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Kladné a záporné efekty globalizace

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{{globalizace}}
== Klady globalizace ==
Mezi '''klady [[globalizace]]''' se uvádí:
*Růst objemu globálně obchodovatelného zboží.
*Rychlost a komplexnost přímých investičních toků (přímých investic).
*Ekonomický růst původně rozvojových zemí (zejména [[wikipedia:cs:Jižní Korea|Jižní Korea]], [[wikipedia:cs:Tchaj-wan|Tchaj-wan]], [[wikipedia:cs:Malajsie|Malajsie]], [[wikipedia:cs:Hongkong|Hongkong]]), které jsou dnes zeměmi s vyspělými ekonomikami. Globalizace povzbuzuje rozvoj dalších zemí, které se do globalizačních procesů zapojily později a které postupně začínají představovat ekonomické hráče globálního významu ([[wikipedia:cs:Čína|Čína]], [[wikipedia:cs:Brazílie|Brazílie]], [[wikipedia:cs:Indie|Indie]]) ale i země menšího významu ([[wikipedia:cs:Indonésie|Indonésie]], [[wikipedia:cs:Filipíny|Filipíny]], [[wikipedia:cs:Mexiko|Mexiko]]).
*Růst spotřeby: v r. 1975, tedy na počátku „historické“ éry globalizace činila spotřeba 12 tisíc miliard, tj. 12 biliónů USD, v r. 1998 to bylo již 24 tisíc miliard, tj. 24 biliónů USD. Jen pro srovnání: v r. 1900 světová spotřeba představovala 1,5 tisíc miliard, tj. 1,5 biliónu USD.
*Vznik poměrně homogenní střední třídy odborných elit v Asii a v Latinské Americe
*V oblasti mocensko-politické organizace vznikají nové útvary nadnárodního charakteru nebo se posiluje význam organizací starších ([[Evropská unie]], [[wikipedia:cs:NAFTA|NAFTA]], [[wikipedia:cs:ASEAN|ASEAN]] aj.).
*Vzniká kultura tzv. „druhé moderny“ nebo postmoderny (tzv. „translokální kultura“), která působením masmédií je otevřená navenek, vlivům působícím globálně, na rozdíl od kultury „první moderny“ (národní, národně dostředivé), uzavřené do sebe.

== Zápory globalizace: ==
K '''záporům globalizace''' se počítá:
*V ekonomické oblasti je to nekontrolovaný transfer finančního kapitálu, který je několikanásobně vyšší než objem obchodovatelného zboží. To představuje riziko ekonomických kolapsů, k nimž několikrát došlo ([[wikipedia:cs:Mexiko|Mexiko]], jihovýchodní a východní Asie, [[wikipedia:cs:Brazílie|Brazílie]], [[wikipedia:cs:Argentina|Argentina]]).
*Roste nerovnost v přístupu k celkovému společenskému růstu. Získávají pouze ti, kdo mají lepší předpoklady k růstu, zejména díky flexibilnějšímu postoji svých vlád schopných zajistit předpoklady pro vstup zahraničních investorů (rozvíjení infrastruktury, lépe zajištěné právní podmínky ochrany vlastnictví, odstranění korupce, politická stabilita, sociální koherence atd.). Avšak vzhledem k rozdílné úrovni zemí se v těchto souvislostech uplatňuje [[wikipedia:cs:Sociální darwinismus|sociální darwinismus]] (v rozvojových zemích např. díky nedostatku vzdělání velké části populace, zadlužení atd., v rozvinutý zemích mj. v postavení těch, kdo ztratili práci).
*Třebaže globální spotřeba roste, mimo spotřební explozi zůstává 20 % populace v nejchudších částech světa, tj. asi 1,2 mld. lidí. V některých zemích této kategorie spotřeba dokonce klesá. Kupříkladu průměrná africká domácnost dnes spotřebovává o 20 % méně než před 25 lety. Zatímco v zemích s nejvyššími příjmy se 20 % populace podílí na 86 % celkových soukromých výdajů na spotřebu, naopak v nejchudších se 20 % populace podílí na těchto výdajích pouhým 1,3 %.
*Roste nebo neklesá nezaměstnanost v rozvinutých průmyslových zemích. Příčina tkví v stálých technických inovacích a tedy zvyšování produktivity, ve stále lepších metodách výrobního, obchodního a finančních managementu, v neposlední řadě působí i přesuny výrob a služeb do zemí s různými komparativními výhodami (např. rezervace letenek ze Spojených států a dalších zemí se obstarává v Indii).
*Globalizace oslabuje roli národního státu. Státy, zejména malé a střední a především státy méně rozvinuté, ztrácejí vliv na chod ekonomiky a jsou stále více odkázány na libovůli nadnárodních společností (NNS) a na rozhodování mezinárodních a světových organizací ([[w:cs:Mezinárodní měnový fond|Mezinárodní měnový fond]], [[w:cs:Světová banka|Světová banka]], [[Světová obchodní organizace]]).
*Země s méně přísnými požadavky na ochranu životního prostředí a s významnými zásobami přírodních zdrojů (lesní bohatství, nerostné suroviny, energetické zdroje apod.) jsou cíli aktivit NNS, které těží z komparativních výhod nízkých nákladů na ochranu životního prostředí, z nízkých cen přírodních zdrojů atd., třebaže cena řady nerostných surovin v posledních několika málo letech v důsledku růstu poptávky stoupá.
*Tlak globálních trhů, určovaný praktikami NNS, vede v zemích periferie a semiperiferie k destrukci tradičních zemědělských struktur zemědělské výroby, nahrazuje diverzitu zemědělské produkce monokulturami nebo plodinami využitelnými komerčně. Tyto často rychlé a radikální změny působí na sociální strukturu a soudržnost v zemích s tradičními venkovskými společnostmi. Zvyšuje se závislost těchto zemí na zahraničních trzích.
*Kulturní invaze zprostředkovaná globalizací a jejími nositeli v oblasti informací vede k růstu kulturních antagonismů. Vlivem médií a informačních technologií vzniká ve společnostech technologicky prostředkované „druhé“ prostředí. V důsledku synergického působení globalizačních procesů dochází k prudkým společenským změnám a národní a kulturní společenství jsou vystavována globalizačním kulturním a sociálním šokům.

== Vliv na individuální život ==
*Chybí pocit sounáležitosti.
*Globální svět se prezentuje jako svět člověku cizí, vybízí jej, aby na své bytí, na jeho smysl, zapomněl. Průvodním jevem je to, že se uvolňují stále častěji síly ničivé, agresivita, násilí, teror. V globálním světě je vytvořen širší prostor k uplatnění sil dobra i zla.
*Každé historicky významné období spojené se vznikem velké kultury je obdobím jasného vymezování toho, co je zakázáno, a toho, co je požadováno jako nejvyšší cíl – toto postmoderní kultuře chybí. Hranice a meze jsou nejasné, takže si ani neuvědomíme, že jsou překračovány.
*Člověk zaujetím pro vše, co je nové a mimo něj, zapomíná na sebe, přestává si klást otázku, co je smyslem života. Zapomínání na sebe je doprovázeno překračováním nejrůznějších tabu, v mylné představě heroické vzpoury – ovšem ve skutečnosti se jedná o touhu po uspokojování rozkoše bez omezení.
*Projevují se tendence k vytváření jediného životního stylu, globalizace formuje hodnotové vzorce člověka, unifikuje ho; problémy se řeší dle nabízených vzorců chování, člověk je "vnějšně" orientován.
*Vznikají ale i postoje nonkonformní, které jsou projevem bezradnosti a směřují k destrukci a terorismu.
*Rozvoj masmédií je jedním z projevů globalizace, bez médií se moderní člověk nemůže obejít – možnost svobodné volby je značně omezená. Globalizace je masmediálně prezentovaným procesem.

== Problém důvěry a příčiny zájmu o ni: ==
*Tradiční společenství založeno na vzájemné důvěře se rozpadlo, definitivní konec v epoše globalizace.
*Důsledkem globalizace je na individuální úrovni ztráta "ontologické jistoty" (Giddens) – tedy, že vnější svět je takový, jaký se nám jeví. Tato jistota se zhroutila.
*Globální ekonomika je ve značné míře anonymní, proto nemůže být založena na personální důvěře. To vede také k oslabení národní identity, k oslabení důvěry v dosavadní instituce.
*Globální rizika jsou rizika řádově vyšší než v minulých dobách, což vede k vyšší nejistotě, nedůvěře a existenciálnímu neklidu.
== Odkazy ==
=== Externí odkazy ===
*{{Wikipedia cs p|Globalizace}}
*{{Wikipedia en|Globalization}}

[[Kategorie:Globalizace]]

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Globální environmentální problémy

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{{aktualizovat|Stránku je třeba aktualizovat především o Agendu 2030 a závěry Přížského summitu}}
[[File:The Earth seen from Apollo 17023.jpg|thumb|right|300 px|Pohled na Zemi z Apolla 17]]
Hlavní ekologické problémy vymezila [[Stockholmská konference|Konference OSN ve Stockholmu]] v roce 1972:

*nebezpečné odpady plynné ([[w:cs:Emise (ekologie)|emise]]), tekuté ([[w:cs:Odpadní voda|odpadní vody]]) a tuhé (toxické, radioaktivní a jiné [[odpady]]) přesahující únosnou míru;
*narušení životodárných planetárních systémů, jako např. [[w:cs:Hydrologický cyklus|hydrologického cyklu]], stratosférické [[w:cs:Ozonová vrstva|ozónové vrstvy]], klimatického systému atmosféry a oceánu;
*globální problémy spojené s atmosférou:
**[[Skleníkový jev|skleníkový efekt]],
**narušení [[w:cs:Ozonová vrstva|ozonové vrstvy]],
**[[Znečištění a ochrana ovzduší|znečištění ovzduší]];
*nadměrné čerpání [[w:cs:Neobnovitelný zdroj energie|neobnovitelných zdrojů]] (nerostné suroviny) i obnovitelných (živé organismy, [[voda]], [[půda]]);
*poškození půdy, jako např. [[w:cs:eroze|eroze]] půdy, vysoušení povrchové vrstvy, v některých oblastech až postupná přeměna na [[w:cs:poušť|poušť]], přemírou [[w:cs:zavlažování|zavlažování]] dochází k [[w:cs:zasolování půd|zasolování]] půdy, rozmělňování [[w:cs:humus|humusové]] složky – špatné hospodaření může mít katastrofické následky pro produkci potravin; získávání půdy např. kácením [[w:cs:Deštný prales|deštných pralesů]] vede ke vzniku další ekologické katastrofy.
*globální ohrožení [[Biodiverzita|biodiverzity]] - genetické základny jednotlivých druhů rostlin a živočichů, počtu druhů i rozmanitosti [[Ekosystém|ekosystémů]].

Konference [[OSN]] vycházela z vědomí globální povahy ohrožení životního prostředí, které překonalo hranice jednotlivých států.

==Historie==

*[[Environmentální periodizace dějin lidstva]]
*[http://info.sks.cz/users/cn/zp/historie.html Největší ekologické katastrofy za posledních 666 let].
*[[Antropocén]]

==Popis problémů==

*[[Globální populační vzorce a trendy]]
*[[Vliv hospodaření na půdu]] a související [[Zemědělství|problémy produkce potravin]]
*[[Vývoj a vymírání druhů|Globální ohrožení rozmanitosti života]]
*[[Globální změna klimatu]]
*[[Narušení ozónové vrstvy]]
*[[Využití vody]]

==Koncepty a rámce==

*[[Udržitelný rozvoj]]
*[[Environmentální veřejné statky]]

==Strategie řešení problémů==

*Komplexní přístupy:
**popis a řešení [[Syndromy globálních změn|syndromů globálních změn]]
*Specifické přístupy:
**ochrana atmosféry - [http://www.ourplanet.com/imgversn/75/obasi.html opatření WMO].
**populační růst - [http://bcn.boulder.co.us/basin/local/bartlett1.html zákony udržitelnosti]

==Zdroje==

*Braniš, M.: Globální problémy životního prostředí. In: Dlouhá, J., Dlouhý, J., Mezřický, V. (eds.) (2006) ''Globalizace a globální problémy.'' Sborník textů k celouniverzitnímu kurzu 2005 – 2007. pp 207 – 220. Univerzita Karlova v Praze, COŽP. ISBN 80-87076-01-X.
*Činčera, J.: Globální problémy současného světa. In: [http://info.sks.cz/users/cn/zp/ Člověk a životní prostředí (humanistická environmentalistika)]
*Činčera, J. (2001): [http://info.sks.cz/users/cn/zp/historie.html Největší ekologické katastrofy za posledních 20000 let]. Environmentální informační systémy a humanistická environmentalistika - texty k výuce. Vyšší odborná škola informačních služeb v Praze.
*[http://www.cate.mmu.ac.uk/ Encyclopedia of Sustainable Development]. TU v Liberci, Fakulta pedagogická.
*Moldan, B.: [http://www.czp.cuni.cz/knihovna/Publikace/global/default.htm Globální problémy životního prostředí]. COŽP UK.
*Moldan, B. (2001) Ekologická dimenze udržitelného rozvoje. Praha: Karolinum.
*Moldan, B.: [http://www.czp.cuni.cz/osoby/Moldan/Publikace/Vetev/Default.htm Lidé na naříznuté větvi]. Rukověť o trvale udržitelném rozvoji. COŽP UK. Též: Moldan, B. (2003)(Ne)udržitelný rozvoj: ekologie hrozba i naděje. Praha: Karolinum.
*Nováček, P., Huba, M., Mederly, P. (1998): ''Ohrožená planeta na prahu 21. století.'' Olomouc: UP Olomouc, 217 str.

[[Kategorie:Globalizace]]
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Hlavní strana/Pata

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Problematika „prostředí“ a péče o ně zahrnuje velmi rozsáhlou oblast lidského vědění. Protíná množství oborů, a to zcela specifickým způsobem – nejde o prosté sčítání informací, ale o jejich vzájemné propojení do komplexního systému, který umožní uvědomovat si vzájemné vazby a vztahy. Proto soubor výukových materiálů, který v této formě předkládáme, je uspořádán s ohledem na poněkud fluidní povahu poznání, jehož se týká. Všechna témata se snaží vytknout hlavní principy myšlení v dané oblasti, poskytnout přímý přístup k aktuálním informacím a zdůrazňovat významné souvislosti. Velká pozornost je věnována uspořádání jednotlivých stavebních prvků (textů a dalších využitých materiálů) do komplexní sítě, jež poznatky dílčích oborů doplňuje o vnitřní odkazy a tematicky příbuzné internetové zdroje, což umožňuje jejich různorodé využití.

Více najdete na stránce [[Enviwiki:O projektu|O projektu]]

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*[[Základy ekologie a problematiky životního prostředí pro pedagogy]] - wiki-kniha Kateřiny Jančaříkové
*[[Environmentální gramotnost z jiných zdrojů]]
*[[Tezaurus:Hlavní strana | Tezaurus životního prostředí]]
*[[Enviwiki:Archiv|Archiv článků Bedrníku]]

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Hlavní strana/Portály

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* [[:Portál:Odpovědná spotřeba|Odpovědná spotřeba]]
* [[:Portál:Udržitelný rozvoj na místní úrovni|Udržitelný rozvoj na místní úrovni]]
* [[:Portál:Otevřené vzdělávací zdroje|Otevřené vzdělávací zdroje]]
* [[:Portál:Udržitelné podnikání|Udržitelné podnikání]]
* [[:Portál:Doprava a životní prostředí|Doprava a životní prostředí]]
* [[:Portál:VCSEWiki|VCSEWiki]]

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Shopping centres

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'''Heart of Europe Stifling Under Concrete:The construction boom of shopping centres in Prague'''

== Foreword ==
The Shopping Gallery Harfa opened in November 2010. The Fenix Shopping Gallery opened in 2008. They both lie at a driving distance of approximately 5 minutes from the biggest shopping area in Prague and the Czech Republic - OC Letňany built in 1999. I visited Fenix on 23 December 2010 and it felt like a ghost town. And on one of the busiest days of the year! This experience made me wonder, how it is possible that energy and resources are wasted on redundant chapels of consumption. In the Czech Republic the so-called area standard – square metres of shopping space per inhabitant – has tripled since 1989 from 0.331<ref>Ministry of Industry and Trade</ref> to 1.1 in 2009<ref>Incoma Research</ref>. That means that every citizen in this country has their own square metre for shopping. Of this, shopping centres represent 0.26 m2 per inhabitant(sq/inh)<ref name=Ellis>CB Richard Ellis, 2010: http://www.cbre.cz/propertyinfomap/emea/_PDF/EMEA_FPR_CZECH_RETAIL%20_H1_2010_ENG.pdf</ref>. Compared to Liberec for example, which has a value of 1.4 m2/inh<ref name=Ellis/>, Prague might seem quite empty with its 0.72<ref name=Ellis/>. The frequency of new shopping centre openings, however, challenges common sense. Prague is fancied for its intimacy and was honoured by becoming a part of the UNESCO world heritage site in 1992 thanks to its historical value. The construction boom is sometimes acused of threatening the town´s uniqueness. Sýkora (2006)<ref name=Sykora>L. Sýkora (2006): Urban Development, Policy and Planning in the Czech Republic and Prague.I'n 'Altrock, Guntner, Huning and Peters: Spatial Planning and Urban Development in the new EU member states. Ashgate Publishing, UK</ref> warns that new investments after 1990 contributed to densification of central city morphology, including rapid growth in car traffic and consequent congestion, which turned out to be especially critical in Prague. Furthermore Sýkora adds that there have been numerous conflicts between investors and those protecting historic buildings and urban landscapes. Another argument in the discussion is environmental sustainability. As the Prague City Development Authority Prague points out, developing commercial areas significantly increases the proportion of built-up land and so opportunities for establishing adequate proportions of greenery decrease. Numerous civic petitions for maintaining parks or other free land in different parts of the city have been signed.

I will take a closer look at the situation with shopping centre construction in Prague and try to establish, what is happening and where the problem lies. 

== About shopping centres in general ==
Shopping centres have been replacing traditional markets since the last century. They represent the modern lifestyle as they are sometimes called chapels of consumption. I. Smolová<ref name=Smolova>I. Smolová, Z. Szczyrba (2000): Large commercial centers in the Czech Republic - Landscape and regionally aspects of development. Palacky University Olomouc</ref> provides an overall definition: “A Regional Shopping Centre is an architecturally unified complex of commercial facilities planned, constructed, owned and administered as a whole. They represent a concentration of retail stores, catering and services (entertainment and cultural establishments, e.g. multiplex cinemas) aiming to satisfy the customers’ requirements in the field of goods and services in a short-term, mid-term and long-term perspective. The basis of shopping centres is formed by big retail units of the hypermarket type and by specialised superstores (e.g. hobbymarket).” (author’s translation).

The localisation of shopping centres is determined mainly by the proximity of potential customers and accessibility by transport. Given the ratio of sales area to total required area stands at approximately 1:7<ref name=Smolova/>, the localization is limited by the availability of development areas and by lot prices. In relation to Prague, the most sought-after places are on the edges of the city and its high streets.

=== Shopping centres in the Czech Republic with a focus on Prague ===
Shopping centres did exist before 1989 – every citizen then knew the famous first western-like Kotva Retail House, for example. Nevertheless the massive expansion of this shopping phenomenon began after the revolution in 1989 as a result of joining the global market. Prague being the capital city forms a kind of bridge between the national and foreign market, and therefore it has been the most affected by globalisation and internationalisation. The service sector has grown rapidly, whereas industry has been left behind which has resulted in the existence of brownfields in several areas. The most visible recent urban tendency is suburbanisation, including outward migration and commercialisation. Stores, logistic centres and shopping areas have been built. As I mentioned in the foreword, the area standard of Prague has the value of 0.72 m2 per citizen. The total number of shopping centres in the capital is 38, their area represents 33% of the national shopping centre area<ref name=Ellis/>.

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'''Fig. 1: Shopping Centre Development in the Czech Republic'''<ref name=Ellis/>

''Figure 1 shows that shopping centres experienced a steep increase in construction in the year 1998. The other peak was in 2008, which is the year of the opening of big Prague shopping centres like Arkády Pankrác (40,000m2) or the afore mentioned Fenix Gallery (12 000m2). Most of the new construction was located in smaller towns however - the focus of investors moved away from the cities to these less saturated regional towns. <ref>http://www.ct24.cz/ekonomika/12186-boom-nakupnich-center-se-presouva-do-regionu/</ref> The graph shows there has been a decreasing tendency in the last two years. In 2010, the financial crisis was manifested in construction perhaps even more than in others fields, as only one shopping centre opened in Prague(Harfa Gallery). ''

== Legislation ==

Three main laws are relevant to the topic of shopping centre construction in the Czech Republic: firstly the Construction Act No.183/2006 Coll.; secondly, Act No.334/1992 Coll., on Protection of Agricultural Soil; and lastly Act No.100/2001 Coll., containing Environmental Impact Assessment (EIA). These include the general principles of building procedures, the conditions of use of agricultural soil for other than agricultural purposes and the criteria for EIA (for example, since 2007 projects with less than 3,000 m2 and fewer than 100 parking spaces can be omitted from the EIA). Complex regulations concerning specifically big shopping centres are missing though.

=== Policy and Planning ===

In the Czech Republic, the responsibility for policy making rests primarily with municipal governments. The problem is that the so-called functional urban region extends the political boundaries of the core cities. In regard to Prague, it is surrounded by over 170 small municipalities which are economically and legally independent units and whose decision-making process lacks wider coordination. Moreover, the metropolitan area of Prague is governed by two regional entities – Prague itself and Central Bohemia which tend to compete rather than cooperate on the question of joint development.

Prague itself, as a statutory town, has its municipal territory divided into 57 boroughs, therefore establishing a second tier of local government which takes advantage of the gained partial autonomy in decision making. However, they ought to respect two citywide planning documents – The Master Plan and The Strategic Plan. The former is a physical plan that specifies the special arrangements and land use in the medium term, while the latter specifies the long term priorities of socio-economic development.

The Strategic Plan specifies controlled development and coordinated management and decision-making in order to achieve prosperity, a healthy and cultural environment, and the preservation of values which make Prague one of the most beautiful cities in the world. It is an agreement between politicians, specialists, corporate sector representatives and inhabitants. One of the five pillars focuses on the quality of the environment: “Prague endeavours to achieve a high quality of both natural and urban development, while observing the principles of sustainability. It wants to substantially reduce pollution in the city and create balance between human settlement and landscape in order to become a clean, healthy and harmonious city<ref name="Sykora" />.” Besides these two documents, Prague has worked on policies in accordance with EU demands and has created a Regional Development Strategy which basically matches the Strategic Plan.

=== A feedback on the current policy ===

''In this part, the resume of a feedback document - Planning Analytical Materials <ref>http://www.urm.cz/uploads/assets/soubory/data/UAP/UAP_book/kapitoly/04_kapitola_4_uap_2008.pdf</ref>- carried out by the City Development Authority Prague in 2008 is provided:''

The ongoing pressure on building new shopping centres and office complexes is seen as a threat to the lively metropolitan structure and to the transport network. The new European trend is to mix compact construction with lower capacity facilities. The newly constructed and reconstructed big capacities of retail outlets and offices, such as the newly opened Palladium complex, place emphasis on traffic because of parking demands and with their 100% built-up land they limit areas for new parks or greenery for the relaxation of local inhabitants and workers. Due to greater interest in shopping complexes the survival of existing parks in the Prague city centre is endangered as well.

A negative trend is the low support of the private sector in meeting the financially less attractive functions of the city, which includes public facilities, greenery and recreation areas. There is also a mismatch between customer interest in traditional dispersed retail networks and the new fashion for travelling to big shopping centres on the outskirts of Prague which generates traffic congestion and so causes damage to the environment.

A problem solvable by the Master Plan is insufficient coordination of store and logistic areas in the city surroundings. What is beyond the competence of the plan, however, is regulation of the retail network in favour of smaller units, as well as the pressure of economic land use at the expense of urban aspects and environmental protection.

The Planning Analytical Materials of 2008 recommend that no more land is dedicated to big shopping centres except for newly proposed district centres.

== Problems connected to commercialisation – urban, environmental and social aspects ==

The existence of shopping centres definitely brings several benefits to society. These can be employment, shopping availability, economic growth. However, numerous unpleasant consequences of the construction of shopping centres have been observed. A list of the most important ones follows.

1. The question of population decline in the city centre emerges as more and more buildings are loosing their residential function and are used for office or retail areas instead. 

2. As a result, people move out of the centre but commute there to work or for shopping, which causes traffic congestion. Suppliers contribute to this congestion as well. 

 

{| cellspacing="1" cellpadding="1" border="1" width="300"
|-
! scope="col" | traffic increase
! scope="col" | number of retail units
! scope="col" | rate of retail units
|-
| < 5%
| 66
| 26.50 %
|-
| 5.00-9,99%
| 67
| 26.90 %
|-
| 10-19,99 %
| 65
| 26.10 %
|-
| 20-29.99 %
| 28
| 11.20 %
|-
| > 30%
| 23
| 9.20 %
|-
| total
| 249
| 100 %
|-
| average
| 
| 11 %
|}

'''Fig. 2: The impact of retail construction on traffic, NESEHNUTÍ''' <ref name="nesehnuti">NGO NESEHNUTÍ http://nesehnuti.cz/publikace/vyzkum_2003-2009.pdf</ref>

*''This chart shows the proportion of retail units by the percentage of traffic increase that appeared after the opening. The conclusion is that 1/4 of the cases caused an increase of 5% maximum. On the other hand, the same number of cases reported an increase of up to 20%, which might be horrific for infrastructure in cases where it was often congested already. Increased traffic is a burden not only for air quality, but also worsens noise pollution (currently one of the worst problems of the Czech environment) and affects pedestrian comfort and safety, too. ''

3. New construction investments are being made at the expense of diminishing greenery that is already rare in the city centre. 

[[Image:Envis vlastni.jpg]]

'''Fig. 3: The development of different types of land in Prague, ENVIS'''<ref>ENVIS, 2007: [http://envis.praha-mesto.cz/%28cvvouk454exf1gmszo5zjmia%29/zdroj.aspx?typ=2&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;Id=79433&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;sh=-1015397439 available on-line]</ref>

''Even though politicians like to pride themselves on the numbers of newly planted trees or hectares of newly established urban greenery, this chart shows that in total natural land (forest, water, agricultural and other areas) has more or less stagnated, whereas the built-up area has increased significantly since 1990.''

4. Construction of suburban shopping centres occupies even more land, because roads and parking lots have to be built too. Traffic increases again. Research from EIA 2003-2009<ref name="nesehnuti" /> shows that

 

*72% of shopping centres in the Czech Republic have been built in the suburbs
*Buildings take up 30% of the construction lot, roads and parking lots 45%
*92% of parking areas have been designed as surface types, the rest as underground or internal
*One half of shopping centres have been built upon green fields, 10% of that land being firsty category agricultural soil intended to be built upon only in the most special cases.
*46% of shopping centres have had a negative effect on the landscape (soil degradation, tree cutting, endangering ecological stability etc)

5. Small, traditional retailers are threatened and see shopping centres as “unfair rivals”.

6. The design of new shopping centres often omits local urban patterns and so interrupts the landscape or even historical values. A study<ref>J. Temelová (2004): The Reflection of Globalization in non-housing estate in Prague after 1990. In M.Ouředníček: Social Goegraphy of the Prague Region. Charles University in Prague, 2006</ref> on this topic claims these factors:

* A trend towards globally active artists creating international images of cities has emerged and buildings are designed to show global success as a part of the marketing strategy of their owners. This means that the architecture is becoming rather unified, local specific customs are often omitted and so one can observe the same designs worldwide. Example images, both from abroad and Prague are shown to prove the theory:

[[Image:Downtown of Rio de Janeiro.jpg|326x326pixelů]]

Rio De Janeiro, Brazil 

[[Image:Toronto.jpg|300x300pixelů]]

Toronto, Canada

[[Soubor:Mrakodrapy v Praze 2018.jpg|300x300pixelů]]

Praha Pankrác, Czech Republic

[[Image:Villagecinemas cernymost.jpg|328x328pixelů]]

Entertainment centre Černý Most, Prague, Czech Republic

*New projects engage foreign investors, which is reflected in their names (Anděl Bussiness Center), in the similarity of financing (the developer designs the exterior whereas the interior composition is chosen by the client) and in construction similarity. A new type of construction occurs, it is the so-called groundscraper model. A groundscraper takes the american way (skyscraper) of construction but adjusts it to European conditions. It is a horizontal building fulfiling a whole block and besides offices it includes other functions - shopping, entertainment, food. The concept can be illustrated by these pictures:

[[Soubor:ÆON WAKAMATSU SHOPPING CENTER.jpg|300x300pixelů]]

Shopping centre Wakamatsu. Fukuoka, Japan

[[Image:Galerie Butovice.jpg|345x345pixelů]]

Galerie Butovice, Prague, Czech Republic

[[Image:Praha-letnany.jpg|259x259pixelů]]

Shopping centre Letňany, Prague, Czech Republic

[[Soubor:Praha, Chodov, Centrum Chodov a okolí.JPG|300x300pixelů]]Centrum Chodov, Prague, Czech Republic

*Suburban stores and shopping centres in particular express the rationality and purpose of machines of mass consumption and create the atmosphere of a placeless city

 

== Conflict ==

Civil society NGOs were probably the first to start complaining about retail construction as it has affected the direct surrounding of people’s homes. A good example is an NGO called Healthy Life founded in 1998 in the municipal district of Prague 10 in order to protest against the construction of Nákupní centrum EDEN (EDEN Shopping Centre), located close to the Slavia football ground. As the NGO’s website<ref>[http://nno.ecn.cz/index.stm?apc=nP2z1-161309&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;nocache=invalidate&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;sh_itm=d8f9c3fa1af9670e34fc21399469e5e6&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;add_disc=1&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;parent_id=2d04b53480894ea9832979b7bfb6972f available at Econet web]</ref> claims, this shopping centre was built despite the lack of necessary consent. This NGO and other bodies appealed against the Prague 10 council´s permission for the construction and even though the Supreme Court decided that the decision-making process had been wrong and must start again (and so the building permit was invalid), the investors started cutting trees and building an engineering network. Later on there was not enough power on the part of the opponents to stop the construction.

The most important arguments of Healthy Life were that the park, which lay on the building allotment was the only green land in a wide area and that the construction of a shopping centre would increase traffic and exacerbate air-pollution.

[[Soubor:Eden Shopping Development - geograph.org.uk - 255613.jpg|300x300pixelů]]The development of Eden Shopping Centre, Prague, Czech Republic

[[Soubor:Tesco headquarters Czech.jpg|300x300pixelů]]Eden shopping centre, Prague, Czech republic

Another example is the Pankrácké Pláně (Pankrác Plain) with ArkádyPankrác (a shopping centre), an area where skyscrapers have been built and a big discussion ensues about the threat of UNESCO punishment (because the skyscrapers might disrupt the city’s panorama). Again an NGO was founded and the dispute went on. Inhabitants always refer to the EIA process because it is their only legal option for joining in the discussion. They hope the EIA results might cause serious trouble for the investor, but all the previous cases show that this political/environmental instrument is not powerful enough to actually stop a whole project.

The media have supported  the fragmented civil societyefforts every now and then. Articles with these headlines, for example, have been published: “A stamp is enough to turn a park into a parking lot” (Ekonom, 9.1.2003) or “Arkády Pankrác is opening, other shopping centres struggle to survive”(ČT 24, 14.11.2008) or “Shopping centres are mounting up despite the crisis” (Profit.cz, 27.4.2009).

Politicians, important actors in the conflict, usually remain rather silent and not many explanations or quotations from them can be found. From the few comments made in the media I have assumed that their argumentation in favour of shopping centre construction is of a financial character, that is to say that the given district wants to profit from selling allotments and claims shopping centres are of local importance and raise the economic value of the area.

As for the developers, their role is quite simple – they act as businessmen looking for profit and don’t pay much attention to other aspects.

== Future development ==

The structure of Czech retailing has undergone a rapid evolution since 1989. The construction of new shops and commercial centres has been so massive that it has created an image of uncontrolled sprawl. The numbers say we have recently reached the European average level as concerns the area standard (square metres of shopping space per inhabitant), which undermines the worries of environmentalists – there is probably no over-construction if it’s the same as in the rest of Europe! Examples show, however, that the development dictated by investors without much planning restrictions from the higher political level has not always been successful. That means that over-construction has occurred and it has been reflected in lower incomes for investors, some shopping centres are even half-empty<ref>http://ekonomika.idnes.cz/prvni-nakupni-centrum-propadlo-bance-galerie-butovice-se-vratila-ing-1j4-/ekonomika.aspx?c=A100722_193302_ekonomika_vel</ref> and their owners struggle to come up with new marketing ideas such as turning the parking areas into paintball fields in order to attract back customers. <ref>http://ekonomika.idnes.cz/obchodnich-center-je-moc-hure-dostupna-skomiraji-f64-/ekonomika.aspx?c=A080727_211240_ekonomika_abr</ref> 

To conclude I will cite an up-to-date article from Lidové noviny (11.1.2011). Its headline is “The twilight of huge shopping centres” and points out that in 2011 no shopping centres will be opened (for the first time since 1990!) because the Czech Republic is saturated. This fact is a result of market self-regulation rather than urban and political planning, but it seems that the construction boom in shopping centres has hopefully ended together with the first decade of the millennium and therefore the future development should be pretty much calmer and slower. Current trends are toward to the establishment of retail in existing buildings (eg.high streets) instead of constructing massive complexes on green fields.

== Rising challenges ==

During the development of my case study I learned that the construction of shopping centres features more aspects than the ecological one I had been anxious about. Architects are concerned about design, small traders feel discriminated against, residents complain about traffic congestion…

The most worrying matter, however, is the lack of effective communication in the process preceding the construction itself. Starting with insufficient cooperation between administrative bodies through to the absence of specialist tuition (architects, environmentalists) and ending with limited options for participation by residents.

We face a number of challenges in this topic: Are the laws concerning the decision making process respected in the Czech Republic?; Do numerous shopping centres present a desirable way of development for the majority of people or is it only that the pressures of investors are stronger in the questions of land use? Do we apply enough control mechanisms to prevent corruption and ensure equal possibilities for the involvement of all affected parties?

== References ==
<references />

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[[Category:Case studies]]

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VCSEwiki:Case study development

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Admin: založena nová stránka s textem „ == What is a case study? == A detailed examination of a single particular issue, a case study represents a PRACTICAL contribution to the theme based on experience from more than readings. It is: "...'''a complex example''' which provides insight into the context of a problem as well as illustrating the main point."<ref>Fry H, Ketteridge S and Marshall S (1999) A Handbook for Teaching and Learning in Higher Education, Kogan Page, Glasgow, pp408</ref>…“

== What is a case study? ==
A detailed examination of a single particular issue, a case study represents a PRACTICAL contribution to the theme based on experience from more than readings. It is:

"...'''a complex example''' which provides insight into the context of a problem as well as illustrating the main point."<ref>Fry H, Ketteridge S and Marshall S (1999) A Handbook for Teaching and Learning in Higher Education, Kogan Page, Glasgow, pp408</ref>

"...based on topics that '''demonstrate''' theoretical '''concepts in an applied setting'''."<ref>Davis, C. & Wilcock, E. (2003) Teaching Materials Using Case Studies. The UK Centre for Materials Education. Available from http://www.materials.ac.uk/guides/casestudies.asp</ref>

...investigation of a case study is driven by an interest in '''indivudual''' cases, not by the methods of inquiry, as it "...focuses on a '''single''' actor, single enterprise, etc., usually under natural conditions so as to understand it (a bounded system in its natural habitat)"<ref name="multiple">Dillon, J., & Reid, A. (2004). Issues in case-study methodology in investigating environmental and sustainability issues in higher education: towards a problem-based approach? Environmental Education Research, 10(1), 23–37.</ref>

...case studies allow an investigation into what works and what does not <ref name="Corcoran">Corcoran, P. B., Walker, K. E., & Wals, A. E. (2004). Case studies, make-your-case studies, and case stories: a critique of case-study methodology in sustainability in higher education. Environmental Education Research, 10(1), 7–21.</ref>

But it should gather evidence so that it is accessible for subsequent critical assessment (a case study is sometimes conceptualized as a '''form of research''' or its preliminary stage)!
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== Types of case studies<ref name="multiple" /> ==

* '''Intrinsic''' – a case study undertaken by an individual who wants to better understand a particular case - the case does not represent other cases (driven by interest in particular)
* '''Instrumental''' – provides insight into an issue to better understand its principles (driven by interest in theory)
* '''Collective''' – a number of cases studied jointly to inquire into some issue, helps theorizing about a larger collection of cases – the basis for naturalistic generalization <ref name="multiple" />
* but some of the case studies may present special activities or endeavors with innovative potential so that they can not be subsumed under some existing conceptual framework!
* on the other hand, it is suspected that they may also to be used as a corruptive agent – providing non-reproducible data or information that might demonstrate non-existing qualities - see [[criticism of the case study method]] with regard to its validity and reliability.

== Writing a case study <ref name="Corcoran" /> ==
In order to write a good case study, you should:

* choose a local issue with a global dimension and describe it
* try to express the nature of the case
* find out information about its historical background
* illustrate the physical setting
* describe the context (cultural, legal, economic, political, aesthetic, as appropriate)
* find out about other cases through which the case could be recognized

The [[Writing manual|writing process]] is similar to any other academic discourse - please follow the [[Blank page|instructions]].

=== Remember ===

* there should be a clear purpose to the case study and the study should address it - case study writing is not simply a description of the situation
* it is important that all of the actors that represent all potentially diverging interests are involved in the case study and their role is explained
* it should be explained how the case study could be useful for situations outside its context because...
* ...your case study will be displayed as an "example of your work" in the [[2010/2011 student case studies]] and serve as a model for the next intake of students.

=== Use of case studies ===

* instrumental – lead to prescriptive guidelines, criteria and norms
* emancipatory – provide ideas, suggestions and imagery that sensitize outsiders (process oriented use)

If you want to learn more, you might explore the resources and links we have provided you with.

== Example ==
[[New Zealand 2010: Mining in Schedule 4 Conflict]] (a case study from spring 2010) - the text is available in the history of the page showing the different stages of the writing process and a summary of the revision is also provided.

== Case study assessment ==
Case studies are written with particular (specific) goals: to demonstrate some feature of a concrete example and to make the experience transferable to different contexts. A good case study fulfills the goals for which it has been written.

* Assessment by teachers: general criteria see in the [[Rubric for assessment of the text]].
* Assessment in the [[Peer review|peer review process]] - similar criteria used by students are included in the [[Peer review form for case studies|peer review form]].

== References ==
<references />

=== Other resources (some are for teachers and some are for students :-)) ===

* [http://www.schreyerinstitute.psu.edu/pdf/CaseWritingGuide.pdf Case Writing Guide]. ''Schreyer Institute for Teaching Excellence''. Outlines a step-by-step process and provides in-depth guidance on how to organize and present information in a case study format.
* [http://writing.colostate.edu/guides/research/casestudy/ Writing Guide:Case Studies]. ''Colorado State University''. Excellent and very detailed explanations of case studies and how to write them. For '''students!!'''
* [http://www.monash.edu.au/lls/llonline/quickrefs/27-case-study.xml An Approach to Case Study Writing]. ''Monash University, Australia''. This Australian university resource also provides a huge range of other advice on how develop your skills to make the most of your university education. For '''students!!'''
* '''Active Learning – Case-Based Learning''': http://cte.umdnj.edu/active_learning/active_case.cfm
* The Case Method of Teaching Science http://ublib.buffalo.edu/libraries/projects/cases/teaching/teaching.html
* Teaching Materials Using Case Studies http://www.materials.ac.uk/guides/casestudies.asp
* Teaching Strategies: Case-based Teaching http://www.crlt.umich.edu/tstrategies/tscbt.html

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Student Area

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This is the introductory page of the Student area of the VCSE Wiki. Check the Knowledge base for the courses you are involved in.
__NOTOC__
== Knowledge base for (online) courses==
'''[[Sustainable Regional Development case studies]]''' - regional SD issues (highlighted social capital point of view)
*[[Sustainable tourism in Šumava national park]] - participatory design of sustainable tourism indicators in [https://en.wikipedia.org/wiki/Bohemian_Forest Bohemian Forest] region for 2016/17 [http://evssd.eu/elgg/ EVS course]
'''[[Globalisation case studies]]''' - global problems in a regional context, case studies from different parts of the world.

===Write your own case study!===
Would you like to share your experiences from around the world? You can use this writing assistant in developing your text...
*[[Case study development]]
*[[Blank page|Structure of the page]] template with relevant instructions
*[[Reading manual]]
*[[Writing manual]]

== Outcomes from the past courses ==
*'''[[Summer school 2012|Actor analysis in North Bohemia region]]''' - 2012 summer school in Hora Svaté Kateřiny
*'''[[Globalization and Sustainable Development 2012/2013|Globalisation and Sustainable Development]]''' - Charles University & Leuphana University of Lüneburg within the 2012/2013 [http://www.czp.cuni.cz/ispos/ ISPoS Program]
*'''[[Black Triangle case study]]''' - resources for 2014/15 EVS course
**Surrounding region in the Czech Republic: [[Knowledge base for Ore Mountains case study|Ore Mountains case study]]
*[[VCSE Archive]] - older materials

==Financing==
Teaching/learning program is currently financed from the project EHP-CZ07-ICP-2-3202015 from the EEA/NRW Grants scholarship program.

In past, following funders supported development of study materials: GA14-36005S of the Grant Agency CR; TD020400 of the Technology Agency CR; the ESF program "Investments in Education Development", project [http://mosur.czp.cuni.cz MOSUR] and from the project [http://www.czp.cuni.cz/ispos/ ISPoS] of "Deutsche Bundesstiftung Umwelt"

{{Licence cc|Jana Dlouhá, Andrew Barton, Jiří Dlouhý}}

Student Area

2025-01-16T12:35:44Z

Admin: /* Knowledge base for (online) courses */

This is the introductory page of the Student area of the VCSE Wiki. Check the Knowledge base for the courses you are involved in.
__NOTOC__
== Knowledge base for (online) courses==
'''[[Sustainable Regional Development case studies]]''' - regional SD issues (highlighted social capital point of view)
*[[Sustainable tourism in Šumava national park]] - participatory design of sustainable tourism indicators in [https://en.wikipedia.org/wiki/Bohemian_Forest Bohemian Forest] region for 2016/17 [http://evssd.eu/elgg/ EVS course]
'''[[Globalisation Case Studies]]''' - global problems in a regional context, case studies from different parts of the world.

===Write your own case study!===
Would you like to share your experiences from around the world? You can use this writing assistant in developing your text...
*[[Case study development]]
*[[Blank page|Structure of the page]] template with relevant instructions
*[[Reading manual]]
*[[Writing manual]]

== Outcomes from the past courses ==
*'''[[Summer school 2012|Actor analysis in North Bohemia region]]''' - 2012 summer school in Hora Svaté Kateřiny
*'''[[Globalization and Sustainable Development 2012/2013|Globalisation and Sustainable Development]]''' - Charles University & Leuphana University of Lüneburg within the 2012/2013 [http://www.czp.cuni.cz/ispos/ ISPoS Program]
*'''[[Black Triangle case study]]''' - resources for 2014/15 EVS course
**Surrounding region in the Czech Republic: [[Knowledge base for Ore Mountains case study|Ore Mountains case study]]
*[[VCSE Archive]] - older materials

==Financing==
Teaching/learning program is currently financed from the project EHP-CZ07-ICP-2-3202015 from the EEA/NRW Grants scholarship program.

In past, following funders supported development of study materials: GA14-36005S of the Grant Agency CR; TD020400 of the Technology Agency CR; the ESF program "Investments in Education Development", project [http://mosur.czp.cuni.cz MOSUR] and from the project [http://www.czp.cuni.cz/ispos/ ISPoS] of "Deutsche Bundesstiftung Umwelt"

{{Licence cc|Jana Dlouhá, Andrew Barton, Jiří Dlouhý}}

Student Area

2025-01-16T12:35:18Z

Admin: založena nová stránka s textem „This is the introductory page of the Student area of the VCSE Wiki. Check the Knowledge base for the courses you are involved in. __NOTOC__ == Knowledge base for (online) courses== '''Sustainable Regional Development case studies''' - regional SD issues (highlighted social capital point of view) *Sustainable tourism in Šumava national park - participatory design of sustainable tourism indicators in [https://en.wikipedia.org/wiki/Bohemian_Fore…“

This is the introductory page of the Student area of the VCSE Wiki. Check the Knowledge base for the courses you are involved in.
__NOTOC__
== Knowledge base for (online) courses==
'''[[Sustainable Regional Development case studies]]''' - regional SD issues (highlighted social capital point of view)
*[[Sustainable tourism in Šumava national park]] - participatory design of sustainable tourism indicators in [https://en.wikipedia.org/wiki/Bohemian_Forest Bohemian Forest] region for 2016/17 [http://evssd.eu/elgg/ EVS course]
'''[[Globalization Case Studies]]''' - global problems in a regional context, case studies from different parts of the world.

===Write your own case study!===
Would you like to share your experiences from around the world? You can use this writing assistant in developing your text...
*[[Case study development]]
*[[Blank page|Structure of the page]] template with relevant instructions
*[[Reading manual]]
*[[Writing manual]]

== Outcomes from the past courses ==
*'''[[Summer school 2012|Actor analysis in North Bohemia region]]''' - 2012 summer school in Hora Svaté Kateřiny
*'''[[Globalization and Sustainable Development 2012/2013|Globalisation and Sustainable Development]]''' - Charles University & Leuphana University of Lüneburg within the 2012/2013 [http://www.czp.cuni.cz/ispos/ ISPoS Program]
*'''[[Black Triangle case study]]''' - resources for 2014/15 EVS course
**Surrounding region in the Czech Republic: [[Knowledge base for Ore Mountains case study|Ore Mountains case study]]
*[[VCSE Archive]] - older materials

==Financing==
Teaching/learning program is currently financed from the project EHP-CZ07-ICP-2-3202015 from the EEA/NRW Grants scholarship program.

In past, following funders supported development of study materials: GA14-36005S of the Grant Agency CR; TD020400 of the Technology Agency CR; the ESF program "Investments in Education Development", project [http://mosur.czp.cuni.cz MOSUR] and from the project [http://www.czp.cuni.cz/ispos/ ISPoS] of "Deutsche Bundesstiftung Umwelt"

{{Licence cc|Jana Dlouhá, Andrew Barton, Jiří Dlouhý}}

Kategorie:VCSE Guidebook

2025-01-16T12:33:46Z

Admin: založena nová stránka s textem „Category:Textbooks“

[[Category:Textbooks]]

VCSE Guidebook/Introduction/The VCSE Network of Experts

2025-01-16T12:33:04Z

Admin: založena nová stránka s textem „== The VCSE Networks of Experts == *Eftichios S. Sartzetakis *Benjamin Karatzoglou *Sophia Gregou *Erato Kostopoulou *Rietje van Dam-Mieras *Joseph Leinders *Ron Cörver *Joop de Kraker *Friedrich M. Zimmermann *Filippina Risopoulos *Susanne Janschitz *Gerald Steiner *Judith Pizzera *Johanna Ehetreiber *Elisabeth Görsdorf *El…“

== The VCSE Networks of Experts ==

*[[Eftichios S. Sartzetakis]]
*[[Teachers:Benjamin Karatzoglou|Benjamin Karatzoglou]]
*[[Sophia Gregou]]
*[[Erato Kostopoulou]]
*[[Rietje van Dam-Mieras]]
*[[Joseph Leinders]]
*[[Ron Cörver]]
*[[Joop de Kraker]]
*[[Teachers:Friedrich M. Zimmermann|Friedrich M. Zimmermann]]
*[[Filippina Risopoulos]]
*[[Susanne Janschitz]]
*[[Gerald Steiner]]
*[[Judith Pizzera]]
*[[Johanna Ehetreiber]]
*[[Elisabeth Görsdorf ]]
*[[Elisabeth Suklje]]
*[[Gerd Michelsen]]
*[[Matthias Barth]]
*[[Simon Burandt]]
*[[Jiří Dlouhý]]
*[[Jana Dlouhá ]]
*[[Laura Macháčková Henderson]]
*[[Martin Zahradník]]

[[Category:VCSE Guidebook]]

VCSE Guidebook/Introduction/The VCSE Network’s Vision and Mission for the Future

2025-01-16T12:32:36Z

Admin: založena nová stránka s textem „== 1.4. The VCSE Network’s Vision and Mission for the Future == The VCSE-partners during the materialization of the VCSE – eLearning Project have jointly formulated the vision of the VCSE Network, as follows: {| cellspacing="0" cellpadding="0" border="1" | === VCSE Vision === ''"Our vision is to be part of the global debate and at the cutting edge of learning for sustainability achieving a knowledge-based future society for a sustainable Europe…“

== 1.4. The VCSE Network’s Vision and Mission for the Future ==

The VCSE-partners during the materialization of the VCSE – eLearning Project have jointly formulated the vision of the VCSE Network, as follows:

{| cellspacing="0" cellpadding="0" border="1"
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=== VCSE Vision ===

''"Our vision is to be part of the global debate and at the cutting edge of learning for sustainability achieving a knowledge-based future society for a sustainable Europe".
''
|}

Thus, the VCSE-partners acknowledge and share a common VCSE mission for the future, which is also addressed to all new VCSE members:

{|
|
{| cellspacing="0" cellpadding="0" border="1"
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=== VCSE Mission ===

''"Our mission is to empower students and society across Europe to cope with global challenges by promoting learning for sustainability.
''

''This will be achieved through collaboration among European Universities and local/regional stakeholders to share best practices in our delivery of innovative, intercultural, multidisciplinary e-learning courses".''
|}

Our greatest ambition is that the VCSE Network will expand further, in order to master the technical and thematic know-how both on e-learning and sustainable education and to acquire the financial capacity and the power of decision to proceed with the establishment of a world-wide Virtual Campus for Sustainability.

[[Category:VCSE Guidebook]]

VCSE Guidebook/Introduction/The VCSE-partners

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Admin: založena nová stránka s textem „==1.3. The VCSE-partners== *The University of Macedonia *Open University of the Netherlands, School of Science *University of Graz, Institute of Geography and Regional Science *Leuphana University of Lüneburg, Institute for Environmental and Sustainability Communication *Charles University in Prague, Charles University Environment Center Category:VCSE Guidebook“

==1.3. The VCSE-partners==

*[[The University of Macedonia]]
*[[Open University of the Netherlands, School of Science]]
*[[University of Graz, Institute of Geography and Regional Science]]
*[[Leuphana University of Lüneburg, Institute for Environmental and Sustainability Communication]]
*[[Charles University in Prague, Charles University Environment Center]]

[[Category:VCSE Guidebook]]

VCSE Guidebook/Introduction/The VCSE Project: main goals and objectives

2025-01-16T12:31:51Z

Admin: založena nová stránka s textem „==1.2. The VCSE Project: main goals and objectives== The “Virtual Campus for a Sustainable Europe” tackles the need to address the complex process of integrating principles of sustainable development at the different levels and areas of policy in line with the EU Sustainable Development Strategy. There is a real need to engage with current and future decision-makers and opinion-creators in order to develop and implement effective strategies for m…“

==1.2. The VCSE Project: main goals and objectives==

The “Virtual Campus for a Sustainable Europe” tackles the need to address the complex process of integrating principles of sustainable development at the different levels and areas of policy in line with the EU Sustainable Development Strategy. There is a real need to engage with current and future decision-makers and opinion-creators in order to develop and implement effective strategies for mainstreaming sustainable development principles in policy. Higher Education Institutes are well placed to contribute to this process of engagement. The Virtual Campus for a Sustainable Europe makes the most of information and communication technologies to provide tools for the mainstreaming process.

The overall goal of the VCSE project is to contribute to building a knowledge based society for a sustainable Europe.

By developing an educational model, VCSE will contribute to the mainstreaming of sustainable development principles in multiple sectors.

The educational model created by the project
* is flexible in meeting the needs of national contexts while being a relevant model for universities across Europe
* engages relevant actors from academic, governmental and non-governmental sectors in discussion on how to most effectively implement sustainable development principles.

The “Virtual Campus for a Sustainable Europe” project successfully inter-relates the complex issue of sustainable development education at a European level with the use of ICT technologies and tools, by implementing a multi-dimensional approach that is addressed to both the academic community and the local/regional actors and decision-makers. An already existing successful VSCE-model is offered for free-trial and “test-it-yourself” demonstration -in addition to technical support and an optional open source e-learning platform- to any interested party via the extensive and prestigious national, European and international VCSE-partners’ network.

[[Category:VCSE Guidebook]]

VCSE Guidebook/Introduction/Why e-learning for sustainable development in the first place?

2025-01-16T12:31:29Z

Admin: založena nová stránka s textem „==1.1. Why e-learning for sustainable development in the first place?== Problems of sustainable development are typically complex and perspectives on the nature and solution of these problems are likely to vary with national, cultural and disciplinary backgrounds. Trans-boundary competence, the ability to communicate and collaborate across the boundaries of a nation, culture and discipline, is therefore an essential competence for sustainable develo…“

==1.1. Why e-learning for sustainable development in the first place?==

Problems of sustainable development are typically complex and perspectives on the nature and solution of these problems are likely to vary with national, cultural and disciplinary backgrounds. Trans-boundary competence, the ability to communicate and collaborate across the boundaries of a nation, culture and discipline, is therefore an essential competence for sustainable development. Thus, virtual collaborative learning is an excellent learning environment to develop such trans-boundary abilities, as the participants experience differences in perspective in a very direct way and have to come to a joint solution of the problem.

A number of first attempts in setting up e-learning seminars or virtual campuses on sustainable development issues have been reported at the European level. We would like to mention the following:
* “Virtual Copernicus Campus” (VCC) - eLearning 2004 Project, was the first attempt of the VCSE partners to build up a virtual campus on sustainability at a European level. In the current “Virtual Campus for a Sustainable Europe” (VCSE) – eLearning 2006 Project, they have proceeded one step further by sharing their acquired know-how and expertise not only with other academic institutes, but with local stakeholders and decision-makers as well.
* [http://www.ou.nl/evs European Virtual Seminar on Sustainable Development (EVS)], Open University of the Netherlands (since 2001) : The aim of the EVS is to foster an international, multidisciplinary dialogue on sustainable development among students from all over Europe by using modern ICT and the internet.
* [http://supprem.unige.ch/ wSUPPREM: a Virtual Campus about Sustainable Development and Environmental Management has been developed at the CUEH] (Interfaculty Centre of the University of Geneva) during the last 5 years. At the European level, SUPPREM is part of the campus e-LERU developed by the [http://www.leru.org/ League of European Research Universities (LERU)] to set up a common virtual campus enabling each partner university to offer its students high quality virtual mobility as a complement to physical mobility.
* [http://www.pasdel.eu/ PASDEL (PrActising Sustainable Development through E-Learning)] – Leonardo Da Vinci Project (2005-2008) brings together 10 partners from 7 European countries to build e-courses in four European languages (Czech, French, Polish and Romanian) and is supported by local authorities, national ministries and private companies.

[[Category:VCSE Guidebook]]

VCSE Guidebook/Introduction

2025-01-16T12:31:07Z

Admin: založena nová stránka s textem „== 1. Introduction == ''Dr. Sophia Gregou, Dr. Venos Karatzoglou and Associate Professor Eftichios Sartzetakis, University of Macedonia, Greece'' The ''“Virtual Campus for a Sustainable Europe” (VCSE)'' Project, co-financed under the eLearning 2006 Programme (2007-2009), comprises an innovative Virtual Campus of Higher Academic Institutes, which surpasses the gates of academia and invites relevant societal actors…“

== 1. Introduction ==
''Dr. [[Sophia Gregou]], Dr. Venos Karatzoglou and [[Eftichios S. Sartzetakis|Associate Professor Eftichios Sartzetakis]], University of Macedonia, Greece''

The ''“Virtual Campus for a Sustainable Europe” (VCSE)'' Project, co-financed under the eLearning 2006 Programme (2007-2009), comprises an innovative Virtual Campus of Higher Academic Institutes, which surpasses the gates of academia and invites relevant societal actors in a public dialogue on how “e-learning” may serve as a new, inter-disciplinary and intercultural instrument in dealing with the particularly complex issue of sustainable development at a European level.

The VCSE-partners - the University of Macedonia (GR), the Open University of the Netherlands (NL), the University of Graz (AT), the University of Lüneburg (DE), the Charles University in Prague (CZ)- have joint their extensive know-how and comprehensive technical expertise in order to promote the practice of “e-learning” for sustainability issues to a wider audience among other European Higher Academic Institutes, stakeholders and decision-makers.

The compilation of the current “Virtual Campus for a Sustainable Europe” Best Practice Guide goes well beyond a "due to deliver" task in the context of the eLearning Program. It aims to provide a day-to-day diary of the VCSE Project (2007-2009), presenting the experiences of the VCSE-partners during the setting up and the running of the virtual campus, its expansion to new VCSE members, the opening-up to local/regional actors and decision-makers, as well as further ideas and views about the future of the VCSE Virtual Campus. Thus, it consists of “lessons learned” concerning the best practices that bear the desired results as well as the weaknesses that taught us what we could have done better or the things that we have improved during the actual running phase of the VCSE Virtual Campus.

However, the VCSE Best Practice Guide does not have the intention to “reinvent the wheel” by presenting an extensive compilation of best practices relevant to European Virtual Campuses, since excellent reference material already exists. It is worth mentioning the:

* [http://145.20.178.4/Portals/0/documents/The_Guide_to_Virtual_Mobility.pdf|the ''Guide to Virtual Mobility'' as a result of the EADTU Annual Conference 2007, 8-9 November, Lisbon, Portugal];
* [http://www.easy-elearning.net/report_home.php|the EASY report ''“A European Study to monitor e-learning development processes: The On line Campuses and the needs of University Students”'' in the framework of the EASY Project-eLearning Project (2005-2007)] ;
* [http://www.venus-seminars.net/?q=node/59 |the ''Virtual Seminars: Creating opportunities for universities'' in the framework of VENUS-eLearning Project (2006-2007)] ;
* [http://reve.europace.org/drupal/|the Virtual Mobility Manual - How to teach internationally from your own desk? in the framework of REVE - Real Virtual Erasmus Project (2006)] ,
* [http://www.europace.org/articles%20and%20reports/Being%20Mobile%20Manual%20-%20Internet%20version.pdf|the ''European cooperation in education through Virtual Mobility - a best-practice manual in the framework'' of Being Mobile – Socrates Project (2005)] .
* [http://ehlee.utu.fi/Introduction_TOC.pdf|the ''e-Learning History: Evaluating European Experiences'' in the framework of the eHLEE-eLearning Project (2004-2006)] .

We hope that the present manual will become a useful and "handy" guide to other academic institutions that will decide to undertake a similar project, as well as a source of motivation during the course of their actions. The VCSE Network remains at the disposal of all interested institutes, to offer its know-how for the purpose of the promotion and further dissemination of the e-learning for sustainability, aiming at the conversion of the concept of sustainable development into praxis.

* 1.1. [[/Why e-learning for sustainable development in the first place?/]]
* 1.2. [[/The VCSE Project: main goals and objectives/]]
* 1.3. [[/The VCSE-partners/]]
* 1.4. [[/The VCSE Network’s Vision and Mission for the Future/]]
* 1.5. [[/The VCSE Network of Experts/]]

[[Category:VCSE Guidebook]]

Message by VCSE Project Manager

2025-01-16T12:30:36Z

Admin: založena nová stránka s textem „{| cellspacing="0" cellpadding="0" border="1" | '''Our biggest challenge in this new century is to take an idea that seems abstract "sustainable development" and turn it into a reality for all the world's people.''' '' Kofi Annan, Secretary General of the United Nations, March 2001'' |} Struck by successive food, energy, financial and environmental crises, our economies are now threatened by recession, unemployment, and poverty aggravation, whi…“

{| cellspacing="0" cellpadding="0" border="1"
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'''Our biggest challenge in this new century is to take an idea that seems abstract "sustainable development" and turn it into a reality for all the world's people.'''

'' Kofi Annan, Secretary General of the United Nations, March 2001''
|}

Struck by successive food, energy, financial and environmental crises, our economies are now threatened by recession, unemployment, and poverty aggravation, while the cohesion of our societies and the health of our environment are in danger. The culminating global financial crisis, combined with the ongoing environmental crisis, makes painfully clear that the economic and social development model we have adopted in recent decades comes at an extraordinarily high social and environmental cost. Today, more than ever, we need to shift the focus to the real economy, the people and our environment. The European Union is playing a leading role in promoting a more sustainable way of doing business. The successful transition to a sustainable development model requires the active involvement and participation of the public, which in turn presupposes well-informed citizens. Academic Institutions can play an important role in transferring accurate and reliable information on all aspects of the complex issue of sustainable development as well as in initiating and coordinating the dialog among the various key players.

The “Virtual Campus for a Sustainable Europe” (VCSE) Project aspires to contribute to the promotion of sustainability by developing a network of European Universities that delivers formal academic courses on various aspects of sustainable development and involves the relevant stakeholders in a public dialog. By bringing together specialists in different scientific areas from different European countries, VCSE has the capacity to serve as a platform providing the interdisciplinary and intercultural knowledge and experience required to understand sustainability at the European level. The most important aspect of VCSE is that it uses an e-learning platform in order to deliver its actions. The use of an e-learning platform is best suited for a network on sustainability since it achieves the highest level of participation at the minimum cost for the environment.

We consider our experience in working on the development of the VCSE as extremely positive and very fruitful. Over the past two years we were able to strengthen the ties and improve the understanding among the five VCSE-partners, advance the educational material we offer, enhance our actions at the local and regional level and enlarge our partnership. Considering all the benefits and costs of our venture, we warmly suggest to other Institutions to either join our Virtual Campus, or to undertake similar initiatives. The Best Practice Guide at hand is an attempt to present our experience over the past two years in a comprehensive way so as to either assist other Institutions in making the decision to join our partnership or help them in pursuing similar activities.

The road that led us to the completion of the VCSE project was not always easy and that is what gives additional importance to the success of our efforts. There are many people that have contributed to the achievement of our ambitious goals and I would like to thank all of them.

In particular I would like to thank:

*The Education, Audiovisual & Culture Executive Agency that provided us with the necessary financial support throughout the eLearning programme.

*Our external evaluators, Prof. Wim van Petegem, Head of the Centre for Audio-visual and New Educational Technologies at Leuven University, Belgium and Prof. William Scott, Director of Centre for Research in Education and the Environment (CREE), University of Bath, UK, who did an excellent job in providing us with valuable comments and suggestions.

*All the participants in the VCSE Best Practice Guidebook Workshop (21-22/10/2008,Thessaloniki-Greece) for their constructive feedback, as well as the co-referees who gave an intensive insight in their experience in that field ([http://www.vcse.eu/fileadmin/upload/downloads/Final_Agenda_VCSE_BPGW_21-22_10_2008.pdf |http://www.vcse.eu/fileadmin/upload/downloads/Final_Agenda_VCSE_BPGW_21-22_10_2008.pdf ]).

*Last but not least, I would like to thank Dr. Sophia Gregou who did an excellent job in coordinating the actions of all partners. The management of this project would not have been possible without her relentless and very efficient efforts.

Closing, I would like to reafirm our commitment to continue our efforts and I am certain that our partnership will not only be further enlarged but also that each partner will be able to have an important contribution at the regional and local level.

Eftichios Sartzetakis

Associate Professor of Environmental Economics,

University of Macedonia, Greece

[[Category:VCSE Guidebook]]

VCSE Guidebook

2025-01-16T12:30:12Z

Admin: založena nová stránka s textem „Message by VCSE Project Manager *1. /Introduction/ *2. /How to organize and implement a Virtual Campus for a Sustainable Europe/ *3. /Strategies for developing and running e-courses for the VCSE/ *4. /Enlargement of the Virtual Campus for a Sustainable Europe/ *5. /How to promote the VCSE-model/ *6. /Creating regional (e-)learning networks/ *7. /Conclusions/ Category:VCSE Guidebook“

[[Message by VCSE Project Manager]]

*1. [[/Introduction/]]

*2. [[/How to organize and implement a Virtual Campus for a Sustainable Europe/]]

*3. [[/Strategies for developing and running e-courses for the VCSE/]]

*4. [[/Enlargement of the Virtual Campus for a Sustainable Europe/]]

*5. [[/How to promote the VCSE-model/]]

*6. [[/Creating regional (e-)learning networks/]]

*7. [[/Conclusions/]]

[[Category:VCSE Guidebook]]

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Portál:VCSEWiki/Editors

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Admin: založena nová stránka s textem „In preparation“

In preparation

Portál:VCSEWiki/Help

2025-01-16T12:18:32Z

Admin: založena nová stránka s textem „Would you like to share your experiences from around the world? You can use this writing assistant in developing your text... Case study development - Structure of the page template with relevant instructions - Reading manual - Writing -manual - Technical help“

Would you like to share your experiences from around the world? You can use this writing assistant in developing your text...

[[VCSEWiki:Case study development|Case study development]] - [[VCSEWiki:Blank page|Structure of the page]] template with relevant instructions - [[VCSEWiki:Reading manual|Reading manual]] - [[VCSEWiki:Writing manual|Writing -manual]] - [[Help:Technical help|Technical help]]

Portál:VCSEWiki/Student Space

2025-01-16T12:18:04Z

Admin: založena nová stránka s textem „Student Area“

[[Student Area]]

Portál:VCSEWiki/Resources and References

2025-01-16T12:17:39Z

Admin: založena nová stránka s textem „VCSE Best Practice Guidebook - [http://www.czp.cuni.cz/knihovna/SD_Case_Studies.pdf Exploring regional sustainable development issues] - [http://www.czp.cuni.cz/knihovna/Multi-Actor_Learning_FINAL.pdf Multi-Actor Learning for Regional SD]“

[[VCSE Guidebook|VCSE Best Practice Guidebook]] - [http://www.czp.cuni.cz/knihovna/SD_Case_Studies.pdf Exploring regional sustainable development issues] - [http://www.czp.cuni.cz/knihovna/Multi-Actor_Learning_FINAL.pdf Multi-Actor Learning for Regional SD]