Therefore, it is important to evaluate personal goals and values, and to make them explicitly conscious.

The Nature Conservancy...Sharing our commitment to protect and preserve the natural environment is responsible for developing and overseeing the development of strategic conservation priorities for the Conservation division. The Conservation division consists of the North America region and four international regions comprising over 30 countries, and four strategic focal areas (Freshwater, Marine, Conservation Lands, and Climate Change), and includes over 3000 staff worldwide.

Writing is an integral part of the curriculum in secondary schools; indeed, written expression is the primary medium students use to demonstrate conceptual knowledge and communicate their thoughts, feelings, and beliefs (Graham, 1982). Within an accountability system, students in high school are often expected to compose narrative, persuasive, and informational essays for state-and district-level assessments. Moreover, displaying a minimum level of competence on state and district exams is increasingly becoming a mandatory requirement for students to advance from grade to grade as well as graduate from high school.he power of PROs over Medicare providers, practitioners, and beneficiaries is sweeping. If a PRO determines that medical services do not meet utilization or quality standards, it may retrospectively deny Medicare payment for those services. ² A PRO may also deny payment prospectively for some prescribed procedures, effectively blocking a beneficiary from receiving those services unless the beneficiary can independently afford them. ³ It may also recommend to the Office of the Inspector General (OIG) of the Department of Health and Human Services (HHS) that a provider or practitioner ⁴ be fined or excluded from receiving payment under the Medicare program. As a practical matter, exclusion from Medicare may make it impossible for a physician to practice; thus the PRO's power over physicians is nearly as great as that of state licensure boards.Nevertheless, organization members need to have skills and experience in order to adapt the knowledge they gain, and to generate benefit in developing a competitive advantage. It is important for organizations to grow knowledgeable staff through both developing existing employees and hiring new workforce. It is also imperative for the knowledge coordinator and knowledge circles to ensure progress of the implementation of collected knowledge, to facilitate the implementation process; and to provide guidance and training to other employees.

One area in which this cycle is invaluable for business is in the development of new knowledge that provides competitive advantage. Both explicit knowledge and tacit knowledge are necessary to generate innovations. Group members could not speak with each other or interact with the external environment without shared explicit knowledge. But if the knowledge creation process depends solely on combinations of explicit knowledge, only incremental innovation is possible. Creation of novel and difficult-to-imitate innovations using both tacit and explicit knowledge is less open to imitation or reverse engineering and more likely to produce sources of sustained competitive advantage than is using explicit knowledge alone.

Another area of business in which the cycle can come into play is the development of company culture. Documents such as the company mission statement, the handbook, and contracts provide explicit information about how the company operates or claims to operate. Tacit knowledge about the culture includes informal socialization, externalization, the combining of ideas, and then internalization. The internalized tacit knowledge of the culture may not always correspond completely with the explicit statements

The cases used are drawn from a pre-workshop assignment. Students were asked to submit an example of an ethical dilemma they have experienced in their work. The dilemmas selected have been edited to remove any identifying company references. Students are separated into three or four groups. Each group is assigned a faculty moderator to aid the discussion of the ethical dilemmas. These small group sessions allow another opportunity to socialize, externalize, and combine tacit and explicit knowledge.

The group re-convenes as a whole after an hour and each subgroup reports on its decisions. A former inmate often sits in on the session. He informs students of the approximate prison term they could receive because of potential legal issues with the recommended actions. The professors then review the major topics the students have covered, including the concepts of legal, moral, and ethical behavior, and provide a time for reflection and internalization. Afterwards, each student is asked to conclude the workshop by externalizing one idea or phrase he or she wants to take away from the weekend.

Essential Competencies for Collaborative Partnerships: Ten Lessons

The critical need to work effectively with other health care disciplines has been discussed repeatedly in nursing literature. However, the question remains: How can we collaborate more effectively? Based on experience and current literature, ten key lessons are outlined below, and summarized in Table 1 , to provide some direction for putting collaboration into practice.

Lesson #1: Know Thyself

Social science research helps us understand that each person brings a set of biases, values, and assumptions to all situations. Each of us has a map or mental model inside our heads that creates meaning for the things we experience. This mental model carries many assumptions, values and thus, expectations. Since it is impossible for one person to absorb all input and still take action, a mental model is developed as a selection process that pulls out specific but limited data. This mental model allows us to make sense of the world by selecting out information based on our knowledge, skills, experiences, and values. We work very hard to match the experiences we have with our mental models. We have mental models, for example, for music, for football, for other people, for ourselves, and for collaboration.

Often there are commonly shared mental models for more simple concepts, such as a chair or a flower. However, the more complex the concept, the more divergent mental models can be. Collaboration is initially based on individual mental models. For collaboration to become a shared mental model, partners and teams must tease out what a collaborative process entails and what outcomes are expected. Fleshing this out along the way is critical to the process, as our individuality mediates our models. Each person in the organization will have a somewhat different mental model of how the collaboration will proceed. This individual process is complex and partially explains why there are many different realities that simultaneously exist (Senge, 1990).

Shared values and goals are a foundational part of the overarching mental structure that drives collaborative efforts. Therefore, it is important to evaluate personal goals and values, and to make them explicitly conscious. This requires the dualistic pursuit of self-knowledge and knowledge of others' mental models. A regular practice step is to be reflective. This requires frequent inquiry to recognize your values and priorities both professionally and personally. For example, do you know what type of interpersonal style you use in relating to patients and colleagues? Do you observe whether your actions align with your values and priorities? Do you know your "hot buttons?" This term, "hot button" is often used to describe a strong emotional or knee-jerk reaction, one that any person can have when perceiving that a key value is being degraded or disrespected. Lack of awareness of these hot buttons, or emotional drivers, limits the ability to proactively respond to difficult situations in constructive ways.

The current context of different mental models of collaboration and status differences between team members, combined with the need to communicate regularly to reach agreements, reflects the complexity of skill and effort needed for effective collaboration. There are no easy answers or shortcuts. Patience and a genuine interest in self-inquiry are requisite. The appreciation that each of us carries a different mental model links to the next lesson on valuing diversity.

Lesson #2: Learn to Value and Manage Diversity

Because nursing is one of the most gender-structured occupations in the United States, gender communication becomes a diversity element critical to understand if collaborative efforts are to be strengthened. Generally, men are more task oriented and women more relationship oriented (Tannen, 1990). While it is dangerous to stereotype gender communications in absolute terms, ignoring differences is equally dangerous. Collaboration requires a focus on both task and relationships. Coeling and Wilcox (1994) surveyed nurses and physicians to explore communication dimensions that impact collaboration. They focused on communication elements, including content (what is said), relationship styles (delivery of content and how the sender perceives the relationship with the other party), and time (amount of time needed for a good communication process to develop). Their analyses revealed that physicians and nurses place a high value onc ollaboration but different priorities on the communication elements.

In the Coeling and Wilcox study (1994), physicians focused primarily on the content aspect of the message (what was said) and nurses placed more value on the relationship aspect of the message (relationship style). While physicians reported factually organized data on patients (content) as the most important element in communicating with nurses, nurses selected affirming communication, such as acknowledgment of ideas and efforts (relationship style), as most important. For example, a physician was more likely to focus on lab results and what actions to take, seldom acknowledging verbally the value of the information contributed by nurses. Understanding this contrast in communication emphasis between nurses and physicians can increase self-awareness regarding the assumptions or interpretations we make in our interactions with other team members. Learning more about gender communication can strengthen any nurse's communication repertoire. Gender communication is an example of a social pattern that adds diversity and knowledge to the interaction and thus enhances collaboration.

The invisible strengths of cognitive diversity must be optimized. Researchers have noted for some time that a team's cognitive capability is related to its cognitive diversity. Greater diversity can provide the potential for greater capacity for making complex decisions, where varied interests need to be balanced. Without diverse perspectives, no synthesis can occur and decision quality suffers (Amason, 1996; Murray, 1989). An appreciation of cognitive diversity must be put into action if communication is to be effectively focused on true collaboration. However, it takes a conscious effort to optimize diversity. It is said that people like people like themselves. It is natural to be initially more comfortable with people who have similar work styles and experiences as ourselves. Often in a group situation comfortable connections are made and group norms are established; but the opportunity to optimize collaboration with different team members is often missed. This lack of seeking diversity of perspectives can unintentionally lead to exclusiveness and diminished use of available professional resources. This exclusionary practice has been labeled a negative side of collaboration (Cooke & Kothari, 2001).

Appreciative inquiry and dialogue are communication methods that can facilitate greater collaboration efforts. Appreciative inquiry is a theory and approach (Cooperrider & Srivastva, 1987) used in organizational development to focus on the positive strengths of an organization and the possibilities rather than the problems. Multiple stakeholders with differing perspectives are asked to work together and develop a shared vision, strategies for implementation, and assessment of gains. This communication approach is one of active listening, positive regard for differences, and the belief in multiple realities. Visioning together what would be possible and how to get to such improved outcomes is different from a problem solving-approach.

Dialogue is another communications process that facilitates thinking and questioning together. In dialogue, conversations focus on surfacing assumptions, goals, and values, and summarizing disparate ideas in search of connections. This type of strategic conversation allows for further exploration and clarification of different vantage points, thus allowing for the development of new knowledge. Information sharing is increased and expertise within the group begins to surface, leading to a new valuation of difference as a context for innovation (Isaacs, 1999). Few team leaders possess the depth of communication skills required to facilitate appreciative inquiry or dialogue. Adding such a facilitator at key junctures in the collaborative process could result in powerful and new outcomes.

Listening to and observing team members to better recognize their values, goals, and ways of communicating are critical actions to engage in, if mutually beneficial partnerships are to develop. This takes time and effort. Formal and informal interactions can be opportunities for learning about the diversity of styles and perceptions within a team.

Lesson #3: Develop Constructive Conflict Resolution Skills

The inevitability of conflict among collaborating parties has been well documented since the time of Florence Nightingale (Jones, 1993; Kalish & Kalish, 1977; O'Neill, 1990). Effectively integrated health care delivery models provide opportunities for collaboration at multiple levels: the interdisciplinary level, the intra-organizational level, and the inter-organizational level. However, this multi-dimensionality of today's health care delivery also opens the door for multi-faceted conflicts. This complexity gives added impetus to nurses to learn constructive conflict-negotiation skills.

Despite longstanding concern over ineffective conflict management, it continues to dominate. It may be the most critical obstacle to effective collaboration (Abramson & Rosenthal, 1995). Many professionals have not been socialized to understand the potentially positive aspects of conflict and to recognize that positive affective relationships and conflict are equally important to effective decision making (Amason, 1996).

Because nursing and medicine reflect two different cultures with differing practice visions, conflict can be expected between them. The professional socialization of medicine stresses "cure related" activities and that of nursing stresses "care related" behaviors (Mauksch & Campbell, 1985). Current investigation of doctor-nurse interfaces related to clinical treatment issues found many examples of contested inter-professional boundaries, but little evidence of overt conflict and/or negotiations. Nurses reported that they often manage their role to minimize any conflict. They reported difficulty speaking up and disagreements not being resolved to their satisfaction as primary barriers to collaboration (Allen, 1997; Thomas, Sexton, & Helmreich, 2003).

Conflict resolution is the cornerstone of collaborative success. The nature of conflict, like that of collaboration, is complex. Conflict can both hinder and facilitate collaboration. When using conflict to facilitate collaboration, it is helpful to distinguish between emotional conflict and task conflict. Emotional conflict centers around relationships between individuals and can evolve from a task conflict. Task conflict centers around judgmental differences about how to achieve a common objective. Task conflict is often easier to address than emotional conflict. A cognitive debate over how to approach a task can facilitate development of a shared understanding and create the necessary perspective for problem solving (Jehn, 1995).

Collaborative leaders must be able to facilitate debate (conflict) over task issues and promote the expression of different perspectives concerned with how problems are defined and approached. If emotional conflict and personal issues surface within the team context, leaders need to be able to redirect concerns away from a personal level to the task issues. It is expected that the persons involved in personal issues will resolve these matters outside of the group discussion. Group intervention should only come if the interpersonal conflict begins to consistently disrupt the teamwork. When emotional conflict is experienced within a partnership context, it needs to be discussed, not avoided. Specific cues or words that are leading to the conflict are most effective when giving this type of feedback. An example might be to reference a tone of voice or lack of eye contact. How non-verbal communications are being interpreted and how those messages are impacting the receiver being presented can provide a base for exploring the conflict.

Follet (1940) described another important consideration for conflict resolution. She explained that conflict is resolved, not by one side dominating the other, or by compromising, but by a creative integration that meets the differing needs of the collaborating parties. Cognitively, rather than thinking of alternatives that lock into either/or situations, a collaborative approach develops a synthesis of perspectives to invent a third alternative. This synthesis of perspectives is the desired outcome of collaboration.

While many books have been written about conflict negotiation. One that has stood this test of time is the Harvard Negotiation Project based on 15 years of research focused on a collaborative approach to constructively resolving conflicts (Stone, Patton, & Heen, 1999). This project provides a useful model for handling conflict by offering stages for conflict resolution. These stages include: using reflection to prepare one's self, starting a difficult conversation, and keeping it focused no matter how the other person responds. This process is particularly effective in one-on-one situations.

Lesson #4: Use Your Power to Create Win-Win Situations

Unfortunately, conflict resolution is often focused on the single power concept of dominance. Dominance is a victory of one side over another. However, dominance is not successful in the long term for building commitment because the side that is defeated will wait for a chance to dominate. It is an automatic response to use dominant power, such as formal position, when conflict surfaces. Often this behavior lies outside one's awareness. Dominant power is incompatible with the integration of multiple perspectives, so critical to solving complex problems like those in health care today. It creates a win/lose environment and leads to the persistent creation of unacknowledged, uneven discussions where one side dominates and difference is silenced.

The dominant power-oscillation-without-development scenario has been illustrated by Raven and Kruglanski (1970). They studied how two parties try to influence each other during a conflict. These authors observed that when both parties used coercive (dominant) power, there was greater distancing, greater distrust, and greater attribution of negative qualities to the other while holding oneself in higher esteem. In contrast, when both parties effectively used referent (goodwill) power emphasizing their communality, less distancing, less distrust, greater cooperation, and de-escalation of conflict occurred.

Collaboration operates on a model of shared power (Gray, 1994). However, this does not mean equal formal power. Role status in hierarchical systems is an invisible structure that connotes a formal or dominant level of power, which creates a power imbalance between group members. To achieve collaboration, participants must have some form of mutual exchange. It is the task of one negotiating in a conflict to increase his or her potential for success by actively structuring for a more even power base.

French and Raven (1959) have identified a number of informal power bases, some of which include the power of information, expertise, and goodwill. A conceptualization of goodwill power is described in Figure 1, which has been developed by Gardner (1998). Goodwill power, described as respecting others and assuming noble intentions of others, enhances interdisciplinary collaboration and mediates or decreases the negative effects of task conflict on collaboration. Asking for opinions from quiet, less verbal participants can demonstrate goodwill and facilitate the sharing of power.

Figure 1.

Goodwill Power

Lesson #5: Master Interpersonal and Process Skills

Both interpersonal and organizational skills are needed for successful collaboration. Important interpersonal attributes include clinical competence, cooperation and flexibility (Trickett & Ryereson Espino, 2004); self-confidence and assertiveness (Keenan, Cooke, & Hillis, 1998); patience to listen to one another's rationale and the ability to take risks (Stoep, Williams, Green, & Trupin, 1999); and the ability to operate in multicultural contexts, tolerate ambiguity, be self-reflective, and convey a value that places the patient and/or community needs above the needs of individual health care team members (Israel, Schulz, Parker, & Becker, 1998).

An organizational skill essential for collaboration is systems thinking, the ability to see the contextual situation from the perspective of the entire system. This perspective involves understanding the connections between the multiple factors (i.e., power structure, political forces, finances, and policies) that influence the development of complex problems, as well as that of a collaborative process. Systems thinking and all of the skills mentioned above take time to master. Their development is similar in rigor and complexity to that of mastering a clinical skill. Therefore, as a layer of understanding the contextual backdrop of collaboration, it is useful to recognize how organizational context and collaboration itself evolve over time.

Lesson #6: Recognize that Collaboration is a Journey

Time and daily effort are required to identify and successfully engage in collaboration opportunities. Research into the context of collaboration between agencies (Trikett & Ryerson, 2004) and reports from nurse-physician partnerships (Coeling & Wilcox, 1994) describe collaboration as an evolving relationship across multiple projects. Establishing rapport, clarifying expectations, and requesting feedback are strategies necessary to begin collaborative relationships. Each successive collaborative effort builds on previous collaboration experiences and provides a reference for future efforts. In collaborative relationships, success breeds success. Each subsequent success is a step in the journey of cumulative learning from each other.

Since a collaborative relationship evolves over time, limited time is a key barrier to these relationships. Physicians and nurses alike report concern for inadequate time to talk together. This lack of time to talk limits the opportunities to build rapport with each other. Trust-building opportunities increase in tandem with opportunities to communicate. Opportunities to present expertise are vital to building trust in clinical partnerships. Thus, making time for responsive face-to-face interaction to work out issues must to be fostered if collaboration is to develop. Although not everyone will have as strong a desire to collaborate as you might have, don't allow negative responses to put a stop to your efforts.

Lesson # 7: Leverage Multidisciplinary Forums to Increase Collaboration

Shared decision making is one of the hallmark dimensions of collaborative practice. Clinical rounds and interdisciplinary team meetings are examples of pre-existing structures that utilize face-to-face interaction. Such interaction provides a potential launching pad for collaborative relationships and processes to develop. These forums have several functions, including opportunities for information sharing, learning, and planning patient care. Participation in shaping, or at least being aware of the structure of such forums, can often aid collaboration in subtle ways.

Coombs (2003) suggests several strategies nurses can use to leverage their influence in structural forums. First, be physically present. Sit at the table or within the circle of discussion. These interfaces are opportunities to listen to others and to advocate for your patients; they are not the time to be doing other tasks. Making other work a priority over these forums can undermine collaborative efforts. The charge nurse or nurse manager can support staff, especially junior staff, by ensuring they are able to attend these forums. Second, be mentally present and prepared. Develop awareness of the agendas that are competing for attention. Know what team members value and be proactive in responding to different personalities when opportunities arise. Third, understand and use timing in group processes. Choose the best time for your input during these rounds or team meetings. This may seem obvious, but being proactive about being heard is often vital to communicating your idea. Don't assume that waiting until the end of a meeting or discussion to voice an opinion is regularly effective. Additionally, writing down important comments or ideas before or during the forum, so that you may more freely choose where they can fit into a discussion, is one approach to making sure your concerns are addressed.

Lesson #8: Appreciate that Collaboration Can Occur Spontaneously

Although it is often helpful to structure times for collaboration, it is also important to realize that sometimes the best collaborative experiences occur spontaneously. Consider an illustration in which a spontaneous conversation begins in the hallway. Soon one of the participants suggests the use of a whiteboard, and the conversation moves into a conference room where the idea being created can now be visually communicated to enhance a shared understanding. As synergy develops, an excitement begins as new connections are being made both within each participant as well as between them. Who has more power is not an issue. The exchange is the center of the excitement. Roles fade into the background and mutual discovery is in the foreground. The experience culminates with a shared commitment to take an agreed upon action.

Although such experiences are often fleeting, hard to explain to others, and even harder to re-create, it is important to recognize the benefits that can come from such spontaneous collaboration. Frequently, new knowledge is created as people spontaneously begin to work together on complex problems within a health care agency. This occurs because people learn from each other all the time. Health care professionals do not realize, at least consciously, what they learn from each other. Sometimes they don't even realize that they learn from each other. It has been observed in product development teams that successful collaboration for innovative outcomes is often not conscious. Sometimes trying to make collaboration happen through structures such as task force meetings, may in fact decrease the capacity to collaborate (Mintzberg et al., 1996).

Lesson #9: Balance Autonomy and Unity in Collaborative Relationships

Collaborative interaction is not automatic. Most interactions tend to be more cooperative or more assertive in nature. Cooperation can be described as working to meet others' needs, whereas assertiveness is used to meet one's own needs. In contrast, collaboration involves mutual attempts to find integrative solutions that meet the needs of both self and others. In collaborative interactions, both parties' concerns are recognized and addressed; different perspectives are merged or bridged (Thomas, 1976).

However, excessive merging can be unproductive. Close relationships may become closed relationships as positions and patterns of interacting become fixed. Collaborative efforts that result in tightly knit groups often view outsiders as the enemy, or can make outsiders feel like the enemy. A team that works together too long often reduces communication with outside people and begins to see only the virtue and superiority of its own ideas.

Hampden-Turner (1970) defined synergy as an optimal balance between individualism and integration. Too much autonomy and individualism can lead to isolation; yet too much integration can lead to diffusion. When this occurs, perspectives merge until parties have nothing new to offer each other. Should this occur, redirect focus on the individual force and adopt reflective practices, be willing to seek feedback, and admit mistakes. Collaboration is indeed a fine balance between autonomy and unity.

Lesson #10: Remember that Collaboration is Not Required for All Decisions

When to use collaboration is a question worth exploring. Collaboration is best used to solve "wicked" problems. These are problems with imperfect, changing, or divergent solutions, such as the challenges associated with drug addiction or care for the chronically ill (Trickett & Ryerson Espino, 2004). The increasing complexity of the health care system and patient conditions, along with limited resources are increasing the number of wicked problems we face in health care today and the need for collaboration. However, collaborative relationships can be intense, unbalanced, and tiring.

Collaboration is not consistently good, nor pervasively beneficial; nor is it always needed. Not all problems are complex (Mintzberg et. al, 1996). Autonomous decision making still plays a vital role in quality health care delivery. Taking the time to provide group input into simple decisions may not be cost-effective. No one process, no matter how encompassing, fits all situations. Judgment is needed.

Strong evidence supports the claims that democracy is more likely in more developed countries and that regime transitions of all kinds are more likely during economic downturns. Very few of the other arguments advanced in the transitions literature, however, appear to be generally true. This study proposes a theoretical model, rooted in characteristics of different types of authoritarian regimes, to explain many of the differences in democratization experience across cases in different regions. Evidence drawn from a data set that includes 163 authoritarian regimes offers preliminary support for the model proposed.

Common Core State Standards:Tackiling the Long Term Questions

Communication High School Memorandum

Excellency Benigno Aquino Jr.
President of the Republic of the Philippines

In order to discuss the Bill of Rights of the law in the implementation of the authority to determine the capacity of the President in the Provincial Level of the generosity of knowing the established understanding of the safety of education, position of the profession-the livestock of the economic permission of the ownership of the land,the territories of the government,the comprehensive guidance of the district definition of the authority,concerned of the human attributes of the humane quality and culture,the enrollment of the high-school in the public schools that ranks the publicity of the campaign in the broadcast and media regulation and the gratification of the natural resources in the promotion of the division office of the education the Department of Education ,Culture and Sports, the employment the students request of the new buildings and the admission of the distinguish bearer of the respected membership of the municipal court,with regard to the progress of the structure of the recognition of the legal held in the life of tenure of the communication organization of the Philippines the Mabini College Daet Camarines Norte School of Communication on June 29,2010.

Legislation of the requirement of the following conclusion:

a.The consolidation of the manageable advisory services for financial of overseas property purchases law. The school services for medical, construction, transportation and other commercial financing needs of the Public High School Secondary and Education.

b.The Assistance of the legal court of the services limitation of the interest that reflect the school welfare.If that is the case ,the requirements of the Dep ed determination of the speculation of the district approval of the help of the people be a violation of a requirement imposed under that Act. In addition to its powers of the reliability of the judge or attorney of the proposal of rule of the executive order of the elementary school.

c.On behalf of the Teachers the council of the student of communication of Mabini College,whether the SCOP-student communication organization of the phillipines,to communicate to their President,their concer of the executive order,in the public schools who chairs the Committee on Government Education Efficiency, or the deliberative processes of the President and the advisors, and to do so in a manner consistent with the Supreme Court's decisions in the Constitution of the Philippines.

d.Amending the guidelines of the Department of Education and support of study are covered under this order. ..... and qualify under prescribed regulations, shall be allowed to convert their ... the implementation of this Executive Order with the department and agencies.The students of the communication enriched the culture,goodwill,among the nations of the region V Bicol.The CHED and the Department of Education,Culture,and Sports(DECS)shall provide assistance to schools in regard to issues on comparative equivalences between foreign educational systems and those of the Philippines.

e.There is established a Department of Education (the ... laws governing contracting standards and the state's procurement policies and ... existing state contracting and procurement laws, regulations and practices .... This Executive Order shall be interpreted and construed,the qualifications and awarded according to a competitive selection process recommendations shall provide the reasons for such qualification,which include the following:

>The Department of Education in the recommendations shall be submitted for consideration and final determination or action by such agencies, as required or permitted in accordance with applicable law.

> The policy guidelines set forth in this document are intended to insure compliance with the guidelines set forth by the State of Education Revised Code, the DECS Administrative Code, and the Board of Trustees for all authorized School Campus funded purchases.

It is not the purpose of this document to supercede or invalidate requirements or restrictions that may be in effect in individual departments, provided these are within the Campus’ guidelines. Each purchaser needs to be aware of his/her department’s own policy restrictions regarding purchases.

f.definition of labor and what is economic theory in terms of labor demand .... the party responsible for occupancy terms within a lease agreement. To define location search of the effort put forth during a site school selection project of the of the restoration of new buildings in National High School.

g.classroom,library,and other information of the contract administrator and may include project management, project planning implementation and Teachers training until it is completed.A consulting firm that concentrates on staff augmentation begins its service after a client’s business has been analyzed and projects have been outlined and budgeted. Staff augmentation firms offer very specific resources, methodologies and training.

h.The negotiation skills and all aspects of influential communication. Drawing on over the President years of powerful research at Mabini College, we develop skills and systems that make a real difference - including negotiation, influence, conflict resolution, business writing, feedback and coaching skills.

i.Fairly rapid growth in employment in public elementary and secondary education (K-12) has outstripped the increase in students enrolled in the 1992 to 2000 period. Teachers and staff increased at an annual, compounded rate of 2.9%. Student enrollments have increased at 1.3%. The data above are shown in log scale so that growth patterns can be easily compared despite differences in scale.

This increase in employment at the K-12 end of public education is the single most important factor in increasing overall "government" employment. Public school staff is classified as "government" in all of the federal reporting systems. School employment at the local level increased 6.5 times as much as all other employment at the local government level. And local government, the largest employer in the government sector, experienced the strongest growth in employment. Federal employment actually declined from 2.7 million in 1992 to 2.4 million in 2000.

Read more: Eduacation http://social.jrank.org

The Edgar Molina Jr. present to collegues, researchers and scholars in all areas of information and communication the Student Memorandum on Freedom of Expression and Access to Information, the aim of which is to draw the attention of professionals in particular and society in general to the potentials and problems of information and communication today.

We call on all those, for whom freedom of information and communication is an acknowledged value, to promote public awareness of the processes of information and communication in today's society, to persuade the governments and parliaments, under the influence of public opinion, to draft and adopt laws on:provision of High School and other public school and information of the public access with the information resources and technologies to the equal rights and opportunities for all members of society in seeking and using information;

The High School Community school district has ratified its 2010-11 teacher salaries.The school board met in the special meeting last week to discuss salaries. The meeting was held telephonically with six of the seven board members calling in.Education is the labor-intensive industry.As such,the number of teachers, employed and salaries are important determinants of the total cost.In the number of states,pupil-teacher ratios are important components of state of aid formula;however,most school finance system are not driven by teacher salaries,although a number statewide minimum salary schedule.During the past decade,teacher salaries and benefits.The states will be need to be sensitive to these changes in order to assure that teacher are paid adequately and that salaries are equitable.

The prevention of information monopoly formation which may restrict the use of new information and communication technologies and access to information.

Common Core State Standards:Tackiling the Long Term Questions

The "common core" state standards for grades K-12 have been released. Some states have already adopted them. Others are considering this step. Much will need to happen if these standards and related assessments are to get traction in American education over the next few years. But the Department of Educaction is looking even further ahead: they are considering the issues that will determine the long-term viability of this endeavor. Simply stated: in 2020, who will be in charge of the common standards-and-testing effort? How will this work? Who will pay for it?

To the discussion and smart thinking about these crucial issues, the Department of education commissioned a set of background papers from authoritative observers and analysts. Read on to find out what they have to say.

My Choices, My Life

FRONTLINE John Cherian RAJEEV BHATT A deal’s progress

January 10, 2007 at 10:39 am · Filed under Biographical, Blogroll, book, grow, learn

COVER STORY A deal’s progress Volume 23 – Issue 23 :: Nov. 18-Dec. 01, 2006
RAJEEV BHATT

“Still a long way to go.” Prime Minister Manmohan Singh.

IMMEDIATELY after the landslide victory of the Democrats, there was considerable speculation in the United States and India about the fate of the “nuclear deal” between the two countries. President George W. Bush has touted the deal as one of his biggest foreign policy achievements and pledged to see it through Congress and the Senate.

The Bush administration’s conduct of foreign policy was the major issue for the Democrats on the campaign trail. Besides, the Democratic Party has many Representatives and Senators with strong views on the issue of nuclear non-proliferation. Former President Jimmy Carter had told The Washington Post on March 29 that the proposed nuclear deal with India “is just one more step in opening the Pandora’s box of nuclear proliferation”.

In his first press conference after the polls, Bush emphasised that the “nuclear deal” is being given top priority in the “lame duck” session of the Congress. The Indo-U.S. nuclear agreement passed through various stages of legislation in the past 16 months. The House of Representatives cleared the proposed Bill, okaying the deal, in June. Three more steps remained for it to become legal. The first of these was passing it in the Senate. After the loss of Republican control over both the Houses, there were doubts about whether the issue would figure in the crowded agenda. Some legislators had called for a postponement of the vote until the new Congress convened in January. Such a move would have meant starting the whole legislative process from scratch.

Things looked grim from New Delhi’s standpoint for a brief period, when the “lame duck” session of the Senate rebuffed President Bush’s plea to approve the proposal to grant Vietnam permanent normal trade relations. Vietnam, along with India, is among the countries Washington is wooing as part of its plan of building an anti-China coalition.

The Congressional Research Service prepared a report that questioned India’s non-proliferation record and commented adversely on India’s relationship with Iran. U.S. experts on non-proliferation once again issued statements warning that the exception being made in the case of India would make it difficult for the U.S. to deal with countries like North Korea and Iran.

Bush had assured Prime Minister Manmohan Singh on phone that he would press for a quick passage of the Bill in the Senate after the congressional elections. To the relief of the Indian government, when the nuclear deal came up for a vote in the Senate it came to be viewed as a bipartisan issue, with leading Democratic Senators emerging as the biggest champions of enhanced relations with India. Among them was Senator Joseph Biden, who will be the new chairman of the Senate Foreign Relations Committee.

On November 16, the Senate approved the deal 85-12 on cooperating with India. Bush hailed the passage of the Bill, adding that it would bring India into “the non-proliferation mainstream”.

However, the Bill requires India to cooperate actively with Washington in its goal of preventing Iran from acquiring the expertise to produce even nuclear power. Iranian Foreign Minister Manouchehr Mottaki told the media in New Delhi on the day the Senate passed the Bill that his country had no objections to the nuclear deal. At the same time, Mottaki said that he expected India-Iran ties to grow further.

New Delhi expressed its satisfaction with the smooth passage of the Bill in the Senate but cautioned that more needed to be done. Manmohan Singh, while welcoming the development, said that there was still a long way to go before nuclear cooperation between India and the U.S. becomes a “reality”. External Affairs Minister Pranab Mukherjee said the passage of the Bill reflected the “very broad bipartisan support”.

The Bill has to be jointly voted by Congress after the Senate and the House meet, sometime in early December, to reconcile different amendments made when either House passed the Bill.

Though the so-called “killer amendments” proposed by some Senators do not figure in the Bill, sections of the Indian scientific establishment are sceptical about some aspects of the Bill. Spokespersons for the Left parties said they would not accept any compromises from the Indian government. CPI(M) general secretary Prakash Karat said the Bill in its current form contained provisions that were objectionable.

John Cherian

The Cardinals of the Holy Roman Church

Biographical Dictionary
Pope Sixtus IV (1471-1484)
Consistory of May 15, 1480 (VI)

(24) 1. FREGOSO, Paolo (1428-1498)

Birth. 1428, Genoa. Of the Oltregiogo line of the family. Son of Battista I Fregoso, doge of Genoa, and his second wife, Ilaria Guinigi, of the signori of Lucca. His last name is also listed as Campofregoso and Campofrigoso. He was called the Cardinal of Genoa.

Education. (No information found).

Sacred orders. After a stormy youth, he entered the ecclesiastical state (no further information found).

Early life. Canon of the cathedral chapter of Savona, July 23, 1448. Protonotary apostolic. Abbot commendatario of the Cistercian abbey of S. Andrea di Sestri Ponente, 1452; the commendam was revoked after his promotion to the see of Genoa. At the request of his brother Pietro, doge of Genoa, he was elevated to the episcopate.

Episcopate. Elected archishop of Genoa, February 7, 1453; resigned the see on February 13, 1495 in favor of Cardinal Jorge da Costa, who received the see in commendam; Cardinal Fregoso reserved the right of return; at the resignation of the latter, he received the see in commendam on July 29, 1496 and occupied it until his death. Consecrated, April 12, 1456 (no further information found). Pushed away the French from Genoa and defeated them on July 17, 1461. With permission from Pope Pius II, he had himself named doge of Genoa on May 14, 1462, in replacement of his cousin Luigi; he had to retire on May 31, 1462 because of his violence. Retook the position of doge on January 8, 1463; but without much success, he had to expatriate himself on April 20, 1464. Owner and commandant of a privateer fleet from 1464 to 1477. Abbot commendatario of the abbey of S. Bernardo di Fontevivo, 1470.

Cardinalate. Created cardinal priest in the consistory of May 15, 1480; received the title of S. Anastasia several days later. He had equipped for Genoa a fleet of twenty-one ships which he conducted to Civita Vecchia and S. Paolo fuori le mura, where he arrived on June 30, 1481; he was received by the pope in public consistory; the pope celebrated the remaining ceremonies of his elevation to the cardinalate and gave the ring of legate and the standard of the fleet, which he commanded with the title of admiral of the Holy Roman Church; he went to Naples and there he joined the fleet of the king, Ferdinando I, to besiege the Turks at Otranto; arrived there on September 10; the pope ordered him to try to persuade the enemy and to try to take Valona; returned to Civita Vecchia at the beginning of October, where Pope Sixtus IV went to see him to refute his objections until October 17, but without success; he returned to Genoa with his vessels. Named bishop of Ajaccio in commendam in 1482; occupied the see until his death . Became doge of Genoa for the third time from November 25, 1483 to January 6, 1488, when he was forced to abdicate because of his tyranical rule; he went to Rome, where he arrived on December 8, 1488 and resided next to the basilica of Ss. XII Apostoli. Did not participate in the conclave of 1484, which elected Pope Innocent VIII. Accompanied Pope Innocent VIII to Ostia on November 15, 1489 and returned with him to Rome three days later. Opted for the title of S. Sisto shortly after August 10, 1490. On January 9, 1492, he resigned the commendam of the monastery of S. Maria de Clairval à Fontevivo, diocese of Parma. Participated in the conclave of 1492, which elected Pope Alexander VI. Named legate in Campania on August 31, 1492. Named administrator of the see of Accia, Corsica, March 26, 1493; occupied the post until February 21, 1494. On April 6, 1495, he was in Naples with King Charles VIII of France and on June 1, accompanied him to Rome. On January 14, 1496, he returned to Rome from a legation in Liguria.

Death. March 22, 1498, Rome. Buried in the basilica of Ss. XII Apostoli, Rome.

Bibliography. Cardella, Lorenzo. Memorie storiche de' cardinali della Santa Romana Chiesa. Rome : Stamperia Pagliarini, 1793, III, 215-217; Chacón, Alfonso. Vitæ, et res gestæ Pontificvm Romanorum et S. R. E. Cardinalivm ab initio nascentis Ecclesiæ vsque ad Vrbanvm VIII. Pont. Max. 2 volumes. Romae : Typis Vaticanis, 1630, II, col. 1345; "Essai de liste générale des cardinaux. VII. Les cardinaux de la fin du XVe siècle". Annuaire Pontifical Catholique 1933. Paris : Maison de la Bonne Presse, 1933, p. 158; Eubel, Conradus and Gulik, Guglielmus van. Hierarchia Catholica Medii Aevi. Volumen II (1431-1503). Münich : Sumptibus et Typis Librariae Regensbergianae, 1914; reprint, Padua : Il Messagero di S. Antonio, 1960, pp. 19, 44, 49, 50, 52, 53, 61, 65, 79 and 167.

Links. La famiglia Fregoso, in Italian; and his portrait.

(25) 2. ORSINI, O.S.B., Cosma (1420s-1481)

Birth. 1420s, Rome. Son of Gentile Migliorati, of the signori of Fermo, and Elena Orsini, Venetian patrician and Roman noble, sister of Cardinal Latino Orsini (1448). His last name should have been Migliorati, but he used Orsini, his mother's last name. His first name is also listed as Cosimo. Cousin of Cardinal Giovanni Battista Orsini (1483). He was called Cardinal Orsini. The family gave the church several popes and cardinals: Celestine III (1191-1198); Nicholas III (1277-1280); Benedict XIII (1724-1730); Matteo Orsini (1262); Latino Malabranca Orsini, O.P. (1278); Giordano Orsini (1278); Napoleone Orsini (1288); Francesco Napoleone Orsini (1295); Giovanni Gaetano Orsini (1316); Matteo Orsini, O.P., (1327); Rinaldo Orsini (1350); Giacomo Orsini (1371); Poncello Orsini (1378); Tommaso Orsini (1382/85); Giovanni Battista Orsini (1483); Giordano Orsini, iuniore (1405); Franciotto Orsini (1517); Flavio Orsini (1565); Alessandro Orsini (1615); Virginio Orsini, O.S.Io.Hieros. (1641); and Domenico Orsini d'Aragona (1743).

Education. Entered the Order of St. Benedict (Benedictines).

Priesthood. Ordained (no further information found). Abbot nullius of the Benedictine monastery of S. Maria of Farfa, August 8, 1477, after the resignation of Giovanni Orsini.

Episcopate. Elected archbishop of Trani, April 1, 1478; occupied the see until his death. Consecrated (no information found).

Cardinalate. Created cardinal priest in the consistory of May 15, 1480; received the title of S. Sisto shortly after; received the red hat in the patriarchal Vatican basilica on June 3, 1480; on that date, he opted for the title of Ss. Nereo ed Achilleo.

Death. Wednesday November 21, 1481, Bracciano. The following day he was transferred to the abbey of S. Maria of Farfa and buried there in a marble mausoleum.

Bibliography. Cardella, Lorenzo. Memorie storiche de' cardinali della Santa Romana Chiesa. Rome : Stamperia Pagliarini, 1793, III, 217; Chacón, Alfonso. Vitæ, et res gestæ Pontificvm Romanorum et S. R. E. Cardinalivm ab initio nascentis Ecclesiæ vsque ad Vrbanvm VIII. Pont. Max. 2 volumes. Romae : Typis Vaticanis, 1630, II, col. 1273; "Essai de liste générale des cardinaux. VII. Les cardinaux de la fin du XVe siècle". Annuaire Pontifical Catholique 1933. Paris : Maison de la Bonne Presse, 1933, p. ; Eubel, Conradus and Gulik, Guglielmus van. Hierarchia Catholica Medii Aevi. Volumen II (1431-1503). Münich : Sumptibus et Typis Librariae Regensbergianae, 1914; reprint, Padua : Il Messagero di S. Antonio, 1960, pp. 19, 44, 64, 65 and 254.

Link. The Orsini family and cardinals, in English.

(26) 3. CLUGNY, Ferry de (ca. 1430-1483)

Birth. Ca. 1430, Autun, Bourgogne, France. Of the marquises of Montlyon and Raigny. Eldest son of Henri de Clugny, seigneur of Conforgien and Joursenvault, and Pierrette Coullot. He was called the Cardinal of Tournai.

Education. Studied at the University of Bologna and obtained a doctorate in utroque iure, both canon and civil law.

Early life. Member of the grand council of Philippe le Bon, duke of Bourgogne. Master of ordinary requests of the duke's court. Asked by the duke to assist, in the name of the clergy, to the redaction of the customs of the duchy of Bourgogne; he could not fullfil the functions because he was sent in an embassy. Charged with several embassies, notably the one to Rome before Pope Callixtus III in 1456, together with Geoffroy de Toisy, seigneur Mimeure; and later to Mantua in 1459, with the duke of Clèvez, before Pope Pius II, to plan the war against the Turks; he also obtained from the pontiff the ratification and confirmation of the treaty of Arras and of all that had been done by Pope Eugenius IV and his successors; he sent the acts to the chamber des comptes of Bourgogne. In that same year, 1459, the duke agreed to promote him to the sees of Autun or Mâcon, whichever became vacant first. Lieutenant of the chancellor of Bourgogne at the see of Autun, December 2, 1459. Named protonotary apostolic. He was one of the three ambassadors of Charles le Témeraire to King Louis XI of France in Melun in January 1465; the other two ambassadors had been the marshal of Bourgogne and the bailiff of Saint-Quentin; the fourth was Jean Carondelet. On November 8, 1465, he obtained permission from the cathedral chapter of Autun to have a chapel built to be his sepulchre; the chapel is now called Chapelle dorée. Canon and abbot of Saint-Étienne de l'Etrier, diocese of Autun. Canon and archdeacon of Faverney, archdiocese of Besançon. Official of Autun. Elected bishop of Cavaillon by its cathedral chapter in 1467; the election was never confirmed. In 1468, he unsuccessfully disputed the deanship of the church of Amiens. Later, provost of the collegiate church of Saint-Barthélemy de Béthune, canon of the cathedral chapter of Cambrai, and archdeacon of Ardennes in Liège. Charged by the duke of Bourgogne in 1468 to negotiate the peace of Péronne and in 1473 the one of Senlis. Abbot commendatario of Saint-Denis, Broqueroie, 1469-1472; and of Tongerlo from June 1, 1470 to May 24, 1471. On May 11, 1472, he resigned the commendam of the Cistercian abbey of La Ferté-sur-Grosne, diocese of Châlons. The duke of Bourgogne named him chancellor of his Order of the Toison d'or on September 15, 1473.

Sacred orders. (No information found).

Episcopate. Elected bishop of Tournai, October 8, 1473, with the consent of King Louis XI of France; he took possession on March 22, 1474; occupied the see until his death. Consecrated (no information found). On October 20, 1473, he resigned the commendam of the Benedictine abbey of Saint-Pierre de Flavigny, diocese of Autun.In January 1484, he baptized in Sainte-Gudule de Bruxelles Marguerite, daughter of Archduke Maximilian of Austria, future Holy Roman emperor, and Marie de Bourgogne.

Cardinalate. Created cardinal in secret by Pope Paul II in May or June 1471; the creation was not published because of the death of the pope. Created cardinal priest in the consistory of May 15, 1480, while he was absent; received the title of S. Vitale shortly after. In March or May 1482, he was transferred to the deaconry of S. Maria in Domnica, or, most probably, received it in commendam until his death. Arrived in Rome with his family on June 3, 1482; they were coming from Flanders. On June 10, he was received by the pope, who gave him the red hat.

Death. Tuesday October 7, 1483, of an apoplexy, Rome. On the following day, he was buried in the church of S. Maria del Popolo, Rome, where the nine days of obsequies began on Thursday October 16 (1).

Bibliography. Berton, Charles. Dictionnaire des cardinaux, contenant des notions générales sur le cardinalat, la nomenclature complète ..., des cardinaux de tous les temps et de tous les pays ... les détails biographiques essentiels sur tous les cardinaux ... de longues études sur les cardinaux célèbre ... Paris : J.-P. Migne, 1857 ; Facsimile edition. Farnborough ; Gregg, 1969, cols. 688-690; Cardella, Lorenzo. Memorie storiche de' cardinali della Santa Romana Chiesa. Rome : Stamperia Pagliarini, 1793, III, 217-218; Chacón, Alfonso. Vitæ, et res gestæ Pontificvm Romanorum et S. R. E. Cardinalivm ab initio nascentis Ecclesiæ vsque ad Vrbanvm VIII. Pont. Max. 2 volumes. Romae : Typis Vaticanis, 1630, II, col. 1274; "Essai de liste générale des cardinaux. VII. Les cardinaux de la fin du XVe siècle". Annuaire Pontifical Catholique 1933. Paris : Maison de la Bonne Presse, 1933, p. 158-159; Eubel, Conradus and Gulik, Guglielmus van. Hierarchia Catholica Medii Aevi. Volumen II (1431-1503). Münich : Sumptibus et Typis Librariae Regensbergianae, 1914; reprint, Padua : Il Messagero di S. Antonio, 1960, pp. 19, 45, 46, 65, 67and 253.

Links. His image, arms, tomb, family and biographical data, in French; his genealogy, son of nos. 16 and 17; his tomb, in the church of S. Maria del Popolo, Rome; and his arms, cathedral of Autun, France.

(1) This is the text of his epitaph taken from Chacón, Vitæ, et res gestæ Pontificvm Romanorum et S. R. E. Cardinalivm, II, col. 1274: HIC. IACET. DOMINVS. FERRICVS. CLVNIACO. NATIONE. BVRGVNDVS. VTRIVSQUE DOCTOR. TITVLI. S. VITALIS. PRESBYTER. CARDINALIS. EPISCOPVS. TORNACENSIS. QVI. OBIIT. DIE. MARTIS. VII. OCTOBRIS. ANNO. SALVTIS. MCDLXXXIII. ORATE. DEVM. PRO SALVTE. ANIMÆ. EIVS.

(27) 4. SAVELLI, Giovanni Battista (ca. 1422-1498)

Birth. Ca. 1422 (1), Rome. Son of Nicola Savelli, signore of Palombara and Castel Gandolfo, Roman noble. Of an aristocratic family which included Pope Honorius IV (1285-1287); and Cardinals Bertrando Savelli (1216); Giacomo Savelli (1539) Silvio Savelli (1596); Giulio Savelli (1615); Fabrizio Savelli (1647); Paolo Savelli (1664); and Domenico Savelli (1853). He was called the Cardinal Savelli.

Education. (No information found).

Early life. Protonotary apostolic. Governor of Bologna, 1468-1470. Governor of Marca before February 1474.

Sacred orders. (No information found).

Cardinalate. Created cardinal secretly by Pope Paul II in May or June 1471, together with three other prelates; they were not published out of consideration for the king of France; for that reason and because of the opposition of Cardinal Latino Orsini, they were not admitted to the conclave of August 1471. Legate in Perugia. Created cardinal deacon in the consistory of May 15, 1480; received the deaconry of Ss. Vito e Modesto shortly after; received the red hat in the patriarchal Vatican basilica on June 3, 1480. He was confirmed as legate a latere of Perugia and its district was confirmed on June 16, 1480; he left Rome for his legation on July 12; returned to Rome on December 2, 1480. Named legate to Genoa to reestablish the peace between the Fregoso and the Adorno families and to supervise the arming of the papal fleet against the Turks, December 4, 1480; he left Rome for his legation on December 20, 1480; returned on June 30, 1481 by the Tiber river, with the vessels that he had armed; went to S. Paolo fuori le mura, where the pope received him and blessed the fleet; later, in consistory celebrated on the same day, he presented a complete account of his mission to Genoa. Went to Perugia and returned from that legation to Rome on November 24, 1481; went back to Perugia and returned to Rome on May 18, 1482. In the fight with the Orsinis, he fell in disgrace with Pope Sixtus IV and was accused of treason in consistory on January 2, 1483; in spite of his denial, he was held hostage at the Vatican, lodged with Cardinal Giuliano della Rovere; the following day, he was transferred to Castello Sant'Angelo together with Cardinal Giovanni Colonna; he was ill until November 15, 1483, when he was liberated; on that same day, he attended a consistory; his innocence was recognized. Opted for the deaconry of S. Nicola in Carcere Tuliano shortly after, or on March 17, 1484. Participated in the conclave of 1484, which elected Pope Innocent VIII. Legate in Bologna in 1484. Participated in the conclave of 1492, which elected Pope Alexander VI.

Episcopate. Administrator of the see of Mallorca, August 31, 1492; occupied the post until March 27, 1493. Legate in Spoleto, August 31, 1492. Archpriest of the patriarchal Liberian Basilica from September 1492 until his death. On December 31, 1493, he escorted King Charles VIII of France at his entrance in Rome; in the convention between the king and the pope, signed on January 15, 1495, the cardinal's legation in Spoleto was confirmed. He was in Naples with the king in April 1495. After the deparure of the king from Italy, the cardinal remained away from Rome for a year and a half; he returned on December 22, 1496, with Bishop Pietro of Cesena, who accompanied him. He was received by the pope the following evening. He had a reputation for worldliness and luxury.

Death. September 18, 1498, in his family's domain of Castel Gandolfo. His body was transferred to Rome and buried in the church S. Maria in Aracoeli (2).

Bibliography. Cardella, Lorenzo. Memorie storiche de' cardinali della Santa Romana Chiesa. Rome : Stamperia Pagliarini, 1793, III, 218-219; Chacón, Alfonso. Vitæ, et res gestæ Pontificvm Romanorum et S. R. E. Cardinalivm ab initio nascentis Ecclesiæ vsque ad Vrbanvm VIII. Pont. Max. 2 volumes. Romae : Typis Vaticanis, 1630, II, cols. 1265 and 1345; "Essai de liste générale des cardinaux. VII. Les cardinaux de la fin du XVe siècle". Annuaire Pontifical Catholique 1933. Paris : Maison de la Bonne Presse, 1933, p. ; Eubel, Conradus and Gulik, Guglielmus van. Hierarchia Catholica Medii Aevi. Volumen II (1431-1503). Münich : Sumptibus et Typis Librariae Regensbergianae, 1914; reprint, Padua : Il Messagero di S. Antonio, 1960, pp. 19, 43, 43, 44, 46, 47, 49, 50, 52, 54, 67, 68, and 184.

Links. The Savelli family, in German; his tomb, church of S. Maria in Aracoeli, Rome; his epitaph.

(1) This is according to "Essai de liste générale des cardinaux. VII. Les cardinaux de la fin du XVe siècle". Annuaire Pontifical Catholique 1933, p. 159; his epitaph, note 2, below, says that he lived seventy-one years and twelve days; he died on September 18, 1498, therefore, he probably was born on September 6, 1427. There is a discrepancy between Chacón's transcription and the text of the epitaph that appears in the photograph, linked above, which says that the cardinal lived ANN. LXX., and, accordingly, he must have been born in 1422.
(2) This is the text of his epitaph taken from Chacón, Vitæ, et res gestæ Pontificvm Romanorum et S. R. E. Cardinalivm, II, 1345: IOANNES. BAPTISTA. SABELLVS. S. R. E. DIAC. CARDINALIS. TEMPORVM. VARIETATE. AC. MALIGNITATE. BIS. AD. CARDINALATVM. ELECTVS. EST. IN. MOLE. HADRIANI. DETENTVS. SEMPER. TAMEN. HONORIFICE. LIBERATVS. SVB. PAVLO. XYSTO. INNOCENTIO. ALEXANDRO. DVCATVS. BONONIÆ. MARCHIÆ. GENVÆ. LEGATVS. PLENE. ET. CLARE. FVNCTVS. FRAGILITAT. HVMANI. GENERIS. MEDITAT. MONVMENTVM. VIVENS. SIBI. POSVIT. VIXIT. ANNOS. LXXI. DIES. XII.

(28) 5. COLONNA, Giovanni (1456-1508)

Birth. 1456 (1), Rome. Son of Prince Antonio Colonna and his third wife, Imperiale Colonna. Grand-nephew of Pope Martin V. Nephew of Cardinal Prospero Colonna (1426). Other cardinals of the family were Giovanni Colonna (1212); Giacomo Colonna (1278); Pietro Colonna (1288); Giovanni Colonna (1327); Agapito Colonna (1378); Stefano Colonna (1378); Pompeo Colonna (1517); Marco Antonio Colonna, seniore (1565); Ascanio Colonna (1586); Girolamo Colonna (1627); Carlo Colonna (1706); Prospero Colonna (1739); Girolamo Colonna di Sciarra (1743); Prospero Colonna di Sciarra (1743); Marcantonio Colonna, iuniore (1759); Pietro Colonna (1766), who took the last name Pamphili. He was called the Cardinal Colonna.

Education. (No information found).

Early life. Protonotary apostolic.

Sacred orders. (No information found).

Cardinalate. Created cardinal deacon in the consistory of May 15, 1480; received the deaconry of S. Maria in Aquiro shortly after; and the red hat on June 3, 1480 in the patriarchal Vatican basilica.

Episcopate. Administrator of the see of Rieti, November 10, 1480; occupied the post until his death (2). He sided with King Ferdinando I of Naples in his was with the pope; the cardinal's brother, Girolamo, was killed in Rome on April 3, 1482; Cardinal Colonna was accused of treason together with Cardinal Giovanni Battista Savelli and arrested at the Vatican on June 2, 1482; he was placed in the house of Cardinal Girolamo Basso della Rovere and, the following day, he was imprisoned in Castello Sant'Angelo; freed on November 15, 1483 and received in consistory; the fight continued in Rome and he went away; Protonotary Apostolic Lorenzo Addone, pursued, sought refuge in the cardinal's palace in the present Piazza della Pilotta, on March 30, 1484; Cardinal Colonna returned to Rome at the death of the pope, the following August, and was acclaimed by the people. Participated in the conclave of 1484, which elected Pope Innocent VIII. He supported the election of Cardinal Rodrigo Borja y Borja, who had promised him the abbey of Subiaco, but Cardinal Giovanni Battista Cibo was elected as Pope Innocent VIII. Helped Cardinal Giuliano della Rovere maintain the order in Rome in 1485. On September 12, 1486, he returned to Rome from Genoa; arriving before Cardinal Giuliano, whom he took to the patriarchal Vatican basilica. Participated in the conclave of 1492, which elected Pope Alexander VI; Cardinal Borja promised him again the abbey of Subiaco and the surrounding castles; elected as Pope Alexander VI, he gave them to the cardinal. On April 29, 1493, he resigned the commendam of the Cistercian monastery of Bonnecombe, diocese of Rodez. In 1493, the son of the king of Naples went to Ostia to negotiate with him against the Sforza of Milan; he sided with King Charles VIII of France and was after him when the king entered Rome on December 31, 1495; remained with the king until January 28, 1495; and was with him in Naples in April 1495; the cardinal incurred the ire of the pope but was not deprived of the cardinalate as some sources have indicated. He retired to Sicily to escape his critics; he was perennially aided by the king of Spain; his brother Prospero had abandoned the party of the French king. Returned to Rome on December 16, 1496; left for Milan in July 1499. Named legate in Perugia. Returned to Rome on September 6, 1503, to participate in the first conclave of 1503, which elected Pope Pius III. Cardinal protodeacon after the election of the new Pope Pius III. Participated in the second conclave of 1503, which elected Pope Julius II. Abbot commendatario of the monastery of Grottaferrata, 1503; he succeeded the new Pope Julius II. Named archpriest of the patriarchal Lateran basilica in November 1503, succeeding the new Pope Julius II. Archbishop of Messina from 1504 (3). At the laying of the first stone of the new basilica of Saint Peter, on November 18, 1506, he proclaimed in Latin the indulgence granted by the pope.

Death. September 26, 1508, Rome. Buried in the basilica of Ss. XII Apostoli, Rome (4).

Bibliography. Cardella, Lorenzo. Memorie storiche de' cardinali della Santa Romana Chiesa. Rome : Stamperia Pagliarini, 1793, III, 219-220; Chacón, Alfonso. Vitæ, et res gestæ Pontificvm Romanorum et S. R. E. Cardinalivm ab initio nascentis Ecclesiæ vsque ad Vrbanvm VIII. Pont. Max. 2 volumes. Romae : Typis Vaticanis, 1630, II, cols. 1265 and 1389; "Essai de liste générale des cardinaux. VII. Les cardinaux de la fin du XVe siècle". Annuaire Pontifical Catholique 1933. Paris : Maison de la Bonne Presse, 1933, p. 159-160; Eubel, Conradu and Gulik, Guglielmus van. Hierarchia Catholica Medii Aevi. Volumen II (1431-1503). Münich : Sumptibus et Typis Librariae Regensbergianae, 1914; reprint, Padua : Il Messagero di S. Antonio, 1960, pp. 19, 46, 49, 52, 56, 66, and 221.

Links. The Colonna family, in English; his genealogy, A3 B2.

(1) This is according to "Essai de liste générale des cardinaux. VII. Les cardinaux de la fin du XVe siècle". Annuaire Pontifical Catholique 1933, p. 159; his genealogy, linked above, says that he was born in 1457; and his epitaph, note 3, says that he died on September 26, 1508, at fifty-one years and three months.
(2) Città Ducale was detached in 1502 to form a new diocese; it was reincorporated at his request and he administered it from November 8, 1503; at his death, 1508, it was again separated.
(3) This is according to his genealogy, linked above; neither Conradus Eubel and Guglielmus van Gulik, Hierarchia Catholica Medii Aevi. Volumen III (1503-1592) (Münich : Sumptibus et Typis Librariae Regensbergianae, 1935; reprint, Padua : Il Messagero di S. Antonio, 1960), p. 242; nor Pius Bonifatius Gams, Series episcoporum Ecclesiae catholicae (3 v. in 1. Graz : Akademische Druck- u. Verlagsanstalt, 1957), p. 950, mentioned him in the catalogs of occupants of that see.
(4) This is the text of his epitaph taken from Chacón, Vitæ, et res gestæ Pontificvm Romanorum et S. R. E. Cardinalivm, II, col. 1389: IOANNES. COLVNNA. DIACONVS. CARD. PRIMARIVS. ROMANI. NOMINIS. SALVATIS. LIBERTATISQ. PVBLICÆ. CLVMEN. HIC. SITVS. EST. VIXIT. ANNOS. LI. MENSES. TRES. OBIIT. MDCVII. SEPTEMB. XXVI.

Una proposta per il mostro

di Giulio Savelli

Quando l'erba comincerà a crescere tra le crepe dell'asfalto allora il cavalcavia sarà romano. Faremo festa adornandolo con le svolazzanti strisce di plastica bianco e rosse dei lavori in corso, quelle che tutti ignorano. (Luigi Ciorciolini, Sopraelevata della tangenziale, 2005)

I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection. (Jonathan Swift, A Modest Proposal, 1729)

La questione di cosa fare con la sopraelevata sarebbe, in teoria, piuttosto semplice: abbattere. Non per ragioni speciali, ma perché è ovvio eliminare una struttura quando appare inidonea o vecchia – o quando suscita proteste motivate e non effimere. Ma la questione non potrà mai, a Roma, essere così banale. Chi ha chiesto e chiede la demolizione non considera che la compulsione a conservare e monumentalizzare, anche a costo di riconvertire, proviene dalla natura stessa dell'esperienza di vita a Roma. Non naturalmente nel senso che la presenza dell'antico induca a conservare tutto – non in modo così automatico, perlomeno. A Parigi o a New York per una ferrovia sopraelevata salvata (una da cui, ovviamente, non si spia negli appartamenti vicini, che non occlude il cielo a chi esce da casa) cento vengono demolite: nelle metropoli moderne si conserva (parzialmente, episodicamente) il moderno perché rappresenta la tradizione, si desidera preservare il moderno dalla modernità stessa perché è parte essenziale della natura cittadina – così come a Roma, con le stesse motivazioni, conserviamo l'antico e il barocco. Le ragioni che inducono, a Roma, a chiedere di conservare un mostro come la tangenziale est non appartengono a una tradizione del moderno che a Roma è assai poco significativa, e neppure al desiderio di conservare il poco moderno proprio perché poco, limitando fittiziamente l'orizzonte d'esperienza dei romani al perimetro del loro Comune, ma alla sedimentazione della peculiare esperienza che la città determina.

Lo spirito della città appare già osservando, semplicemente, le condizioni che hanno determinato la nascita dell'idea di conservare anziché di abbattere la sopraelevata. Se la demolizione fosse avvenuta immediatamente dopo il suo annuncio, nel 1997, infatti, non ci sarebbe stato spazio per nuove idee. Ma nessuno che conosca Roma può immaginare, anche solo per scherzo, che una demolizione come quella della sopraelevata possa essere fatta, senza polemiche pretestuose e senza pentimenti, in modo normale, cioè in tempi ragionevoli, con costi proporzionati e senza particolari disagi per i cittadini, immediatamente dopo averlo deciso e annunciato. A Roma il pensiero dell'atto precede così vertiginosamente la sua realizzazione – ovvero questa segue con un ritardo tale la decisione – che si crea un vuoto, uno spazio bianco, un tempo morto colossale, proporzionato alla storia millenaria della città, tempo di attesa che viene riempito dal pensiero della cosa stessa e dalla folla di tutte le possibili alternative. Nel caso specifico, non che si senta a Roma necessità di una passeggiata panoramica, in città non mancano le belle passeggiate: è la difficoltà nel compiere la cosa più ovvia – la demolizione – che crea l'alternativa. Il provvisorio e l'agonizzante pretende una propria nuova vita, del tutto trasfigurata, autonoma e migliore di quella precedente, e ciò a buon diritto, per il fatto stesso di esistere e durare anch'esso. Infatti, anche in presenza di una volontà politica inflessibile, di copiosi e costanti finanziamenti, di una mobilitazione popolare tenace e combattiva, di una impossibile unanimità da parte di tecnici ed esperti, la sopraelevata non potrebbe mai essere abbattuta tanto presto; il suo destino più probabile sarebbe, comunque, una lunghissima fine fatta di discussioni e chiusure a singhiozzo, su cui i romani dovrebbero tenersi costantemente aggiornati, una morte per parole precorritrice in modo tanto massiccio la sua scomparsa da renderla infine evento intrinsecamente remoto anche nella circostanza del suo inveramento. Per altri quindici anni almeno, si può facilmente prevedere, il manufatto rimarrà lì. Chi lo combatte dal 1975 – se aveva allora 30 anni, oggi ne ha 60 – sarà settantacinquenne. Una vita col mostro.

Questa attesa infinita del resto ha una singolare analogia con l'attesa di chi lassù, nell'ingorgo di ogni sera, immobile sulla tangenziale, inclinato su una curva fatta per essere percorsa in velocità, aspetta tutti i giorni di tornare a casa. In entrambi i casi la strada a scorrimento veloce ha la valenza esistenziale di un tempo rallentato, vanificato, perduto in gore tanto prevedibili quanto misteriose – di un tempo morto.

I miei nonni, nel 1968, abitavano in via Tuscolana, durante lo sventramento per i lavori dell'agognata metropolitana. Sopportavano i disagi, confidenti nella modernità – il moplen era pubblicizzato da Gino Bramieri, e il metro esisteva da un pezzo a Parigi… Il tempo morto dell'attesa fu loro letterale – scomparvero entrambi prima dell'apertura della linea A. Io abitavo in via Piccinni, non lontano da viale Somalia, e dalla finestra del soggiorno si scorgeva fra due palazzine un breve segmento del viale. Ogni pomeriggio, verso le sei, cominciava a formarsi l'ingorgo, che raggiungeva il suo acme a ora di cena: una colata di auto ferme, col motore acceso, in un irregolare, rabbiosamente fiducioso coro di clacson. Per viale Somalia il 1975, sebbene ancora la tangenziale non si raccordasse alla Salaria e all'olimpica, fu un anno felice: con l'apertura della sopraelevata l'ingorgo si fluidificò e poi scomparve. Si era spostato qualche chilometro più in là, sulla strada che poggiava sui piloni appena elevati sopra lo scalo San Lorenzo. Gli ingorghi a Roma si spostano da una strozzatura a un'altra; specialmente le strade grandi, nuove, appena aperte, sono soggette a ingorgo perché la loro spavalda ampiezza le carica di illusioni. Il fascino della modernità è ingenuamente irresistibile. Quando la linea A venne finalmente aperta i romani si riversarono in massa nelle stazioni e nei treni, il primo giorno affollati di famigliole che andavano per divertimento su e giù da un capolinea all'altro. In Europa probabilmente non esiste popolazione che meglio dei romani sappia trovare percorsi segreti per aggirare un ingorgo cronico o il giusto stato d'animo per sopportarlo. (A questo proposito va segnalata un'evoluzione: fino agli anni Settanta gli ingorghi erano accompagnati dal suono dei clacson; ora non più: l'impazienza è durata vent'anni, poi la diffusione della radio nelle auto, la maturazione anagrafica degli automobilisti, l'evidenza della vanità di ogni sollecitazione e di ogni sfogo hanno condotto alla quiete attuale: Roma è una delle città d'Italia in cui meno si usa suonare; la pazienza e la tolleranza, del resto, sono la faccia bonaria dell'assenza di civismo – propriamente: menefreghismo – dei romani). A Roma dunque il tempo fluido, veloce e omogeneo della modernità si strozza nello spazio irrazionale creato dal peso del passato – in parte materializzato nelle sue rimanenze fisiche, i monumenti, in parte reso operante attraverso l'inettitudine politico-programmatica dei suoi amministratori (che va considerata passato in quanto effetto di rapporti sociali tradizionali nella costruzione del potere, rapporti che non si sono mai sciolti compiutamente nella modernità delle istituzioni). A Roma dunque l'ingorgo non è contingenza ma essenza, colta perfettamente da Federico Fellini quando ha fatto cominciare Roma con un gigantesco ingorgo dal raccordo anulare fino al Colosseo. Analogamente, appartiene all'essenza della città la durata interminabile dei lavori che vi si compiono (un frizzo molto romano vuole «eterna» la città per la loro estensione temporale). L'inserzione del premoderno nel moderno rende il tempo dell'esperienza disomogeneo: dove ci si attende la velocità, ci si trova invece in una sorta di bolla temporale.

Il tempo morto si può definire come il rovescio del frattempo. Tempo morto è in ascensore, quando, nel frattempo, non si può fare niente. Paradossalmente, il tempo è morto quando se ne percepisce la durata, e al tempo stesso, non potendo usarlo, non si riesce a dargli una struttura. Il frattempo è quello, caratteristico della modernità, in cui alla velocità del transito nello spazio si somma l'uso utile del tempo: tipicamente, leggere un libro in metropolitana. Perché ci sia tempo morto occorre, invece, la consapevolezza che nel frattempo non si può fare niente. Così, per esempio, in un ingorgo non si può leggere un libro (se non generando irritazione in chi ci segue). Il tempo è tanto più morto quanto più percepito come dissipato. Perciò, è lo sfruttamento intensivo del tempo a determinare l'esistenza del tempo morto – ed è quindi la modernità a generare tempo morto, esattamente perché produce tempo guadagnato. Lo scacco della modernità si dà esemplarmente quando il tempo guadagnato diventa tempo perduto: quando in aereoporto il volo è sospeso, e non resta che aspettare. Si determina allora un gorgo temporale: non ci si trova nel lento tempo premoderno – quello riprodotto industrialmente quando ci mettiamo, in vacanza, in spiaggia, pigramente sotto il sole – ma in una sorta di dinamica circolare: la velocità di scorrimento più o meno rimane, ma la direzione non è lineare (la bella linearità moderna…) bensì rotatoria, analoga a quella delle lancette dell'orologio, in una logorante parodia dell'arcaico. La situazione che si determina possiamo definirla una bolla temporale.

Dentro una bolla temporale ciascuno cerca di cavarsela come può. Tenta di uscirne anzitutto – ma, non potendo farlo, proverà a reindirizzare il flusso del tempo attraverso scopi provvisori subordinati. Ciò che fa la forza del frattempo – due fini in un tempo solo – viene piegato ad ammazzare il tempo, strutturandolo in una linearietà precaria e sbilenca. Non si va in macchina per ascoltare la radio, ma in un ingorgo la si accende. Non ci si guarda attorno guidando; in un ingorgo si osserva il panorama fuori dei finestrini: altre auto, fisionomie, dettagli ai bordi della strada, cartelloni pubblicitari, paesaggio (quando c'è). E se una bolla temporale da randomica diventa cronica queste ristrutturazioni improvvisate diventano abitudini: per esempio la telefonata a casa dall'ingorgo serale prima del rientro. Il frattempo ha perso ogni tonicità, ogni enenrgia, non poggia su di un fine principale ma sbadiglia nello spazio vuoto del tempo morto.

La bolla temporale è la forma astratta del tempo morto; l'anacronismo è la forma astratta del tempo disomogeneo – il tempo della modernità costellato da bolle. Il premoderno determina le bolle temporali come un ostacolo determina una turbolenza in un flusso d'acqua. E, come ben si sa, è assai più suggestivo e rilassante un grazioso ruscelletto che una condotta o un canale. Dunque a buona ragione la modernità, specie nella versione post, ha preteso da se stessa – su scala e con modi industriali, beninteso – che il tempo del riposo e del divertimento potesse frangersi e deviare in pozze e ameni gorgoglii. Le città del divertimento incorporano l'anacronismo nel loro progetto, citandolo talvolta, come a Las Vegas, in modo didascalico. Roma è una versione storica, nel senso che è una versione spontanea e naturale, di Las Vegas. Ciò che lì, come altrove, è deliberato, a Roma è conseguenza fatale delle circostanze: via Condotti non è stata progettata come un mall, sebbene funzionalmente lo sia. Il postmoderno è a Roma del tutto naturale, ed è carattere della città ormai da un paio di secoli. A differenza del postmoderno realizzato all'interno della modernità, quello che nasce a partire dall'inserimento del moderno nella premodernità ha tuttavia effetti collaterali considerati fastidiosi – appunto, per esempio, un ingorgo sopra una strada sopraelevata a scorrimento veloce. Non che gli ingorghi non ci siano anche a Los Angeles o a New York; semplicemente, sono difetti e non peculiarità – non sono in alcun modo significativi. Il tempo perso, a Roma, matura invece, nell'interiorità dei suoi abitanti, in una sorta di indifferenza per la contingenza, sia pure urgente o ingombrante, che si intreccia con la capacità di godere della vita: ammazzare il tempo può essere un'arte. Senza che ciò impedisca, localmente per così dire, efficienza e modernità. Nessuno come un romano è allenato a saltare da un tempo all'altro come si salta sui sassi per attraversare un torrente. Considerato che l'ingorgo e i lavori in corso sono a Roma aspetti del più generale anacronismo, conservarne e anzi promuoverne l'esperienza estetizzandola convenientemente rappresenta uno degli scopi che una responsabile politica culturale cittadina deve perseguire. Sono perciò del tutto d'accordo circa il fatto che la dismissione della sopraelevata rappresenti un'opportunità irripetibile per la capitale d'Italia.

Le proposte di riconversione della tangenziale formulate finora si indirizzano al suo uso pedonale o ciclabile, integrando al manufatto esistente nuove strutture. Per chi cerca luoghi interessanti per passeggiate originali la riconversione della sopraelevata a giardino pensile è certamente interessante, così come il farne un percorso fra botteghe e laboratori artigianali, in una sorta di un bazar postmoderno. L'obiezione secondo cui chi passeggia fra botteghe e giardini si troverebbe nelle condizioni di spiare negli altrui tinelli con più agio ancora di quanto facesse chiuso nell'abitacolo della propria auto, e quella per cui chi si trova ad abitare a ridosso del mostro, ma più in basso della sede stradale, continuerebbe a essere privo di luce e della vista del cielo, sono entrambe ispirate a un gusto e a pseudo-esigenze tipicamente piccoloborghesi. Nelle più belle città del mondo, da Venezia a Parigi, i salotti dei palazzi più distinti non rimangono spesso aperti all'ammirazione dei passanti, le tende spalancate, i lampadari accesi tutta la notte? E non si desidera il rifugiarsi in piccoli borghi medievali, dove le finestre affacciano su stretti vicoli privi di luce? Perché allora non godersi il passeggio di fronte alla finestre di casa di incuriositi estranei? Finalmente passanti e indigeni potrebbero salutarsi con la mano, e anche parlarsi, sia pure alzando un po' la voce. Quanto all'ombra della sopraelevata, va considerata fonte (oltre che di un gradevole fresco durante l'estate) di un'intimità claustrofilica tutta da riscoprire.

Le proposte già formulate, tuttavia, hanno il limite di dare una qualche funzione – largamente superflua – alla tangenziale. Mentre la sua riconversione assume un senso estetico se entra in risonanza con lo spirito stesso della città. Evidentemente occorre immaginare una destinazione che, valorizzando le peculiarità dell'opera, prescinda dall'attribuirle una qualche pretestuosa finalità. La natura dell'esperienza prodotta dalla tangenziale est è infatti quella che abbiamo chiamato una bolla temporale. Ciò premesso, azzardo una proposta di riconversione relativamente alla parte sopraelevata del manufatto, che solo un pedante illuminismo urbanistico vorrebbe demolito.

Anzitutto occorre considerare la conservazione della sopraelevata provvisoria. Ciò potrebbe essere fatto con opportuni strumenti giuridici e amministrativi che ritualizzassero la proroga del suo abbattimento, escludendo implicitamente ma in modo categorico che questo possa mai effettuarsi; tale status sarebbe altrettanto significativo sul piano della percezione estetica, sebbene non identico, a quello di un monumento protetto dalla Sovrintendenza ai Beni Culturali e Ambientali o dall'Unesco. Entro tale quadro, va immaginata una nuova destinazione analogamente provvisoria e suscettibile di evoluzione, in attesa che un congruo numero di secoli renda il mostro, senza alcun altro particolare intervento, una preziosa reliquia. Dunque una condizione che, riproducendo la stasi dell'esperienza di spostamento sulla tangenziale e il vagare dello sguardo sul panorama della sede stradale e della città, preveda un lentissimo, impercettibile mutamento in tale visione. Propongo a tale scopo la chiusura assoluta della strada, lasciandola al quieto crescere delle erbacce e allo svilupparsi di piante via via più robuste, allo stratificarsi dei detriti urbani volatili portati dal vento assieme ai pollini, e all'insediamento spontaneo di animali semi-selvatici – uccelli, roditori, piccoli felini – creando così, nel corso dei decenni e dei secoli, un'oasi urbana protetta a carattere sperimentale. Il panorama di questo bioparco – una lunga ferita in vitale suppurazione nel corpo della metropoli – e della splendida vista sulla città che vi si gode andrebbe ripreso, 24 ore su 24, per tutti i giorni di tutti gli anni che il futuro riserva a Roma, da un buon numero di telecamere, le cui immagini sarebbero visibili su enormi schermi piatti appesi sotto la sopraelevata, fra un pilone e l'altro.

Gli abitanti dei palazzi adiacenti all'oasi che, per loro debolezza spirituale, trovassero impensabile vivere in un posto simile quasi quanto vivere a ridosso di un'autostrada urbana, potrebbero sempre andare ad abitare altrove e affittare le stanze con vista sugli schermi a chi fosse interessato a tale panorama; avrebbero almeno il vantaggio, ricavandone una saltuaria pigione, di farsene infine qualcosa del soffocante mostro a loro destinato.