natgillin/translations-raw huggingface dataset:
J. ker umetnostni študiji, ki se poleg razvoja talenta osredotočajo tudi na razvoj poklica in kariere, od učečega zahtevajo solidno kulturno razgledanost, kakršno je mogoče pridobiti samo z večdisciplinarnim in sistematičnim usposabljanjem, ki povečuje možnosti za vključevanje na trg dela v tem sektorju, s tem da zagotavlja splošno razgledanost, raziskovalno metodologijo, podjetniške sposobnosti in poslovno znanje ter sposobnosti za različna področja dejavnosti, ki so pomembna v sodobni umetnosti,
J. whereas artistic studies that focus on developing a career and profession require of the students, in addition to talent, a solid cultural basis that can only be acquired through multidisciplinary and systematic training; whereas this increases the opportunities for access to employment in the sector, in so far as it provides a general education, a research methodology, entrepreneurial abilities and business knowledge, as well as skills in various areas of activity which are relevant to contemporary art,
K. ker gospodarski potencial in možnosti zaposlovanja, ki jih nudijo družbe s področja ustvarjalne, kulturne in umetnostne industrije v Evropski uniji, v veliki meri vplivajo na razvoj umetniškega sektorja,
K. whereas the economic potential and potential in terms of employment represented by creative, cultural and artistic companies and industries in the European Union have a great influence on the development of the artistic sector,
L. ker se je zaradi tehnološke revolucije povečala konkurenčnost v državah in med njimi, intelektualne sposobnosti pa zaradi tega zasedajo prednostno mesto v okviru lizbonske strategije,
L. whereas the technological revolution has resulted in increased competitiveness within and between countries, and that this has meant that intellectual capabilities and creativity occupy a dominant place within the Lisbon Strategy,
M. ker hitre in nenehne spremembe v naših družbah zahtevajo večjo prilagodljivost, prožnost, ustvarjalnost, inovativnost in komunikacijo med ljudmi na delovnem področju in ker je treba te sposobnosti spodbujati v šolskih sistemih in sistemih usposabljanja držav članic, tudi v skladu s cilji omenjenega programa „Izobraževanje in usposabljanje 2010“,
M. whereas the rapid and constant changes taking place within our societies require increased adaptability, flexibility, creativity, innovation and communication between people in the work sphere; whereas these qualities should be promoted by the education and training systems in the various Member States, in accordance with the objectives of the above mentioned ‘Education and Training 2010’ programme,
N. ker je treba upoštevati, da obstajajo velike razlike v modelih umetnostnega izobraževanja v različnih državah članicah,
N. whereas account should be taken of the fact that there are significant disparities between the existing artistic education models in the various Member States,
O. ker je treba upoštevati, da je zaradi globalizacije in večje mobilnosti državljanov ter več zaporednih širitev Evropske unije izobraževanje na področju kulture in kulturne raznolikosti pomemben dejavnik za ohranjanje identitete in spodbujanje medkulturnega in medverskega razumevanja; ker je treba cilje evropskega leta medkulturnega dialoga – dvigovanje kulturne ozaveščenosti in spodbujanje kulture – ohraniti po letu 2008,
O. whereas account should be taken of the fact that, as a result of globalisation and the increased mobility of citizens, as well as the successive enlargements of the European Union, education on culture and on its diversity is an important element in preserving identity and promoting intercultural and inter-religious understanding; whereas the objectives of the European Year of Intercultural Dialogue of raising awareness of and promoting culture should continue beyond 2008,
9. čeprav priznava, da so za to pristojne države članice, meni, da bi bilo treba politike umetnostnega izobraževanja usklajevati na ravni Evropske unije, še zlasti kar zadeva:
Considers, whilst recognising that this is a matter for the Member States, that policies on artistic education ought to be coordinated at European Union level, particularly in relation to:
- opredelitev narave, vsebine in trajanja umetnostnih študijev, namenjenih različnim „javnostim“,
- describing the nature, content and duration of artistic studies, for their different ‘publics’,
- povezavo med umetnostnim izobraževanjem, ustvarjalnostjo in inovativnostjo,
- the link between artistic education, creativity and innovation,
- učinkovitost politik umetnostnega izobraževanja z vidika njegovega družbenogospodarskega učinka,
- the effectiveness of artistic education policies from the viewpoint of their socio-economic impact,
- doseganje ravnovesja med teoretičnim študijem in praktičnim uvajanjem, da umetnostno izobraževanje ne bi bilo abstraktno,
- achieving a balance between theoretical study and practical initiation, so as to ensure artistic education is not abstract,
- izvajanje in razvoj metod in strategij umetnostnega izobraževanja v skladu z zahtevami informacijske družbe;
- the application and development of the methods and strategies of artistic education in line with the requirements of the information society,
- usposabljanje specializiranih učiteljev in „umetnostnih inženirjev“ novega medija vzporedno z usposabljanjem specializiranih učiteljev;
- the training of specialised teachers and the training of ‘artist engineers’ of the new medium alongside that of traditional specialised teachers;
- priznajo pomen spodbujanja umetnostnega izobraževanja in ustvarjalnosti v kontekstu na znanju temelječega gospodarstva v skladu z Lizbonsko strategijo,
- recognise the importance of promoting artistic education and creativity in the context of a knowledge-based economy, in accordance with the Lisbon Strategy,
- opredelijo vlogo umetnostnega izobraževanja kot osnovnega pedagoškega orodja za vrednotenje kulture v globaliziranem in večkulturnem svetu,
- define the role of artistic education as an essential pedagogical tool in enhancing the value of culture in a globalised, multicultural world,
- vzpostavijo skupne strategije za spodbujanje politik za umetnostno izobraževanje in usposabljanje specializiranega učnega osebja na tem področju,
- establish joint strategies for the promotion of artistic education policies and policies for training teachers specialising in this subject,
- priznajo pomembno vlogo umetnikov v družbi in potrebo po določitvi specifičnih veščin za umetnostno izobraževanje v izobraževalnem procesu,
- recognise the important role played by artists in society and the need to establish specific competences for artistic education within the educational process,
- spodbujajo nacionalne predstavnike v nedavno ustanovljeni delovni skupini za izobraževanje in kulturo v okviru odprte metode usklajevanja za kulturo, da bi razpravljali o umetnosti v različnih izobraževalnih kontekstih (formalnem, neformalnem in priložnostnem) in na vseh stopnjah izobraževanja (od predšolske stopnje do poklicnega usposabljanja v višjem izobraževanju o umetnosti ter naprej) in o potrebnem usposabljanju specializiranih učiteljev,
- encourage the national representatives in the recently established Education & Culture Working Group in the framework of the Open Method of Coordination (OMC) for Culture to discuss the role of the arts in different educational contexts (formal, informal and non-formal) and at all educational levels (from pre-primary to and beyond professional training in higher arts education) and also the training required for specialist teachers,
- spodbujajo nacionalne predstavnike v delovnih skupinah o kulturni industriji v okviru odprte metode usklajevanja, naj kot osrednjo temo obravnavajo poklicno usposabljanje in stalen poklicni razvoj umetnikov, upravljavcev, učiteljev, povezovalcev in drugih delavcev v kulturnem sektorju,
- encourage the national representatives in the OMC Working Groups on the Cultural Industries to address professional training and the continuing professional development of artists, managers, teachers, facilitators and other professionals in the cultural sector as a central theme,
- povabijo ustrezne zainteresirane strani v civilni družbi, da delijo svoje znanje in izkušnje na tem področju v zvezi s postopkom, ki poteka v okviru odprte metode usklajevanja,
- invite the relevant stakeholders in civil society to share their knowledge and expertise in this area with regards to the process taking place in the OMC,
- izboljšajo dostopnost poklicnega usposabljanja v umetniškem sektorju s priznavanjem višje umetnostne izobrazbe na vseh treh ravneh, kot je bilo začrtano v bolonjski deklaraciji (diploma, magisterij, doktorat), in s tem povečajo tudi mobilnost umetnikov v EU,
- improve the provision of professional training in the artistic sector by recognising higher arts education at all three levels as outlined by the Bologna Declaration process (Bachelor, Master, Doctorate), thereby improving the mobility of artists within the EU,
– uvedejo posebno ureditev za spodbujanje umetnostnega izobraževanja v kontekstu večletnega programa o kulturi,
– introduce special arrangements to promote artistic education in the context of the multiannual culture programme,
11. vztraja, da bi morali biti v pouk umetnostne zgodovine vključeni tudi pogovori z umetniki in obiski kulturnih krajev, da bi pri učencih spodbudili radovednost in izzvali razmislek;
Insists that the teaching of art history must also involve encounters with artists and visits to places of culture, so as to arouse curiosity and provoke reflexion on the part of students;
Umetnostno izobraževanje povsod velja za neizogiben del izobraževanja v klasičnem smislu.
Artistic education is universally considered to be a vital element of education as it is traditionally understood.
Kljub temu, da je to danes obvezen predmet v številnih izobraževalnih sistemih v različnih državah članicah, pa še vedno obstajajo med njimi velike razlike v modelih umetnostnega izobraževanja.
Currently, although it is a compulsory subject in many educational systems in the various Member States, there are still significant differences between artistic education models in the EU.
Čeprav je bilo v zgodovini poučevanje umetnosti vezano predvsem na izobraževanje v otroški in mladostniški dobi, se je danes zaradi pristopa vseživljenjskega učenja in razvoja novih informacijskih in komunikacijskih tehnologij (IKT) razširil prostor, ki je bil tradicionalno namenjen umetnosti in kulturi, nastale pa so nove oblike dostopa in izražanja na tem področju.
Whereas, historically, artistic studies were linked to education during the earlier years, currently the lifelong learning approach and the development of new information and communication technologies (ICTs) have expanded the area traditionally devoted to art and culture, and have generated new forms of access and display for the sector.
V zapletenem in soodvisnem globaliziranem svetu, v katerem živimo, je nenehen napredek IKT privedel tudi do spodbujanja na znanju temelječega gospodarstva, zaradi česar intelektualne sposobnosti in ustvarjalnost v njem zasedajo prednostno mesto.
In the globalised, complex, interdependent world in which we live, the constant advance of ICTs has also favoured the promotion of a knowledge-based economy, in which intellectual capabilities and creativity occupy a pre-eminent place.
Poleg tega naše heterogene in večkulturne družbe pripisujejo pomembno vlogo kulturi in bogastvu njene raznolikosti, ki sta bistvenega pomena za izboljšanje sožitja med različnimi prebivalstvi in kulturami.
In addition, our heterogeneous and multicultural societies have enhanced the value of the role of culture and the wealth of its diversity, which are fundamental in improving the way in which different peoples and cultures coexist.
Zato je v kontekstu vse večje mobilnosti državljanov vzgoja na področju kulture postala pomemben dejavnik za ohranjanje identitete in spodbujanje medkulturnega in medverskega razumevanja, tako kot se je to pokazalo z evropskim letom medkulturnega dialoga 2008 in njegovimi cilji osveščanja in spodbujanja kulture.
Thus, in a context where citizens are more mobile, cultural education has become an important element in preserving identity and promoting intercultural and inter-religious understanding, as has been highlighted by the European Year of Intercultural Dialogue 2008, with its objectives of raising awareness of and promoting culture.
Po drugi strani umetnostno izobraževanje narodom ponuja sredstvo za razvijanje potrebnih človeških virov za izkoriščanje bogastva kulturne dediščine.
Moreover, artistic education offers nations the means to develop the necessary human resources devoted to making good use of the wealth of their cultural heritage.
Umetnost je hkrati izraz neke kulture ter komunikacijsko sredstvo za posredovanje znanja s tega področja.
The arts are simultaneously manifestations of culture and ways of communicating knowledge of the subject.
V tem smislu programi umetnostnega izobraževanja pomagajo ljudem odkrivati raznolikost kulturnih izrazov, razvijajo njihovo občutljivost zanje in prispevajo k odkrivanju veselja do umetnosti in kulture.
In this sense, artistic education programmes help people to discover the diversity of cultural expressions, develop their sensitivity to them, and assist in the discovery of the pleasures of art and culture.
Poleg tega krepijo identiteto ter individualne in kolektivne vrednote in varujejo kulturno raznolikost.
In addition, they reinforce individual and collective identities and values, and protect cultural diversity.
Ne smemo pozabiti, da sta umetnost in likovno izražanje sestavni del družbenega razvoja, saj pomagata razvijati filozofije in ustvarjati nove umetniške sloge in gibanja, s čimer se krepi podoba Evropske unije v svetu, glede na to, da se lahko tako izkazuje v širšem mednarodnem okolju, onstran svojega neposrednega okoliša.
It should not be forgotten that art and design are an element in the development of society, in so far as they help to develop philosophies and to create new artistic styles and movements, strengthening the European Union's image in the world by enabling it to be projected internationally, beyond its immediate surroundings.
Treba je omeniti, da je ta posebnost evropskega kulturnega modela, torej njegova bogata kulturna in jezikovna raznolikost, zabeležena v Pogodbi o ES (člen 151) kot eden temeljnih ciljev Unije in da je 18. marca 2007 začela veljati Unescova Konvencija o varovanju in spodbujanju raznolikosti kulturnih izrazov.
It should be pointed out that the special nature of the European cultural model, namely the wealth of its cultural and linguistic diversity, is referred to in the EC Treaty (Article 151), as one of the Union's fundamental aims, and that the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions has been in force since 18 March 2007.
Z drugega vidika pa hitre in nenehne spremembe v naših družbah zahtevajo večjo prilagodljivost, prožnost, ustvarjalnost, inovativnost in komunikacijo med ljudmi na delovnem področju, na kar opozarja tudi program „Izobraževanje in usposabljanje 2010“.
From another viewpoint, the rapid and constant changes taking place within our societies require increased adaptability, flexibility, creativity, innovation and communication between people in the work sphere, as the ‘Education and Training 2010’ programme also points out.
K temu je treba prišteti še vse večje zahteve po konkurenčnosti na različnih področjih, zaradi česar se v mnogih izobraževalnih sistemih prednostno spodbuja razvijanje ustvarjalnosti v učnih načrtih in izobraževalnih programih, ki temeljijo na primernih pedagoških metodah in ki imajo močan vpliv na kasnejše vključevanje učencev v umetniški in ustvarjalni sektor na trgu.
In addition to this, there is a growing requirement for competitiveness in many spheres, which is the reason for the priority placed by many educational systems on promoting the development of creativity within school curriculums through educational programmes developed using appropriate pedagogical methods, which have a great impact on the subsequent integration of students into the artistic and creative sector of the market.
Zato je pomembno razširiti vsebine umetnostnega izobraževanja, da bi izboljšali vključevanje na trg dela v tem sektorju ter možnosti umetniškega delovanja v novi digitalni dobi.
To that end, it is important to broaden the content of artistic education to improve integration into the labour market in this sector, as well as the potential for artistic activity in the new digital era.
Umetniško udejstvovanje dejansko predpostavlja obvladovanje določenih veščin, znanj in materialov, ki so že nekaj časa tesno povezani z napredkom na področju znanosti in tehnologije.
In fact, artistic activity involves the mastery of certain skills, knowledge and subjects that have long had a close link with advances in science and technology.
Tako je umetnost že v zgodovini uporabljala najnaprednejše tehnologije svojega časa, znanstvene ugotovitve pa so vplivale na številne estetske teorije.
Thus, throughout history, the arts have used the most advanced technologies of their time, and a large number of aesthetic theories have been influenced by scientific thinking.
Po drugi strani pa so tudi umetnostne veščine in discipline spodbujale tehnični razvoj in prispevale k procesu človekovega spoznavanja in spreminjanja sveta.
In turn, know-how and certain artistic disciplines have also given rise to technical advances, contributing to the process of increasing knowledge and to mankind's transformation of the world.
Čeprav umetniškega ustvarjanja ne moremo omejiti izključno na uporabo znanstvenih in tehnoloških dognanj, lahko tehnologije koristijo umetnosti, ne da bi bile zasnovane s tem namenom, prav tako kot lahko umetnost spodbudi tehnološke raziskave in razvoj in zaobjame širša področja uporabe od samega umetniškega snovanja.
Although artistic creation cannot be reduced to the mere application of scientific or technological knowledge, technologies can be useful to art without having been conceived with that end in mind, just as art can stimulate technological research and development, embracing other applications that go beyond artistic activity.
Umetnostno izobraževanje nedvomno spodbuja tesnejšo in plodnejšo povezavo med izobraževanjem, kulturo, IKT in umetnostjo v dobi 21. stoletja.
Finally, artistic education promotes closer and more productive links between education, culture, ICTs and the arts in the 21st century.
To je le nekaj misli, ki kažejo, da je pomembno doseči dogovor o usklajevanju umetnostnega izobraževanja na evropski ravni.
These are some of the considerations which point to the importance of reaching a consensus on establishing Europe-wide coordination of artistic education.
o cenah hrane v Evropi
on the Food prices in Europe
– ob upoštevanju sporočila Komisije z dne 9. decembra 2008 z naslovom Cene hrane v Evropi ( KOM(2008)0821 ),
– having regard to the Commission Communication of 9 December 2008 entitled Food prices in Europe ( COM(2008)0821 ),
– ob upoštevanju svoje študije z dne 20. oktobra 2007 o vrzeli med proizvodnimi cenami in cenami, ki jih plača potrošnik,
– having regard to its study of 20 October 2007 on "The gap between producer prices and the prices paid by the consumer",
– ob upoštevanju študije Komisije z dne 28. novembra 2006 z naslovom Konkurenčnost evropske prehrambene industrije.
– having regard to the Commission study of 28 November 2006 entitled Competitiveness of the European Food Industry.
Ekonomska in pravna ocena,
An economic and legal assessment",
– ob upoštevanju sporočila Komisije z dne 20. maja 2008 z naslovom Reševanje vprašanja naraščajočih cen hrane – smernice za ukrepanje EU ( KOM(2008)0321 ),
– having regard to the Commission Communication of 20 May 2008 entitled Tackling the challenge of rising food prices – Directions for EU action'( COM(2008)0321 ),
Sprejeta besedila, P6_TA(2008)0054 . ,
Texts adopted, P6_TA(2008)0054 . ,
– ob upoštevanju mnenja Evropskega ekonomsko-socialnega odbora o sektorju velikih trgovcev na drobno – trendi in vplivi na kmete in potrošnike
– having regard to the Opinion of the European Economic and Social Committee on the large retail sector - trends and impacts on farmers and consumers
NAT/262 „Sektor velikih trgovcev na drobno – trendi in vplivi na kmete in potrošnike“, MNENJE Evropskega ekonomsko-socialnega odbora z dne 7. aprila 2005 ,
NAT/262 “The Large retail sector – trends and impacts on farmers and consumers”, OPINION of the European Economic and Social Committee, 7th April, 2005 ,
– ob upoštevanju zelene knjige Komisije o vertikalnih omejitvah
– having regard to the Commission Green Paper on Vertical Restraints
Zelena knjiga o vertikalnih omejitvah v politiki konkurence ES, KOM(1996)0721 končno, 22. januar 1997 ,
Green Paper on Vertical Restraints in EC Competition Policy" COM (96) 721 final, 22 January 1997 ,
UL C 263E, 16.10.2008, str.
OJ C 263E, 16.10.2008, p.621 ,
– ob upoštevanju poročila Odbora za kmetijstvo in razvoj podeželja ( A6-0094/2009 ),
– having regard to the report of the Committee on Agriculture and Rural Development ( A6‑0094/2009 ),
A. ker je Evropo in svet nedavno doletela velika nestabilnost cen hrane z deloma velikimi povišanji cen in negotovim vplivom na kmetijski sektor, saj nekaterim rast cen prinaša koristi, drugi – predvsem v živinoreji in predelavi hrane – pa se soočajo z veliko večjimi stroški,
A. whereas Europe and the world have recently experienced high food price volatility with sometimes significant price rises and ambiguous effects on the agricultural sector, with some gaining from the rise in prices and others - mostly stockbreeding farms and companies on the food processing side - incurring much greater costs,
B. ker je prišlo tudi do znatnega povišanja stroškov kmetijske proizvodnje kot posledice povišanja cen snovi, kot so gnojila in fitofarmacevtska sredstva, in ker danes kljub dejstvu, da cene proizvajalcev strmo padajo, to ne gre v korak z upadom proizvodnih stroškov na enaki ravni in v enakem obdobju,
B. whereas there has also been a considerable rise in agricultural production costs, as a result of increased cost of materials such as fertilisers and phytosanitary products, and whereas despite the fact that at present prices at source have fallen steeply, this decrease is not going hand in hand with a fall, at the same level and across the same period, in production costs,
C. ker upad cen za kmetijske proizvode, ki ni povezan z upadom proizvodnih stroškov, povzroča nevzdržni finančni položaj kmetov, od katerih jih veliko opusti proizvodnjo zaradi nezadostne donosnosti,
C. whereas the fall in the prices of agricultural products, which is not matched by a fall in production costs, is putting farmers in an unsustainable financial situation, and many of them are abandoning production because it is unprofitable,
D. ker so posamezne države članice ugotovile, da veliki proizvajalci za iste proizvode določajo zelo različne cene,
D. whereas it has been found in various Member States that large manufacturers have set widely differing prices for the same products,
E. ker so bile po Evropi ugotovljene velike cenovne razlike glede porazdelitve med proizvodnimi in maloprodajnimi cenami, ki jih v posameznih primerih ni mogoče razložiti s stroški, povezanimi s predelavo, distribucijo in prodajo izdelkov,
E. whereas considerable price differences have been identified across Europe with regard to the spread between consumer and producer prices, which in some cases cannot be explained by the costs involved in the processing, distribution and selling of products,
F. ker je treba pri analizi cen in njihovega razvoja upoštevati celotno preskrbovalno verigo; ker je prehrambeni sektor razdrobljen in preskrbovalna veriga, ki vključuje veliko posrednikov, zelo zapletena,
F. whereas the entire supply chain must be taken into account when analysing prices and their evolution; whereas the food sector is fragmented and the supply chain highly complex, comprising many intermediaries,
G. ker so določena velika podjetja, dejavna v predelavi, v zadnjih letih povečala svoje tržne deleže,
G. whereas some major processors have increased their market share in recent years,