Academic literature on the topic 'INTERREG III (Initiative)'

In this paper we investigate the impact of the implementation of EU programmes on substate actors, and more specifically regional ones. We focus on the case of the INTERREG cross-border initiative in France and Spain between 2000 and 2003, and whether INTERREG succeeded in empowering regional governments and local authorities as it initially claimed to. Our analysis puts to the fore that this programme has not evolved from being ‘a policy for the regions to a policy by the regions' as many expected, but that its implementation rather reveals a wide range of configurations. Indeed, the execution of INTERREG facilitated the transition from a state-centric scheme to a regionalised one only in those territories where a previous decentralisation policy had been realised at the domestic level and where a consistent regional leadership had emerged during earlier versions of INTERREG.

The shortage of the free space in the port areas is the reason to search for alternatives. This paper focuses on the dry port concept which is a new approach to solving the mentioned problem. The dry port concept is based on moving of intermodal terminals further to hinterland from the port areas. It helps to avoid traffic bottlenecks, to connect cargo handling from the port with other types of cargo at one common transport centre and it can help develop the hinterland areas. The BSR Interreg III B NP project Inloc (Integrating logistics centre networks in the Baltic Sea Region) showed an initiative to elaborate the concept and to study the feasibility to attract transport operators. The research was done partly by the authors of the article – partners of the Inloc project. Common results of the dry port research and conclusions of the approach elaborated by the article authors are presented.

Le pastoralisme semi-extensif dans les estives des Pyrénées de Huesca possède les caractéristiques typiques des autres montagnes européennes : calendrier saisonnier de transhumance et organisation communautaire. Cette ancienne tradition, d'origine médiévale, a connu une évolution rapide dans les dernières décennies et des initiatives récentes ont été prises pour améliorer les activités dans les prochaines années. Les principales caractéristiques des régions de montagnes et municipalités propriétaires des estives sont présentées, ainsi que les conditions géographiques, commerciales et les types d'élevage actuels. Les formes traditionnelles qui ont perduré dans les années 1970 servent de référence pour expliquer la nouvelle formation professionnelle de berger/vacher pluriactif développée dans le cadre d'un projet INTERREG III A, en collaboration avec plusieurs organismes espagnols et français.

Diplomová práce je zaměřena na problematiku přeshraniční spolupráce, která je v Evropské unii stále velmi aktuální. Popisná část práce osvětluje její souvislost s regionální politikou, ze které přeshraniční spolupráce vychází. Věnuje se také ostatním iniciativám Společenství v EU a detailně popisuje iniciativu INTERREG IIIA. České republice se v oblasti přeshraniční spolupráce otevřely nové obzory a možnosti právě se vstupem do EU. Cílem práce je demonstrace těchto nových možností na konkrétním způsobu podpory prostřednictvím programu Iniciativy Společenství INTERREG IIIA v Euroregionu Nisa. Euroregion Nisa se nachází v příhraniční oblasti na severu republiky, sousedí s Německem a Polskem, a proto úzce spolupracuje s přilehlými regiony právě těchto dvou zemí. Předmětem analýzy jsou projekty vycházející z programu Iniciativy Společenství INTERREG IIIA ČR ? Svobodný stát Sasko a ČR ? Polsko.

The thesis is dealing with development and evaluation of the Cross-Border Cooperation within the EU, as a part of the EU Cohesion policy, with Focus on the Czech Republic. The aim of the thesis is to evaluate the cross-border cooperation programmes in the Czech Republic from the applicants' and selected implementation structure subjects' point of view. These selected subjects are the Ministry for Regional Development of the CR, the Centre for Regional Development of the CR and administrative regions of the CR. The first part of the thesis refers to the history and development of the Cross-Border Cooperation within the EU and the CR and to the reasons which led to its establishment. The last part is focused on the description and the evaluation of applicants' and selected implementation structure subjects' experiences with cross-border cooperation programmes and their perception of the Cross-Border Cooperation in the CR. As a method for the evaluation of the cross-border cooperation programmes in the CR were used the following procedures: an analysis of the available publications and internet sources, interview with representatives of the Ministry for Regional Development of the CR and the Centre for Regional Development of the CR, and an inquiry via questionnaire among the administrative regions of the CR.

Defence date: 2 December 2005
Examining Board: Michael Keating, European University Institute, Florence ; Colin Crouch, Institute of Governance and Public Management, Warwick Business School ; Francesc Morata, Institut Universitari d'Estudis Europeus, Universitat Autònoma de Barcelona ; Andy Smith, Centre d'Etude et de Recherche sur la Vie Locale, Institut d'Etudes Politiques de Bordeaux

Chapter 1 provides an introduction to the history and background to a general desire to try to find ways to improve population health through primary care and public health. The first Practical Playbook derived from an internet-based initiative that sought to find, assemble, assess, and share stories of how communities and agencies across the United States were working together to improve health. This text is the second development from that, after the realization that a completely new text was needed that would build on the experiences of the broadening array of sites and sectors and provide a concise set of tools, methods, and examples that support multi-sector partnerships to improve population health. The chapter then outlines the coverage of the rest of the chapters.

BIM uses are complex specific processes in architecture, engineering, construction, and operation mediated by Building Information Modeling technologies. Several initiatives are dedicated to detailing these uses in a standardized way, enumerating and describing them in terms of scope, benefits, process maps, required competencies, associated technology, and theoretical framework. Examples of these efforts are Penn State's Computer Integrated Construction Research Program (MESSNER et al., 2019), buildingSMART (2021), and BIM Excellence Organization (SUCCAR; SALEEB; SHER, 2016). This study presents the approach to educate, evaluate and assist Model Uses using templates (Model Use Templates - MUT) of the BIM Excellence Initiative (BIMe). The BIM use is called Model Use in BIMe terminology. In three years, starting in 2021, the initiative intends to detail all the domain model uses listed by the organization (BIMe, 2020). The domain model uses are organized in the series of capture and representation, planning and design, simulation and quantification, operation and maintenance, monitoring and control of buildings and infrastructures. In terms of domain model uses, there is the linking and extending series of BIM integrated to Facility Management, interfaced with the Internet of Things, linked to Enterprise Resource Planning, etc. The initiative developed a Construction Domain Model Use Template (MUT) and applied it as a demonstration for Clash Detection or MUT 4040. This summary will describe the template, its application to Clash Detection, and guidance on how to transform it into a template class to teach Clash Detection with BIM. The MUT consists of an extended description, software list, activity flow, and bibliography. This content is available in the BIM Dictionary associated with the equivalent term (https://bimdictionary.com/en/clash-detection/1). The extended description includes the corresponding term's definition, the detailed description, purpose, and an available online media-list. The detailed description presents the different types of use (e.g., hard, soft, time-based) and benefits. The software list lists platforms and environments used in the model use development. For each platform or environment, there is a list of the vendor or developer, the corresponding technical functionality, the applicable discipline, the software description, the availability of the software in the cloud or location, differentiation of versions, the link to the official website, the model use code that the software can support, specific functionalities associated with the use and availability of a plugin or extension. The activity flow is described using a process map and details in up to 3 hierarchical levels for each macro activity. All the terminology adopted in the MUT is semantically aligned to the various projects and initiatives of BIM Excellence, bringing consistency to the meaning. In the case of MUT 4040, that is, the application of the template for the model use of Clash Detection, the short description is a “Use of the Model representing the use of 3D Models to coordinate different disciplines (e.g., structures and air-conditioning) and to identify/resolve possible conflicts between virtual elements prior to actual construction or fabrication”. The extended description presents the Clash Detection as automated or semi-automated procedures to identify design errors in 3D models, where objects occupy the same space or are too close to violating spatial restrictions. Time-based interferences are conflicts involving temporary objects that compete for the same space at the same time. The benefits are listed, for example, like better project coordination and quality; conflict reduction in the workplace; acceleration of design and delivery processes; and cost reduction through productivity increase. The available online media does not represent the entire process involved in Clash Detection and are generally restricted to confronting models on specific platforms. We advocate that the activity flow should structure the class of model uses in BIM education. In this way, there is a holistic and representative approach to practice. Thus, we advise escaping this model's understanding in a restricted and instrumental way, as it already occurs in most of the online media found. We propose to organize the class program by the macro stages of the activity flow, covering: (i) creation of the strategy for the clash detection in the project in question; (ii) preparation of specific models for federation; (iii) identification of federation environments or model integration; (iv) federation or integration of models; (v) checks for interference in the federated or integrated model; (vi) analysis of the conflicts identified; and (vii) referral to conflict resolution. The details of each of these activities in the template can guide the teacher on how to proceed or prepare educational content. The bibliography listed in the template covers the theoretical framework to support the class in terms of books, scientific articles, and BIM guides. One can develop the class at the level of graduation, extension, or continuing education. Being an undergraduate class, it can be mandatory or elective. Items (i) to (iii) make up the theoretical part of the class, and the rest are essentially practical content. Thus, two types of competency assessment are possible: knowledge and skills. Knowledge can be developed through discussions and seminars. Skills covered are associated with execution or domain skills, according to Succar, Scher, and Willams (2013). Execution skills are associated with learning model verification platforms and collaboration environments. The execution competence generates an instrumental skill that can be provided through individual online training with tutorials. Domain skills are essentially technical (analysis and simulation) and functional (collaboration). These skills must be instigated in a participatory and collaborative way in practical exercises involving cycles of verification of the federated model and adjustments of complementary projects' models. As a suggestion for support material, the teacher should prepare a dataset including models with errors in file naming disobeying conventions, errors in the control elements impacting the overlapping of models, errors of omission or duplication of elements in the models, and errors of data schema in terms of categorization of elements and classification of content. The models must also include issues of all types (hard, soft, and temporal interferences). Errors must be plausible to be identified by different types of verification: visual or script. YouTube presentation: https://youtu.be/cMPaw_kOZtQ