natgillin/translations-raw huggingface dataset:
– ob upoštevanju Direktive 2007/65/ES Evropskega parlamenta in Sveta z dne 11. decembra 2007 o spremembi Direktive Sveta 89/552/EGS o usklajevanju nekaterih zakonov in drugih predpisov držav članic o opravljanju dejavnosti razširjanja televizijskih programov
– having regard to Directive 2007/65/EC of the European Parliament and of the Council of 11 December 2007 amending Council Directive 89/552/EEC on the coordination of certain provisions laid down by law, regulation or administrative action in Member States concerning the pursuit of television broadcasting activities
UL L 332 z dne 18.12.07, str.
OJ L 332, 18.12.2007, p.
27 . , zlasti njenega člena 26 in uvodne izjave 37 Direktive 89/552/EGS (direktiva o avdiovizualnih medijskih storitvah),
27. , and in particular to recital 37 and Article 26 of Directive 89/552/EEC (Audiovisual Media Services Directive),
– ob upoštevanju Sklepa št. 854/2005/ES Evropskega parlamenta in Sveta z dne 11. maja 2005 o uvedbi večletnega programa Skupnosti za spodbujanje varnejše uporabe interneta in novih spletnih tehnologij
– having regard to Decision No 854/2005/EC of the European Parliament and of the Council of 11 May 2005 establishing a multiannual Community Programme on promoting safer use of the Internet and new online technologies
UL L 149 z dne 11.6.2005, str.
OJ L 149, 11.6.2005, p.
– ob upoštevanju Sklepa Evropskega parlamenta in Sveta št. 1718/2006/ES z dne 15. novembra 2006 o izvajanju podpornega programa za evropski avdiovizualni sektor (MEDIA 2007)
– having regard to Decision No 1718/2006/EC of the European Parliament and of the Council of 15 November 2006 concerning the implementation of a programme of support for the European audiovisual sector (MEDIA 2007)
UL L 327 z dne 24.11.2006, str.
OJ L 327, 24.11.2006, p.
– ob upoštevanju priporočila Evropskega parlamenta in Sveta z dne 20. decembra 2006 o varstvu mladoletnikov in človeškega dostojanstva ter o pravici do odgovora v zvezi s konkurenčnostjo evropske avdiovizualne industrije in industrije spletnih informacijskih storitev (2006/952/ES)
– having regard to the Recommendation of the European Parliament and of the Council of 20 December 2006 on the protection of minors and human dignity and on the right of reply in relation to the competitiveness of the European audiovisual and on-line information services industry (2006/952/EC)
UL L 378 z dne 27.12.2006, str.
OJ L 378, 27.12.2006, p.
– ob upoštevanju priporočila Evropskega parlamenta in Sveta št. 2006/962/ES z dne 18. decembra 2006 o ključnih kompetencah za vseživljenjsko učenje
– having regard to the Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC)
UL L 394 z dne 30.12.2006, str.
OJ L 394, 30.12.2006, p.
– ob upoštevanju sporočila Komisije z dne 20. decembra 2007 o evropskem pristopu k medijski pismenosti v digitalnem okolju ( KOM(2007)0833 ),
– having regard to the Commission communication of 20 December 2007 entitled ‘A European approach to media literacy in the digital environment’ ( COM(2007)0833 ),
– ob upoštevanju delovnega dokumenta služb Komisije o pluralnosti medijev v državah članicah Evropske unije ( SEC(2007)0032 ),
– having regard to the Commission staff working document entitled ‘Media pluralism in the Member States of the European Union’ ( SEC(2007)0032 ),
– ob upoštevanju sporočila Komisije z dne 1. junija 2005 o programu i2010 in evropski informacijski družbi za rast in zaposlovanje ( KOM(2005)0229 ),
– having regard to the Commission communication of 1 June 2005 entitled ‘i2010 – A European Information Society for growth and employment’( COM(2005)0229 ),
UL C 25 E z dne 29.1.2004, str.
OJ C 25 E, 29.1.2004, p.
– ob upoštevanju svoje resolucije z dne 6. septembra 2005 o televiziji brez meja
– having regard to its resolution of 6 September 2005 on ‘Television without Frontiers’
– ob upoštevanju svoje resolucije z dne 27. aprila 2006 o prehodu z analogne na digitalno radiodifuzijo kot priložnosti za evropsko avdiovizualno politiko in kulturno raznolikost
– having regard to its resolution of 27 April 2006 on the transition from analogue to digital broadcasting: an opportunity for European audiovisual policy and cultural diversity?
UL C 296 E z dne 6.12.2006, str.
OJ C 296 E, 6.12.2006, p.
– ob upoštevanju sklepov Sveta z dne 22. maja 2008 o medkulturnih zmožnostih
– having regard to the Council conclusions of 22 May 2008 on intercultural competences and in particular a European approach to media literacy in the digital environment
– ob upoštevanju grünwaldske deklaracije Unesca o medijskem izobraževanju iz leta 1982,
– having regard to the 1982 UNESCO Grünwald Declaration on Media Education,
– ob upoštevanju pariškega načrta Unesca iz leta 2007 z dvanajstimi priporočili za medijsko vzgojo,
– having regard to the 2007 UNESCO Paris Agenda — twelve recommendations for media education,
– ob upoštevanju priporočila odbora ministrov pri Svetu Evrope (Rec(2006)12) državam članicam o krepitvi vloge otrok v novem informacijskem in komunikacijskem okolju,
– having regard to Council of Europe Recommendation Rec(2006)0012 of the Committee of Ministers to member states on empowering children in the new information and communications environment,
– ob upoštevanju poročila odbora za kulturo in izobraževanje ( A6-0461/2008 ),
– having regard to the report of the Committee on Culture and Education ( A6‑0461/2008 ),
A. ker so mediji vtkani v politiko in družbeni vsakdan; ker lahko visoka koncentracija medijev ogrozi medijski pluralizem, zaradi česar je medijska pismenost pomemben del politične kulture in dejavne soudeležbe državljanov Unije,
A. whereas the media make themselves felt in politics and the day-to-day life of society; whereas a high degree of media concentration can endanger media pluralism; and whereas media literacy is therefore central to political culture and active participation by Union citizens,
B. ker med raznimi mediji, avdiovizualnimi ali tiskanimi, klasičnimi in digitalnimi, ni jasne meje se različne vrste medijev v tehničnem in vsebinskem pogledu zbližujejo ter ker zaradi inovativne tehnologije novi množični mediji vedno močneje prodirajo v vsa področja življenja in od uporabnikov zahtevajo vse dejavnejšo vlogo ter ker so tudi spletne socialne skupnosti, spletni dnevniki in videoigre oblike medijev,
B. whereas all types of media, audiovisual and printed, traditional and digital, are blending together and the different forms of media are converging, both technically and in terms of content; whereas new mass media are penetrating into all areas of life thanks to innovative technologies, whereas these new media call for users to take a more active role; and whereas social communities, weblogs and video games are also forms of media,
C. ker je za mlade uporabnike medijev osrednji vir informacij predvsem internet, njihovo znanje o tem mediju pa je osredotočeno na njihove lastne potrebe in ni sistematično urejeno, medtem ko so vir informacij za odrasle predvsem radio, televizija, časniki in revije, ker mora torej medijska pismenost v sodobnem medijskem okolju ustrezati izzivom novih medijev – zlasti z njimi povezanim možnostim za interakcijo in ustvarjalno udeležbo – ter tudi znanju, ki ga zahtevajo tradicionalni mediji, ki so še vedno glavni vir informacij državljanov,
C. whereas, as far as young media users are concerned, the Internet is the first and principal source of information; whereas their Internet skills are geared to their specific needs, without being systematically ordered; whereas adults, by contrast, keep themselves informed primarily with the aid of radio, television, newspapers and magazines; and whereas, in the current media environment, media literacy therefore helps to meet the challenges posed by new media – particularly the scope they offer for interaction and creative participation – as well as providing the knowledge needed for traditional media, which are still a main source of public information,
D. ker lahko nove komunikacijske tehnologije manj spretne uporabnike preplavijo s številnimi informacijami, ki niso razporejene glede na pomembnost, in ker je lahko preobilje informacij enako velik problem kot njihovo pomanjkanje,
D. whereas new communications technologies can swamp the uninformed user in a landslide of information that is undifferentiated in terms of its relevance, with excessive information potentially posing as big a problem as a lack of information,
E. ker dobra usposobljenost za uporabo informacijske tehnologije in medijev, pri čemer se spoštujejo pravice in svoboščine drugih, bistveno izboljša posameznikove poklicne kvalifikacije in v ekonomskem smislu prispeva k doseganju lizbonskih ciljev,
E. whereas proper training in IT and media use respectful of the rights and freedoms of others significantly enhances employability from an individual point of view and, from the point of view of the economy as a whole, helps to achieve the Lisbon goals,
F. ker široka dostopnost komunikacijskih tehnologij vsakemu posamezniku omogoča, da na ta način posreduje informacije in jih objavi vsemu svetu, s čimer ima vsak uporabnik interneta možnost biti novinar; ker je zadostna medijska pismenost nujna za razumevanje informacij, pa tudi za zmožnost ustvarjanja in razširjanja medijskih vsebin, računalniško znanje pa ne vodi samodejno k večji medijski pismenosti;
F. whereas broad access to communications technologies affords everyone the possibility of transmitting information globally, meaning that every member of the public is a potential journalist, and making media literacy a necessity not only for understanding information but also for generating and distributing media content; and whereas computer skills alone consequently do not lead automatically to greater media literacy,
G. ker so v zvezi z razvojem telekomunikacijskih omrežij ter napredkom na področju informacijske in komunikacijske tehnologije velike razlike med državami članicami, pa tudi med regijami, zlasti med odročnimi in podeželskimi območji, zaradi česar je nevarno, da bi se digitalni razkorak v Evropski uniji še poglobil,
G. whereas, when it comes to the development of telecommunications networks and progress towards disseminating information and communications technology (ICT), there are significant differences between the Member States, as well as between regions, particularly in remote and rural areas, posing the threat that the digital divide in the EU could widen still further,
H. ker imajo šole pomembno vlogo pri vzgajanju komunikativnih in razsodnih ljudi in ker so velike razlike med državami članicami in regijami glede medijske vzgoje ter glede vključenosti in uporabe informacijske in komunikacijske tehnologije pri izobraževanju ter ker lahko medijsko vzgojo v prvi vrsti poučujejo samo učiteljice in učitelji, ki so sami medijsko pismeni in imajo ustrezno izobrazbo s tega področja,
H. whereas schools have an essential role to play in moulding people capable of communicating and of exercising judgement; whereas the position regarding media education varies widely from one Member State and one region to the next, as does the degree to which ICT are integrated and used within education; and whereas media education can be provided primarily by teachers who themselves are media literate and have been given the necessary training,
I. ker je medijska vzgoja bistvena pri doseganju visoke medijske opismenjenosti, ki je pomemben del politične izobrazbe in ljudem omogoča okrepljeno vlogo dejavnih državljanov ter boljše zavedanje o njihovih pravicah in dolžnostih; ker so razgledani, politično zreli državljani osnova pluralne družbe; ker z ustvarjanjem lastnih vsebin in medijskih izdelkov pridobimo zmožnosti, ki omogočajo boljše razumevanje temeljnih načel in vrednot strokovno pripravljenih medijskih vsebin,
I. whereas media education is essential to achieving a high level of media literacy, which is an important part of political education that helps people to strengthen their behaviour as active citizens and their awareness of both rights and duties; whereas, furthermore, well-informed, politically mature citizens form the basis of a pluralist society and whereas, by producing their own content and media products, users acquire abilities affording them a deeper insight into the principles and values of professionally produced media content,
J. ker je pedagoško delo na področju medijev pri starejših osebah manj uveljavljeno kot pri mladih in ker starejši do novih medijev pogosto občutijo strahove in zavore,
J. whereas media education work aimed at older people is not so well established as the activities aimed at young people and whereas older people often feel apprehensive about, and inhibited by, new media,
K. ker so nevarnosti v zvezi z varnostjo osebnih podatkov vedno bolj pritajene ter pogostejše, in ker to za manj izkušene uporabnike pomeni veliko tveganje,
K. whereas threats to the security of personal data are becoming increasingly insidious and manifold, thereby constituting a high risk for uninformed users;
L. ker je medijska pismenost v informacijski in komunikacijski družbi nepogrešljiva ključna spretnost,
L. whereas media literacy is an essential key qualification in the information and communication society,
M. ker mediji odpirajo priložnosti za svetovno komunikacijo in odprtost svetu, ker so temelji demokratične družbe in ker posredujejo tako znanje kot informacije; ker novi digitalni mediji omogočajo pozitivne priložnosti za sodelovanje in ustvarjalnost, s čimer se krepi udeležba državljanov v političnih postopkih,
M. whereas the media provide opportunities for global communication and openness to the world, whereas they are cornerstones of democratic societies and whereas they impart knowledge as well as providing information, and whereas new digital media provide positive opportunities for participation and creativity, thereby enhancing citizens’ involvement in political processes,
N. ker sedanji podatki ne zadostujejo, da bi oblikovali natančne izjave o stanju medijske pismenosti v Evropski uniji,
N. whereas there are currently insufficient data available to make precise statements about the level of media literacy in the European Union,
O. ker je odločilni pomen medijske pismenosti poudaril tudi Unesco, na primer v grünwaldski deklaraciji o medijskem izobraževanju (1982) in v pariškem načrtu z dvanajstimi priporočili za medijsko izobraževanje (2007),
O. whereas the decisive importance of media literacy has also been highlighted by UNESCO in, for example, the Grünwald Declaration on Media Education (1982) and the Paris Agenda – twelve recommendations for media education (2007),
3. poziva Komisijo, naj sprejme priporočilo in oblikuje akcijski načrt za medijsko pismenost; poziva jo tudi, naj v letu 2009 pripravi srečanje kontaktnega odbora za avdiovizualne medijske storitve, da bi olajšala redno izmenjavo informacij in spodbudila učinkovito sodelovanje;
Urges the Commission to adopt a recommendation, and develop an action plan, on media literacy; urges the Commission to organise a meeting of the contact committee on Audio-Visual Media Services in 2009 with a view to facilitating information exchanges and effective cooperation on a regular basis;
5. priporoča Komisiji, naj uporabi strokovno skupino za medijsko pismenost za razpravo o vprašanjih medijske vzgoje, skupina pa naj se srečuje pogosteje in se tudi redno posvetuje s predstavniki vseh držav članic;
Recommends that the Commission also use the Media Literacy Expert Group to discuss media education matters and that the Group meet more regularly and consult, on a regular basis, the representatives of all Member States;
7. v duhu člena 26 direktive o avdiovizualnih medijskih storitvah poziva Komisijo, naj oblikuje kazalnike medijske pismenosti za dolgoročno spodbujanje medijske pismenosti v Evropski uniji;
Calls on the Commission, having regard to Article 26 of the Audiovisual Media Services Directive, to devise media literacy indicators with a view to fostering media literacy in the EU in the long term;
9. poudarja, da je medijska vzgoja bistvena sestavina politike obveščanja potrošnikov, osveščenosti in poznavanja vprašanj, povezanih z intelektualnimi pravicami, dejavne udeležbe državljanov ter spodbujanja medkulturnega dialoga;
Stresses that media literacy is a basic element in consumer information policy, awareness of and familiarity with matters relating to intellectual rights, the mobilisation and democratic participation of citizens and the promotion of intercultural dialogue;
Ciljne skupine in cilji
Aims and target groups
13. ugotavlja, da so cilji medijske vzgoje usposobljena in ustvarjalna uporaba medijev in njihovih vsebin, kritična analiza medijskih izdelkov, razumevanje delovanja medijske industrije ter samostojno ustvarjanje medijskih vsebin;
Notes that the purpose of media literacy is to enable people to use media and their content in skilled and creative ways, critically analyse media products, understand how the media industry works, and produce media content by their own efforts;
15. poudarja, da je oglaševanje pomemben del sodobnih medijskih storitev; poudarja, da medijska pismenost omogoča merila za vrednotenje sredstev in ravnanj, ki se uporabljajo v oglaševanju;
Points out that advertising is an important part of the services provided by the media today; stresses that media literacy helps to provide criteria for assessing the tools and practices used in advertising;
Zagotavljanje dostopa do informacijskih in komunikacijskih tehnologij
Giving access to information and communications technologies
17. ugotavlja, da je za storitve splošnega interesa pomemben tudi zagotovljen dostop do širokopasovnega interneta, za katerega bi morala biti značilna pestra in kakovostna ponudba ter dostopne cene, in poziva, naj bo vsem državljanom po ugodni ceni omogočena uporaba širokopasovne povezave;
Notes that providing access to broadband Internet is also important for services of general interest and should be characterised by variety, a high level of quality, and affordability, and maintains that every citizen should have the possibility of using an inexpensive broadband connection;
Medijska vzgoja v šolah in kot sestavni del usposabljanja učiteljev
Media education in schools and as a component of teacher training
24. poudarja, da ima medijska vzgoja v šolah s prilagojenim programom poseben pomen, saj imajo mediji pri mnogih vrstah invalidnosti pomembno vlogo pri premoščanju komunikacijskih ovir;
Maintains that media education is a matter of particular importance in special schools, given that, when people have disabilities, the media can often do a great deal to overcome obstacles to communication;
Medijska vzgoja za starejše
Media education for older people
Lahko so torej izziv in priložnost.
To that extent they can constitute a challenge as well as a chance.
Inovativne tehnologije in množični mediji v obdobju globalizacije in bliskovitega razvoja informacijske in komunikacijske panoge vedno močneje prodirajo na vsa področja življenja.
In the era of globalisation, and at a time when the information and communications sector (ICT) is developing at breakneck speed, innovative technologies and mass media are both impinging more and more strongly on every walk of life.
Družba mora tem hitrim tehnološkim spremembam slediti pozorneje kot kdajkoli prej in se naučiti, kako ravnati z množico informacij.
More than ever, society has to keep pace with this rapid technological change and learn to cope with a flood of information.
Obenem mediji odločajo o izboru pomembnih tem, s čimer vplivajo na potek politike in vsakdana.
Furthermore, media play the role of gatekeepers when people decide which issues to treat as relevant: to that extent, they serve to set the agenda for politics and everyday life.
Ta izbor je zasnovan na individualni presoji, zato je le delno objektiven.
This selection, however, is made from an individual perspective and therefore not wholly objective.
Medijska pismenost bi morala ljudi podpirati pri teh izzivih in prispevati k temu, da bi postali samozavestni uporabniki medijev.
The purpose of media literacy is to help people respond to these challenges and turn them into self-confident media users.
Medijska pismenost pomeni zmožnost uporabe medijev, razumevanja in kritičnega vrednotenja različnih vidikov medijev in medijskih vsebin ter lastne komunikacije v različnih kontekstih.
Media literacy denotes the ability to use the media, to understand, and bring critical assessment to bear on, the various aspects of media as such and media content, and to communicate, regardless of the context.
Poleg pedagoških vidikov imata odločilno vlogo tudi oprema in dostop do novih tehnologij.
In addition to educational considerations, equipment and access to new technologies are of crucial importance.
V tem smislu je mogoče medijsko pismenost v širšem smislu razumeti kot dostop do novih informacijskih tehnologij ter kritično in usposobljeno uporabo njihovih vsebin.
That being the case, media literacy in the broader sense can be understood to mean access to new information technologies and a discerning attitude to the content that they transmit.
To poročilo dopolnjuje sporočilo Komisije, ki je neposredno povezano z novo direktivo o avdiovizualnih medijskih storitvah
This report rounds off the Commission communication, itself directly linked to the new Audiovisual Media Services Directive
Internet se uporablja prvenstveno za iskanje in pridobivanje informacij in novic ter za pošiljanje in prejemanje elektronske pošte.
The Internet is used first and foremost to search for and find information and news and to send and receive emails.
Poleg tega postaja vedno bolj osrednji vir informacij pri poizvedbah po informacijah o določeni temi.
In addition, it is increasingly becoming the source of information employed first of all for inquiries on given subjects.
Vendar je stopnja zaupanja v tovrstne informacije v splošnem manjša od stopnje zaupanja v informacije iz klasičnih medijev.
Information of this kind, however, is on the whole less familiar than traditional media output.
Uporabniki se večinoma zavedajo, da morajo informacije z interneta primerjati z drugimi viri, če se želijo prepričati v njihovo verodostojnost.
Most users realise that information obtained from the Internet should, for safety’s sake, be checked against information from other sources.
Znanje o uporabi interneta se širi predvsem med prijatelji, v manjšem obsegu ga posredujejo starši, redko pa šola.
The knowledge needed in order to use the Internet is passed on chiefly within circles of friends and to a lesser extent by parents, but hardly ever by schools.
Tako pridobljeno znanje o uporabi interneta je osredotočeno na lastne potrebe in nesistematično.
The resulting skills are thus geared to particular individual needs, but not ordered according to any recognisable system.
V nasprotju s tem pridobivajo odrasli informacije predvsem prek televizije, na drugem mestu je radio.
Adults, on the other hand, keep themselves informed mainly with the aid of television, followed by radio.
Glavni izziv je zagotoviti večjo medijsko pismenost, pri čemer je treba upoštevati različne oblike medijev.
One central challenge therefore, is to map out the path to greater media literacy so that the most diverse forms of media can be taken properly into account.
Cilji iz tega poročila tako vključujejo številna sodobna komunikacijska sredstva in oblike , na primer televizijo, kino, video, radio, slike, časopise, revije, glasbo, računalniške igre, internet in oglaševanje.
The aims of this report accordingly relate to a range of modern communication tools and types , for example television, film, video, radio, images, newspapers, magazines, music, computer games, the Internet, and advertising.
Pri tem ne smemo pozabiti, da med klasičnimi in digitalnimi mediji ni jasne meje in da prihaja do zbliževanja različnih vrst medijev v tehničnem in vsebinskem pogledu.
However, traditional and digital media are entirely capable of blending together, and the different forms of media are converging, both technically and in terms of content.