicine", "Computer Science", "Tourism", "Secondary Education", "Psychology", "Economics". These specialties were desirable to enter by 40 to 46 thousand of entrants. The last step in the TOP-10 was "Software Engineering" with the result of 33 thousand applications (Fig. 1) [9]. Despite the stated above facts, it has been revealed that such specialties as "Law", "Management", "Tourism" and "Economics" remain among the most popular among entrants even though they are not in demand in the labour market. At the same time, the high levels in the ranking are occupied by important for the economy specialties, such as "Computer Science" and "Software Engineering". The least popular specialties are (fig. 2) "Theology" (185 applications excluding spiritual higher educational institutions) and "Hydropower" (193 applications for entry).However, specialties for the preparation of a specialist in land management are absent among the most and least popular. Therefore, with a caution we have to perceive the situation.The list of required occupations in the labour market is changing. Focus magazine has ranked the professions that will be promising in 5-10 years [10]. Before allocating the most promising specialties, the publication together with experts identified the areas of the economy that will actively develop in the near future. So, at first there was a list of 40 spheres of the economy, which, according to Focus, will successfully develop in the next 5-10 years. Experts evaluated the prospects for the development of these industries on a 10-point scale, giving each sector a mark from 1 to 10 points. At the same time, each expert could add to the list the industry that was not among the 40 listed, but whose potential he considers rather large.According to the obtained data, the rating of 15 most promising industries has been designed, and include: information technologies, telecommunications and communications, agriculture, pharmaceutical production and pharmacy business, banking, frying and processing industry, transport services, financial services, legal services, household services, metallurgy, alcohol production, energy, livestock, utilities.So, the 20 most promising professions of the next decade will be the following: the seller, the IT specialist, the automation engineer, the marketer, the municipal services engineer, the aeroengineer, the technologist in the production and processing of food products, the technologist of consumer services, logistics, the lawyer (economic and land law), power engineer veterinarian, pharmacologist, financier, communication engineer, practical psychologist, geneticist, biochemist, robotic technician, nanoengineer.In addition, agrarian countries are actively developing organic and farm farming. This will require the involvement of a large number of employees who are able to work on the ground - and thus, forms a serious niche. In general, the labour market trends in the coming years can be reduced to nine main directions [5]: engineers, IT specialists, nanotechnology specialists, marketers, service providers, logistics, environmentalists, chemists, and physicians.The Resolution of the Cabinet of Ministers of Ukraine dated December 30, 2015, No. 1187, approved new Licensing conditions for the conduct of educational activities [7] concerning the further conduct of educational and scientific work in educational institutions. By the order of the Ministry of Education and Science dated November 6, 2015, No. 1151 "On the peculiarities of the introduction of the list of branches of knowledge and specialties [6], which are the training of applicants for higher education, approved by the Cabinet of Ministers of Ukraine from April 29, 2015, No. 266" [8] approved Table of correspondence List of directions for training of specialists in higher educational establishments for the educational-qualifying level of bachelor (List 1), List of specialties, which was carried out training of specialists in higher education institutions for educational and qualification levels of a specialist and a master's degree (List 2).In the stated above Resolution, it is defined that instead of the specialties "Land Management and Cadastre" and "Land and Real Estate Valuation" – the specialty "Geodesy and Land Management" is established. The latter belongs to the field of knowledge "Architecture and Construction", which belongs to the technical sciences.At the same time, the Law of Ukraine "On Land Management" stipulates that land management is a set of socio-economic and environmental measures aimed at regulating land relations and rational organization of the territory of administrative-territorial units, economic entities carried out under the influence of social and productive relations and development of productive forces [2]. The same law (Article 1) stipulates that activities in the field of land management are the scientific, technical, production and management activities of state authorities, local governments, legal entities and individuals, which is carried out under land management. Land-use documentation (land management documentation) is the text and graphic materials approved in accordance with the established procedure, which regulate the use and protection of lands of state, communal and private property, as well as survey and land survey materials, author's supervision of project implementation, etc. Measures on land management – provided by documentation on land management on the rational use and protection of land, the formation and organization of the territory of the object of land management, taking into account their purpose, restrictions on the use and restrictions (encumbrances) on the rights of other persons (land servitudes), preservation and increase of fertility soils.This is evidence that the profession of land surveyor is more likely to belong to the field of knowledge of "Social and behavioural sciences" than to "Architecture and construction". Architecture (Greek αρχιτεκτονικη - construction) is both a science and the art of designing buildings, as well as a system of buildings and structures that form a spatial environment for the lives and activities of people in accordance with the laws of beauty. Land management, as stated in the Law of Ukraine "On Land Management" – a set of socio-economic and environmental measures aimed at regulating land relations and rational organization of the territory of administrative-territorial entities and economic entities on the ground.As the research of A.M. Tretiak and V.M. Tretiak shows, the concept and essence of land management has both a technical direction and socio-economic, legal and environmental.Land managers have worked and work in the structural subdivisions of the State Committee for Land Resources of Ukraine, the State Land Agency of Ukraine and the State Audit Office of Ukraine, state authorities and local self-government bodies, and ministries (where there are departments of land resources); in public and private design and valuation companies, real estate firms, agroholdings, agricultural enterprises; territorial communities, scientific institutions, institutions of legal direction. civic organizations.The land manager learns not only his professional knowledge, but also legal and natural sciences. For a profession it is necessary to have mathematical abilities, engineering approach, spatial imagination, ability to understand the legislation. The profession is extremely interesting and creative, which requires the ability to make informed decisions, communicate with people, requires care, clarity and responsibility. To become a successful specialist in this field, you need to be persistent, self-confident, active, have a well-developed intuition and logical thinking.According to the classification of professions, the professional activity of the land manager relates to professions such as "human-nature". To date, the land manager must have a higher education in the field of "Architecture and Construction" from the specialty "Geodesy and Land Management", according to the educational qualification level: a junior specialist, a bachelor's or a master's degree.Currently, land managers use modern equipment in their work: electronic instruments; new technologies of geographic information systems. Significant problems arise when making managerial decisions due to the imperfection of the regulatory framework - when three different land managers can have three different views on the same issue. At the same time, for professionals it is extremely important to come to a joint decision. But how can the problems of legislation be explained to an ordinary peasant? It's a shame when you can not help a person in solving his question, and even more - when you do not know how to explain the impossibility of solving a particular problem. The disadvantage of the profession is also that there is little free time for personal life, family and wage mismatch in modern times. The advantages include: work is interesting, lots of communication, new knowledge in land law, and more.At the same time, we consider it necessary to stay on the proposals of A. Martyn outlined in the scientific paper "Directions of adaptation of the content of land management education to the needs of the national and world economy" [3], where he publishes "bad news" for land management education – whether we are ready for them? He states: "Most of our graduates will not develop landuse documentation at all; the number of jobs in the industry is quite limited; the overwhelming part of the "modern" Ukrainian land management is a terrible mix of fairly archaic rules, a crazy bureaucracy and meaningless rituals, in order to master the development of primitive land management documentation, it takes 2-3 weeks of practical training, but not 5 years at the university, and a significant part of cadastral registrar are lawyers.Some of these reservations agreeable. Therefore, his thoughts emphasize once again the need for serious changes in the training of land management specialists.Thus, all of the above stipulates the need for changes in the classification of occupations DK 003: 2010 and the definition of new specialties and specialization training of land management specialists.In our opinion, it is expedient to extend the training of specialists in land surveying in the following areas: 1) specialty 193 "Geodesy and land management" of the specializations "Land Management and Land Use Administration" and "Cadastral Registrar"; 2) specialty 101 "Ecology" specialization "Land management and ecologization of land use"; 3) specialty 051 "Economics" specialization "Economics of land management and land use".At the same time, we consider it expedient to add the following qualifications to the classifier of professions DK 003: 2010: in section 8 "Main specialists – heads of scientific research units and subdivisions on scientific and technical preparation of production and other managers" – Chief land surveyor; in section 14 "Managers of enterprises, institutions, organizations and their subdivisions" – Manager of land management, Manager in the field of operations with land, Manager in the field of research in the land market; in section 25 "Agronomists, hydraulic engineering, forest managers and professionals of related professions" – Land manager; in section 33 "Assistant veterinarians, junior specialists in agronomy, forestry, water management and nature conservation" – Land Resources Inspector; in section 34 "Other technical specialists in the field of management" – State Inspector for the use and protection of land; in section 249 "Professionals not included in other classification groups". Land manager-ecologist, Land manager-designer.Conclusions.Summing up, we note that the assignment of the specialty "Geodesy and land management" to the field of knowledge "Architecture and Construction" (engineering science) does not comply with the provisions of the Law "On Land Management", the study of world experience of the essence of the concepts of land management, which determined that they are inherent in technical, as well as socio-economic, legal and environmental trends. In this connection it is proved that the profession of land manager belongs to the field of knowledge of "Social and behavioral sciences".In view of this, the need for re-engineering the directions of land management training is urgent. Therefore, we must work ahead and make changes to the classification of professions DK 003: 2010 regarding the definition of new specialties and specialization training of specialists in land management. We consider it expedient to expand the training of specialists within: 1) specialty 193 "Geodesy and land management" of the specialties "Land Management and Land Use Administration" and "Cadastral Registrar"; 2) specialty 101 "Ecology" specialization "Land management and ecologization of land use"; 3) specialty 051 "Economics" specialization "Economics of land management and land use" (qualification "Land Management Manager"). It is proposed to make changes to the list of qualifications. ; У пропонованій статті проаналізовано стан найзатребуваніших і найменш популярних професій, спеціальностей в Україні та виявлено, що спеціальності для підготовки фахівців землевпорядного профілю серед них відсутні. Також відзначено, що на законодавчому рівні спеціальності «Землеустрій та кадастр», «Оцінка землі та нерухомого майна» з підготовки зазначених фахівців замінено на спеціальність «Геодезія та землеустрій», яку віднесено до галузі знань «Архітектура та будівництво» (технічні науки). Обґрунтовано, що професія землевпорядника має відноситись до галузі знань «Соціальних та поведінкових наук», підставою чого слугували положення ЗУ «Про землеустрій» та дослідження світового досвіду сутності понять землеустрою і землевпорядкування (мають як технічне, так і соціально-економічне, правове й екологічне спрямування). Доведено, що професія землевпорядника потребує перепрофілювання. У цьому зв'язку існує необхідність у визначенні нових спеціальностей і спеціалізацій та внесенні їх до класифікатора професій ДК 003:2010. Вказано на доцільність розширення підготовки фахівців в межах: 1) спеціальності 193 «Геодезія та землеустрій» спеціалізацій «Землеустрій та адміністрування землекористування» і «Кадастровий реєстратор»; 2) спеціальності 101 «Екологія» спеціалізації «Землевпорядкування та екологізація землекористування», 3) спеціальності 051 «Економіка» спеціалізації «Економіка землевпорядкування та землекористування». Запропоновано внести до класифікатора й перелік нових кваліфікацій.Ключові слова. Професія «землевпорядник», ринок праці, перспективні спеціальності та спеціалізації у сфері землевпорядкування,нові кваліфікації.
Until recently, child development was accepted as the perspective through which children were understood and socialization the primary way in which sociologists thought about children. An increasing number of scholars now view childhood as socially constructed and children as actors in their own social worlds rather than simply as incomplete persons who are in the process of becoming adults. Courses using this perspective explore social constructions of childhood held by adults and embodied in institutions through time and across places, and how biology, gender, social class, and social location affect the everyday lives of children in families, schools, and other social contexts.Author recommendsJohnson, Heather Beth 2001. 'From the Chicago School to the New Sociology of Children: The Sociology of Children and Childhood in the United States, 1900–1999.'Advances in Life Course Research (Children in the Millennium: Where Have We Come From, Where Are We Going?) 6: 53–93.This article reviews the place of children in sociological research during the 20th century. Children were of interest as objects of socialization and when they engaged in deviant behavior, although they were largely ignored as unworthy of serious sociological attention until the last two decades of the century. Debates among recent scholars about what stance should be taken toward children in the 'new' sociology of childhood are outlined.Waksler, Frances Chaput (Ed.) 1991. Studying the Social Worlds of Children: Sociological Readings New York, NY: Falmer Press.In this classic collection, including several chapters by the editor, Waksler pulled together articles that provides evidence that sociologists' underestimate the capacity of children to make sense of their worlds and to act on them. Both theoretical statements and empirical research are included, as is a chapter that is the precursor to Waksler's book, The Hard Times of Childhood and Children's Strategies for Dealing with Them (1996, New York, NY: Falmer Press).Small, Meredith F. 2001. Kids: How Biology and Culture Shape the Way We Raise Our Children. New York, NY: Doubleday.Small, an anthropologist intrigued with 'ethnopediatrics', brings together scientific research on the capacities of infants and children and evidence of the way childhood is organized in various societies.Zelizer, Viviana A. 1985. Pricing the Priceless Child: The Changing Social Value of Children. New York, NY: Basic Books.This classic work in economic sociology provides a wealth of detail about how children's lives in the USA were affected by their changing value/social construction, especially in the early 20th century. Many current institutions and beliefs, which are now taken for granted, were developed during this period, for better or worse.Lareau, Annette 2003. Unequal Childhoods: Class, Race, and Family Life. Berkeley, CA: University of California Press.Findings from Lareau's extensive, ethnographic research on differences between the everyday family lives of middle‐class and working‐class children are reported in this book. The results of her analysis make clear that adults' social constructions of children shape the experience of childhood and that even within one society there can be systematic variation in the social construction of children that results in marked differences in children's everyday lives.Corsaro, William A. 2005. The Sociology of Childhood, 2nd edn. Thousand Oaks, CA: Pine Forge Press.Corsaro has been conducting ethnographic research with preschool children in various forms of care and reporting on it for more than 25 years. His textbook focuses primarily on preschool children and how they interact with one another to form their own peer cultures. The book includes many episodes of interaction among children that ground his arguments.Adler, Patricia and Peter Adler 1998. Peer Power: Preadolescent Culture and Identity. New Brunswick, NJ: Rutgers University Press.This book presents findings from the Adlers' study of peer culture among elementary school‐aged children in a Colorado community. The importance of friendship and popularity to the children is examined, particularly in school, as well as the significance for children of extracurricular activities.Mayall, Berry 2002. Towards a Sociology for Childhood: Thinking from Children's Lives. Philadelphia, PA: Open University Press.Mayall brings together data from the four research projects she conducted with colleagues in Great Britain in the 1990s to write an overview of what she learned about doing research with children and from listening to their points of view. The book includes children's assessments of their lives and relationships.Lee, Nick 2001. Childhood and Society: Growing up in an Age of Uncertainty. Philadelphia, PA: Open University Press.Lee focuses on childhood as an institution in the late 20th century and explores the ambiguity of contrasting the social construction of adults as 'human beings' with the social construction of children as 'human becomings'. His perspective is both macro and global and includes information about how decisions made by such institutions as the United Nations and the World Bank affect children in various countries.Online materials http://www.childtrends.org/ Child Trends is a nonprofit, nonpartisan research organization that collects and analyzes data; conducts, synthesizes, and disseminates research; designs and evaluates programs; and develops and tests promising approaches to research in the field. For researchers and educators, this Web site includes a link to research that provides the latest data and information for developing, evaluating, and guiding effective programs and research relevant to the overall health and well‐being of children and youth (http://www.childtrendsdatabank.org/) and includes key indicators of child well‐being. http://www.aecf.org/MajorInitiatives/KIDSCOUNT.aspx Kids Count is a national and state‐by‐state effort to track the status of children in the USA by providing policy‐makers and citizens with benchmarks of child well‐being. The Social Science Data Analysis Network (SSDAN) is working with professors to introduce Kids Count data into social science courses through course modules, exercises, and access to other data available on their Web site (http://www.ssdan.net/kidscount/). http://www.hull.ac.uk/children5to16programme/intro.htm The Economic and Social Research Council Research Programme on Children 5–16: Growing into the 21st century, under the direction of Alan Prout from 1995–2000, funded 22 different research projects that examined children's lives by treating children as social actors. The Web site includes a description of the programme, research findings, and an extensive bibliography. http://www.childstats.gov/ The Federal Interagency Forum on Child and Family Statistics is a working group of federal agencies that collects, analyzes, and reports data on issues related to children and families. The forum's annual report, America's Children: Key National Indicators of Well‐Being, provides a summary of national indicators of child well‐being and monitors changes in these indicators over time. http://www.unicef.org/ The UNICEF Web site focuses on the well‐being of children in countries around the world, particularly on their health and their mothers' ability to provide for them.Sample syllabus Course Outline and Reading Assignments 1 Recognizing the capacities of newborn children Meredith F. Small, Chapter 1, Kids' World, and Chapter 2, The Evolution of Childhood, in Kids: How Biology and Culture Shape the Way We Raise Our Kids. 2 Social construction of childhood in different times and places a Children's place in the past Coldrey, Barry M. 1999. '"... a Place to Which Idle Vagrants May Be Sent": The First Phase of Child Migration during the Seventeenth and Eighteenth Centuries.'Childhood and Society 13: 32–47.deMause, Lloyd 1974. 'Infanticide and the Death Wishes toward Children;''Abandonment, Nursing, and Swaddling.' Pp. 25–39 in The History of Childhood. New York, NY: Harper and Row. b Children's place in other societies Schildkrout, Enid 2002 [1978]. 'Age and Gender in Hausa Society: Socio‐Economic Roles of Children in Urban Kano.'Childhood 9 (3): 344–68. c Changing value of children in American society in the 20th century Zelizer, Viviana 1985. Selected chapters from Pricing the Priceless Child. d Children's place in American society in the 21st century Zelizer, Viviana 2002. 'Kids and Commerce.'Childhood 9 (4): 375–96.Cook, Daniel Thomas 2000. 'Childhood is Killing "Our" Children: Some Thoughts on the Columbine High School Shootings and the Agentive Child.'Childhood 7: 107–17. 3 The 'new' sociology of childhood: Agency and competence Waksler, Frances Chaput 1986. 'Studying Children: Phenomenological Insights.'Human Studies 9 (1): 71–82.Alanen, Leena 1988. 'Rethinking Childhood.'Acta Sociologica 31 (1): 53– 67.Matthews, Sarah H, 2007. 'A Window on the "New" Sociology of Childhood.' Sociology Compass: http://www.blackwell‐compass.com/subject/sociology/section_home?section=soco‐social‐psychology (doi: 10.1111/j.1751-9020.2007.00001.x) 4 Collecting data from and about children Christensen, Pia Haudrup 2004. 'Children's Participation in Ethnographic Research: Issues of Power and Representation.'Children and Society 18: 165–76.Davis, John M. 1998. 'Understanding the Meanings of Children: A Reflexive Process.'Childhood and Society 12: 325–35. 5 Inside the black box of early childhood socialization Clawson, Dan and Naomi Gerstel 2002. 'Caring for our Young: Child Care in Europe and the United States.'Contexts 1 (4): 28–35.Corsaro, William 1979. '"We're Friends, Right?" Children's Use of Access Rituals in a Nursery School.'Language in Society 8: 315–36.Corsaro, William and L. Molinari 1990. 'From seggiolini to discussione: The Generation and Extension of Peer Culture among Italian Preschool Children.'International Journal of Qualitative Studies in Education 3: 213–30. 6 Children's participation in everyday life a FamilyLareau, Annette 2002. 'Invisible Inequality: Social Class and Childrearing in Black and White Families.'American Sociological Review 67: 747–76.Dodson, Lisa and Jillian Dickert 2004. 'Girls' Family Labor in Low‐Income Households: A Decade of Qualitative Research.'Journal of Marriage and Family 66: 318–32.Nettleton, Sarah 2001. 'Losing a Home through Mortgage Repossession: The Views of Children.'Children and Society 15: 82–94. b School Sherman, Ann 1997. 'Five‐year‐olds' Perceptions of Why We Go to School.'Childhood and Society 11: 117–27.Adler, Patricia A., Steven J. Kless, and Peter Adler 1992. 'Socialization to Gender Roles: Popularity among Elementary School Boys and Girls.'Sociology of Education 65: 169–87.Adler, Patricia A. and Peter Adler 1995. 'Dynamics of Inclusion and Exclusion in Preadolescent Cliques.'Social Psychology Quarterly 58 (3): 145–62. c 'Free' time Lareau, Annette 2000. 'Social Class and the Daily Lives of Children: A Study from the United States.'Childhood 7 (2): 155–71.Rasmussen, Kim 2004 'Places for Children – Children's Places.'Childhood 2004: 155–73. 7 Children's rights/parental rights Smith, Anne B. and Nicola J. Taylor 2003. 'Rethinking Children's Involvement in Decision‐Making After Parental Separation.'Childhood 10 (2): 201–16.Van Krieken, Robert 1999. 'The "Stolen Generations" and Cultural Genocide: The Forced Removal of Australian Indigenous Children form Their Families and Its Implications for the Sociology of Childhood.'Childhood 6 (3): 297–311. 8 Current global issues a UN rights of the child Jans, Marc 2004. 'Children as Citizens: Towards a Contemporary Notion of Child Participation.'Childhood 11 (1): 27–44.Roche, Jeremy 1999. 'Children: Rights, Participation and Citizenship.'Childhood 6 (4): 475–93. b Children's place in the 21st century Penn, Helen 2002. 'The World Bank's View of Early Childhood.'Childhood 9 (1): 118–32.Bey, Marguerite 2003. 'The Mexican Child: From Work with the Family to Paid Employment.'Childhood 10 (3): 287–99.Aptekar, Lewis and Behailu Abebe 1997. 'Conflict in the Neighborhood: Street and Working Children in the Public Space.'Childhood 4: 477–90.Films and videosA Baby's World A Whole New World (ages newborn to 1 year) The Language of Being (ages 1–2 years) Reason and Relationships (ages 2–3 years)This series of videos, each approximately 1‐hour in length, summarizes and illustrates evidence of the remarkable and often misinterpreted capacities of infants and toddlers.The Orphan TrainsThis video is a good companion to Viviana Zelizer's book Pricing the Priceless Child. In addition to depicting conditions for some urban children in US cities in the late 19th and early 20th centuries, interviews in old age with the last children who were shipped West in the 1920s highlight the vulnerability of children in societies that are unprepared to take responsibility for them when their parents are unable to provide care.Michael Apted's 7 Up through 49 UpThis documentary film series, which began in 1964 with 14 7‐year‐olds whom Apted has since revisited every 7 years to produce a new film, raises questions about the relationship between childhood and adulthood.Project ideas1. This assignment is intended to make students aware of the presence (or absence) of children in their daily rounds – when, where and under what conditions they share space with children.Choose two days on which your daily schedule is different (e.g., a weekday and a weekend day) and record every instance in which you come in contact with children. Do not go out of your way to encounter children. Just go about your daily rounds. Record the time, place (including who is present if it is not obvious), age of children, your relationship to the children, and what you and the children are doing. Include children whom you know well, children with whom you are acquainted, and children who are strangers. Concentrate especially on the last category because it is the one that you probably attend to least in your daily rounds. Also be sure to indicate what your role in each setting is. Once you have collected these data, write a summary of your contact with children in your daily life. What children do you encounter, how often, under what conditions? What is your relationship to the children in your life?2. This assignment is intended to explore how children are constrained by adult rules and power.Observe children in an 'adult' setting and identify adults' rules for children in that setting. Justify the choice of setting as 'adult', e.g., children are not 'supposed' to be there (a bar/pub), children are a disturbance (an exclusive expensive restaurant). Consider both adults' rules for children's behavior in the setting and children's options and resources. Address the questions: Where do children fit in adult worlds? What roles are they expected to play?3. This assignment is used in conjunction with Annette Lareau's work on differences in the way working and middle class children are treated by adults.Students choose two school districts whose borders correspond to a community and that have widely different percentages of children who passed the fourth‐grade proficiency test in a specified year. In Ohio, this information is available on the website of the Department of Education. Students then retrieve demographic data from the Web site of the US Census about the two school districts/communities, including but not limited to:
Proportion of School Age Children = Percentage of population age 5–17 Community Stability = Percent of rental occupied housing units Community Education Level = Percentage of population aged 25 and over with Bachelor's Degree or higher Community Income Level = Median family income Poverty Level = Percent of families below poverty level
In a paper, students summarize and interpret the findings. In addition, put the data from all the districts/communities into one table with the percentages of students who passed the exam in the first column in descending order.
Technical Report 2018-08-ECE-137 Technical Report 2002-09-ECE-006 Engineering of Enterprises a Transdisciplinary Activity Murat M. Tanik Ozgur Aktunc John Tanik This technical report is a reissue of a technical report issued September 2002 Department of Electrical and Computer Engineering University of Alabama at Birmingham August 2018 Technkal Report 2002-09-ECE-006 Engineering of Enter·prises A Transdisciplim•ry Activity Murat M. Tanik Ozgur Aktunc John Tanik TECHNICAL REPORT Department of Electrical and Computer Engineering University of Alabama at Birmingham September 2002 ENGINEERING OF ENTERPRISES A TRANSDISCIPLINARY ACTIVITY OVERVIEW Contributed by: Murat M. Tanik, Ozgur Aktunc, and John U. Tanik This module is composed of two parts: Part I surveys and defines Enterprise Engineering in the context of transdiscipline. Part II introduces Internet Enterprise and addresses engineering implementation consider ations. PART I ENTERPRISE ENGINEERING ESSENTIALS 1 INTRODUCTION When Henry Ford rolJed out his first automobile assembly during 1913, he created the archetype of single-discipline enterprise. Ford's adventure was a self-contained and efficient exercise in mechankal engineering. With no competition, no regulatory constraints, and no pressing need for cross-disciplinary partnerships, from design development to process development, all ideas primarily originated from Ford's own engineers. The world is a different place today. Automobiles are complicated hybrids of mechanical, electrical, electronic, chemicaJ, and software components. Modern 4 manufacturers must now pay dose attention to new technological developments in hardware (mechanisms associated with physical world), software (mechanisms associated with computational world), netware (mechanisms associated with communications), and peopleware (mechanisms associated with human element). The changes experienced in the automotive industry exemplify the needs of the ever increasingly complex nature of today's modern enterprise. In other words, the ubiqui tous existence of the ";computing element" forces us to take into account disciplinary notions, ranging from psychology to ecology. In one word, the world is becoming transdisciplinary. In this world of transdisciplinary needs, we need to approach designing of enterprises as engineers, moving away from the traditional ad hoc approach of the past. This module expl ai n~ the changes to be made to current enterprise organization in order to be successful in the networked economy. A brief definition of Enterprise Engineering is given as an introduction, foJJowed by a summary of Enterprise Engineering subtopics, namely modeling, analysis, design, and implementation. In the last section of Part I, the definition of an intelJigent enterprise is made with an emphasis on knowledge management and integration using Extensible Markup Language (XML) technology [1]. 2 DEFINITION The Society for Enterprise Engineering (SEE) defined Enterprise Engineering as ";the body of knowledge, principles, and practices having to do with the analysis, design, implementation and operation of an enterprise" [2]. Enterprise Engineering methods include modeling, cost analysis, simulation, workflow analysis, and bottleneck analysis. 5 In a continually changing and unpredictable competitive environment, the Enterprise Engineer addresses a fundamental challen ge: ";How to design and improve all elements associated with the total enterprise through the use of engineering and analysis methods and tools to more effectively achieve itsgoals and objectives" [3]. Enterpr.ise Engineering has been considered as a disdpline after its establishment in the last decade of the 20th Century. The discipline has a wor]dvicw that is substantial enough to be divided into sub-areas, with a foundation resting on several reference disciplines. In the Enterprise Engineering worldview, the enterprise is viewed as a complex system of processes that can be engineered to accompli sh specific organizational objectives. Enterprise Engineering has used several reference disciplines to develop its methods, technologies, and theories. These reference disciplines can be listed as the following: Industrial Engineering, Systems Engineering, Information Systems, Information Technology, Business Process Reengineeling, Organizational Design, and Human Systems [2]. 2.1 Understanding Enterprise Engineering Like most engineering profession als, Enterprise Engineers work on four main areas: modeling, analyzing, design, and implementation. One important issue facing Enterprise Engi neering is the development of tools and techniques to support the work of analyzing, designing, and imp1ementjng organizational systems. These tools must assist enterprise engineers in the initial transformation of functional, often disjoint, operations into a set of integrated business processes replete with supporting information and control systems [4]. To develop new models of enterprises, the enterprise should be analyzed 6 using process analysis, simulation, activity-based analysis, and other tools. Also an abstract representation of the enterprise and the processes should be modeled in a graphical, textual, or a mathematical representation. The . design issues in Enterprise Engineering consist of developing vision and strategy, integration and improvement of the enterprise, and developing technology solutions. Lastly, implementation deals with the transformation of the entetprise, integration of corporate culture, strategic goals, enterprise processes, and technology. We will take a look at these areas in the fol1owing section: • Enterprise Engineering Modeling (EEM), • Analyzing Enterprises, • Design of Enterprises, and • Implementation. 2.2 Enterprise Engineering Modeling Enterprise Engineering Modeling (EEM) is basically dealing with the abstraction of engineering aspects of enterprises and connecting them to other business systems. The model encompasses engineering organizations' products, processes, projects, and, ultimately, the ";engineered assets" to be operated and managed. EEM coordinates design and deployment of products and assets at the enterprise level. It integrates engineering information across many disciplines, allows engineering and business data to be shared through the combinatjon of enterprise IT (information technology) and engineering IT, and simulates the behavior of intelligent, componentbased models [5). 7 The selection and design of enterprise processes for effective cooperation is a prime objective of Enterprise Engineering. Enterprise models can assist the goal of Enterprise Engineering by helping to represent and analyze the structure of activities and their interactions. Models eliminate the irrelevant details and enable focusing on one or more aspects at a time. Effective models also facilitate the discussions among different stakeholders in the enterprise, helping them to reach agreement on the key fundamentals and to work toward common goals. Also it can be a basis for other models and for different information systems that support the enterprise and the business. The enterprise model will differ according to the perspective of the pers.on creating the model, including the visions of the enterprise, its efficiency, and other various elements. The importance of an enterprise model is that it wm provide a simplified view of the business structure that will act as a basis for communication, improvements, or innovations and define the Information Systems requirements that are \ necessary to support the business. The term business in this context is used as a broad term. The businesses or the activities that can be represented with Enterprise Engineering models do not have to be profit making. For example, it can be a research environment with the properties of an enterprise. Any type of ongoing operation that has or uses resomces and has one or more goals, with positive or negative cash flow, can be referred to as a business [6]. The ideal business model would be a single diagram representing all aspects of a business. However this is impossible for most of businesses. The business processes are so complex that one diagram cannot capture all the information. Instead, a business model is composed of different views, diagrams, objects, and processes: A business 8 model is illustrated with a number of different views, and each captu~cs infmmation about one or more specific aspects of the businesses. Each view consists of a number of diagrams, each of which shows a specific part of the business structure. A diagram can show a ~1ructure (e.g., the organization of the business) or some dynamic collaboration (a number of objects and their interaction to demonstrate a process). Concepts are related in the diagrams through the use of different objects and processes. The objects may be physical such as people, machines, and products or more abstract such as instructions and services. Processes are the functions in the business that consume, refine, or use objects to affect or produce other objects. There are cunently hundreds of modeling tools for enterprises, and many modeling techniques such as Integrated Definition Language (IDEF), Petri-Net, Unified Mode1ing Language (UML), and meta-modeling. Modeling involves a modeling language and the associated modeling tools. Different enterprises may need different modeling tools according to the nature of the enterprise. Before selecting the modeling tool, a detailed analysis should be made to select the most appropriate modeling language and the tool. For the software industry, UML has become the standard modeJjng language [7]. 2.3 Enterprise Analysis The increasing complexity of enterprises has stimulated the development of sophisticated methods and tools for modeling and analysis of today's modern enterprises. Recent advances in information teclu1ology along with significant progress in analytical and computational techniques have facilitated the use of such methods in industry. 9 Applying Enterprise Analysis methods results in a documentation that supports a number of programs, which are as follows: strategic information resource planning, information architecture, technology and services acquisition, systems design and development, and functional process redesign. Most organizations have a wealth of data that can be used to answer the basic questions supporting strategic planning: who, what, where, and bow much. By modeling with these data using an Enterprise Analysis toolset, the enterptise models can be built incrementally and in less time. The most important use of Enterprise Analysis is that it presents the organization's own business, demographic, and workload data in a compelling manner to tell the story. Whether they are used to support programs for acquisitions, information architectures, or systems development, Enterprise Analysis studies are rooted in the business of the organization and thus are easily understood and supported by executive management. 2.4 Enterprise Design The design of an enterprise deaJs with many issues, including development of a vision and a strategy, the establishment of a corporate cu.lture and identity, integration and improvement of the enterprise, and development of technology solutions. Optimization of several perspectives within an enterprise is the objective of Enterprise Design. Examples of enterprise perspectives include quality, cost, efficiency, and agility ,. and management perspectives s uch as motivation, culture, and incentives. For example, consider the efficiency perspective. The modeling task will provide ontologies (i.e., object libraries) that can be used to construct a model of the activities of a process, such as its resource usages, constraints, and time. Based on these models the efficiency 10 perspective will provide tools to design, analyze, and evaluate organizational activities, processes, and structures. These tools will also be capable to represent and model the current status of an enterprise and to analyze and assess potential changes. One issue is wbetber there exists sufficient knowledge of the process of designing and optimizing business activities/processes to incorporate in knowledge-based tools. The main goal of an Enterprise Design application is to deveJ~p a software tool that enables a manager to explore alternative Enterprise Designs that encompass both the stmcture and behavior of the enterprise over extended periods of time. lssues such as motivation, culture, and incentives are explored, along with other relevant parameters such as organizational structure, functions, activity, cost, quality, and information [8]. 3 STRATEGY FORMULATION FORE-BUSINESS Electronic commerce is becoming a growing part of industry and commerce. The speed of technological change is enabling corporations large and small to transact business in a variety of ways. Today, it is routine practice to transact some aspect of business electronically from e-mail to exchanging data via Electronic Data Interchange (EDI), World Wide Web (WWW), and various shades these technologies. Numerous benefits accrue to corporations when they use automated capabilities. In order to maximize such benefits, electronic enterprises must base their efforts on welJdeveloped strategies. In this manner, tbe probability of success is increased many folds. Embarking on electronic commerce or business should never be thought of as the sole quest of the information systems department. The following strategies are a synthesis of II best practices introduced to assist information systems departments to prepare the organization for the information age [9, 1 0]. 3.1 Strategy 1 - Improve Corporate System DeveJopment Skms In addition to developing technical skills, corporations must pay close attention to effective communication, eliminating cross-functional language barriers, and improving inadequate facilities in geographically dispersed systems. 3.2 Strategy 2 -Build a Proactive Infrastructure There must be a constant effort to keep up with technological changes. Frequently, these changes trickle down from the top as a result of various business strategies. For example, top managers may discover that they need video-conferencing capability, and the information technology people are under pressure to deliver it. This kind of approach will put the chief information officer(CIO) in a reactive posture, trying to put out fires as they appear. In putting out such fires, local resources may be used to satisfy higher level needs without any obvious benefits to local managers who may resent this fact and create barriers against success. CIOs should try to get the cooperation of all users in anticipating system needs. If users are not satisfied with an imposed system, they wiiJ try to build their bootleg systems for their own needs. Thus, project needs should be anticipated as far as possible and should be planned to meet both short-term goals of management and yield benefits for the development of the infrastmcture of the corporation in the Jong term. 12 3.3 Strategy 3 - Consolidate Data Centers A corporation embar1dng on developing an e-business system must realize that there do already exist semiautonomous data centers distributed throughout various geographical locations. There may have been a time when such data centers were desirable. Today, e-business demands integrated information systems, and the data centers must be consolidated. An integrated information system is far more effic ient in controlling corporate operations. Obviously, operating fewer facilities, maintaining minimum levels of inventory, and giving better service to customers will bring handsome returns to corporations. During the consolidation process, a number of problems of compatibility and standardization will occm, but tackling such problems is better than having semiautonomous data centers. 3.4 Strategy 4 - Standardize Data Structures As corporations grow, different data processing systems and data centers proliferate, especiaUy in transnational corporations. Consolidating data centers and systems as suggested in strategy 3 may not be sufficient. Corporations need to determine data needed at global levels and standarclize them. Standardization may not be possible for certain applications in an international setting since regulatory accounting of different countries may be a roadblock. However, this should not be taken as a signal for nonstandardization. Standardization will make useful information available throughout the corporation. For example, these days many corporations are adapting XML as part of data stmcture consolidation strategy. XML issues are addressed in the next section with more detail. 13 3.5 Strategy 5 - Accommodate Linkages with Cui-rent Strategic Allies and Provide Expansion for Future Str ategic Alliances Recent developments in globalization and Internet technology are spurring corporations to form sliategic alliances. Automobile manufacturers are, for example, forming alliances to influence prices and qualities of their raw materials and parts purchases. Similar alliances are growing at an accelerated pace in other industries. These alliances are designed to create not only purchasing power but also a variety of other mutual interests, from technological co-operation to joint production. 3.6 Strategy 6 - Globalize Human Resource Accounting As companies centralize their information systems through computerization, a global inventory of human skills should be developed. Frequent human resource problems arjse when Information Systems (IS) personnel focus locally rather than globally. Recmiting of specialists, for example, must be done not with a local perspective but with a global one. This will help eliminate possible redundancies with potential savings. 4 INTELLIGENT ENTERPRISES Enterprises competing in global markets assume complex organizational forms such as supply chain, virtual enterprise, Web-based enterprise, production network, e-business, and e manufacturing. Common traits of these organizations are willingness to cooperate, global distributed product development and manufacturing, and high coordination and communication. These traits have led the trend of transformation from 14 capital intensive to intelligence intensive entetprises [1 1]. Visions of the organization's future e-Business roles as an intelligent enterprise could be formulated as follows [12]: • Transparent - Intelligent enterprises will contain substantial amounts of information on capabilities, capacities, inventories, and plans that can be exchanged between tools, servers, and optimizing agents that will augment capabilities of their human masters. • Timely - Intelligent enterprises will be designed to meet a customer need exactly when the customer wants it. • Tuned - Through collaboration and sharing of knowledge, the intel1igent enterprise wiJl serve customer needs with a mjnimum of wasted effort or assets. 4.1 Knowledge Management and Integration with XML One important challenge for enterprises today is storing and reusing knowledge. For many organizations, up-to-dale knowledge of what is relevant and important to customers distinguishes their offerings. The challenge is to assimilate this rapidly changing knowledge about products and services quickly and distribute it rapidly to leverage it for improved performance and quality service. This means finding all knowledge that is embedded in and accessed through technologies and processes and stored in documents and external repositories and being able to share it quickly with the customers. The capital-based organization needs to transform into bigh-perforrn.ing, processbased, knowledge-based enterprises, characterized by agility, f lexibility, adaptability, and willingness to learn. To overcome the difficulties during the transformation, powetful tools are needed to manage the knowledge within the enterprise and to develop the 15 communication between the company and the customers. The key tool to be used within this process is XML, which will set the standards of communication and wm help to manage the knowledge [13]. To understand how XML will help us managing the knowledge, a def111ition of a knowledge-based business is needed. 4.2 Knowledge-Based Businesses The following six characteristics of knowledge-based business were defined in Davis and Botkin [14]. ~hese characteristics are actually guidelines for businesses to put their information to productive use. 4.2.1 The More You Use Knowledge-Based Offerings, The Smarter They Get This characteristic fits in the customer-defined offerings the companies give. For example, a credit card company can build a system that could understand the buying patterns of a customer that can protect the customer from fraud. A news agency can change the interface of its system to give the type of news that a newspaper or journal requests. Knowledge-based systems not only get smcuter but also enable their users to learn. For example, General Motors' computer-aided maintenance system not only helps novice mechanics to repair automobiles but also helps expe1t mechanics to refine their knowledge. As the technology advances, the amount of information that a mechanic needs to know expands rapidly. With tllis system a mechanic can leverage the knowledge of all mechanics using the system. As a result, the system continually improves, as does the service quality. 16 4.2.2 Knowledge-Based Products And Services Adjust To Changing Circumstances When knowledge is built into a product, the product may adjust itself in a smart manner to changing conditions. For example, a glass window that may reflect or transmit sunlight according to temperature is such a product. Producing tbese producl:s will not only be marketed well but also have important economical advantages. Tbe smart pr~ducts will guide their users as well. 4.2.3 Knowledge-Based Businesses Can Customize l1teir Offerings Knowledge-based products and servkes can determine customers' changing paltems, idiosyncrasies, and specific needs. For example, a smart telephony system can understand which language will be used on specific num bers~ also by using the voice recognition system, the need for telephone credit cards can be diminished. 4.2.4 Knowledge-Based Products A11d Services Have Relatively Short Life Cycles Many knowledge-based products have short life cycles, because they depend on the existing market conditions; their viability is short-lived. For example, the foreign exchange advisory services offered by a commercial bank are highly specialized and customized for corporate clients. Such services should be constantly upgraded to keep the profits and the proprietary edge. 4.2.5 Knowledge-Based Businesses Enable Customers To Act In Real Time Information becomes more valuable when it can be acted on constantly. A system that will deliver the tour book information while you are driving the car will have a great 17 value. An interactivity. added to the system will make the product's value even higher. Knowledge-based products can also act in real time. For example, a copier machine that calJs the maintenance provider when an error occurs wiJJ have a great value in this sense. 4.3 XML's Role in Business Applications The smallest cluster of knowledge is data. These are basic building blocks of information that come in four particular forms: numbers, words, sounds, and images. Manipulation of the data determines its value. The arrangement of data into meaningful patterns is information. For example, numbers can be arranged in tables, which is information; a series of sounds, which is music, can also be considered as information. Today, an important challenge for Internet-based businesses is using the information efficiently and in a productive way that will upgrade the information to knowledge. Thus, we say that knowledge is the application and productive use of information. The shift from the information to knowledge age will be via technology. The new enabling technologies of software development such as XML, J2EE, and Visual Studio are forcing e-businesses to build knowledge-based businesses. Here we will explain the most important enabling technology, XML, within the development of e~businesses. XML can be used effecti~ely for exchanging of business documents and information over the Internet. XML is a standard language that simultaneously presents content for display on the Intemet and describes the content so that other software can understand and use the data. Therefore XML can be a medium through which any business application can share documents, transactions, and workload with any other 18 business application [15]. In other words, XML can become the common language of ebusi. ness and knowledge management. One impmtant property of XML is providing .information about the meaning of the data. Thus, an XML-Jonnatted document could trigger a software application at a receiving company to launch an activity such as shipment loading. But to provide that level of data integration, trading partners would have to agree on definiti ons for the various types of documents as well as standard ways of doing business. In addition to facilitating e-commerce, having common defini tions and uses for data also enable an enterprise to better leverage the .knowledge ctmenrly stored in information silos. XML supports the searching and browsing of such information sHos [16]. It structures documents for granularity, such as alJowing access to sections within documents and fine-tuning retrieval Also, it annotates documents, which enables users to not restrict themselves to what is in the document. XML organizes documents by classifying documents into groups and supports browsing them. AdditionaiJy, it has Hyper Text Markup Language (HTML)-like linking options that help the information users to find the documents they arc seeking. Fig. I shows the tools that are common in the organization of information through XML. XML is the next evolution in knowledge management, and organizations are beginning to understand the potential of this technology to develop enterprise-wide information architectures. As a technology, XML does not bring any value to an organization. The value of XML wHI depend on how it js used within a company. The agreement on data definitions within an enterprise has always been a hard task. At rn.inlmum, XML should be implemented strategically within the organization. Ideally, the 19 Annotate Documents I RDF I Schemas J:: I XML I (.---, X-Poin- ter--, Fig. 1. Organization of information through XML. implementation should include strategic partners and other organizations that have a need to share data and information. XML is a majm advance in the standardization of information sharing across traditional information boundaries, both internal and external Information security and privacy issues are major concerns revolving around customer and corporate data flowing across wires. Successful knowledge management in a company often depends on having access to information outside the enterprise walls. XML can also be of value here by helping to improve the functioning of supply chains and the extranet. In conclusion, it becomes obvious that managing knowledge requires better tools. We need to create systems that manage documents, as people would do, and we know that better tools need better documents. Thus by building on a solid knowledge management strategy using XML, we believe an organization can gain competitive differentiation in the near future. 20 PART II INTERNET ENTERPRISE IMPLEMENTATION CONSIDERATIONS 1 INTRODUCTION In the first section of this module we introduced essential elements of enterprise engineering in abstract and general terms. Building on the notions explored in the first section, we will address here, specifics concerning designing and implementation of Internet enterprises. In this section, a review is provided of the key concepts and concerns an Internet enterprise engineering (IEE) project would encounter and need to address. Business engineering fundamentals, technologies, and strategies for the lrlternet such as Unified Modeling Language, Cosmos Model, Enterprise Maturity Model, Web Business . Models, Methods of Electronic Transaction, Online Contracts, Security Protocols, selected integrated development tools, Next Generation Internet, and Internet2 arc covered. Over 20 occupational roles within IEE are identified and described separately. A technology implementation platform and strategy are introduced, along with marketing and customer retention technologies and strategies on the Internet A detailed overview is provided of the various Internet business tools, technologies, and terminology for the systematic construction of new ventures on the Internet l7]. For convenience, all these issues are summarized in table fmm at the end of this section. 2 BUSINESS ENGINEERING FUNDAMENTALS 2.1 UML: Officially introduced in November 1997, UML has quickly become the standard modeling language for software development [6]. It bas a business model approach that provides a plan for engineering an orchestrated set of business functions. It 21 provjdes a framework by which business is to be performed, allowing for changes and various improvements in the process. The model is designed to be able to anticipate changes in business function in order to maintain an edge on the competition. One of the advantages of modeling in UML is that it can visually depict functions, relationships, and paradigms. UML is a recommended tool for business analysts to break down a large-scale business operation into its constituent parts. Capturing a business model in one diagram is not realistic, so it should be noted that a business model is actually composed of a number of different views. Each view is designed to capture a separate purpose or function without losing any important overall understanding of the business operation. A view is composed of a set of diagrams, each of which shows a specific aspect of the business structure. A diagram can show a structure or a kind of dynamic collaboration. The diagrams contain objects, processes, rules, goals, and visions as defined in the business analysis. Objects contain information about mechanisms in the business, and processes are functions that use objects to affect or produce other objects. Objectoriented techniques can be used to describe a business. There are similar concepts in business functions that mn parallel to object-oriented techniques of designconceptualization. Another advantage of UML is derived from the ability of business modelers and software developers to use the same conceplualization tools and techniques to achieve a common business end. Additionally, the power of UML is derived :from its ability to transcend tbe standard organizational chart [ 17]. 22 2.2 Cosmos Model: A generic approach for a business to manage change is through a holistic framework as described by Yeh in his three-dimensional model called Cosmos (Fig. 1). One of the important aspects of this model is that three dimensions exist interdependently because each dimension behaves as an enabler and an inhibitor to the other dimensions. The ";activity structure" dimension covers how work is structured in an organization, factoring in the steps and tasks that are taken to achieve an appropriate level of workflow. The ";infrastructure dimension" covers how resources are allocated and factors in the assets of an enterprise. The ";coordination dimension" covers how information is created, shared, and distributed. The cultural aspects of the enterprise are factored in here. The Cosmos model provides a conceptual space bounded by concrete factors for successfully navigating from one point of an organizational situation to another. Infrastructure Long-term vs. short-term objectives Activity Structure Stability vs. Flexibility Target Coordination Structure Modu]arity vs. Interconnectedness Fig. l. Cosmos model--holistic framework for managing change. [13) 23 The Cosmos model is an abstract tool for managers to guide their company along the best possible path. The trade-offs between the three dimensions at each point in the journey along the path are what the manager must determine to be most effective and best for the organization as a whole. In the case of work structure, there is an inherent tradeoff between stability and flexibility. In the case of a coordination structure, there is a tradeoff between strictly aligning of human resources with company objectives and providing each operating unit with sufficient autonomy. More autonomous organizations are generally organized with a greater degree of modularity, allowing for the ability to make rapid decisions by adapting to changing market conditions. In the case of infrastlucture, there is a trade-off between seeking short-term gain versus long-term gain. Overall, the Cosmos mode] provides an executive or project manager with another technique to visualize the overaJJ situation and path of an organization by laking into account the three dimensions that correspond to the three main forces that affect its future [ 18]. 2.3 Enterprise Maturity Model: In order to characterize a business in terms of its level of maturity, focus, activity, coordination, and infrastructure, please refer to Table l, provided by Yeh [18]. The table provides an overview of the various levels of enterprise maturity. 2.4 Web Business Models: Entrepreneurs who wish to start e-businesses need to be aware of e-business models and how to implement them effectively. The combination 24 of a company's policy, operations, technology, and ideology defines its business model. Table 2 describes in more detail the types of business models in existence today [6, 19]. 2.5 IVIethods of Elech·onic Transaction: There are various methods and mechanisms that merchants can collect income through electronic transactions. Table 3 provides the types of transactions covered such as credit card, e-walJets, debit cards, digital currency, peer-to-peer, smartcards, micro-payments, and e-billing [19]. 2.6 OnJine Contracts: An online contract can be accomplished throt1gh the use of a digital signature. Digital signatures are the electronic equivalent of written signatures. The Electronic Signatures in Global and National Commerce Act of 2000 (E-sign Bi11) recently passed into law were developed for use in public-key cryptography to solve the problems of authentication and integrity. The purpose of a digital signature is for electronic authorization. The U.S. government's digital authentication standard is called the Digital Signature Algorithm. The U.S. government also recently passed digitalsignature legislation that makes digital signatures as legally bindiqg as handwritten signatures. This legislation is designed to promote more activity in e-business by legitimizing online contractual agreements. 2.7 Security Protocols: Netscape Communkations developed the SSL protocol, developed as a non-proprietary protocol commonly used to secure communication on the Internet and the Web. SSL is designed to use public-key technology and digital 25 certificates to authenticate the server. in a transaction and to protect private information as it passes from one party to another over the Tnternet. SSL can effectively protect information as it is passes through the Internet but does not necessarily protect private information once stored on the merchant's server. An example of private information would be credit card numbers. When a merchant receives credit-card information with an order, the information is often decrypted and stored on the merchant's server until the order is placed. An insecure server wi th data that are not encrypted is vulnerable to unauthorized access by a third party to that information. SET protocol was developed by Visa International and MasterCard and was designed speci.tically to protect e-commerce payment transactions [20]. SET uses digital certificates to authenticate each party in an e-commerce transaction, including the customer, merchant, and the merchant's bank. In order for SET to work, merchants must have a digital certificate and special SET software to process transactions. Additionally, customers must have complementary digital certificate and digital walJet software. A digital wallet is similar to a real wallet to the extent that it stores credit (or debit) card information for multiple cards, as well as a digital certificate verifying the cardholder's identity. Digital wallets add convenience to online shopping because customers no longer need to re-enter their credit card information at each shopping site. 2.8 Integrated Tool Example: Drumbeat 2000: Macromedia Drumbeat 2000 is a tool capable of accepting and delivering complex infmmation and functionality through a web-interface [21]. The tool aids a visually skilled Web designer in competitively building a website without necessarily having to do any coding, which is useful in the 26 initial prolotyping phase. It is a tool that can interact with the back-end database with the ability to build a user-friendly client-side using Active Server Page (ASP) Web technology. ASP technology enables a real-time connection to the database, so any changes made to the database are immediately re flected on the client side. Macromedia D1umbeat 2000 claims to provide everything needed to build dynamic Web applications and online stores visually at a fraction of the typical development time and expense. The designers of Drumbeat 2000 also cl aim that the development environment can keep up with continuously evolving web technology, thus making it a future-oriented technology. 2.9 NGI: This initiatjve is a mulli-agency Federal research and development program began on October 1, 1997 with the participation of the following agencies: DARPA, DOE, NASA, NIH, NIST, and NSF (Table 4). These agencies arc charged with the responsibility of developing advanced networking technologies and revolutionary applications that require advanced networkjng. 2.10 Internet2: The Intemet2 is a consortium of over 180 uruversit ies leading the way towards a partnership with industry and government to develop advanced network applications and technologies in order to accelerate formation of a more advanced Internet. The primary goals of Internct2 are to create a leading edge network capability for the national research community, enable revolutionary Internet applications, and ensure the rapid transfer of new network services and applications to the broader Internet community. Through Intemet2 working groups and initiatives, Internet2 members are 27 collaborating on advanced app.lications, middleware, new networking capabilities, advanced network infrastructure, partnerships, and alliances [22). 3 OCCUPATIONAL ROLES IN illE In order to build, deploy, and maintain an Internet Enterprise, certain roles and positions most be filled for the organization to be effective. Table 5 lists and describes many of the relevant roles required within an enterprise initiative, such as Chief Privacy Officer (CPO), in addition to the more traditional organizational roles such as Chief Executive Ofilcer (CEO), Chief Technology Officer (CTO), and Chief Financial Officer (CFO) [20, 23]. 4 TECHNOLOGY IMPLEMENTATION AND STRATEGY 4.1 Microsoft Dotsmart Initiative: There are various approaches to imp.lementing strategic planning and technology implementations. For illustrative purposes, Microsoft is considered in this thesis to be one such approach for enterprise planning. Once the overall conceptualization and business pattern is created and a.ll the necessary occupational roles within the organization are identified, it is necessary to identify exactly which technology to utilize in order to build and implement the business venture. As the requirements of a business are analyzed, a useful guide is the Microsoft Dotsmarl Initiative. This mode of business analysis will help determine which business engineering concepts to use and what kinds of personnel are needed to 1un the operation. Additionally, the Microsoft Dotsmatt Initiative provides key points to address when building an Intemet operation from scratch. 28 4.2 Microsoft Technology Centers (MTCs): MTCs are areas designed for groups of entrepreneurs, Information Technology personnel, and businessmen for the rapid development. of robust e-commerce solutions. At these facilities, developers, entrepreneurs, and high-technology business persons use Microsoft Technology and the relevant knowledge to build enterprise solutions. The centers provide the essentials a team would need to develop an enterptise from the initial conception of the idea to launch. Microsoft provides essential equipment, support, and expe11ise, with an application of a ";best-practices" approach. These best practices have been tested before at MTCs, expediting the development progress and time to market. Laboratory sessions are designed to bring together an assortment of entrepreneurial individuals as they facilitate the development process using the latest Microsoft products. The MTCs offer customers wishing to capitalize on emerging Microsoft.NET technologies the service, infrastltlctme, and development environment to accelerate their projects and reduce thejr risk. The working laboratory is intended to help customers develop and test next-genera6on e-commerce technologies and demonstrate further the value of Windows platforms and other industry-standard systems for powering ebusiness. 4.3 Impact of XML: XML represents a more general way of defining text-based/ documents compared to Hypertext Markup Language (HTML). Both HTML and XML descend from Standard Generalized Markup Language (SGML). The greatest difference between HTML and XML is the flexibi lity of the allowable tag found in XML. An XMLbased document can define its own tags, in addition to including a set of tags defined by a 29 third-party. This ability may become very useful for those applications that need to deal with very complex data structures. An example of an XML-based language is the Wireless Markup Language (WML). WML essentially allows text pm1ions of Web pages to be displayed on wireless devices, such as cellular phones and personal digital assistants (PDAs). WML works with the Wireless AppHcation Protocol (W AP) to deliver this content. WML is similar to HTML but does not require input devi ces such as a keyboard or mouse for navigation. In the case of a PDA thal requests a Web page on the Intemet, a WAP gateway receives the request, translates it, and sends it to the appropriate Internet server. In response, the server replies by sending the requested WML document. The WAP gateway parses this document's WML and sends the proper text to the PDA. This introduces the element of device portability. 4.4 Microsoft.Net Initiative: Microsoft announced a new generation of software called Microsoft .NET. This software is intended to enable every developer, business, and consumer to benefit from the combination of a variety of new Internet devices and programmable Web services that characte1ize NGI. Microsoft is trying to create an advanced new generation of software that wiiJ drive NGI. This initiative is called Microsoft.NET and it.s key purpose is to make information available at any time, in any place, and on any device. 4.5 Microsoft BizTalk 0 1·chestration: For IEE purposes, BizTalk Server 2000 is the considered a nex t-generation software that plays an important role in forming the infrastructure and tools for building successful e-commerce communities. The core of 30 BizTalk Server offers business document routing, transformation, and tracking infras tructure that is mles based. BizTalk Server offers many services that allow for quickly building dynamic business processes for smooth integration of applications and business partners while utilizing pubJic standards to ensure interoperability. Essentially, BizTalk server provides a method to build dynamic business processes quickly. 4.6 Back-end Configurations Using Microsoft Technology: In the design of the backend of a website, special considerations must be given to security. This is done by providing a kind of safety buffer from the greater world of the Internet using a demiUtarized-zone (DMZ) strategy. The components of a DMZ such as the firewall, the front-end network, the back-end nelwork, and the secure network function as a security buffer from the outside world. 4.7 Rapid Economic Justification (RE.fl: The REJ framework makes it possible for IT and business executives to demonstrate how specific investments in IT will eventually benefit the business, ensuring in the process that the IT projects are aligned with the specific business strategies and priorities. IT investments play a critical role in Internet enterprises. Important decision-making at the early stages of any venture does require an effective methodology to identify the best strategic IT investments. Leaders in the upper echelon of organizations such as CEOs, CTOs, and CFOs are being overwhelmed with complex information. REJ may prove to be a reliable method to quickly evaluate the true value worth and potential of a company by taking into consideration its intangible IT assets. 31 In the past, companies developed metrics for the valuation of IT investments on the basis of cost improvements. Metric methodologies have focused on Total Cost of Ownership (TCO), whereas the strategic role of IT in boosting new opportunities for business has been largely ignored. Understandably, the benefits of IT can be traced to ways of measuring business value the traditional way. Unfortunately, current business practices are not necessarily adequately equipped to handle the complexities of the New Economy. Although the economic justification of IT projects has been researched extensively in the past decade, the problem is that these metiJods and techniques require too much data-crunching power and time to prepare. These unwieldy research techniques need to be replaced by a new and practical approach to quantify swiftly and accurately the true value of IT investments. 5 MARKETING AND CUSTOMER RETENTION 5.1 Online Marketing: The Internet provides marketers with new tools and convenience that can considerably increase the success of their marketing efforts. An Internet marketing campaign such as advertising, promotions, public relations, partnering and Customer Relationship Management (CRM) systems are all an integral prut of the marketing process. Table 6 describes the various techniques at the marketer's disposal when using the Internet as the medium of customer information delivery [19]. 5.2 CRM Systems: CRM is a general but systematic methodology using both business and technological techniques to maintain and grow a business's customer base. CRM systems enable a business to keep detaj led records on the activity of its c ustomers 32 by using new, sophisticated tracking systems on the Internet. Table 7 shows various areas where CRM technology and CRM business techniques can assist in managing a customer base [19]. 5.3 Web Design Technology Example: Dreamweaver Technology: Macromedia Dreamweaver is Web technology for building websites on the Internet without the need for programming directly in HTivlL [21]. Also, Web designers are easily able to create Web-based leaming content with Dreamweaver 4.0. A Web designer has the ability to create site maps of the website that can be easily maintained and enhanced. This is a very popular technology available on the market that can be used to make professional quality websites for marketing and promotional purposes. 5.4 Web Enhancement Technology Example: Flash Technology: Macromedia Flash is a multimedia technology for applications on the Web. This technology gives the user, especially one not artistically talented, the ability to develop interactive animations that can look quite impressive. A flash movie can be embedded into a Web site or run as a standalone program, and Flash is compatible with Dreamweaver. Flash movies can be made with sound and animation, so it is useful as a software tool to produce demonstrations at the user-interface. Flash can be used on CD-ROMs and allows for the construction of cross-platform audio/video animations and still jmages. 33 \ 6 SUMI\-IARY TABLES We would like to reiterate emphasis areas for Electronic Enterprise as listed in the introduction of this module. These are a) hardware (mechanisms associated with physical world), b) software (mechanisms associated with computational world), c) netware (mechanisms associated with communications), and d) peopleware (mechanisms associated with human element) [23, 24]. Following tables provide a useful Jist in all these areas. For convenience, we include all summary tables in following order: Table 1 Enterprise Maturity Levels Table 2 Web Business Models Table 3 Electronic Transactions Table 4 NGI Participating Agencies Table 5 Occupational Roles in lEE Table 6 Marketing Techniques on the Internet Table 7 Customer Relationship Management 34 Table 1 Enterprise Maturity Levels Levels Focus Activity Coordination Infrastructure 5. Whole Human-society Process Self-directed teams Long-term oriented; in engineering dominate orientation, harmony with methodology workplace; toLal personal mastery, nature, people institutionalized; alignment; open, heavy investments routinely do the Flexible and honest in IT, continuous right things: predictable communication improvement change is second process, right the channels institutionalized nature first time, value- throughout adderl activities only 4. Wise Stakeholders and Process monitored Organjzational Organi:z.ation community automatically for structure based on competency oriented in high performance; cross-trained case management; harmony with dominated by teams; vision continuing community; value-added al igned with the education; team-people routinely activities; high needs of the based structure; doing things right. degrl:e of society tenm-oriented HR Changes are concurrency; few policy planned and handoffs mannged 3. Mature Customer oriented; Process defined Vision defined Integrated customer's needs and is measured with extensive capacity, are anticipated; buy-ins, multi- con sol ida ted people are proud to functional project function; work here teams exist; investment in participatory training and work culture with force planning; managers as flattened coaches organization 2. Stable Competition- Process under Internal focus, Short-term focus, oriented reactive statistical control; control oriented, fragmented bench-marking as functional division capacity, little IT, a result of reaction, hierarchical, inflexible process, difficult to get has many information, no handoffs and a formal HR policy substantial number of non-value-added tasks I . Ignorant Disoriented- Fire-fighting Ad- No clear vision, Don' t know where chaotic hoc, unpredictable, resources exist fragmented Rumor mill rampant 35 e-Business Model Storefront Model Auction Model Portal Model Dynamic Pricing Model Comparison Pricing Model Demand-Sensitive Pricing Model Table 2 Web Business Models Description The~ storefront model is what many persons think of when they bear the word ebusiness. The storefront model combines transaction processing, security, online payment and information storage to enable merchants to sell their products on lhe web. This is a basic form of e-commcrce where the buyer and seller interact directly. To conduct storefront c-commerce, merchants need to organize an online catalog of products, take orders through their Web sites, accept pnyments in a secure envi ronment, send merchandise to customers, and manage customer data. One of the most commonly used e-commercc enablers is the shopping cart. This order-processing technology allows customers to accumulate items they wish to buy as they continue to shop. www.amazon.com is a good example. Forrester Research reveals that an estimated $3.8 billion will be spent on online person-to-person auctions in the year 2000 alone. This number is expected to rise to $52 billion for Business-to-Business (B2B) auctions. Usually auction sites act as forums through which Internet users can log-on and assume the role of either bidder or seller. As a seller, you are able to post an item you wish to sell, the minimum price you require to sell it, your item, and a deadline to close the auction. As a bidder, you may search the site for availability of the item you are seeking, view lhe current bidding activity and place a bid. They usually do not involve themselves in payment and delivery. www.ebay.com is a good example. Portal sites give visitors the chance to find almost everything they are looking for in one place. They often offer news, sports, and weather, as weU as the ability to search the Web. Search engines are h01i zontal portals, or portals that aggregate information on a broad range of topics. Yahoo! at www.yahoo.com is an example of a horizontal portal. America Online (AOL) www.aol.com is an example of a vertical portal because it is a community-based site. The Web has changed the way business is done and the way products are priced. Companies such as Priceline (www.pricelinc.com) and Imandi (www.imandi.com) have enabled customers to name their prices for travel, homes, automobiles, and consumer goods. The name-your-price model empowers customers by allowing them to choose their price for products and services. The comparison pricing model allows customers to polJ a variety of merchants and find a desired product or service at the lowest price (i.e. www.bottomdollar.com). The Web has enabled customers to demand bener, faster service at cheaper prices. It has also empowered buyers to shop in large groups to achieve a group rate (i.e., www.rnercata.com). Customers become loyal to Mercata because it helps them save money. 36 e-Business Model Bartering Model Advertising Model Procurement Model B2B Service Provider Model · Online Trading Model Online Lending Model Online Recruiting Model Online Travel Service Model TabJe 2 (Continued) Description A popular method of conducting e-business is bartering, offering one item in exchange for anotiier. If a business is looking to get rid of an overstocked product, iSolve ~isolve.com) can help sell it PotenHal customers send their pricing pre ferences to the merchant who evaluates the offer. Deals are often part barter and part cash. Examples of items typically bartered are overstocked inventory items, factory surplus, and unneeded assets. Forming business models around advertising-driven revenue streams is the advertising model. Television networks, radio stations, magazines, and print media usc advertising to fund their operations and make a profit. www.Iwon.com is a portal site that rewards users with raffle points as they browse the site's content. www.freemerchant.com offers free hosting, a free store builder, a free shopping cart, free traffic logs, free auction tools and all the necessary elements for running an e-commerce storefront. Frccmerchanl makes money from its strategic partnerships and referrals. The procurement model means acquiring goods and services with effective supply chain management via a B2B Exchange. ICG Commerce Systems (www.icgcommerce.com) is a site that enables businesses, customers, suppliers, purchasers, and any combination of these to interact and conduct transactions over the Internet. The system supports B2B, B2C, and all variations of these models. · B2B service providers make B2B transactions on the Internet easier. These e-businesscs help other businesses improve policies, procedures, customer service, and general operations. Ariba (www.ariba.com) is a B2B service provider. The online trading model is essentially securities trading on the Internet. Trading sites allow you to research securities and to buy, sell, and manage all of your investments from your desktop; they usually cost less. Charles Schwab (www.schwab.com) is a notable example. Companies are now making loans online. E-loan (www.eloan.com) offers creditcard services, home equity loans, and the tools and calculators to help you make educated borrowing decisions. Recruiting and job searching can be done effectively on the Web whether you are an employer or a job seeker. Refer.com (www.refer.com) rewards visitors for successful job referrals. Web surfers can search for and arrange for all their travel and accommodations online, and can often save money doing so. Cheaptickets (www.cheaptic kets.com) .is a similar site that helps customers find discount fares for airl.ine tickets, hotel rooms, cruise vacations and rental cars. 37 e-Business Model Online Entertainment Model Energy Distribution Model Braintrust Model Online Learning Model Click-and-Mortar Model Table 2 (Continued) Description The entertainment industry has recognized this and has leveraged its power to sell movie tickets, albums and any other entertainment-related content they can fit on a Web page. ICast.corn (www.icast.com) is a multimedia-rich entertainment site. A number of companies have set up energy exchanges where buyers and sellers come together to corrununicate, buy, sell, and distribute energy. These companies sell crude oil, electricity, and the products and systems for distributing them. Altranet (_www.altranet.com) also sells energy commodities. Companies can buy patents and other intellectual property online. Yet2 (www.yct2.com) is an e-business designed to help companies raise capital by selling intellectuaJ property such as patents and trademarks. Universities and corporate-training companies offer high-quality distance education directly over the Web. Click2learn ~www.click2 1earn.com) has created a database of products and services to elp mdtvtdunls and companies fi.nd the education they need. Brick-and-mortar companies who wish to bring their businesses to the Web must determine the level of cooperation and integration the two separate entities will share. A company that can offer its services both offline and o nline is called click-and-mortar, such as Barnes & Noble (www.bn.com). 38 Electronic Transaction T e Credit Card Transactions E-wallets Debit cards Digital Currency Table 3 Electronic Transactions Descrjption Merchant must have a merchant. account with a bank. Specialized Internet merchant accounts have been established to handle online credit card transactions. These transactions are processed by banks or third-party services. To faci litate the credit card process, many companies are introducing electronic wallet services. E-wallets allow you to keep track of your billing and shipping information so it can be entered with one click. Banks and businesses are also creating options for online payment that do not involve credit cards. There are many forms of digital currency; digital cash is one example. It is stored electronically and can be used to make online electronic payments. Digjtal cash is often used with other payment technologies such as digital wallets. Digital cash allows people who do not have credit cards to shop online, and merchants accepting digital-cash payments avoid creditcard transaction fees. 39 Examples Companies like Cybercnsh (www.cybercash.com) and ICat (www.icat.com) enable merchants to accept credit card payments online like www.Charge.com. www. visa.com offers a variety of ewallets. Entrypoint.com offers a free, personalized desktop toolbar that includes an e-wallct to facltitate one click shopping at its affiliate stores. In order to standardize e-wallet technology and gain wider acceptance among vendors, Visa, Mastercard, and a group of e-wallet vendors have standardized the technology with the Electronic Commerce Modeling Language (ECML), unveiled in June 1999 and adopted by many online vendors. Companies such as AroeriNet allow merchants to accept a customer's checking-account number as a valid form of payment. AmeriNet provides authorization and account settlement, handles distribution and shipping (fulfi11ment), and manages customer service inquiries. E-Cash Technologies (www.ccas.b.com) is a secure digitalcash provider that allows you to withdraw funds from your traditional bank account. Gift cash is another form of digital currency that can be redeemed at leading shopping sites. Web. Flooz (www.Jlooz.wm) is an example of gift currency. Some companies offer points-based rewards. www.beenz.com is an international, points-based currency system. Electronic Transaction Peer-to-peer Smart Cards Micropaymenls Table 3 (Continued) Description Peer-to-peer transactions allow online monetary transfers between consumers. A card with a computer chip embedded on its face is able to hold more information than an ordinary credit card with a magnetic strip. There are contact and contactless smartcards. Similar to smart cards, ATM cards can be used to make purchases over the Internet. Merchants must pay for each credit card transaction that is processed. The cost of some items could be lower than the standard transaction fees, causing merchants to incur losses. Micropayments, or payments that generally do not exceed $10.00, offer a way for companies offering nominal.ly priced products and services to generate a profit. 40 Examples cCash runs a peer-to-peer payment services that allows the transfer of digital cash via email between two people who have accounts at eCashcnablcd banks. Pay Pal offers a digital payment system known as X payments. PayPal allows a user to send money to anyone with an email nddress, regardless of what bank either person uses or whether the recipient is pre-registered with the service. EConnect has technology in the form of a device that connects to your computer and scrambles financial data, making it secure to send the data over the Internet. EpocketPay is another product developed by eConnect that allows a consumer to make secure purchases from the ePocketPay portable device. This device acts as a cell phone with a card reader built into it and will allow you to make secure purchases anywhere. Millicent js a micropayment technology provider. Millicent handles all of the payment processing needed for the operation of an e-busi ness, customer support, and distribution services. Millicent's services are especially useful to companies that offer subscription fees and small pay-per-download fees for digjtal content. c-Billi ng Electronic llill Presentment and payment (EllPP) offers the ability to present a company's bill on multiple platforms online. Payments arc generally electronic transfers from consumer checking accounts. 41 The Automated Clearing House (ACH) is the current method for processing electronic monetary transfers. Table4 NGI Participating Agencies _A~c~ro~t~1Y~n_l_ _~ E_x~p_a_n_si~n --- ~ --- ~--~ --- DARPA Defense Advnnced Research Projects Agency DOE Department of Energy (beg inning in PY 1999) NASA National Aeronautics and Space Administration NIH National Insti tutes of Health NIST National Institute of Standards and Tec hnology NSF National Science Foundation 42 Occupation Entrepreneur e-Commerce Program Manager Enterprise Architect Business and Infonnation Architect Table 5 Occupational Roles in illE Descdptjon An entrepreneur on the Internet is usually the person with the initial idea for the entire business and is involved in its early stages of inception before official management takes over. e-Commerce Program Managers are involved in enterprise-wide ecommerce initiatives and projects, managing e-cornmerce integration and overall business and technology architecture and infrastn1cture. Usually, they arc senior-level line managers who are effective at uniting the business and technology front by coordinating units within an organization and across the extended enterprise. Enterprise Arc hitects are involved in the definition, alignment, and refinement of the overall ente rprise architecture. Their responsibilities include seeing to it that many of the tasks of program management are can·ied out properly. More important, they must provide guidance so individual projects can make optimal use of infrastructure resources for e-Cornmerce. A balancing act between business requirements and tcchnologicnl capabilities is accomplished through their efforts . Enterprise Architects have a duty to identify the requirements, goals, and constraints of the project. They allocate responsibilities for each of the architectural elements. They are also responsible for lhe coordination of the modeling and design activities for the overall enterprise architecture. They are the chief e-commerce architects because they coordinate the work information, infrastructure and application architects. All architects and modelers should be completely capable in design patterns common to the many facets of business and technology. The design pattern movement has affected all aspects of analysis, design, and implementation of componentbased systems. Design patterns are the reusable material of architecture and have an important role in the complex distributed information systems lhat are conceived and developed today. Business and Information Architects have business domain knowledge, including business processes and logical information structures. They coordinate the work of business and technology analysts and modelers who develop abstract representations or business object models of the subjects, rules, roles, events, tasks, activities, and policies of the business domain. Application-neutral models that are built enable the reuse of business engineering analysis and design patterns and artifacts 43 Occupation Infrastructure Architect Application Architect Humru1 Factors Engineer Business Manager Internet Commerce Architect Table 5 (Continued) Description Infrastructure Architects identify the technical services required of the technology infrastructure to empower and support the logical busi ness and information architecture. They evaluate existing infrastructure services, s\~l ect those appropriate to a given project and acquire (via build or buy) new components needed in the infrastructure. They oversee the work of technical specialists in modeling the service architecture of the technical infrastmcturc. They maintain the technical components of the development repository. Application Architects coordinate the business process modeling activities across multiple projects and business domains. They coordinate the work of domain modelers and maintain the repository of business and component models. They evaluate existing business component services, sclectthose appropriate to a given project and (via build or buy) new components needed in the evolving business model. They maintain the business application components of thC development repository. Most importantly. tl1ey guide solution developers in blending the business object model with the infrastruchJre services needed to implement the models in an e~com merce platform. Human Factors Engineers are needed to design the next generation of user interfaces. While the graphical user Interface (GUD is recognized as the enabler of wide-spread personnl computing, task centered user interfaces provide assistance to end-users and can be a boon to productivity in the world of e-commerce. E-commerce transactions can involve a multitude of complex steps and processes. Well-designed user interfaces can help navigate and guide the user through these tasks, keeping track of the progress, and picking up where users leave off when transactions span multiple sessions of work. The Business Manager is responsible for the business approach on the Internet, creating and operating the Internet presence for the business, deciding what products and services are sold online, determining pricing, and establishing the key business relationships needed lo make a venture successful. This is primarily a business role, with particular attention paid to the success of the online business and bottom line. The Internet Commerce Architect is generally a systems analyst who turns the business requirements into a system design that incorporates the creation and management of content, the tnmsaction processing, fulfillment, and technical aspects of customer service 44 Occupation Solution Developer Content Designer Content Author Implementor Database Administrator Internet Sales and Marketing Customer Service Representative T~lble 5 (Continued) Description Solution Developers are application developers. They develop the use cases for the specific application at hand, compose solutions through extensive use of business object models, and use repositories. They assemble application components to implement c-commercc application. Unlike conventional programmers or programmer/analysts, they do not build or pmgram components. Instead, they assemble or glue together business solut ions from prefabricated components. They use highly integrated development environments (IDEs) such as IBM's VisuaiAge, Symantec's Visual Caf6, Sybase's PowcrJ, and Inprise's Jbuilder. Emerging Computer Assisted Software Engineering (CASE) tools and related methods will likely appear that tighten the link between business modeling and software development. Tools for understanding and managing business processes, such as Inte11icorp's LiveModel allows solution developers to build logical business that can automate the configuration and management of the SAP/R3 ERP system. The Content Designer is responsible for the look and feel of an Internet commerce system, including the graphic design, page layout, and user experience. The Content Author creates or adapts product information into a form that can be used for internet commerce, working within the design laid out by the content designer. The Impleme::ntor is responsible for creating any programs or software extensions needed to make the Internet commerce system work. For example, an Implementor might write the software or construct an ASP page using Drumbeat 2000 that takes product information from a database and dynamically renders it into a Web page. In the case that a database is used in the back-end, the Database Administrator (DBA) manages the creation and operation of the database to ensure its reliability, integrity, and performance. The Sales and Marketing team is responsible for focused efforts in promoting Internet-based commerce. Customer Service Representatives answer questions about products, assist buyers with registration or the purchasing of goods and services. 45 Occupation Component Developer Operations Manager System Supervisor System Administrator Security Officer Fulfillment Agent CPO Internet Lawyer Internet Accountant Table 5 (Continued) Description Component Developers usually build components in the form of coding projects. They are masters of component technology and know the intricacies of composition, delegation, and object-oriented systems analysis and design. They are proficient in component development languages (such as Java and C++), modeling standards (such as UMLand XMI), and distributed computing platforms (such as CORBA, DCOM, EJB). They understand and think in terms of architectural design patterns. In the meanti me, they will close the gap between business requirements and available components. Component developers must be highly qualified software engineers since quality'components do not just happen. They are carefully constructed using quality soflware engineering disciplines. Component Developers, therefore, must be highly trained specialists and masters of software quality processes such as CMM and ISO, as well as masters of component-based development methods. The Operations Manager is responsible for managing all service activities for the Internet commerce system. The System Supervisor manages the system staff. The System Administrator is responsible for the technical operations of the computer systems and networks. The Security Officer ensures that appropriate security measures have been taken in the design and implementation of the Internet commerce system. The Fulfillment Agent is responsible for shipping and handling of physical goods or delivery of services. In the case of digital goods, the fulfillment agent is responsible for overseeing the operation of the fulfillment system. The Chief Privacy Officer is io charge of measures for ensuring the security of vital company information, such as customer credit card numbers remains secure within the company network. An Internet Lawyer is a legal expert for Internet fu nctions. The .importance of this position cannot be overstated, because new laws and regulations could ki ll a company without legal assistance, prevention, or intervention. The Internet Accountant is responsible for ensuring that the proper accounting procedures have been followed for Internet-based transactions. 46 Technique Domain name FAQ Forum Networking Faci litation Promotions c-Business advertising Pay-per-click Pay-per-lead Pay-per-sale Webcasting Interactive Advertising Public Relations and press releases Trade shows Table 6 Marketing Techniques on the Internet Description The Universal Resource Locator (URL) represents the address of the domain name, which must be chosen with care because it reflects the company's values immediately and connotes immediate meaning to customers with its first impression. One can purchose a domain name at www.networksolutions.com. A frequently asked questions (FAQ) section contributes to a userfiiendly site. An onli ne forum on the website enables customers to congregate at a pre-de~ign at cd place on the site to post comments and to share ideas. This promotes site activi ty. It is important to make it easy for the customer to recommend a site to a friend. This can be accomplished with a quick button that brings up an email exchange. c-Business promotions can attract visitors to your s ite and can influence purchasing. Netcenlives.com is a company that can provide your business with customer reward programs. P ublicizing through traditional channels such as television slots, movies, newspapers, and magazines is effective. Pay-per-click is a mode of operation that calls for paying the host according to the number of click-throughs to a site. Pay-per-lead is a mode of operation that pays the host for every lead generated from the advertisement. Pay-per-sale is a mode of operation that pays the host for every sale resulting from a click through. Webcasting is a broadcasting technique on the Web that uses streaming media to broadcast an event over the Web. Interactive Advertising involves consumers in the advertising campaign. An example is WebRIOT, a game show on MTV. The game is aired on television, and viewers can join in the game at the same time by playing online. Public Relations (PR) and press releases keep customers and your company's employees current on the latest information about products, services, and intemal and external issues such as company promotions and consumer reactions. Trade shows arc excellent opportunities to generate site interest by speaking at conferences, which increases brand awareness 47 Table 7 Customer Relationship Management CR.M:Area Handling Sales tracking Transaction support Data-mining Call center Log-file analysis Cookie Customer registrntion Personalization One-to-one marketing Onsite Search engine Registering with Internet search engines Partnering Afffiiate Programs Culture management Description Handling is essentially the maintenance of out-bound and in-bound calls from customers and service representatives. Sales tracking is the process of tracing and recording all sales made. Transaction support entails technology and personnel used for conducting transactions. Data-mini ng is a wny to analyze information collected from visitors. Data-mining uses algorithms and statistical tools to find patterns in data gathered from customer visits. A call center gathers customer-service representatives who can be reached by an 800 number or through email, online text chatting, or real-time voice communications. A log-file analysis is a useful way to keep track of your visitors in tenns of site visits, including each visitor's location, IP address, time of visit, frequency of visits, and other key indicators. A cookie is a technology that keeps a profile on each visitor. Customer registration is an excellent method to create customer profiles because visitors fi ll out a form with personal information. Personalization technology can help a company understand the needs of its customers and the effectiveness of its website, thereby catering to the whims of the customer. One-to-one marketing such as e-mails confirms purchases and offers new products, showing customers that the business appreciates their patronage. Onsite Search engines allow people to find information relative to a subject of interest amidst the large amounts of information available on a personal website. Registering with Internet search engines is important because there are reportedly over 400 se::arch engines in usc on the Internet. This process makes a website known to the world by submitting the website as a searchable domain name in a sea of domain names. Partncring is a way of forming a strategic union with another company. Generally, legal contracts are usually written to define the relationship in a wf'ly to help a company provide customers with complimentary services and product<;. An Affiliate Program is an agreement between two parties that one will pay the other a commission based on a designated consumer action. Affi liate programs establish new income streams for companies and individuals that host the advertising affili ate websites. Culture management is the ability to understand and cater lo a target audience's patronage and culture, especially in global enterprises. 48 LIST OF REFERENCES [1] 0. Aktunc, ";The Role of Component Technologies on Enterprise Engineering,"; Masters Thesis, Department of Electrical and Computer Engineering, University of Alabama at Birmingham, 2002. [2] D.H. Liles, M.E. Johnson, L.M. Meade, and D.R. Underdown, ";Enterprise Engineering: A Discipline?"; Society for Ente1prise Engineering Conference Proceedings, June 1995. [3] L. Whitman, Enterprise Engineeiing IE8801 class webpage, http://webs.twsu. edu/enteng, 2002. [4] W.D. Barnett and M.K. 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Baski, manjinski narod sa svojim zasebnim jezikom i kulturom, stoljećima je podijeljen između Španjolske i Francuske. U Francuskoj Baski nemaju status manjine ni institucionalnu autonomiju. U Španjolskoj, međutim, nakon teškog razdoblja Francove diktature i preustrojstva Španjolske 1978. na kvazifederalnom načelu, španjolski Baski dobivaju priznanje nacionalne posebnosti te znatnu institucionalnu autonomiju kroz tzv. Autonomnu zajednicu (AZ) Baskiju. Unatoč zadovoljavanju većine aspiracija Baska u Španjolskoj, u španjolskoj Baskiji i dalje je prisutan secesionizam, dok taj fenomen u francuskom dijelu Baskije gotovo da i ne postoji. Cilj disertacije bio je, binarnom studijom i dizajnom najsličnijih slučajeva, koristeći se kvalitativno-kvantitativnom metodom, istražiti je li autonomija, umjesto zadovoljavanja španjolskih Baska statusom u okviru Španjolske, pridonijela jačanju njihova nacionalizma i secesionizma. Ovi fenomeni obrađeni su kroz tri prizme: izgradnju subdržavnih institucija, izgradnju subdržavnih identiteta i izgradnju lokalnih elita. Uočeno je da je autonomija u španjolskoj Baskiji pridonijela izgradnji protodržave, od demokratski izabranog Parlamenta, preko izvršne vlasti, do djelomično izgrađenog sigurnosnog aparata. Iako usporen rascjepima u baskijskom društvu uslijed demografske heterogenosti, na djelu je proces izgradnje subdržavne baskijske nacije. Autonomija je omogućila i izgradnju lokalnih elita, dolazak baskijskih nacionalista na vlast, kao i stranačko nadmetanje u baskijskom nacionalizmu. Sve to omogućilo je i da AZ Baskija krene izrazito "baskijskim" smjerom. Ona je potencijalno samo korak do pune neovisnosti, kojoj nedostaje još "prozor mogućnosti", koji se dogodio npr. raspadom bivših komunističkih federacija. U francuskoj Baskiji ne postoji teritorijalna, odnosno institucionalna autonomija. Ne dajući im "prozor mogućnosti" za razvoj i jačanje, građanska i unitarna država u Francuskoj odigrale su značajnu ulogu u ublažavanju baskijskog nacionalizma i secesionizma. Slučajevi španjolske i francuske Baskije pokazali su kako (ne)postojanje autonomije znatno utječe na periferni nacionalizam i secesionizam, kao i na potencijal za secesiju. ; In the last couple of years, the rise of secessionism in several democratic, Western European countries - from the United Kingdom (Scotland) and Belgium (Flanders) to Spain (Catalonia and the Basque Country) has been noted. All of them have something in common. In addition to having a heterogeneous ethnic structure, that is, the existence of distinct historical ethnic communities, all of these states have also, in the last couple of decades, gone through dramatic administrative and structural changes. From unitary states they had once been, they have transformed in a way which resulted in the introduction of either a certain degree of devolution or even in federalization. Consequently, historical ethnic communities have achieved a certain degree of autonomy, ranging from a partial and asymmetric decentralization ("devolution") as in the case of Scotland, to an extensive autonomy of the so-called autonomous communities of Spain. The intention of the central state and the legislator has been, inter alia, to safeguard the state unity and strengthen the state by accommodating the grievances of ethnic communities and their elites. The final outcome, however, has often been adverse to initial intentions. In the newly formed administrative units, "proto-states" of the ethnic minorities, there has been a rise in nationalism and secessionism. The purpose of this dissertation is to tackle this phenomenon and explore the causal relationship of autonomy and nationalism/secessionism. That is, the idea whether the autonomy itself strengthened nationalism and secessionism in the autonomous territories, thus acting as "subversive institutions" towards the central State, has been examined. In order to test the hypothesis and the arguments of the theory of subversive institutions, a dual comparison of two cases, Spanish and French Basque Country, and the most similar systems design have been used. The most similar systems design holds that the two cases share many common features and differ in only one. For instance, French and Spanish Basque Country are situated in the same region, share common language and ethnic origins; they are both parts of wider nation-states, face situation of diglossia etc. A differing feature, in this case, autonomy in the Spanish Basque Country – Autonomous Community of the Basque Country –Euskadi, is held responsible for the different outcome (stronger peripheral nationalism and secessionism). The choice of these two cases has been prompted by the fact that they may be considered the most similar cases in extremis, given that it is the same people on the two sides of the state border.The Basques, minority group with their own language and culture, for centuries have been divided among Spain and France. In France of today the Basques enjoy neither status of a national minority nor an institutional autonomy. In Spain, however, after a difficult period of Franco's dictatorship and the country's restructuring in 1978 on a quasi-federal principle, the Spanish Basques got acknowledgement of their national uniqueness (through a status of a nationality), and the Basque Country gained a significant institutional autonomy through so-called Autonomous Community of the Basque Country. In spite of the accommodation of most of the Spanish Basques' grievances, both on a tangible level (economic, political and cultural) and on a symbolic level (national and state symbols), the Spanish Basque Country still faces secessionism, while that phenomenon is hardly visible in its French counterpart. The dissertation explores whether the autonomy, instead of accommodating the Spanish Basques in the framework of the Spanish State, has contributed to the growth of their nationalism and secessionism. Conversely, the dissertation explores also whether the French civic state has contributed to attenuation of the peripheral, in this case, Basque nationalism. In France there are no "autonomic" institutions, but as a result of political and societal changes in France and external pressure from the South, i.e. from the Spanish Basque Country (spill over effect or Galton's problem), a "new governance" with specially designed institutions has been developed to partially accommodate the Basque grievances. Deprived of any substantial competences, executive or financial, they are a pale shadow of their Spanish counterparts. However, precisely for that, they serve as a good example to make comparative research in order to show the immense difference the autonomy per se can make. The research relies on the Valerie Bunce' s theory of "subversive institutions", which she tested on the cases of the former communist federations Soviet Union (USSR), Czechoslovakia (CSFR) and Yugoslavia (SFRY). Valerie Bunce (1999), explaining the collapse of former communist federations USSR, CSFR and SFRY, put forward a thesis that their design created preconditions for creating states within state. Consequently, the structure itself brought about the collapse of the communist bloc, and within it, of the federations USSR, CSFR and SFRY. Therefore, Bunce holds that the federalism created nations at the republican level or, if they had already been "defined", the federalism strengthened them. In other words, federal structure where the autonomous/federal units enjoyed relatively wide autonomy, in the long term acted centrifugally and finally led to the collapse of states (federations). With the advent of Gorbatchev and perestroika, consequent abandoning of the Brezhnev doctrine, and array of events that brought upon the collapse of communism and of federations, federal units – new "nations-in-the-making", took advantage of the situation ("window of opportunity") and proclaimed their independence.Bunce's theory and arguments have been applied on the situation in Spain. In the second case of the French Basque Country, and especially in the following comparative analysis, the situation in Spain can be/ is compared with the situation in France. It is thus possible to test the hypothesis on subversive institutions and to note the differences produced by the existence of autonomy in Spain. Bunce's theory has been tested on Spain (Spanish Basque Country) particularly for its quasi-federal structure of so-called autonomous communities (comunidades autónomas), or in Spanish jargon, Autonomías. Spanish autonomías provide a certain framework of a proto-state, nation-state, "state-in-waiting", and strengthen the centrifugal forces and local nationalism in a way, maybe to a lesser extent, but similarly as former republics of the ex-socialist federations. There comes the idea to test the theory of subversive institutions on Spain, i.e. Spanish Basque Country. In the introductory chapters of the dissertation, the phenomena of identity and nationalism have been tackled, followed by the theory of subversive institutions, as well as other supportive theories of the official nationalism (Anderson, 1990), path dependency (Krasner, 1984) and logic of appropriateness (March and Olsen, 2009). Finally, the three main arguments of the theory of subversive institutions have been elaborated, as well as the fourth, "counter argument". The two case studies follow, of the Spanish and the French Basque Country, structured in the same or very similar way. Firstly, the phenomenon of the Basque identity, its formation and its specifics for each of the two cases, has been elaborated. Secondly, the relation of the State towards the Basques and their identity has been examined in more depth. Within that framework, process of state building and other "counter-subversive action" of the state, with the aim of diminishing the peripheral nationalism and secessionism, has been tackled. Separate chapters have been dedicated to the transition to autonomy in the Spanish Basque Country (and to the Spanish Estado de las Autonomías /State of Autonomies) Bunce's theory and arguments have been applied on the situation in Spain. In the second case of the French Basque Country, and especially in the following comparative analysis, the situation in Spain can be/ is compared with the situation in France. It is thus possible to test the hypothesis on subversive institutions and to note the differences produced by the existence of autonomy in Spain. Bunce's theory has been tested on Spain (Spanish Basque Country) particularly for its quasi-federal structure of so-called autonomous communities (comunidades autónomas), or in Spanish jargon, Autonomías. Spanish autonomías provide a certain framework of a proto-state, nation-state, "state-in-waiting", and strengthen the centrifugal forces and local nationalism in a way, maybe to a lesser extent, but similarly as former republics of the ex-socialist federations. There comes the idea to test the theory of subversive institutions on Spain, i.e. Spanish Basque Country. In the introductory chapters of the dissertation, the phenomena of identity and nationalism have been tackled, followed by the theory of subversive institutions, as well as other supportive theories of the official nationalism (Anderson, 1990), path dependency (Krasner, 1984) and logic of appropriateness (March and Olsen, 2009). Finally, the three main arguments of the theory of subversive institutions have been elaborated, as well as the fourth, "counter argument". The two case studies follow, of the Spanish and the French Basque Country, structured in the same or very similar way. Firstly, the phenomenon of the Basque identity, its formation and its specifics for each of the two cases, has been elaborated. Secondly, the relation of the State towards the Basques and their identity has been examined in more depth. Within that framework, process of state building and other "counter-subversive action" of the state, with the aim of diminishing the peripheral nationalism and secessionism, has been tackled. Separate chapters have been dedicated to the transition to autonomy in the Spanish Basque Country (and to the Spanish Estado de las Autonomías /State of Autonomies) after the 1978 Constitution, possess almost the entire state administration. One of the 17 autonomous communities, Autonomous Community of the Basque Country - Euskadi has a clearly defined territory, a democratically elected Parliament (officially called the Basque Parliament), a Government, officially called the Basque Government, ministries (called departamentos, departments, headed by consejeros, counselors), a Prime Minister, Lehendakari, with some prerogatives of a President, including state honours and palace. His office includes a mini Ministry of Foreign Affairs (Acción Exterior – External Action), with its delegations abroad. Thus, the Basque Government can project its image abroad. The autonomous administration has some 60 000 employees, to which one has to add the 30 000 employees of the provincial and communal administration, and disposes of a 10.6 billion € budget. At the same time, the central state administration in the Basque Country counts only 15 000 employees. Euskadi disposes of its own police forces Ertzaintza. As mentioned before, several authors argue that with such a developed administrative apparatus, a "segment-state", in our case the Spanish Autonomous Community of the Basque Country- Euskadi, has been in power for most of the post-1978 Constitution period. Its institutions are consequently able to act as centrifugal ("subversive") institutions, transmitting nationalist messages through media, education system, and regional institutions. But their nationalist message is not of Spanish, but of peripheral, in this case, Basque nationalism. Given the specific, unfavourable linguistic situation of diglossia, and the importance of language for national (and Basque) identity, the Basque Governments took it as a mission to restore to the Basque language a status of a full-fledged official and education language, in a sense of Gellner's "language of high culture" (1998). (Re)Introducing the Basque language, not only in schools and universities, but literary everywhere, rebasquisating Euskadi, a Basque identity has been (re)enforced. Nowadays almost all institutions under the competence of local, autonomous institutions in the Spanish Basque Country are obliged to adopt Action plans or Five-year plans on the language normalization, that is, reinforced use of the Basque language. The Basque Government, in that way projects certain ideology and builds up and strengthens the Basque national identity. A new, Basque nation is being built.The statistics speak for themselves. Before the autonomy, that is, before 1978/1980, education language was 100% Spanish. Nowadays, only a tiny 0.5% of students study exclusively in Spanish (so called Model X), and 15.3% in Model A, with education in Spanish, and Basque language as one of the subjects. 18.9% study in bilingual schools (Model B) and the high 65.3% study in Basque schools (Model D), with Spanish language as one of the subjects. The presence of the Basque language is enforced in other areas as well. For instance, in public administration the targeted percentage of Basque speakers should be 48.46% and it should increase with the rise of knowledge of the Basque language in general population. Moreover, the presence of the Basque language is checked regularly in yearly evaluation reports. In the Parliament, in 2005-2009 legislature, 56% of deputies spoke Basque, while in 2013 the percentage rose to 68,5%. At the University of the Basque Country, in Academic year 1995/1996, 27.2% of the students studied in Basque, while in 2013/2014 the percentage rose to 64.3%. The number of bilingual professors (Basque and Spanish) rose from 35.1% in 2006 to 47.8% in 2013. Similar processes can be followed everywhere.As far as identity is concerned, the 35% of the interviewees in the opinion polls conducted by the University of the Basque Country declare themselves as "only Basques", 21% as "more Basque than Spanish", 35% "equally Basque and Spanish", 3% "more Spanish" and 3% "only Spanish". As it can be noted, Basque identity prevails, with a significant percentage of dual identity. Spanish identity (more or exclusively Spanish) is quite low. Opinion polls also testify of the presence of a strong local (Basque) patriotism, and at the same time, mistrust in Spanish State institutions. For example, 62% of the interviewees show trust in the Basque Government, 61% in the Basque Parliament and Basque police Ertzaintza, while only 39% in the King, 15% in the Spanish Cortes and 11% in the Spanish Government. Trust in the Basque Prime Minister is 56%, while in the Spanish Prime Minister it is only 7%. Regarding the attitude towards secessionism, 35% of interviewees support the present autonomous status, 29% favour federation (which understands a more autonomy), 7% favour more centralization and 25% favour secession. Although the latter percentage alone seems low as to provide proof of secessionism in stricto senso, the sum of the all percentages, except for 7% for centralization, should be taken into consideration if secessionism were to be regarded in a wider sense (as peripheral nationalism; autonomism and secessionism; Horowitz, 1985). From the data above, the conclusion can be drawn that the process of Basque nation-building maybe has not finished yet, but is well under way and that there is a "Basque direction" of the Euskadi. As for the Basque language in the French Basque Country, though it is increasingly present in its schools, public institutions and society, it still does not enjoy an official status. The improvement of linguistic situation is only partially due to the incitement on the part of the authorities. There is an immense difference from Spain. The French state after 1980-s allowed more freedom and space for "regional languages" to be taught, but did not impose it, force it by "dictate", as has been in the case of Euskadi. The main credit for the improvement of status of the Basque language is due to the efforts of the civil society, associations and citizens themselves. The results, comparing the Spanish and the French Basque Country, vary accordingly. Only 36,6% of school children attend some Basque language classes, while in Spanish Basque Country it is 99,5%. There is the Public Office of the Basque Language (OPLB), that helps and promotes teaching Basque language in the French Basque Country, but it has no authority to impose the Basque language in education as the Viceconsejería de Política Lingüística of the Gobierno Vasco and the Gobierno Vasco in the Spanish Basque Country. Only 11% of the interviewees feel "only Basques", 5% "more Basques", 24% "equally Basques and French", 16% "more French and 36% "only French". In the French Basque Country, the French identity and the French language in both education and society prevail. There is no "Basque direction" or Basque nation-building process. The third argument of the theory of subversive institutions is about elites' building. In Euskadi, there is the local (Basque) Parliament, where the Basque nationalists have dominated since the first elections after the establishment of autonomy (1980), with an average of 60% of votes/seats, except for the period 2009-2012 (due to a ban of the Basque radicals before the elections). In the current legislature, 2012-2016, the nationalists (moderate PNV-EAJ and radical EH Bildu) have 48 out of 75 seats. That means that they have been able to impose a "Basque direction", e.g. policies of rebasquization (termed language normalization), or vote the Ibarretxe Plan. There are also numerous examples of party competition in nationalism and local patriotism, e.g. the issue of Basque language use, flag, coat of arms or anthem. In the French Basque Country, due to non-existence of a local Parliament or self-rule, there are no such phenomena. There have been since decades Basque nationalist parties, and they score up to 10% of the votes. Nowadays, there is also a Basque nationalist party, AB (Abertzaleen Batasuna), which is relatively successful at the lower, communal level, having around 100 councillors. However, the non-existence of a Basque administrative unit,département, and centralist French electoral and administrative system, result in a situation where only two Basque nationalist councillors managed to enter the General Council of the Département Pyrénées-Atlantiques, of which French Basque Country is a part. And there they are only two of the 54 councillors. Therefore, even if at the lower, communal level, Basques nationalists can enter the local communes and be part of ruling coalitions, or form associations of local councillors and mayors, they cannot impose a more "Basque direction" of the whole French Basque Country, like their Spanish Basque counterparts. The autonomy, embodied in the Euskadi's Basque parliament, enabled Basque nationalists in the Spanish Basque Country (Autonomous Community of the Basque Country – Euskadi) to come to power at the local level and to direct the (Spanish) Basque Country towards a "Basque direction". In addition, it helped also to build up their own elites – party elites and leaders, Government and Parliament dignitaries, above all the Prime Minister- Lehendakari, local public company managers, University, Academy, institutes' directors etc. If a potential future new country needs the infrastructure (i.e. state administration, the framework), it also needs identity/ideology and leaders (the contents and experts). And here they are! Not only are they in place, but they are in power! Finally, having their own Basque University will help to reproduce new Basque elites. In contrast, the French Basque Country does not possess almost any of the above. Indeed, the difference produced by autonomy is immense. A special attention has been given to the Ibarretxe Plan which represents at the same time a peak of the autonomy, but also shows its limits. Juan Jose Ibarretxe, Euskadi's Prime Minister (Lehendakari) from 1999 to 2009, put forward in 2003 his Proposal for Reform of the Political Statute of Community of Euskadi, popularly known as Ibarretxe Plan. It was actually a proposal for a confederation between the Basque Country and Spain. The relations between them would be based on a "free association"(Art.1). Without going into details of the Proposal, suffice it to say that, had it been enacted, even without a completely independent Basque Country, it would mean the end of Spain as we know it today. The Plan was approved by the Basque Government in 2003, and a year later, by the Basque Parliament, although with a narrow majority of 39 out of 75 votes. However, in order to be enacted, the Proposal should have passed in the Spanish Parliament. It was not surprising that the Spanish Parliament had rejected any discussion about it. Today a Spanish "carte blanche" for an independent Basque Country seems completely unimaginable. Nevertheless, remembering the "velvet divorce" of Czech and Slovak Republics and bearing in mind as well the development of situation in Catalonia, one cannot exclude, under different circumstances and leadership in Madrid and Euskadi, a possibility of a "new Ibarretxe Plan" leading to a "velvet divorce" and eventually to an independent Basque Country. To conclude, the autonomy enabled institutions (Parliament/Argument 1), nurtured Basque identity (Argument 2), enabled Basque nationalists to come to power, created a space for Basque elites and leaders and created space or even incentives for party competition in Basque nationalism (Argument 3). The thing the autonomy has not produced, and that lacks for secessionists, is a "window of opportunity" (Bunce, 1999). But if the "window" opens, as in the case of e.g. Czechoslovak "velvet divorce", an opportunity for a potential sovereign Basque state could be created. The comparative analysis has showed more sharply the differences between the two cases resulting from the existence of the autonomy in the Spanish Basque Country (Autonomous Community of the Basque Country- Euskadi) and its absence in the French Basque Country. While in Euskadi the nationalists have since 1980 scored around 60% of the votes in the Basque Parliament and dominated local politics for most of the time, in the French Pays Basque they never score more than 10% and have always been quite irrelevant at the regional local level (except for the lower local level of municipalities). The Basque identity prevailed in Euskadi and French in the Pays Basque. The Basque nationalists have been able to impose a "Basque direction" and an intensive "basquization" within the language normalization policy in Euskadi, which has not been the case in Pays Basque. Finally, a serious sovereignist/secessionist attemps – Ibarretxe Plan occurred, materialized, and was voted in the Basque Parliament of Euskadi, while in the Pays Basque anything of a kind is beyond imagination. There is no French Basque Government to conceive such a plan, no French Basque Parliament as a forum where such a Plan could be voted and no prevalence of Basque nationalists to vote such a plan…All of these phenomena are direct or indirect results of the autonomy or were allowed and fostered by the autonomic institutions in the Spanish Basque Country. Conversely, they are missing in the French Basque Country due to lack of autonomy. The two cases confirmed the hypothesis that the autonomy in ethno-federal arrangements fosters peripheral nationalism and secessionism and a potential for secession, while civic State attenuates them. Interestingly enough, even the consultative institutions of the French "new governance", initially quite powerless, managed to acquire some of the features of the "subversive institutions". They have become increasingly "Basque" and have taken a "Basque direction". However, the civic, centralised and unitary State prevented these institutions stripped of a real power from taking a lead in the Basque nationalism, to gain any significant power, or to direct the French Basque Country in any "Basque direction". The civic State in France indeed acted in attenuating peripheral, Basque nationalism by not providing it a "window of opportunity" to grow.
Innovation is a core topic for the social and administrative sciences concerned with organizations management. Hence the name of our journal: INNOVAR, depicted as action and reflection. Insights about innovation are diverse, ranging from the importance of change in production techniques pointed out by Marx, to the structural vision by Schumpeter and the Neo-Schumpeterians about creative destruction as one of the drivers of capitalist development (Chang, 2016). In recent decades, innovation has been gaining an increasingly prominent role in economic and organizational processes due to the emergence and consolidation of the so-called "knowledge-based society" (Drucker, 1994; Castells, 1996; Dubina, Carayannis & Campbell, 2012).Innovation demands the confluence of multiple factors and dimensions, such as creativity, science and technology, the interactions between University, business and society, as well as competition, the role of the State and innovation financing, among others. Precisely, the intersection between the role of the State and innovation financing has been one of the research interests of the Italian economist Mariana Mazzucato. In her book The Entrepreneurial State - Debunking Public vs. Private Sector Myths, Mazzucato (2016) advocates for a change in the understanding of the role of the State within innovation processes. Using empirical evidence from the sectors of communications technology (exemplifying companies like Apple), renewable energies and the pharmaceutical sector, Mazzucato points out to the active and paramount role of the State in contemporary innovation, considering that states have been investors and executors of projects in the base of innovations such as the touch screen, the cps, the Internet or Siri, which were later exploited by private companies. Whether in the field of military defense, aeronautics or the energy sector, investments by the State and the resulting projects have been vital for the conception and subsequent diffusion of innovations. The characteristics of high-risk investments that can be undertaken by the State added to the way it brings together and articulates multiple capacities and institutions, constitute transmission chains that are essential for innovation.Mazzucato's contribution is questioning a series of myths around innovation that suggest this phenomenon arises only by the activities of private entrepreneurs and investors. This perspective, now dominant, demands a downsized State focused on encouraging private forces, so that the invisible hand and competition promote the emergence of new knowledge leading to innovations. Mazzucato's book (2016) opens wide paths for research since it does not deny the relevance of companies and innovative entrepreneurs, but it calls to recognize, characterize and assess the importance of public organizations and projects in the dynamics of innovation. All of this encourages the academic research interests of INNOVAR, to which we summon Ibero-American academic community of the Management Sciences.Our current issue is made up by four of our traditional sections: Strategy and Organizations, Marketing, Human Factor, and Business Ethics. These gather ten papers by Colombian and international partners.Three research papers are published in Strategy and Organizations section.As a results of an international cooperation, Professors Julio César Acosta, from Externado de Colombia University, Mónica Longo-Somoza, from the Council of Education of the Community of Madrid - Spain, and María Belén Lozano, from the University of Salamanca - Spain, introduce their work "Does Family Ownership Affect Innovation Activity? A Focus on the Biotechnological Industry". This work tried to identify the profile of innovative firms in order to analyze whether family ownership is a feature related to innovation initiatives and processes. For that purpose, a hierarchical cluster analysis is performed in a sample of 243 Spanish companies within the biotechnology sector. It is concluded from the study that innovative Spanish firms belonging to this sector are non-family-owned firms. The negative relationship between innovation and family ownership could be explained by the conservative behavior of family-owned companies, which avoid taking the risks demanded by innovation.Professors Valentin Azofra, from the University of Valladolid - Spain, Magda Lizet Ochoa, from the Autonomous University of Tamaulipas - Mexico, and Begoha Prieto and Alicia Santidrian, from the University of Burgos - Spain, present the paper "Creating Value through the Application of Intellectual Capital Models". This research aims to link both the adoption level and the use of intellectual capital models with the creation of value in companies under a long-term perspective. Empirical work involved the selection of companies showing commitment towards the use of information systems on intellectual capital. Based on information from 79 Spanish companies a model was developed and then applied in order to relate the variables of growth in sales, productivity per employee and intellectual capital index, among others, to the adoption level and use of indicators on intellectual capital. Results show that companies with higher levels of intellectual capital models report better indexes related to aforementioned variables, which represent, in turn, greater creation of value.Additionally, independent researcher Giuseppe Vanoni and Professor Carlos Rodriguez from the National University of Colombia authored the paper "Growth Strategies Implemented by Economic Groups in Ecuador (2007-2016)", a study intended to identify growth strategies of 132 economic groups in Ecuador during the time frame previously stated. After a complete literature review and the introduction of the conceptual notions of "economic group" and "growth strategy", empirical work shows that a specialization-based concentration strategy prevails among the studied groups. Furthermore, this work allowed concluding that Ecuadorian economic groups belong to some specific families, and that the economic stability experienced by this country over the course of the period under study had a direct influence on the concentration strategy by specialization adopted by economic groups.Marketing section in this issue of INNOVAR introduces four papers.Brazilian researchers Celso Ximenes and Josemeire Alves, and Professors Gabriel Aguiar, from the Faculdade Mauricio de Nassau, and Danielle Miranda de Oliveira, from the Uni-versidade Estadual do Ceará in the city of Fortaleza - Brazil, take part in this issue with the work "You Solved my Problem, but I Won't Buy from You Anymore! Why Don't Consumers Want to Go Back Doing Business in Online Stores?". This study set as its main goal to understand the motives driving online consumers not to make new purchases when experiencing troubles with purchase processes, even when inconveniences were solved. Following a qualitative approach and based on a sample of 200 complaints over four e-commerce enterprises, a descriptive focus allowed classifying the possible problems and solutions deployed by companies. Results point that consumers manifest their wish of not making further purchases with the same company due to problems with logistics as well as delays with problemsolving and handling complaints.From the University of Seville in Spain, Professors Carlos Javier Rodríguez and Encarnación Ramos add to this current issue the paper "Influence of Religiosity and Spirituality on Consumer Ethical Behavior", whose objective is to analyze consumers' ethical behavior. For this reason, a model of structural equations relating the scales of religiosity and spirituality and contrasting the results of 286 surveys to Spanish citizens is developed. The study implied resizing the Consumer Ethics Scale based on the results found in the literature in order to fit the purposes of this work. The paper concludes by presenting evidence on the existence of a relationship between religiosity-spirituality and the ethical behavior shown by consumers.Professors Alejandro Tapia, associated to the University Loyola Andalucía, and Elena Martín Guerra, from the University of Valladolid, both institutions in Spain, are the authors of "Neuroscience and Advertising. An Experiment on Attention and Emotion in Television Advertising". This paper presents the results of a neuroscience experiment applied to advertising, whose purpose was to study how attention and the generation of emotional responses influence the recall of w spots. The experiment was carried out in a group of 30 students aged 18-22, who were exposed to advertising spots of the University of Valladolid. Results from this exercise show important aspects influencing attention and emotion towards the spots, both positively and negatively, among them: comic content, language, loudness or negative and sad contents, and some others.From the Center of Economic and Management Sciences at the University of Guadalajara - Mexico, Professors José Sánchez, Guillermo Vázquez and Juan Mejía sign the work "Marketing and Elements Influencing the Competitiveness of Commercial Micro, Small and Medium-Sized Enterprises in Guadalajara, Mexico". This study seeks to state the correlation between different key marketing elements that impact micro, small and medium-sized enterprises of clothing items in Guadalajara, Mexico. Based on structural equation modelling, strategies, knowledge and planning in marketing were identified as determinants for the competitiveness of this type of companies. Empirical work used a sample of 380 companies of the retail-clothing sector. The results confirm a positive and significant correlation between key marketing factors and competitiveness, where marketing factors are decisive for companies within the sector, which have been regarded as the weakest link in Mexican economy.Our Human Factor section gathers two studies derived from research processes.We include the paper titled "Subjectivity and Power in Business Organizations: A Case Study", authored by Adriana Valencia Espinosa, Professor at the University of Valle -Colombia. This work was praised as one of the best lectures presented during the First International Congress on Organizations Management that was venued at the National University of Colombia. The objective of this research was to understand the impact of business organizations on the subjectivity of employees, emphasizing the implications of labor breakdown (the termination of a contract). The case study is carried out at a renowned company in Valle del Cauca - Colombia, whose core business, among other lines, is mass printing and editorial processes. This paper addresses testimonies by key participants, that is, workers who experienced labor ruptures with the company. The article also identifies some mechanisms deployed by the organization in the process of sensemaking and the creation of meaning for subjectivity mobilization.Professors Matias Ginieis, María Victoria Sánchez and Fernando Campa from the Rovira i Virgili University, in Spain, present in this issue the paper "How much is the Staff According to the Type of Airline and its Geographical Location in Europe? A Comparative Analysis". This research study was aimed at determining the link between the costs per employee, the types of airlines (traditional or low cost) and the different geographical locations of the headquarters of the studied airlines (Western Europe, Eastern Europe, the United Kingdom and the Nordic countries). A total of 152 airlines were analyzed during the period 2008-2013. Based on statistical correlation tests it was possible to determine there is no relationship between the type of airline and staff-related costs.Last but not least, our Business Ethics section presents a research paper for this issue of INNOVAR.At the University of Zaragoza in Spain, Professors Francisco José López and Ana Bellosta contribute to this issue with the work titled "Corporate Social Responsibility and Good Corporate Governance practices in Spanish Ethical Mutual Funds: Analysis of Investee Companies". This paper studies the type of firms composing the portfolio of Spanish ethical mutual funds, characterizing such companies on the basis of the Corporate Governance model they follow, their organizational structure and some of their economic and financial variables. Different models of Corporate Governance by investee companies and their relationship with financial variables are presented and then evaluated. Results show that companies under the German corporate governance model are preferred by ethical mutual funds, followed by those companies with Anglo-Saxon corporate governance models, which means that, for allocating resources, ethical mutual funds take an interest in companies that involve different stakeholders in their governance processes.We are sure these contributions will be of great interest for the academic community of the Social and Management Sciences both in Colombia and abroad. ; La innovación es un tópico medular para las ciencias sociales y administrativas preocupadas por la gestión de las organizaciones. De allí el nombre de nuestra publicación: INNOVAR, expresado como acción y reflexión. Las concepciones sobre la innovación son diversas y van desde la importancia del cambio en las técnicas de producción, señalado por Marx, hasta la visión estructural de Schumpeter y de los neoschumpeterianos, según la cual la destrucción creativa es uno de los motores del desarrollo capitalista (Chang, 2016). En las últimas décadas, la innovación ha venido ganando un lugar cada vez más protagónico en los procesos económicos y organizacionales, por el surgimiento y consolidación de la llamada "sociedad del conocimiento" (Drucker, 1994; Castells, 1996; Dubina, Carayannis y Campbell, 2012).La innovación requiere la confluencia de múltiples factores y dimensiones, como la creatividad; la ciencia y la tecnología; las relaciones entre universidad, empresa y sociedad; la competencia; el papel del Estado, y la financiación de la innovación, entre otros. Precisamente, la intersección entre el papel del Estado y la financiación de la innovación ha sido uno de los temas de investigación de la economista italiana Mariana Mazzucato. En su libro El Estado emprendedor. Mitos del sector público frente al privado, Mazzucato (2016) aboga por un cambio en la comprensión del papel del Estado en los procesos de innovación. Con evidencia empírica de los sectores de tecnología de las comunicaciones (ejemplarizando con empresas como Apple), las energías renovables y del sector farmacéutico, Mazzucato señala que el Estado ha tenido un papel activo y determinante en la innovación contemporánea, debido a que ha sido inversor y ejecutor de proyectos que están en la base de innovaciones como la pantalla táctil, el CPS, Internet o Siri, que luego son aprovechadas por empresas privadas. Bien sea en el campo del sector defensa, el aeronáutico o el energético, las inversiones del Estado y los proyectos que ejecuta han sido vitales para la gestación y posterior difusión de las innovaciones. Las características de las inversiones de riesgo, que puede ejecutar el Estado, y la forma como congrega y articula múltiples capacidades e instituciones se constituyen realmente en cadenas de transmisión vitales para la innovación.La aportación de Mazzucato (2016) consiste en cuestionar una serie de mitos sobre la innovación, que plantean que tal proceso emerge solo en virtud del actuar de emprededores e inversores privados. Desde esa mirada, hoy dominante, se reclama un Estado mínimo, concentrado en incentivar las fuerzas privadas, para que la mano invisible y la competencia promuevan el surgimiento de nuevos conocimientos que desemboquen en innovaciones. El libro de Mazzucato (2016) abre un sinfín de oportunidades de investigación, puesto que no niega la relevancia de la empresa y los emprendedores innovadores, sino que nos convoca a reconocer, caracterizar y evaluar la importancia de las organizaciones y los proyectos públicos en la dinámica de la innovación. Todo ello alienta la investigación académica que interesa a INNOVAR, y a la que convocamos a la comunidad académica de las ciencias de la gestión en Iberoamérica.La presente edición está organizada en cuatro de nuestras tradicionales secciones: Estrategia y Organizaciones, Marketing, Factor Humano y Ética Empresarial, en las que publicamos diez artículos de nuestros colaboradores nacionales e internacionales.En la sección de Estrategia y Organizaciones, se publican tres trabajos, resultado de investigación.Fruto de una colaboración internacional, los profesores Julio César Acosta, de la Universidad Externado de Colombia; Mónica Longo-Somoza, de la Consejería de Educación de la Comunidad de Madrid, España, y María Belén Lozano, de la Universidad de Salamanca, España, aportan el trabajo titulado "Does family ownership affect innovation activity? A focus on the biotechnological industry". Este trabajo buscó identificar el perfil de las empresas innovadoras, para analizar si la propiedad familiar es una característica que se relaciona con las iniciativas y procesos de innovación. En la investigación se realiza un análisis clúster jerárquico con una muestra de 243 empresas españolas del sector de la biotecnología. Se concluye que las empresas españolas que innovan en este sector no son empresas de propiedad familiar. La relación negativa que se encuentra entre innovación y propiedad familiar, puede ser explicada porque las empresas familiares en tal industria son conservadoras y evitan tomar riesgos como los que la innovación reclama.Los profesores Valentín Azofra, de la Universidad de Valladolid, España; Magda Lizet Ochoa, de la Universidad Autónoma de Tamaulipas, México, y Begoña Prieto y Alicia Santidrián, de la Universidad de Burgos, España, aportan el artículo "Creando valor mediante la aplicación de modelos de capital intelectual". La investigación pretende vincular el nivel de implantación y uso de modelos de capital intelectual con la creación de valor en la empresa, desde una perspectiva de largo plazo. Para el trabajo empírico se seleccionaron empresas que muestran compromiso hacia la utilización de sistemas de información sobre el capital intelectual. Con base en información de 79 empresas españolas, se realizó y aplicó un modelo para relacionar las variables de crecimiento en ventas, productividad por empleado, índice de capital intelectual, entre otras, con el nivel de uso e implantación de indicadores sobre capital intelectual. Los resultados evidencian que las empresas con mayores niveles de implantación de modelos de capital intelectual presentan mejores índices de productividad, crecimiento en ventas y eficiencia del capital intelectual, es decir, mayor creación de valor.Por otra parte, en una colaboración interinstitucional, el investigador independiente Giuseppe Vanoni, y el profesor Carlos Rodríguez, de la Universidad Nacional de Colombia, suscriben el artículo titulado "Estrategias de crecimiento implementadas por los grupos económicos del Ecuador (2007-2016)", con la que se pretende identificar las estrategias de crecimiento de 132 grupos económicos en el Ecuador, durante el periodo señalado. Luego de una importante revisión de la literatura y de la definición conceptual de "grupo económico" y de "estrategia de crecimiento", el trabajo empírico muestra que prevalece una estrategia de concentración, basada en la especialización. Se concluye que los grupos económicos en Ecuador son pertenecientes a familias concretas. La estabilidad que vivió el país en los años del estudio influyó en la estrategia de concentración por especialización de los grupos económicos.La sección de Marketing del presente número de INNOVAR está conformada por cuatro artículos.Los investigadores brasileños Celso Ximenes y Josemeire Alves, y los profesores Gabriel Aguiar, Facultade Mauricio de Nassau, y Danielle Miranda de Oliveira, de la Universi-dade Estadual do Ceará, en Fortaleza-Brasil, participan con el trabajo "Resolveram meu problema, porém nao compro mais! Por que os consumidores nao desejam voltar a fazer negócios com Lojas Virtuais? El trabajo se planteó como objetivo comprender los motivos que llevan a los consumidores online a no realizar nuevas compras, cuando tuvieron problemas en el proceso, pese a que tales problemas hubiesen sido resueltos. Desde un enfoque cualitativo, con base en 200 quejas de cuatro empresas que venden sus productos en Internet, se realizó un trabajo descriptivo y cualitativo que permitió categorizar los posibles problemas y las soluciones desplegadas por las empresas. Los consumidores expresan su voluntad de no realizar otra compra con la misma empresa por problemas logísticos, demora en resolución del problema y demora en la atención de la queja.De la Universidad de Sevilla, España, los profesores Carlos Javier Rodríguez y Encarnación Ramos aportan a esta edición el artículo titulado "Influencia de la religiosidad y la espiritualidad en el comportamiento ético del consumidor". El objetivo de la investigación es analizar el comportamiento ético del consumidor, para lo que realiza un modelo de ecuaciones estructurales que relaciona las escalas de religiosidad y espiritualidad, y que contrasta los resultados de 286 encuestas realizadas a ciudadanos españoles. La investigación implicó redimensionar la Consumer Ethics Scale, con base en los resultados encontrados en la literatura y con el propósito de ajuste perseguido en el trabajo. Se concluye el artículo presentando evidencia de la existencia de una relación entre la religiosidad-espiritualidad y el comportamiento ético del consumidor.Los profesores Alejandro Tapia, vinculado a la Universidad Loyola de Andalucía, y Elena Martín Guerra, de la Universidad de Valladolid, ambas instituciones en España, son los autores de "Neurociencia y publicidad. Un experimento sobre atención y emoción en publicidad televisiva". El artículo presenta los resultados de un experimento en neuro-ciencia, aplicado a la publicidad. El propósito era estudiar cómo la atención y la generación de respuesta emocional influyen en el recuerdo de una cuña publicitaria (spot) en televisión. El experimento se desarrolló con un grupo de 30 estudiantes de entre 18 y 22 años, que fueron expuestos a cuñas publicitarias de la Universidad de Valladolid. Los resultados muestran que existen condiciones importantes que impactan en la atención y la emoción hacia los spots, tanto positiva como negativamente, entre ellos, el contenido cómico, el idioma, la fuerza del sonido, la presencia de contenidos negativos y tristes, entre otros.Desde el Centro Universitario de Ciencias Económico-Administrativas, de la Universidad de Guadalajara, México, los profesores José Sánchez, Guillermo Vázquez y Juan Me-jía suscriben el trabajo "La mercadotecnia y los elementos que influyen en la competitividad de las mipymes comerciales en Guadalajara, México". El artículo busca establecer la correlación que existe entre los diferentes factores clave de mercadotecnia que impactan en las micro, medianas y pequeñas empresas de prendas de vestir en Guadalajara, México. A partir de un modelo de ecuaciones estructurales, se establecieron como factores clave las estrategias, el conocimiento y la planeación, todos de mercadotecnia, como variables determinantes de la competitividad de la mipyme. Para el trabajo empírico, se usa una muestra de 380 empresas del sector de prendas de vestir al menudeo. Los resultados verifican que existe una correlación positiva y significativa entre los factores clave de marketing y la competitividad, por lo que resultan determinantes para estas empresas, consideradas por muchos como el eslabón más débil de la economía mexicana.La sección de Factor Humano recoge dos trabajos, resultado de procesos de investigación.Publicamos el artículo titulado "Subjetividad y poder en la organización empresarial: un estudio de caso", de la profesora de la Universidad del Valle, Colombia, Adriana Valencia Espinosa, y que fue una de las mejores ponencias presentadas en el Primer Congreso Internacional de Gestión de las Organizaciones, realizado en la Universidad Nacional de Colombia. El objetivo del trabajo de investigación fue comprender la incidencia de la organización empresarial en la subjetividad de los empleados, enfatizando en las implicaciones de la ruptura laboral (la finalización del contrato). El estudio de caso se realiza en una reconocida empresa del Valle del Cauca, dedicada, entre otros negocios, a la impresión masiva y los procesos editoriales. Se abordan relatos de participantes clave, trabajadores que vivieron rupturas laborales con la empresa. El artículo identifica algunos dispositivos desplegados por la organización en el proceso de creación de sentido y producción de significado que moviliza la subjetividad.De los profesores Matias Ginieis, María Victoria Sánchez y Fernando Campa, de la Universitat Rovira i Virgili, España, en esta edición se publica el artículo "¿Cuánto cuesta el personal según el tipo de aerolínea y su ubicación geográfica en Europa? Un análisis comparativo". La investigación se planteó establecer la relación existente entre los costos por empleado, los tipos de aerolíneas (tradicionales y de bajo costo) y las diferentes zonas geográficas de ubicación en Europa en que están domiciliadas las aerolíneas (Europa occidental, Europa del este, Reino Unido y países nórdicos). Se estudiaron 152 compañías áreas, en el periodo comprendido entre el 2008 y el 2013. A partir de pruebas estadísticas de correlación, se estableció que no hay una relación entre el tipo de aerolínea y el costo del personal.Finalmente, la sección de Ética Empresarial para este número de INNOVAR recoge un artículo de investigación.Desde la Universidad de Zaragoza, España, los profesores Francisco José López y Ana Bellosta aportan el trabajo "Corporate Social Responsibility and Good Corporate Governance Practices in Spanish Ethical Mutual Funds: Analysis of Investee Companies". El artículo analiza los tipos de compañías que conforman el portafolio de los fondos mutuos de inversión ética españoles, caracterizando tales empresas desde el modelo de Gobierno corporativo que siguen, su estructura organizacional y algunas de sus variables económicas y financieras. Se presentan y evalúan diferentes modelos de Gobierno corporativo de las empresas en que se invierte y su relación con variables financieras. Los resultados muestran que las empresas que siguen un modelo de gobierno corporativo alemán son las preferidas por los fondos mutuos de inversión ética, seguidas de las empresas con modelos de Gobierno corporativo anglosajones. Es decir, a los fondos mutuos de inversión ética les interesa que las empresas en que invierten incluyan diferentes grupos de interés en sus procesos de gobernanza.Confiamos en que estos trabajos resulten de interés para la comunidad académica en ciencias sociales y administrativas a nivel nacional e internacional.
