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Rezension von: Annemarie Fritz / Rüdiger Klupsch-Sahlmann / Gabi Ricken (Hrsg.): Handbuch Kindheit und Schule. Neue Kindheit, neues Lernen, neuer Unterricht. Weinheim, Basel: Beltz 2006 (327 S.; ISBN 3-407-25418-0; 29,90 EUR).

Gordon T. Allred, March 7, 2014; Gordon and Sharon Allred, March 7, 2014 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; The following is an interview with Dr. Gordon T. Allred conducted on March 7, 2014 by Ruby Licona. Also present is Stacie Gallagher, the video technician. Dr. Allred discusses his career at Weber State from 1963 to 2011 as a professor of English. ; 39p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program Gordon T. Allred Interviewed by Ruby Licona 7 March 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Gordon T. Allred Interviewed by Ruby Licona 7 March 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Allred, Gordon T., an oral history by Ruby Licona, 7 March 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Gordon T. Allred March 7, 2014 Gordon and Sharon Allred March 7, 2014 Abstract: The following is an interview with Dr. Gordon T. Allred conducted on March 7, 2014 by Ruby Licona. Also present is Stacie Gallagher, the video technician. Dr. Allred discusses his career at Weber State from 1963 to 2011 as a professor of English. RL: Good morning. Today is March 7, 2014, and we are in the Waterstradt Room at the Stewart Library at Weber State University. We are talking today with Gordon Allred, who joined the faculty here in 1963, but actually joined the Weber community as a toddler. So, we are going to have a delightful time talking to him about some of his adventures as a child and then later his impressions as an adult. Good morning and thank you for coming in to talk with us for the Oral History Program. I mentioned that you came here as a toddler. Both of your parents were on the faculty at Weber State, your mother, Pearl Allred and your father M. Thatcher Allred joined the faculty in 1931. So that means you as a fairly young child would have been here roaming around in diapers. GA: Yes, indeed. They both came and joined the faculty at the same time. RL: Did they? Oh, I was looking at a book that had them divided up, one said 1921 and one 1931. So they both came in 1931. Where did they come here from? GA: Well, you want me to launch with a little explanation of where they came from and what you're talking about now? RL: Sure. GA: Well, I'll just read from some written info I've assembled. If you want to interrupt, 1 don't hesitate. I arrived at Ogden at the tender age of six months. My father Thatcher obtained his MA in speech and drama at the University of Iowa in 1930. He and my mother Pearl graduated some years earlier from the Utah State University, then known as the AC – Agricultural College. Both were hired by Dr. Leland H. Monson, Thatcher in Speech and Drama, later becoming chair of the Speech and Drama Department for many years, and Pearl in English. She also worked part time for the Carnegie Free Library, giving weekly book reviews a few years later. RL: So you were indoctrinated fairly early, weren't you? GA: Yes indeed! Weber College was located then, and during my early adult years as a student, on the old downtown campus in the quad just below Lester park, which was in turn below Madison Grade School. Many of the classes, including those taught by Leland Monson and my parents, were in the Moench Building across the street on Jefferson. That building contained the well-known Moench Auditorium and was the place where my father ultimately directed most of his plays – about seventy, as I recall. He also established the Ogden Community Theater which included faculty and members of the Ogden community along with the students. I could always tell when play openings were hovering, incidentally, because rehearsals would run later and later under my father's perfecting hand sometimes until three in the morning. And opening night many of our household items would often appear on stage. That was the sure cue that we were ready to go. RJ: In the chapter that you did in the Weber College History, you talk about hiding 2 among the curtains on the stage. Were they Purple velvet, as you recall? GA: No. Dark blue. Anyway I did that on a number of occasions, and drew the curtains quite often when no one was around. RL: Can you smell the dust? GA: Yes, definitely – still can. And the sound! The curtains would open like great flowing wings! And the feel of the waxed drawing ropes in the palms of my hands! Our stage was only the size of a large living room, but I remember and feel those things vividly after lo these four score years. RL: And you remember the plays as they were presented? GA: By no means all of them or the exact sequence but a number of them. At times the stage also hosted other productions – our neighborhood kindergarten performance of an animal fair of sorts, and I was a seagull. RL: Jonathan Livingston? GA: Hey, that's good! But this was a bit before his time. The children, however, each functioned as a different animal, and my dad actually drove with me all the way to Salt Lake to purchase my own special outfit. But on the big night as we were all assembling in our variegated costumes behind the great curtains, I thought I heard someone in the audience calling my name. Consequently, I parted my way through them and called out loudly, "Was someone calling my name?" Only muffled laughter. "Hmm, that's funny," I persisted. "I thought I heard someone calling me!" More laughter. RL: No doubt your father was calling you back from behind the curtain. 3 GA: Well, he wasn't actually involved in this one. It was strictly a kindergarten level. Supervised by our loving teachers Childs and Thomas, but somehow they managed to retrieve me and get the show underway with plenty of prancing and dancing and lively animal interaction. Even now, however, I sometimes hear that voice calling me, "Oh, Goorrdy!!" Maybe that should have been the beginning of my "calling", of my career as an actor. Others have suggested that teachers are all actors of various sorts and that the classroom and the student are their audience. The faculty in those days numbered only 16 or 17 members, along with some of the staff. This was the Depression Era, but my parents were both teaching as mentioned. My mother got a little less than my father. I think she got $1,500 a year, and he got $1,600. Of course a dollar was worth about 30 times what it is now, and with my parents' combined income I was never aware of any deprivation. We seemed to get along quite well. RL: What about your contact with the college presidents? GA: I don't remember exactly how the sequence went with Weber's presidents. I know there was President Creer and President Aaron Tracy, then fairy early in the game, Henry Aldous Dixon came in. RL: Yes, he was only here originally for a couple of years, left and then was back for quite a long time. GA: Yes, and he was regarded fondly by several of the faculty children as Uncle Aldous. We lived in a little frame home on 24th Street, just up from St. Joseph's Catholic Church in the 500 block. Some of the faculty I remember well along with 4 their children included Roland and Helen Parry, living nearby, J. Clair and Florence Anderson, both Roland and J. Clair in music, Walter Buss in geography and his wife, Cluster Nilsson in English, and Wally and Grace Baddley. Wally was actually the superintendent of buildings and grounds. Their son Brent and I became close friends beginning about one year of age, living there in that little quadrangle, and we were later missionary companions for six months in Eastern Canada, up on Lake Nippising. We had some interesting experiences there. Wally Baddley was actually, as I say, Superintendent of Buildings and Grounds and on one occasion, during our childhood days, Brent and I managed to sneak into the Moench through the basement window and found ourselves there in a science lab, face-to-face with an actual skeleton. That was quite an experience for two young lads about four or five years of age, to encounter this ghastly, grinning skeleton. RL: You got what you deserved. GA: We did. Wally was not too happy with the situation. He was highly dedicated and well organized, but sometimes a bit grouchy and outspoken. And he definitely was in this case. On the other hand, during our high school days, he was very helpful financially. He provided Brent and me jobs watering and mowing the campus lawns with only hand-powered mowers. Weber had a Japanese gardener named Tak, I remember, and his bit of unfailing advice to us was, "Arways oir raun moler eby time fo mow". I think that was the extent of his English, so we dutifully always "oiled the lawn mowers every time before mowing." Wally also provided Brent and me jobs checking coats at the college dances, a chance to make two and a half 5 dollars for a three hour evening. RL: That was high pay. GA: Yes, that was good pay then. But we always envied the lucky college students who got the beautiful babes while we just checked their coats. Our little home on 24th contained only one bedroom and a sleeping porch along with kitchen, living and dining rooms, and was located next to a somewhat larger dwelling which had been converted into a kindergarten. It was one conducted by two motherly ladies (I can still see their faces clearly) Mrs. Thomas and Mrs. Childs, both of whom were very dedicated but gentle, and always addressed us in sweet motherly tones. Among our activities was an art class for which we brought smocks to protect our clothing and painted by use of easels and water colors. I myself was dedicated to landscapes, especially distant purple mountains, and on one occasion I had just completed a rendering of which I felt exceedingly proud, which is always a dangerous condition, only to have a little girl named Gloria Todd maintain quite vociferously that my effort looked silly and that mountains weren't purple. I didn't take criticism very well in those days, and I hope I've become a little more receptive, but I responded quite impulsively by sloshing another purple mountain on Gloria's face. She just sat there in a state of absolute daze for a moment, and I can remember vividly that face as if it were melting, and then realizing the awfulness of what I'd done. Bolting out the back way, I ran home, locked the door and hid under my parents' bed. The bed was a kind of sanctuary – not only for me, but at times for other faculty children. One in particular was Darrold Monson, son of Dr. Leland Monson, 6 who was the English Department Chair and College Division Head and who had hired my parents, as mentioned. Darrold had a special affinity for mischief and then sanctuary in our domicile under the bed. When summoned home at eventide Darrell would actually cling onto the springs when his older sister Dolores came to collect him, requiring her to prod him out, sometimes with our mop. Fortunately that sometimes wet mop in the face discouraged him and eventually Dolores prevailed and would take him home by the nape of his neck. Our faculty children in general were quite mischievous, and I remember a man coming by almost daily on a chestnut-colored horse to visit someone living a house or two down the street. I had the impression even at that young age that it was some lady friend who maybe he shouldn't be visiting. For some reason he always left the horse there untethered, even though there were metal rings in the curbing in those days for attaching such animals. We as mischievous young lads would come out of the back alley and pelt the poor horse in the flanks with pebbles. It was not a case of sadism or cruelty as I remember, simply curiosity as to how much that horse would whinny and prance. At one time, however, somebody became a little too vigorous, and the horse neighed wildly, reared up and went galloping off down 24th Street past the Catholic church with several of us running along gleefully behind. The last I remember was the sight of that chestnut horse running through the red light on Washington Blvd. Luckily, there wasn't as much traffic in those days, back 80 years ago, but I remember that well. I remember, too, as a small lad entering St. Joseph's church to see what was happening, but no one was there. All was very quiet and enchanting. Timidly I 7 made my way down the long aisle past paintings of saints along the walls. Eventually I reached the dias in front with its statue of the Savior and the rows of burning votive candles. Then, almost hypnotized, I approached and blew them out. Then I whirled and dashed back down the aisle and out into the noonday sun. But again, there was no intent to do evil; I simply thought that was what you do with candles. When you have candles on birthday cakes, you blow them out and so I blew the church candles out. I hope they weren't prayer candles and some poor people aren't devoid of their salvation because of my mischief. The old campus itself as a school is long gone, all of it gradually transferred to the present impressive establishment. A number of the buildings including the Moench have been demolished and replaced by condominiums. The Weber Gymnasium with its clattering metal fire escape along the back and indoor pool where I learned to swim at age six, are also gone, having been replaced by Gold's Gym, now under renovation. The great concrete smoke stack next to it remains and probably will into the millennium. Our little home on 24th went long ago, replaced consecutively by an LDS Institute, BYU Extension Center and now for many years a family History Center. I've always thought, in fact, if the little home of my boyhood had to go, nothing could be more appropriate than a Family History Center. My wife, Sharon, in fact, still does some of her beloved genealogy work down there, and when she comes home late at night I sometimes say, "Well, honey, which room were you in tonight – the living room, kitchen, or in my bedroom?" My bedroom was also a sleeping porch. I can remember that my other insisted on my taking my nap there, and I was 8 very much distressed overt that because my friends could be playing around outside, shouting and having a great time. She got the best of me, however, by saying, "Well, you go in and take a nap, but if you'll be a good boy, close your eyes and go to sleep, you can wake up as soon as you want to!" Somehow that actually did it, despite my sense of amusement. RL: I think you didn't put much over on your mother, did you? GA: No. That dear soul was a bit tricky at times. RL: You attended Weber on the old campus, is that correct? GA: Yes, and that campus continued for some years after I left. However, if offered a number of teachers as mentors and friends including Leland H. Monson, who sponsored a national debate contest that was the largest in the nation. My debate partner, Kent Neilsen and I were fortunate enough to win second place in one of them. Some of my friends also attended Leland's debate class at the college and made several trips in that regard to various parts of the West including California. At times the faculty – our so-called chaperones – would drive together leaving us to our own devices along the way. The devices included shot guns and .22's with which our young debaters, some of whom were girls, would engage in the shooting of jack rabbits or at least at jack rabbits, which became almost as much a part of the adventures as the tournaments themselves. Among other teachers and mentors were my parents, Dr. Larry Evans, a wit and intellect from whom I took both journalism and English, who along with Mae Welling encouraged me to make an LDS mission part of my education. This advice 9 I followed after my two years at Weber. Another faculty member who contributed to our hunting proclivities was a sweet and kindly lady by the last name of Ogden who taught typing on the old upright typewriters. Today, this seems like we were back in the Stone Age. We would type away quite dutifully, but on stormy days in the fall we would gaze longingly out the large windows toward the Great Salt Lake, about 20 miles away, and see the storm moving in. Then at such times we'd say, "Oh, Miss Ogden, look at that terrific storm out there. The ducks are going to be flying in any minute. Can't we be excused; we'll make up our typing later?" And she would say, "Well, all right boys, I guess so. But don't forget to bring me a duck or two when you come back." She was a dear soul, and very charming. Another lady I remember very well was Lydia Tanner who ran the school cafeteria, and was well known in the community as an excellent cook. Nearly all the dishes in those days cost five or ten cents. About six of them and you'd have a full meal. My favorite dessert was bread pudding with hard sauce, and for thirty-five cents total we could be quite warmed and filled. The most remarkable and perhaps influential of my professors and mentors was Dr. Jennings (Jay) Olson, but I'll say more about that further on. Weber was known in those days for its social clubs – none of which were national but quite distinctive and memorable in their various ways. Some of the women's versions included La Dianeda and Otyokwa, and among those for the men, Excelsior and Phoenix – the former, Excelsior, known for their partying and carousing and the latter erroneously as sissies or "The Sisters". This was because 10 it included most of the prospective or returned missionaries and because they garnered all of the awards in the humanities and the arts. However, they also won all the athletic contests as well – which included baseball, football, basketball, boxing, wrestling and swimming – the whole thing. We won nearly all of them. We were also among the stalwart hunters of whom I have spoken. Romance at Weber was high and included such dances as the Phoenix Snowball, as Christmas approached. I can remember ordering corsages from Jimmy's Flower Shop just down the street by the Ogden Theater. The white orchid was ideal for $7.50. The dance was held in the dance hall adjacent to the gymnasium where my pal Brent and I had checked coats in our earlier days of envy, but now we could actually squire charmers of our own. Center stage was a gigantic cotton snowball covered with glitter on a turn table, with music by Shorty Ross and his orchestra. Shorty played a vibraharp – some kind of xylophone if I remember correctly. During that time it was my good fortune to date some fine young women, and even more following my return from the Canadian Mission while attending the University of Utah. One such individual was Sharon Wallace, whom I first dated when she was seventeen and attending her senior year at Ogden High School. I was an old man of twenty-two. Despite her marked appeal it was, I decided, the classic case of robbing the cradle. Sharon apparently thought so too, but always prayed she would find "someone just like Gordon Allred, " only someone a lot younger and still fun, not so old and serious. As it turned out, she ultimately found someone far too much like Gordon Allred and has had to live with him ever since. But that was not until after my return from the army two years later. 11 In the meantime Sharon had attended and graduated from Weber Junior College, and starred in several of my father's plays, receiving the college's Actress of the Year award. Consequently, she and my father had developed a fond and admiring relationship. I can remember that in one of his letters to me while I was in Japan with the U.S. Army, my father strongly recommended that upon my return I waste no time in "Paying that darling young Sharon a visit." That visit occurred, in fact, somewhat unexpectedly the day after my arrival. It was a Sunday morning in June and I entered the foyer of our ward, to be greeted by a beautiful, glowing girl in a yellow dress. Reaching out, she offered a warm hand clasp, exclaiming "Welcome home, stranger." Sharon always has been embarrassed at using such a cliché. Speaking of clichés, however, it was "music to my ears" and I remember thinking, "Wow, she certainly has grown up." On my way home that day a voice kept repeating, "You're going to marry that girl." However, my alter ego would reply, "Oh, you just got home from Japan; you've been away for eighteen months. She's a beautiful girl and has grown up a lot, but you don't just automatically think you're going to marry her." That voice, however, actually repeated itself about six times and I thought, "Alright, I'd better call her up and see if she's still willing to go out with me. We went on a drive up Ogden Canyon, around Pine View Reservoir, and that was how it all started over again. Four months later we were married, on October 26 in the Salt Lake Temple, and it's been life's greatest experience for old GTA ever since. Some of those that were employed at Weber over the years from our family include: M. Thatcher Allred – for 37 years was a full professor, after whom the M. 12 Thatcher Allred Theater is named. He was known as Mr. Theater by colleagues. Pearl Allred was a full and part-time teacher for about 25 years. Gordon T. Allred, Ph.D and full Professor of English teaching 48 years. Sharon W. Allred received her B.A. in English Literature and her Certificate of Education, and was head of Operations for the College of Education for 15 years. Amy Allred Shaw, our daughter, was School Services assistant director; Kathy Allred Junk was Theater Arts Department Secretary and later office manager for Student Activities. Anthony T. Allred, Ph.D., full Professor of Marketing is in about his 17th year of teaching. By the time of his retirement that many or more years from now, Weber State University will have seen, I hope happily, approximately 100 continuous years of Allred involvement. RL: It's hard to believe that Tony has been here seventeen years, because I remember giving him a tour of the library when he first arrived on campus as a faculty member. GA: Here's an interesting little side bit: Each of the three Allred professors have had the middle name of Thatcher. I won't go into the history of that name, but my father was Moses Thatcher Allred. He didn't particularly like the name Moses, so he went always by M. Thatcher Allred. I'm Gordon Thatcher Allred. Tony is Anthony Thatcher Allred, and he has a son, Nicholas, whose middle name is Thatcher, and who thinks he may also want to go into Business Education. I informed our good former University President Ann Milner, of that fact, one time, during the Henry Aldous Dixon awards gathering, suggesting that she would definitely have to hire him some day. We have a little family saying, at least I do, it's rather corny: "Our 13 name may be Allred, but we bleed Purple." Among those people I know who have had special impact on Weber, have been the following English Department heads: Dr. Leland Monson (also Division Head during much of that time), Bob Mikkelson, Levi Peterson (one of the early department Ph.D.'s instrumental in my obtaining my own doctorate and encouraging my writing and publishing efforts), Floyd Woodfield, Gerald Grove (veteran AF fighter pilot in WWII and Korean War, flying 250 missions in the Corsair), Candadai Seshachari, Tom Burton, and Kathy Herndon. Other significant colleagues and students include Dr. Reed Swenson, longtime coach and P.E. professor, and close friend of my father after whom Swenson Gym is named; Dr. Stephen Stanford, Social Sciences; Dr. Merlin Cheney, a longtime friend and Director of the English Master's Program; Clarisse Hall, (going back a long time), the early-day Registrar on the Downtown Campus who was the sister of George Hyde, the college plumber. I remember seeing George's besmeared face emerging from his plumbing efforts out of the manholes at times. He sometimes went hunting with us; Dr. LaVon Carrol, member of the English Department and Utah Poet of the Year; Dr. Victoria Ramirez, talented friend in the Department and occupant of the adjoining office for many years; Dr. Robert Hogge, retired Air Force Colonel, whom I helped hire on at Weber where he continued until his retirement 24 years later. Bob is my close friend and mentor and a teacher of great diversity of classes; Dr. Mikel Vause, former student and still teacher in the Department, noted mountaineer who has published quite widely and nearly lost his life on several occasions. 14 Dr. Evan Memmott, Head of the Audio-Visual Department in the College of Education, was a devoted friend and next door neighbor, and we often regarded his family of nine children as our own children, and our own eleven as his. He and I often joked about making a tunnel between our houses, which would be especially convenient after a heavy winter snowfall. He was a conference wrestling champion, and I worked out with him for many years. Sometimes I could do pretty well because I was ten years younger and engaged in weight-lifting at the time. But if he ever got me in a hold called the "figure four", there was no hope, and I soon surrendered. His passing from a rare form of leukemia was indeed saddening. I was his ward bishop at the time and was profoundly affected by that. Dr. Richard Sadler, Chair of the History Department and Dean of the College of Social Sciences, was another fine colleague. I had his wife Claudia and several children in my classes, and he had several of mine in his own. It was quite a nice exchange. The following prominent professors should also be of interest and who attended some of my classes. Dr. Gene Sessions, whose middle name was Allred. We always greeted each other as "cuz – "How you doing, cuz?" I think we're third cousins. He was in my Biographical Writing class with his wife, Shantal. Dr. Alton Davis, Political Science Department, who attended several of my classes to assist his son, Brad, who suffered from terminal lung disease. Dt. Larry Doman, Chair of the Languages Department, who attended several of my classes and directed out quarter-long Studies Abroad program in Spain at which I taught, about thirty years ago. Dr. George Crawford, Dean of Business and Economics. Dr. Casseel Burk, Dean of Education. Dr. Jennings (Jay) Olson, philosophy program, mentioned 15 previously. I didn't ever have him in classes, but I wouldn't have been able to teach him much. Not that he was proud, but I knew him very well personally and he directed the Honors program for several years, and always did everything in superabundance. Jay was the only true genius I ever knew personally. Upon Jay's move from upper 25th Street to South Ogden some of my sons and I spent several days transferring his library to his new double garage and basement. It numbered more than twenty thousand volumes, all read cover to cover and marked in color code of red, green and blue. He was a pillar of physical fitness, running great distances and pressing massive weights, also traversing the world engaging in acts of aid and uplift of which few people were aware. When he first began teaching on the old campus I took two of his classes. Sharon took, I think, 35 hours from him and was very impressed with the man, as I was. While on the present campus he contracted a severe, degenerative nerve disease, but he forged on valiantly to the end in his late seventies. It was my great honor to speak at his funeral. Jay had always been a great favorite of my parents and was a source of Christ-like uplift in their passing. Following our marriage Sharon and I enrolled at the University of Utah where I obtained my master's degree in journalism with a minor in English. During that period we both worked half-time, she as a doctor's receptionist and I an associate editor for the old Improvement Era, forerunner of the Ensign. I then enrolled in a doctoral program at Chicago's Medill School of Journalism but abandoned it after a year for employment as a writer with the U. S. Forest Service near my home in Ogden. Four years later I joined the Weber English Department. 16 This latter was an amazingly simple process, hardly like today when 800 people apply for consideration. I was walking along outside the Forest Service Building, feeling I'd come to something of a dead end there. It was a good job in many ways, but I was looking for other options, and there was Leland Monson walking up to me, very fortuitously, and in his very articulate, precise way of speaking, he said, "Gordon, I want you to come teach in the English Department at Weber College." That was about how hard it was, and I accepted! His request was based not only on my previous schooling and articles I had published with the Era, but also in the men's outdoor market, and my book, Kamikaze, on the life of a Japanese suicide pilot. It was a one-time best seller and translated into several languages. In 1963 I began my forty-eight year career at what eventually became Weber State University. At the onset I was given our two advanced freshman English courses containing an outstanding group of students, including prominent author Dean Hughes, who is the most prolific author I've ever known. Other courses I taught early on included Intro to Fiction and Intro to Literature, Beginning and Advanced Fiction Writing, Biographical Writing and seminars on a number of modern authors including Ray Bradbury, Wallace Stegner, Bernard Malamud, Ernest Hemingway and various others. Incidentally, by interesting coincidence, just the other day I received very nice letters from Marilyn Diamond and Leanna Riddle of the Honors Department, who had been with Kay Brown and my wife Sharon in one of my Biographical Writing classes. I also received one from Kay who was previously our department secretary. 17 Ten years into my program at Weber I received a full professorship on the strength of my authorship and publishing, but was feeling the growing need to obtain a doctorate in Creative Writing. Few universities were offering one and all of them were demanding two, even three languages (in the case of Iowa). I decided to try my old alma mater the University of Utah, where I'd been for a good may years, but I didn't think it was likely. I sent a letter to the head of the department, Dr. Kenneth Eble, and got one by return mail that read, "Dear Gordon, by interesting coincidence we are just in the process of formulating a doctoral program in creative writing and you need to have another major to go along with it. Please write and let us know what you would like." I of course was delighted and promptly wrote a reply of about five pages single-spaced on my little Remington typewriter. If he had taken me up on it, my entire program probably would have probably required five years instead of the actual three to complete. Happily as well I was able to substitute a lengthy paper on characterization for the language requirement, which is all too often a mere hurdle with most doctorates. Anyway, I remember clearly that letter from Ken and working out what eventually became an excellent creative writing doctorate with a modern literature combination, one I ultimately completed with a 4.90 grade point – all A's except for one B. The program ended with a three-hour oral which went well, and included a couple of interesting incidents. One of the committee members whom I had never met despite my best efforts, merely smoked a large meerschaum pipe throughout the entire proceeding until the air was literally blue. Asked at the end if he had any 18 questions, he merely shook his head and continued puffing away. That was it! The rest of the exam had been quite challenging but nobody was trying to throw me any curveballs. It was all very fair and worthwhile. We came to one little problem toward the end, however. The final oral is supposed to be a "defense of dissertation", which in this case was my novel called Starfire, which had already actually been accepted for publication and had won first prize in the Utah Fine Arts Contest for Novel of the Year. Consequently the oral focused on classes in modern lit which I had developed and taught at Weber State during the doctoral along with an extensive annotated bibliography of one hundred books and about that many periodicals. Consequently after some discussion about the dissertation which already had pretty impressive credentials, the then department Chair Jim Fife said, "Here's what we'll do, Gordon. You take your dissertation in hand, move over to the corner of the room, and get a good grip on it. Then the rest of us will line up and try to wrench it away from you and that will be your defense of dissertation." Big laugh all around, and I decided things were going pretty well. Shortly afterward I was asked to leave the room and wait out in the hall while they made their big decision. I did as directed, but only waited for five minutes or so before the entire committee filed out and came walking down the hall with my Committee Chair Hal Moore in the lead. Thrusting out his hand he clasped my own and said, "Congratulations, Dr. Allred!" Quite a moment! Others offered similar kudos, and last of all came Ken Eble, former department chair, who had written me that first compelling letter three years 19 earlier. "Well, Gordon," he exclaimed, "We got quite a lot out of you didn't we?" "I surely hope so," I laughed, and knew that I had given it my best. All told I had devoted 45 hours to my masters and 112 hours for the doctorate, not including the just-mentioned related classes developed and taught at Weber. I had also logged in 45 hours on the doctorate at the Medill School of Journalism which I later abandoned as too far removed from my creative writing predilections. During my 48 years at Weber State I have had about 20,000 students and spilled an estimated 18 miles of red ink on papers, living to my last name. Among my most interesting and challenging eras there, in addition to the beginning years, involved the return of a number of retired military personnel, primarily officers from World War II. Included among them have been the following, all of whom wrote very effectively about their experiences. A major named Glen Fleek, who was marooned with several other men in the far north and eventually rescued via snow cat. They had undergone quite a dramatic several days in the wilderness. In his pre-war days, at one time in lower South America somewhere in Chile, he went swimming off the coast without a life-preserver, just swimming out into the sea. Along the way he was hailed by two men in a boat who advised him to climb in with them because the water was full of sharks. Later they dined together, and he discovered that one of them was a man named Zane Grey, popular author of American Westerns. Another student was John Christy, who had lost his wife and two children one wintry night on the highway when struck, of all things, by an ambulance. He had fought in three different wars, World War II, Korea, and Vietnam. Upon being 20 released from Korean prison and dragging himself across the Demilitarized Zone, he looked back and gave the North Korean guards the fickle finger. He was in Cuba at the time of Fidel Castro and escaped by boat with a fellow by the name of Errol Flynn. Another student was Colonel John Jones from North Ogden. He was a bomber pilot over Germany and Vietnam and was shot down by so-called friendly fire over Cambodia in a storm. He somehow dragged himself from the plane, but doesn't remember how, and lay in a coma for several days in an area infested by four different types of venomous snakes, perhaps the greatest concentration of deadly reptiles in the world. He was finally discovered by natives who somehow carted him back to the military base across the canals, accidentally dumping him into them at times, and fishing him out again. Once rescues, he was found to have 26 broken bones. We became good friends and he visited us several times at my home here in Ogden. Another was a retired major named Jimmie Rees, who, I believe, was the first woman military pilot. She turned down an offer to become a movie star for that opportunity with our Air Force – a very tough but also charming, talented lady, and we also became close friends. I also remember Colonel Ed Hansen, who took several of my classes, graduated from Weber and began teaching high school in Davis County. He returned to my office one day a year or so later, and when I asked how he was doing, he replied, "Better." "Oh, are you not well?" I asked. "I'm fine. I'm just better. Isn't that what it's all about?" 21 Following is a listing of main awards during my 48 years at Weber that may be appropriate for a history of this nature: (1) Doctorate in Creative Writing and Modern Literature, University of Utah (2) Honorary Doctorate of Humanities, Weber State University, 2012 (3) Utah Author of the Year, League of Utah Writers, 1990 (4) First Place Utah Fine Arts Creative Writing Contest for novel Starfire; Second Place Poetry (5) Professor of the Year, Weber State University (6) Weber State University Presidential Distinguished Professor, 1980-81 (7) Outstanding Professor, Weber State University Students (8) Weber State University Award for Creative Writing (9) Lowe Award for Innovative Teaching (10) Henry Aldous Dixon Award for Teaching and Service (11) Ogden Mayor's Award in the Arts for Literature (12) Purple Paw Award for Excellent Service, Weber State Alumni Association (13) Hemingway Faculty Vitality Award, Hemingway Faculty Development Trustees (14) Phi Kappa Phi Scholastic Honor Society (15) Who's Who in the West Author of many articles and short stories plus 22 books including Kamikaze, former 22 best-seller on the life of a suicide pilot; and one that I treasure almost as much as my doctorate is the Fifth Degree Black Belt in Kenpo Karate, which taught me a lot about life, among other things. Throughout my association with Weber, this university has enlarged from about 500 students on the old campus to, I think, Ruby, we're at about 26,000 now, is that right? RL: We're right at about that figure. GA: And during my 48 years here I was blessed to have found my work – the vocation one does best and loves most. It is what I urge others including my students to strive for and where they can make their greatest contribution. I continually encourage them as well to consider the old truth that attitude if everything, that learning and progress may be everlasting and that love is the greatest virtue. Following are added names of significance during my tenure at dear old Weber. Roland and Helen Parry were like uncle and aunt to me and my older sister, Joan, who I call "Nan", and later our younger sister, Penny. We were neighbors on the old campus during my childhood, and again several years later in a little faculty enclave in upper Ogden during World War II and beyond, that included the Baddleys and Clair and Ruth Johnson. Helen and Roland gained considerable recognition for their All Faces West pageant staring famed Austrian baritone Igor Gorin as Brigham Young, which production my father sometimes narrated. Dr. Clair Johnson was also in the music department at Weber and earned his doctorate while living in our upper neighborhood. 23 My sister Joan, later a talented novelist and poet, acted in two or three of my father's plays including Dear Brutus, with him as one of the actors. When she runs off into the Enchanted Forest in search of him, not knowing where he has gone, a little four-year-old in the audience burst out blubbering loudly. I thought my sister and father were both lost forever! I still have in my attic the dress that she wore in that play. She also acted in my dad's production of Hayfever, and artist Lee Parkinson was so impressed with her performance, charm and colorful regalia, that he asked her to pose for a painting, which he later sold. Some members of the community acting in my father's plays included Julian Stephens and a Mr. Prothero (whose first name I don't remember) of the Ogden Police Department. Others included Catherine Northrop, Jim Andrews, and Russell "Soapy" Thorson, who called Joan Sugar Plum and me Deep Stuff. One Christmas morning he dropped by for a visit with my parents bringing me a mysterious present which he accidentally left in his car. When I kept pestering him to retrieve it for me, he mischievously protested, "I can't right now. I've got a bone in my leg." It was all very frustrating, but eventually he relented and obtained said gift which was a G-man gun that grated out yellow and blue sparks when you pulled the trigger. Soapy performed in at least one Hollywood movie as an early western cavalry commander, and Jim Andrews did some singing for the Alvino Ray Orchestra. The plays my wife Sharon starred in at Weber during the time she was there included Antigone, Joan of Lorraine, Masque of Kings, There Shall Be No Night, Pride and Prejudice and You Can't Take it With You. She received Weber's 24 Actress of the Year award, and later joined the staff of the Education Department. My father Thatcher produced the first play in the new Browning Fine Arts Center, A Man for All Seasons, which I thought was appropriate for him. Among the Weber faculty members performing in Dad's plays were the following: Dean Hurst, John Elzey, Bob Mikkelson, Farrell Collett, H.E.D.Redford, Jennnings Olson and the future Ogden Mayor, Merle Allen. Our parents spent quite a lot of time entertaining their students in our home, especially the one on upper Lake Street during my teenage years. Consequently my sisters and I became well-acquainted with a number of them. Among them were Dan Bailey, Aaron Roylance, who assisted in our various moves around town, Tony Belliston, and Wayne Bundy, a frequent family visitor and friend along with his wife the former Louise Lambert. My father was fondly known by colleagues as Mr. Theater and the M. Thatcher Allred Theater in the Browning Fine Arts Center was named in his honor, thanks especially to devoted and accomplished younger colleagues, John Elzey and Leonard Rowley. RL: O.K. You've filled us in quite a bit on Weber, your early days, and people that you've known. I've got quite a list here of presidents that you've worked with during your career here. I was wondering if you had any particular memories, starting with President Bill Miller, who was here from 1953 to 1971, so he would have been the one that was here when you first came. GA: I remember Bill well, and he was very kind and supportive. I remember on one occasion, he was afflicted with some malady and I visited him in the hospital. He 25 was very gracious almost as if I were the one needing the kind words and outlook. I also remember President Rod Brady well. He was partly responsible for the Thatcher Allred Theater being named as it was. He is the one from whom I received the Presidential Distinguished Professor Award. That was back about 20 years ago, and it was a $3,000 award. That would easily be worth $10,000 or maybe $15,000 today. Quite a sumptuous award, and I was extremely grateful. He attended one of my Biographical Writing classes in that connection, and afterward his only suggestion was that I might consider a different seating arrangement – maybe arrange the seats in a horseshoe shape instead of the standard pattern. That was his only suggestion, and he was most generous in his praise. Henry Aldous Dixon I came to know very well. He was known as Uncle Aldous, as mentioned earlier. His son, Dave, and I were hunting companions with some of our buddies. I just knew Leland Creer and Aaron Tracy in passing. They seem to have been there rather briefly when I was a youngster on campus, but I can still see what they looked like in my mind's eye. Others included Joe Bishop who was there for a time. I got to know him mainly through two of his sons who were students in my classes. RL: That was the time period when the president's house burned down, is that correct? GA: I'm trying to remember. Was that Joe Bishop? . RL: I think so. GA: Yes, the house up by the Stadium. RL: Yes. 26 GA: Okay, I do remember something about that. RL: It didn't make a big impression? GA: Well, it did. I just have a faulty memory. I don't think it burned down to ashes, but there was a fire in there. RL: Paul Thompson and Ann Milner were the ones who were here for a substantial period. GA: I visited with Paul on several occasions and we were going up into the Cache Valley area one time for an English Department retreat. I was the member of the faculty sitting next to him at meal time and I remember going out swimming later and diving off the ten-foot diving board. He was a very pleasant, down-to-earth individual. You mentioned in addition to Paul, Ann Milner. I got to know Ann quite well. A lovely, talented lady. As I mentioned earlier I joked with her a bit about the fact that she'd have to hire my grandson, Nicholas Thatcher Allred because of his middle name, the same as his father's, (my son Tony in the Business Department), and mine and my father's. She was quite amused at that, or at least was kind enough to fake it. She was a fine lady and I was impressed with her performance for ten years here. RL: She certainly garnered a lot of support for Weber State. GA: She did indeed. RL: I think that's important. Of course, as a female, I'm glad to see the first female president leaving a really good reputation when she stepped down. In your time here you talked about a lot of different students that you remember from the 27 greatest generation and so forth, but you also encountered students after several war situations. You were here during Vietnam, when some of our soldiers and military came back to a pretty dismal lack of welcome but students returning from Iraq and Afghanistan had a totally different experience. Did you see a difference in their performance as students? GA: No. I don't know that I had that many from Vietnam or from Iraq, but the ones that I mentioned from World War II were outstanding students and all very professional writers. RL: Okay. You mentioned coming here to 500 students and now that we've grown to 25,000 plus. Over the years did you notice any particular changes in the students: Was there a change in their level of innocence or maturity from the earlier days to when you left here? GA: I heard some of my colleagues say that student caliber is not as high now as when I came. I'm not sure that is the case. I had a lot of good students all through that 48 years, partly, perhaps, because I've become a better teacher and place higher demands on them. RL: You've talked about the awards you've received and so forth. Was there any particular thing that you are particularly proud of? GA: I am probably most grateful that I had so many fine colleagues and students whom I treasured and came to regard as friends and mentors who taught me a lot – not only my teacher friends, but some of my students. I mentioned Dean Hughes whom I'm very proud of, and who has written something like a hundred different 28 novels. RL: Were you involved with any of the reorganization or with campus governance? Any things that stand out in your mind? GA: No, I wasn't involved much in campus governance. I was on many committees at the departmental level. What I wanted to do most, however, was to teach and to write, and felt pleased by the way the two complimented each other. RL: You have seen a lot of Weber history in your time here going from divisions to departments and then the division into colleges and reorganization and so forth. You've also seen the different approaches in terms of the direction that Weber has gone. There seems to be a lot more town and gown cooperation and providing students for the workforce in Northern Utah and so forth. Are you pleased with what you've seen, or do you think things should have gone a different way? Do you have an opinion on that at all? GA: I can't provide you with the specific examples at the moment, but my general feeling is that 'weber has reached out and dealt with the community quite effectively. We've certainly had that kind of situation and positive reactions in sending students off campus and having them serve on a very practical vocational level for credit. Weber is becoming more and more part of the Ogden and greater community, and of course we have the Davis campus which is a part of that. RL: It seems like your time at Weber has certainly been a positive experience. Is there anything that you would have liked to have seen be different or is there anything that you would go back and change? 29 GA: I can't think of anything at the moment. If you give me 24 hours I might come up with something. RL: Well, if you have to think that long it's obviously not something that's been bothering you. GA: I think the growth of Weber has been wonderful, and it's become an organization we can certainly be proud of. We have a number of fine master's programs now and I fully believe we will eventually have doctorates. We are on par in many ways not only population-wise, but otherwise with Utah State and with the University of Utah, my old alma mater, where I spent seven years in undergraduate, masters and doctorate degrees. Brigham Young, of course, is a religious institution, but we have grown to the point where I think we're competing favorably with all these organizations. We're attracting people that we supposed we might not attract in time past. I can't see anything right now that I feel dissatisfied with. RL: For someone who has been here for so long, I would say that's a pretty positive statement to make. GA: I think so. And taking it one step further I am deeply gratified to have found my work here. I remember two different times we had on campus the noted educator Max Learner, and I always thought the name Learner was appropriate for him because he took joy in learning. Anyway, he spoke of sitting around the table with his family at night discussing ideas and how important they were. He above all was the one who helped me realize that we should find our work which is the thing you know best and love most, and I was extraordinarily fortunate in finding Weber State and having definitely been handed the opportunity by my good friend, Leland Monson, 30 who made it possible. There has rarely been a time – even when I was teaching 20 hours a quarter or semester that I failed to relish the experience. Even when I arrived here in the dark hours of morning, first one on campus, when I didn't feel a sense of expectation. I looked forward to mingling soon with students and colleagues, when I felt that there was a great sense of empathy, so I've urged students to acquire that same kind of thing in their own lives. Certainly, a lot of them have done so, and have become good friends of mine. I have colleagues whom I cherish and whom I can look to as mentors so it's all been very positive. There's never been a time when I have wished I had gone a different direction even though I have had different opportunities. I could have stayed with the Forest Service. I had different chances to teach at Utah State. At one point I had a probable opportunity to teach at the Institute across the street, but I had found my home at WSU – all that I hoped for, and have never regretted it. It's been 48 years of pretty much sheer joy. RL: Well, I don't think we can end on a better note than that. Thank you so much for coming to spend time with us today. GA: Thank you, Ruby. I'm honored and happy to be here with you and my wife, Sharon, my better three-fourths. RL: Thank you again. 31

Karen B. Lofgreen, May 9, 2014 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; The following is an oral history interview with Dr. Karen Lofgreen conducted on May 9, 2014 by Ruby Licona. Karen discusses her time at Weber State as a student from 1951 to 1953 and her experiences as a professor in the Teacher Education department from 1979 to 2005. ; 41p.; 29cm.; 2 bound transcripts; 4 file folders. 1 video disc: digital; 4 3/4 in. ; Oral History Program Karen B. Lofgreen Interviewed by Ruby A. Licona 9 May 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Karen B. Lofgreen Interviewed by Ruby A. Licona 9 May 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Lofgreen, Karen B., an oral history by Ruby A. Licona, 9 May 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Karen B. Lofgreen May 9, 2014 Abstract: The following is an oral history interview with Dr. Karen Lofgreen conducted on May 9, 2014 by Ruby Licona. Karen discusses her time at Weber State as a student from 1951 to 1953 and her experiences as a professor in the Teacher Education department from 1979 to 2005. RL: Good morning. Today is May 9, 2014 and we are meeting with Karen Lofgreen who came to Weber State in 1979 and retired a few years ago and is well and truly missed. My name is Ruby Licona and I am on the faculty in the Stewart Library at Weber State University. Karen, we are very thankful that you are able to meet with us today despite the weather and all the other obstacles. Welcome. KL: Thank you. RL: So, you came here in 1979, were you originally from Ogden? KL: Born and raised in Ogden—one of seven Blair children. Our parents believed in Weber College and although two or three of us had scholarships to other universities, all seven Blair children graduated from Weber College. I had a full tuition scholarship and it was $51.00 or $17.00 a quarter [Appendix Pg. 1 & 2]. I was employed by all of the coaches in the Athletic Office, plus Lawrence Burton, who was Director of Alumni Relations. It was such a fun job. I typed dupliMATS for the National Junior College Athletic Association's (NCAA), monthly publication. I made $15.00 in the Athletic Office and $20.00 a month for typing that publication. RL: It was called dupliMAT? 1 KL: DupliMATS. You used a stationary typewriter and the form was the dupliMAT. RL: Oh okay, it was the name of the form not the name of the process. KL: A dupliMAT was what you typed on. You fed it into a manual typewriter and you couldn't make a mistake because there was no way to correct it. Later, I used a new selectric typewriter with a correction key and that was a wonderful improvement. I graduated from Weber College in 1953 and attended BYU for one year and I graduated from Utah State. I became an elementary teacher in 1954. In the 1960's when the Teacher Education Department was awarded a Carnegie Foundation Grant to write a new teacher education program the faculty moved into the dorms for one year to collaborate on the new program. Five of us, who were public education teachers, came on campus and taught classes for the year. I also taught two summers for Olive McCarthy, a WSU faculty member who wanted to take a sabbatical during those summers. Olive taught the methods courses in art, music and social studies. I loved teaching those classes. RL: This was still in the Teacher Education Department? KL: Yes. Then, in 1979, I was called by Luan Ferrin, Elementary Education Department Chair, who said that Olive McCarthy was retiring and he asked me to apply for the job. I had, during the interim of the time, received a master's degree from BYU, so I began up with a master's degree, but was hired at the time as an assistant professor. You wouldn't hear of that now. RL: No, you have to have a terminal degree for that now. 2 KL: That's exactly right. If a terminal degree is granted in that field. So, I began in June of 1979 in Teacher Education and it was such fun. Caseel Burke, was the Dean of the College of Education and was a wonderful, outstanding leader. We would sit in a faculty meeting—we were only a faculty of seven in elementary education at that time—and Caseel could synthesize into two minutes a 45 minute meeting. He was a wonderful, wonderful leader. Burdett Johnson was the Elementary Education Chair and I reported directly to him. That first year I can remember having a dental appointment, so I went to Dr. Burdett and I said, "Dr. Burdett, I have a dental appointment, is it alright if I go a little early today." He said, "Karen, you're no longer in public education, you're in charge of your life here, so you don't have to ask the principal for permission to leave early." So, I learned a lot. Helena Watson was a faculty member, along with Cordell Perkes, Jimmy Merrill, Rich Blake, Luan Ferrin and Ruth Gardner, and we ran the elementary program. Secondary faculty was Blaine Parkinson, Harley Adamson, Evan Memmott, Blair Lowe, Florence Barton, Dave Cox, Keith Burnett, and Earl McCain [Appendix pg. 3]. RL: That was quite a bit larger than— KL: It was a larger department than ours. Most of secondary faculty specialized in one subject and most of elementary faculty taught at least three. Our staff at that time consisted of Lucy Isaacson and Marian Hines. Marguerite Favero was the Dean's secretary. Evan Christensen was in the library. I think he served in that capacity for nearly 40 years. Janet Lane, Kathleen Newman, Linda Olmsted, who is still a department secretary, and Sharon Allred, who later took Kathleen's 3 place, ran the audio visual lab. It was a wonderful group of folks. We had the Individualized Learning Program (IDP), which really meant that the students worked at their own speed. That's the one that the faculty wrote for the Carnegie Grant. It was an individualized approach to education and for the student who was self-motivated, it was a wonderful program. If the student depended on the classroom lecture and the rote feeding of the faculty, that student didn't do as well in the program. RL: So it was more like the English program at Oxford where you have a mentor, but you work at your own rate. KL: Yes. Our classes were extremely small with about 15 students. I had the best of both worlds because I taught college students and supervised student teacher where I was in public classrooms at least one day each week. I thought how much more meaningful it would be for our students if we could meet in the public school during the quarter rather than on campus. Since I didn't want to change schools every quarter, I arranged with the principals to be in their school for the academic year. I taught the university students lesson planning and methodology and then taught a classroom of elementary students where my students observed. The next day we would evaluate my lesson and the university students would write their lesson plans, peer teach them, receive feedback and then teach the students in the elementary classroom where I would observe and evaluate them. When we moved to semesters, I had more time to teach and observe. I was the first faculty to teach classes off campus in a public school setting. The students in these classes were seniors and they were very serious about 4 teaching and doing it well. As older faculty retired and new faculty members were hired, many of them did not agree with the individualized approach and slowly the old textbook method crept back and the IDP program was phased out. RL: But they still do field teaching. KL: Students do 150 hours of field experience before they do student teaching, so they're in the field a lot as a declared major. I had a tremendous professional career on Weber's campus. When Val and I were students from 1951 through 1953, we had about 750 students and we knew every faculty member and most of the students. I worked in the athletic office and President Henry Aldous Dixon's office was almost directly across from mine. My sister, Betty Bond, was assistant registrar to Clarice Hall and she was in the office next door. I can remember my sister pulled me out of class one day and she said, "Do you know how close you are to graduating with highest honors," and I said, "No." She said, "You have to have straight A's this quarter." I said, "Really?" She said, "Yes," So, with her encouragement we were able to pull that off. It was a delightful time to be a Wildcat and then to come up here as a full-time faculty. It doesn't get much better than that. RL: Now, when you came up here, who was the president then, Dr. Brady? KL: Yes. I served under Dr. Rodney Brady, Dr. Stephen Nadauld, Dr. Paul Thompson, and then Dr. Ann Milner. RL: You had four pretty good administrators right there. KL: Yes I did. I became very well acquainted with all of them. 5 RL: All were very approachable. KL: Oh, very approachable, I should say. RL: Now, who was Dean? KL: Caseel Burke was our Dean when I came and then I served with Dr. Blaine Parkinson, Dr. Richard Jones, and Dr. David Green. Dr. Jack Rasmussen, who been a faculty member left for North Dakota to become a Dean. When he got word that Dean Green was retiring, he called me and said, "Is this true?" I said, "Yes. Put your hat in the ring." We had a fun laugh because when we were hiring him as a faculty member we'd never met and I had to go to the airport with a sign that said, "Dr. Rasmussen." It was hard for me to do that. So, we laugh about that often. I served under quite a few Presidents and Deans. RL: You gave a list of people. Did any of them take a mentoring role when you came up here or were you advanced enough in your career that you didn't feel like you needed that? KL: Higher education is a lot different than public education. In public ed, you're working with a principal every day and that's about as far as you go unless the superintendent calls a meeting or he happens to come in the classroom. So, of course, the Dean was very close to us and each of these Deans, especially Caseel, mentored me well. I learned so much from him. They all played their role, I served on various committees with each President and occasionally he would come in our building, so I knew each one personally. RL: Were you ever involved with the Faculty Senate? 6 KL: Twice. I served two terms on the Faculty Senate. I enjoyed that. I served on the Executive Council for one term. The executive committee met separately and decided the agenda and topics that would be discussed in the Senate meetings. RL: They also decide all the things for the committees to consider during the year and so forth. KL: True. I had forgotten that part. RL: They're very—it's political, but it's also very organizing and influential. KL: And Tom Burton. RL: Oh he was a sweetheart. KL: Tom was a student body officer at Weber College with Val. Val was president and "Honest Tom, the people's choice," that's how he ran his campaign—was the treasurer. I taught Tom's children in elementary school. I think he served at least two terms as Faculty Senate president. RL: I think it might have been three. KL: It could have been. I so enjoyed having Tom as the president of Senate and we understood each other. RL: Did you serve as a liaison for any of the major committees or anything? KL: Yes, of course, The National College Accreditation for Teacher Education (NCATE) was a big thing that we had to go through every five years. We had two departments, elementary and secondary until we merged and became one known as the Teacher Education Department. I was Elementary Chair during one 7 of those reviews and it was a tremendous task to fulfill the requirements of the review, serve as an administrator and also teach a nine hour load. When Janice Fauske became department chair, she gave members of the NCATE committee three hours load and that helped considerably. During my tenure, I served on every NCATE review. I also taught classes in the master's program when it was taught jointly with Utah State. We had concern with this arrangement because we taught most of the classes and Utah State always wanted a bigger piece of the action. RL: And they got the credit. KL: They surely did. We fought the battle with the Board of Regents and although I didn't fight at that level, I fought at the local level to get that changed because we had a very impressive faculty and we were capable and willing to teach the classes. RL: That was still in the days of all the politics where it was flat out stated, "Weber College will stay Weber College and will never grant graduate degrees." Then the teacher ed program took off. I know when I came in 1990, we had three master's programs and that has blossomed and bloomed to quite a few more by now. KL: Yes, we laid the ground work for the masters' programs on campus. RL: And I think when I first got here, there was still a Utah State office over in one of the—I don't remember if it was in the tower or one of the dorms, but it was still here at that time. 8 KL: They wanted a presence on our campus. They still do. I fought for Ogden money to stay in Ogden. I came from a family who believed in Ogden. In 1955, when American Food Store opened on 40th and Washington, they had a contest. The contest winner would receive a new 1955 Chevrolet Station Wagon. You had to write a jingle and you had to estimate volume sales for a year. My father was a salesman for Swift & Company and he sold all of the meat to the local stores. We had that number, and that's a big volume in a grocery store. Val and I wrote a jingle, "We purchase locally, try never to shirk, for buying in Ogden provides us with work." And we won. RL: Oh, you won a new car! KL: We were married in 1954 and bought a new 1954 Buick, so we sold the 1955 Chevrolet and paid off the Buick. I was born and raised with a daily diet of, "We have to support locally," and I still believe that. So, I have a daughter who graduated from our elementary education program and then came back for a master's degree. I was the first female faculty to hood her daughter and that was quite an honor for me. Blair, our son, has an associate degree from Weber and of course Val and I have associate degrees, so we are a Weber State family. RL: You bleed purple. KL: We do bleed purple and I should have worn purple. I didn't know we'd be on camera or I would have worn the school colors! RL: Well, and you're still very active with the Alumni Association, aren't you? 9 KL: Not as much as I have been. I served on the Alumni Board in 1964 when we were instrumental in laying the groundwork for a four year college. That was a wonderful time. Reva Blair was my cousin and she was Chair that year and we fought hard for the four year status. RL: Well, I had seen you and Val at the Dixon Awards. KL: We support as many Weber State functions as possible. We knew President Dixon. Val served as student body president under President Dixon. RL: He got up and spoke under that hat. KL: He did, he told some fun stories, didn't he? RL: Yes he did. KL: He was part of the group that fought when they wanted the college to revert back to the LDS church. He told that story this year, so you're right. RL: Well, because, Weber had been public for many decades. KL: I can't recall. RL: But they wanted to give it back to the church and there was an uprising. KL: Absolutely, which there needed to be and it worked out. I've seen a lot of interesting things. I was here when we became a University. That was a wonderful event to see happen. RL: Oh that big, beautiful meeting that we had where everybody marched. KL: I had forgotten that. Weber State is home to a lot of wonderful people and, you know, a year ago I received an Honorary Degree (Appendix pg. 4) and my 10 daughter-in-law's parents attended from Salt Lake and they're very University of Utah oriented. They've had many grandchildren graduate from Utah State and from BYU, so they've attended a lot of commencements. They came up afterward and said, "This was so delightful." I said, "That's what we're all about here." It's a hometown feeling and I love that about Weber. RL: It is. I think there are people in Salt Lake who need to get past the whole, "Weber High" mentality because Weber State is no longer what it was when it first came up here on this campus. It has grown tremendously and it is no longer a community college or a college, it has become a full-fledged university. The fact that this is very much a teaching campus, I think makes a big difference. KL: Smaller class loads and full professors teaching classes is a song to sing and a sermon to preach! RL: Well, you mentioned earlier that you had been hired as an assistant professor which wouldn't necessarily happen now. I think a lot of things like that have changed over the years and someone else mentioned that pretty much you have to have a terminal degree depending on what field you're in. I know that with librarianship, a master's degree is considered a terminal degree, but we have several people on the faculty here with doctorates because people, if they're worth their salt, are going to want to go on and get more education regardless of whether they can get by on a master's or not. KL: I was fortunate because with a master's degree, I also became an associate professor. They felt that I was valuable to the department because of my 19 years in public education. So, fun story! Lucy Isaacson and Marian Hines were 11 responsible for the Weber Individualized Learning Kit (WILKIT) center. Students were issued a punch card showing the amount they owed for WILKIT purchases. When the card was full, it was taken to the treasurer's office where the student would pay money for the WILKIT packets. Lucy worked in the center for several years and when she retired I was in charge of her retirement reception that was held in the Sage Room. Tom Day, from the Department of Child and Family Studies, came up to me and said, "Are you available today?" I said, "What for?" Tom said, "Well, there are a group of us going to BYU to interview for a doctoral program and we need one more person to fill the college van. I said, "Oh my gosh," I hadn't even thought about that, so I called Val and told him that I was going to BYU with them. We took a written test and then we were interviewed. Within a month, I received notification that I had been accepted. I can remember that next Sunday sitting at the kitchen table—we had two children and the four of us were sitting there and I didn't know if I really wanted to accept. So, I said to the family, "What shall I do?" Of course, they said, "Mom, you just do whatever you feel comfortable doing." I asked, "Would you think any less of me if I decided not to do this?" They all started eating. I had my answer. RL: Didn't get a response, did you? Or maybe you got a response, but it was nonverbal. KL: It was a great program! I joined a cohort group consisting of six students from California and eight students from Utah. Our northern Utah group drove to BYU every Friday and had classes Friday evening until about 10:00 p.m. and all day Saturday and then we'd drive back. We were on campus in the summers and I 12 took a year sabbatical while I was working on a dissertation. Weber was very good to me because even being on sabbatical I still got a percentage of my salary. So, I finished in 1988 and then became a full professor in 1991. It was so worth it. The degree added $500 to my salary! It cost me $30,000 to get the degree. But, it paid dividends in terms of what I did in my professional life and my church life. RL: How so? KL: I served on the Primary General Board. So, when I did training—and we were worldwide, of course—and they would introduce me as Sister Lofgreen, a professor at Weber State University. RL: Dr. Karen Lofgreen of Weber State University. KL: Absolutely. Then it was surprising how many people would come up and say, "I went to Weber, or I lived in Ogden." I believe that was the main reason I got the degree because I don't think it changed my teaching. I was still a teacher who believed in a very practical approach. However, the experience gave me a broader spectrum of knowledge and new innovative teaching methods. Today I'm glad I did it. RL: That's good. Now, the students, when you first got here, I would imagine they've changed over the years. Were there things that you saw as you were here as far as changing student body? KL: I always felt that the majority of our students were here to learn. Occasionally, you would get a student where you had that feeling, "This is a bunch of garbage, 13 I don't need this stuff, just give me the diploma and let me go in the classroom." That was very seldom. I don't think students have changed too much except for the outside pressure of today's world. We still had many in teacher ed who were single parents—most of our students worked, although they should have only worked 20 hours a week, in some instances it had to be more than that. I think that the whole dynamics in the lives of our students have changed. I've been retired nine years and I would dare say that I didn't see a great deal of change in the thirst for knowledge after 27 years than I did when I first came. We were expected to keep up with the times in terms of what was going on in state mandates. I taught my art, music, creativity, and gifted classes mainly centered around what was expected of students when they became classroom teachers. So, I saw dedicated students. I saw a lot of respect for teaching and teachers while I was here. I'll say that in my 27 years a very infinitesimal group of students gave me that attitude, "Just let me out." RL: Are there students from over the years that you keep in contact with? KL: Yes! I am still invited to some missionary farewells of students that I taught whose children are leaving to serve LDS missions and occasionally, wedding receptions. Recently, I received a letter from a graduate of Weber State, who was a former sixth grade student at T.O. Smith Elementary School. She had moved away and become a curriculum development specialist in a district in Seattle and just wanted to renew some memories about sixth grade. It was fun when I traveled for Weber State and presented at conferences I seldom 14 presented that one of our graduates wasn't there. It was interesting to see how far they had progressed professionally and how far away they had moved. RL: So like National Association meetings and so forth? KL: Yes. Dr. Ann Ellis and I did a lot of presentations worldwide on gifted education. Of course, my strong field was creativity and that's a wonderful field. Faculty used to tease me, "Look at Karen, she teachers art, music, creativity, and gifted," I said, "You all made poor choices. I made the good choices." RL: You're bound to come up with some good students in that. KL: You know, the creativity class was an interesting class. It was an all-day class that met the five days during semester break. We began at 8:00 a.m. and we went straight through until 5:00 p.m. In fact, I didn't want to let them off campus during the noon hour, so before the first Monday, I had my class roll, I would call in five students and say, "You're in charge of lunch on Monday. You'll have a five dollar budget and you'll have 22 students." Of course, they had to furnish some things too. As I got into class the first day then I organized lunch groups for the rest of the week. During the week the students never slept. We still talk about that when I get together with students who took the creativity class. It was very hands-on because they finished the week with methods and materials to teach music, art, language arts, science, math and also creative ways to teach them. RL: Now, did you develop this course? 15 KL: Helena Watson developed the course first and then I took it from there. We had a Ukulele program. We played ukulele the first half hour in the morning and I only taught seven chords, but if you know seven chords you can play a lot of songs. RL: You can fake your way pretty well. I remember in first grade being in a rhythm group and knocking two sticks together. KL: We also did rhythm band instruments. RL: It made an impression. I was in first grade a long time ago. KL: We played rhythm band and orff instruments—those are small xylophones that most of the public schools now have. It was a rigorous course, but I taught it during my time. We finished the semester on Friday and then I picked up creativity the next Monday during break. The students could register for it and they had completed three hours of semester credit before the next semester even started. When I served in Salt Lake was when I started teaching creativity on my time. When Helena taught creativity, it was taught one afternoon per week for three hours all quarter. I talked to the Dean and I said, "I would like to buy some load time," because I needed to be in Salt Lake every Thursday. We worked out the schedule and I was able to perform my board duties. The kids loved the class because they didn't have to worry about other assignments during that week. RL: They got their time in and they got their money's worth. KL: We were able to buy 40 ukuleles. Then, we had enough money that we were able to buy cases for them. So, over in the education building, there are 40 ukes. 16 I met the professor who teaches creativity at this year's story-telling festival and I asked him, "Do you use the ukuleles?" He said, "Not yet, but I plan on it." I hope he does. In the public schools ukulele is a fifth grade experience, but if a teacher can play ukulele, they can accompany many of the songs, especially in the lower grades. RL: That sounds like a fun venture. KL: You know, the faculty and staff never knew what I was going to do in the Education Building. After we practiced a while we took our ukes (Appendix pg. 5) and went down the halls and in the classrooms where teachers were teaching and we'd play our ukes and sing a song or two. They all accepted that as they knew what I was like. RL: Now, as far as teacher ed. What were the effects of developing technology? KL: It didn't have a lot to do with my courses. RL: You were able to keep it pretty traditional? KL: In my courses, although I remember Evan Memott used to have the AV lab and he had a computer and that was it. Now, that whole area where he was is a computer center. I became a computer literate in the early 1980's. Cordell Perkes was my boss and one day he came to my office and said, "You have excellent typing skills, I'm going to put a computer in your office" I said, "No you're not." He said, "Oh yes I am." He continued, "Let me tell you something, Karen. When you learn the computer, you'll toss that selectric typewriter right out the window." I laughed at him and said, "Oh, this is the greatest typewriter on Earth." Soon after, 17 Cordell put an Apple computer in my office. I was the first faculty to have the little Apple with the tiny screen. RL: Seven inch screen I think. KL: Was it? I can't remember, but it was the tiniest thing I'd ever seen and that little tiny keyboard! I said to Val, "Oh my word, I don't know if this is for me." Of course, then as we became iMac savvy—and our department was very good, I had a great computer and every two or three years it was upgraded. I'm an Apple person at home. RL: You got to the big iMacs with the big 19 inch screens and the library just recently had a grant and we now have some iPads in about a seven inch and a ten inch, so it goes round about doesn't it? KL: It does. I just have a new iPad that I'm breaking in and it's tiny. I haven't iPhoned yet, but it probably is coming. RL: Got to keep up with the times, it keeps you young. KL: That's true. RL: Now, outside of teacher ed, what kinds of other things were you involved with on campus? You were on the Faculty Senate. Were you involved in any of the strategic planning things in the early 1990's? KL: Yes I was and Tom Burton was a big part of that. There were two goals that I had. One was to get an honorary degree for Wilma Gross. Wilma was the librarian on the old campus. When we moved from the old campus to the new campus, she hauled the complete library in her car. I don't know how many trips 18 she made between 25th Street and Harrison Boulevard. Did you know Wilma at all? RL: I did not. I think I met her once. KL: She was the most wonderful woman and you talk about professionalism, library skills and kindness. I served on the Honorary Degree Committee three or four times and a lot of the younger faculty had no idea who this woman was, but I just kept repeating my story and she received an honorary degree. The tears rolled down her cheeks the morning they hooded her. The second was to name the education building. When I started my crusade the education building was twenty some years old and never had been named. Well, you tell me what teachers we can ask that can afford to give enough money to have a building named after them. Can't do it. So, I had an idea, thanks to Bill Critchlow, who said, "You know the Timpanogos Storytelling Festival?" I said, "Oh, very well, because I know Karen Ashton as she served on the primary board with me." He said, "Why don't we start a storytelling festival and have the Ashton's buy in with the underlying reason being to name the education building the David O. McKay Education Building because Allan Ashton, Karen's husband, is David O. McKay's grandson." In 1994, a group of us went down and met with Karen Ashton and said, "Would you come up to Weber State and give us ideas on how to start a storytelling festival?" Which she did. I don't know when we approached the Ashtons for a donation, but they gave us a quarter of a million dollars. David O. McKay was a principal of Weber Academy and he taught here and he lived in Huntsville. So, that's what started the Storytelling Festival. They wanted me to 19 chair it and they said, "We'd like the first one to be in the fall of 1995." This was Christmas of 1994. I said, "I can't do it, it's too big and if we do it, we want to do it right so let's aim for fall of 1996." We pulled it off. RL: Now, you worked with the library on that. KL: I worked with Diane Wismer. KL: The Timpanogos Festival does everything in tents, so we wanted to use tents. Rental on the three tents was $30,000 bucks. RL: And that was only for like three days wasn't it? KL: Yes, it was a three day festival. We put it on the lower quad just prior to the starting of school in September. The night before it rained and there was a terrible wind. Val got out of bed, put on his street clothes and said, "I'm going over to check those tents." They were fine, but there was so much water the next morning, plus the main broke on the lower quad, so we had that water too. It was horrible. RL: Everybody was sloshing around, needed boots. KL: Oh yes! I thought the festival would be a one-year event, but it just celebrated its 18th year. It has grown in national recognition and it also serves as a recruitment tool for Weber State. That first year we put on a first class festival and were $40,000 in the red. President Paul Thompson said, "Karen, this could really be an outreach for our whole community. We need to continue this." He also told me that the University would pay our deficit and we would start the next year, debt free. 20 The festival steering committee agreed that we needed financial assistance from the community. We started raising money by asking Norm Skanchy to do an original watercolor that depicted storytelling. It took him most of the summer to complete the artwork and since he didn't charge us for his service, we hoped we could sell the original for some seed money for the festival. My sister, Maggie Favaro, is a relative to Jerry Moyes, who owns Swift Trucking Company and lives in Arizona. She called him on his cell phone and she said, "Jerry! Do I have a deal for you!" He replied, "How much do you need, Maggie?" She replied, "Five-thousand dollars." He asked, "What for?" Maggie explained, "You need to buy an original water color painting." He said, "A painting for $5000 must be quite a painting!" Maggie explained the reason and Jerry said, "The check will be in the morning mail." Jerry gave the original to Maggie and during this year's Storytelling Dinner that watercolor was presented to Norman Skanchy. He was thrilled! We not only sold prints of the painting, but Norm also designed the storytelling pin that many people have purchased. We also started the Storytelling Dinner that has helped with expenses. RL: At the Egyptian. KL: No. The first year we held a dinner for the festival steering committee, national storytellers and sponsors in the yard of Dr. Jack and Bonnie Wahlen. The second year we moved to the Eccles Conference Center and advertised to the public. About 100 attended the event and we included stories from the four national storytellers. This has been a very successful event for the University community. 21 The next year between the support of local schools, WSU, and private donors, the festival was nearly paid for when the doors opened. After the second festival, Dean Hurst called me and said that the Stewart Foundation would pay all expenses for the nest year's event. I was ecstatic! When the steering committee was informed of this, they voted to save the Stewart money and through WSU investments gain some interest on the money. The festival was also making a little money each year and with adding this to the Stewart donation it was our intent that someday we could pay the expenses of a national storyteller to come on campus for a year. To the best of my knowledge, that account has increased to where we can bring a national storyteller to campus and have him or her teach college classes and also work with public school students and educators and with parents. The festival continues to grow and has expanded to the Davis campus. The attendance at last year's festival was just over 14,000. RL: The family evening is always so well attended. Children just love it. KL: Isn't it fun? We patterned that after Timpanogos with our milk and animal cracker cookies. Remember Elaine Sandoval over in Continuing Education? She was always in charge of the refreshments and she'd go to stores and get them to donate animal crackers and milk. That was such a fun thing. We honored Karen J. Ashton by presenting the Karen J. Ashton award to a person who had significant influence in terms of either the festival or storytelling. This year Val and I attended some of the story sessions. I M.C.'d two sessions and then we went to the storytelling dinner because the Karen J. 22 Ashton Award was presented to Norm Skanchy, which I should have thought of years ago. If anyone deserved that award it was Norm for all that he did. RL: For all the ideas and— KL: Oh yes and he never charged us a cent. So, probably my claim to fame is the Wilma Gross library degree. When she died, at the viewing her honorary degree, hood and citation were displayed. It meant so much to her. Our building was 33 years old when it finally got a name. We had a big celebration that day. Hundreds of people attended. President Gordon B. Hinckley came from Salt Lake and spoke about President McKay. When we were planning the dedication event, we had a vice president who said, "Oh, we'll just have it in the Wattis building, to which Leslie Moore kept saying, "Think bigger, think bigger." The Browning Center was booked and I received a call from Leslie about ten days before the event and she was laughing and she said, "Guess what." I said, "You don't have to tell me. The prophet's coming and we get the Austad Auditorium." She said, "Absolutely." It was standing room only and we had to turn people away. They dedicated the building in the Browning Center and then everyone come over to the Education Building for tours and refreshments. I was an escort that day and John and Tita Lindquist were in my group. We had really spruced up the building. We had beautiful art and everything was repainted and John said, "Karen, this looks like a brand new building." I said, "John, this building is 33 years old." He said, "I never would have believed it." So, the Storytelling Festival brought about the naming of our building and that meant a lot to me. RL: So that was your big accomplishment. 23 KL: When you're 72 and you've taught 46 years, it's time to hang it up and go and do other things. So that's what I've been doing. RL: What have you been doing since you left? KL: Right now I'm serving on the Capital Campaign for the College of Education. We were instrumental in securing funds for the Boyd K. and Donna Packer Center that was dedicated last May 2013. I was so delighted with the 125th kickoff. RL: Things went off really well, didn't they? KL: I wish everyone could have attended. I talked to Karen Hurst and she said they had to turn people away. But, if you weren't a committed Wildcat before, that night had to do it. Jim Christian wrote and MC'd the program and it was masterfully done. So, I just keep a little finger in the pot. Right now I'm helping the Ogden Symphony Ballet organization to try to induce a younger audience to attend the symphonies and ballets. If you go to the Masterworks Symphonies, those attending are all my age or older and we don't have young people supporting it. So, we're trying to come up with an idea on how we can make that happen. We don't want to lose symphonic music. Good land, we have one of the finest orchestras in the United States. So I serve a little bit here and there. RL: Didn't I see recently that they had some pop performers or popular music performers? KL: They have three pop concerts a year and they each sell out. RL: Is it a younger audience? 24 KL: Oh absolutely. It's Weber State and that 20, 30, 40 age group. A week ago Thursday, they did the music of the sixties. I don't know how the Pops concerts could get any better. Val and I have had symphony tickets ever since we've been married which will be sixty years this fall. The orchestra used to be at Ogden High School and when they moved to the Browning Center, Val and I were one of the first to buy our tickets. So, we've had a rich life. We have two children, Launa lives in Mountain Green and she teaches school in Davis County. She and Reed are the parents of our three oldest grandchildren and our son, Blair, is a pilot with American Airlines and that little family lives in St. Louis. His oldest son is graduating from high school next week. We leave a week from tomorrow to go back for his graduation. RL: Now, was Val also up here at Weber State? KL: Val Lofgreen? RL: Yes. KL: He was a student body president. RL: Oh, but I mean he wasn't on the faculty or anything. KL: Oh no. Val worked for the Department of Defense. He ran their computer system. RL: I didn't know if you had made it a family affair. KL: No, Val has a degree in chemistry and math and he did graduate work in chemistry and then earned an MBA. He taught accounting at night for three or four years at Weber. Other than that, we've kept him pretty busy at home with a wife who had to commute for every degree. 25 RL: Now, you said you had two main goals— KL: Two major goals. RL: Two major goals. Did you have other goals that you weren't quite able to attain? KL: I'm goal oriented. One of your questions was do you have any regrets? RL: I guess that's what I'm trying to get at without using the word 'regrets'. KL: I'll tell you what I wrote. "What regrets do you have? None. If I had it to do over again I wouldn't change a thing." As I spoke at some of our faculty member's funerals—Florence Barton, for instance, retired the 12th of June—wonderful English professor—I spoke at her funeral in November. Burdett Johnson, Luan Ferrin, Ruth Gardner, Helena Watson, Betty Nowak, to name a few, were instrumental in bringing about the growth in teacher education that we enjoy today. Those of us who are still around have an annual fall social in the beautiful yard of Marlene and Keith Burnett. It reminds each of us of those days when we taught together, played together and most certainly laughed together. Weber State was very good to me. Last night as I went through papers in my desk I found an envelope with each of my salary contracts dating back to 1981. I don't know what I did with the 1979 and 1980 contracts. But I do know that my starting salary in 1979 was $18,000. I can remember how excited I was when Burdett called and said, "You have the job and your starting salary will be $18,000." That year I would have made $17,500 in public education, so a nice $500 bonus was great. RL: In those days, $500 was nothing to sneeze at. 26 KL: The largest raise I ever had at Weber was seven percent. Most raises are in the one's two's three's, and sometimes a four, but one year we had a seven percent. It was a wonderful job for me and I don't think I would have hung it up, but my husband had retired and he thought we should serve a mission for our church, so away we went. RL: Well, it's good to be able to talk to someone who has such fond memories and who donated so much time and effort to some of the really successful programs we've had here. KL: Thank you. RL: Thank you for taking the time to come and be with us. KL: Well, I hope it's worth your time. RL: It's the stories, the little stories. You know about storytelling festivals and stuff and it's the little stories that make up the personality of the place and you've added to that. KL: Thank you. Each year Val and I receive letters from the other universities asking for donations. Val and I have degrees from Utah State, University of Utah and BYU, but our answer is always the same, "We support Weber State University." My father's advice of supporting the local economy has remained ingrained in my heart. It thrills me when I meet a student and ask, "Why Weber State?" Since many of these students are from out of state or from other countries, I'm interested in why they are here and how they heard about Weber. The answers are surprising! But most come because of word-of-mouth by someone who had a 27 positive experience at the University. Last year, my niece's grandson from Alabama enrolled at Weber State. I asked him why and he replied that he would be close to his grandma and great grandma and would have some good home cooked food, but the other reason was that he heard so many good things about Weber from friends and family. He lived in the residence halls the first year and loved that experience. This young man is serving an LDS mission now, but he will return to graduate from Weber. I hear these kinds of stories all of the time from people just coming here and being happy and being treated with respect while learning from the best. Kindness also plays a big role in why they are here. That's very important. It doesn't cost a cent. Many times strong friendships develop as a result of mutual respect between teacher and student. My philosophy was that if friendship did develop as a result of good teaching, that's wonderful, but basically I didn't come here to be their friend, I came to be their teacher. A teacher and student are never on the same level. There has to be distance between the teacher and the learner and if that doesn't happen, learning will not take place. RL: It is a team effort. KL: It's a team effort and that desire to want to teach well and learn those skills that are necessary for a productive and caring classroom teacher makes all the difference. You must have that burning desire and that passion, "I chose the right thing and this is what I want to do for the rest of my professional career." Teaching is not for everyone and contrary to popular belief, all people cannot teach. Teaching requires a definite set of skills and relationships and knowledge 28 and when those three don't combine, it just doesn't happen. So, the majority of my students were here to learn and I was here to teach. RL: How many teachers have you sent out over the years, do you know? KL: Oh my glory. I had that figured out once because they asked me and it was into the thousands, but I did teach 27 of my former elementary students and that was wonderful. I taught those 27, plus I taught my daughter, my sister-in-law, Marilyn Lofgreen, and I taught two of my nieces! RL: Did you get to teach some of your students' children? KL: Yes! A few. One semester I had a student from Moses Lake, Washington. When she introduced herself and told where she was from, I found out that she was Dr. T.O. Smith's great granddaughter and the granddaughter of Dr. Smith's son, Vern, whom I dated in high school. She laughed as she said, "You could have been my grandmother!" I discovered that our students were dedicated professionals. When I observed them as they became cooperating teachers to our student teachers that I supervised I was thrilled that they were bona fide teachers. Who gets to do that? Have I convinced you both to go over and register as elementary education majors? RL: I'm getting ready to retire, I don't think I want to start over. KL: I think I'll grant you that. However, I think I was 53 when I began the doctorate program. RL: Well, you got it in 1988. 29 KL: I finished in 1988 at age 56. RL: It's never too late to learn. KL: No, and be in control of your life. Life has its mountains and valleys, but my dad always used to say, "Mind over matter." I keep that as a focal point because sometimes you have to drive yourself into the unknown and it has always worked for me. So, that's my good word for the day. RL: Well, I'm glad to see someone that was here and left with no regrets. KL: Absolutely none. RL: Thank you, Karen. KL: You're welcome. 30 1 Appendix 2 3 4

DIPLOMATISCHE AKTENSTÜCKE ZUR GESCHICHTE DER ENTENTEPOLITIK DER VORKRIEGSJAHRE 2 Diplomatische Aktenstücke zur Geschichte der Ententepolitik der Vorkriegsjahre (-) Diplomatische Aktenstücke zur Geschichte der Ententepolitik der Vorkriegsjahre 2 (2; 1921) (805) Einband ( - ) Titelseite ( - ) Impressum ( - ) Elftes Kapitel. Italiens Stellung im Dreibund und sein Verhältnis zu den drei Ententemächten. ([449]) [Brief]: Brief des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 9./22. Juni 1909. ([449]) [Brief]: Bericht des russischen Botschafters in Wien an den russischen Außenminister vom 14./27. Oktober 1909. (451) [Brief]: Sehr vertraulicher Brief des russischen Geschäftsträgers in London an den russischen Außenminister vom 14./27. Oktober 1909. (451) [Brief]: Bericht des russischen Botschafters in Berlin an den russischen Außenminister vom 16./29. Oktober 1909. (452) [3 Briefe]: (1)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 17./30. Okt. 1909. - Nr. 213. (2)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 30. Oktober / 12. November 1909. - Nr. 218. (3)Telegramm des russischen Außenministers an den russischen Geschäftsträger in London vom 1./14. November 1909. - Nr. 1946. (453) [Brief]: Vertraulicher Brief des russischen Außenministers an den russischen Botschafter in Berlin vom 22. Oktober / 4. November 1909. (454) [Brief]: Instruktionen des russischen Außenministers Iswolsky an die Vertreter Rußlands in Sofia, Belgrad und Cettinje anläßlich der Monarchenbegegnung in Racconigi vom 22. Oktober / 4. November 1909. (456) [Brief]: Bericht des russischen Botschafter in Konstantinopel an den russischen Außenminister vom 24. Oktober / 6. November 1909. (458) [Brief]: Auszug aus einem Briefe des russischen Botschafters in Rom an den russischen Außenminister vom 25. Oktober / 7. November 1909. (459) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den stellvertretenden russischen Außenminister vom 9./22. Juli 1911. (459) [Brief]: Schluß eines Briefes des russischen Botschafters in Paris Iswolsky an den stellvertretenden russischen Außenminister vom 14./27. September 1911. (460) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 25. Oktober / 7. November 1911. - Nr. 1724. (460) [Brief]: Brief des russischen Botschafters in Rom an den russischen Außenminister vom 13./26. April 1910. (461) [Brief]: Brief des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 25. August / 7. September 1910. (462) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in Rom an den russischen Außenminister vom 12./25. März 1912. (462) [Brief]: Sehr vertraulicher Brief des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 8./21. Mai 1912. (464) [Brief]: Vertraulicher Brief des russischen Außenministers Sasonow an den russischen Botschafter in Paris Iswolsky vom 17./30. Mai 1912. (465) [Brief]: Brief des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 22. Mai / 4. Juni 1912. (466) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in Paris an den russischen Außenminister vom 24. Mai / 6. Juni 1912. (467) [Brief]: Brief des russischen Botschafters in Paris an den russischen Außenminister vom 5./18. Juli 1912. (469) [Brief]: Auszug aus einem vertraulichen Briefe des russischen Botschafters in Rom an den russischen Außenminister vom 31. Juli / 13. August 1912. (470) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in Rom an den russischen Außenminister vom 31. Juli / 13. August 1912. (471) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 7./20. November 1912. - Nr. 376. (473) [Brief]: Auszug aus einem streng vertraulichen Briefe des russischen Botschafters in Rom an den russischen Außenminister vom 11./24. Oktober 1911. (474) [Brief]: Vertraulicher Brief des russischen Botschafters in Rom an den russischen Außenminister vom 12./25. März 1912. (475) [Brief]: Telegramm des russischen Botschafters in Rom an den russischen Außenminister vom 7./20. Juni 1912. (476) [Brief]: Vertraulicher Brief des russischen Botschafters in Rom an den russischen Außenminister vom 5./18. Juni 1912. (477) [Brief]: Bericht des russischen Botschafters in Rom an den russischen Außenminister vom 19. Juni / 2. Juli 1912. - Nr. 19. (478) [Brief]: Brief des russischen Botschafters in Rom an den russischen Außenminister vom 29. Juni / 11. Juli 1912. (479) [Brief]: Vertraulicher Bericht des russischen Botschafters in Rom an den russischen Außenminister vom 17./30. Juli 1912. (480) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 27. Oktober / 9. November 1912. - Nr. 351. (481) [Brief]: Auszug aus einem vertraulichen Brief des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 22. Mai / 4. Juni 1912. (482) [Brief]: Sehr vertraulicher Brief des russischen Außenministers Sasonow an den russischen Botschafter in Rom vom 18./31. Oktober 1912. - Nr. 676. (482) [Brief]: Auszug aus einem Brief des russischen Botschafters in Paris an den russischen Außenminister vom 7./20. November 1913. (483) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 21. November / 4. Dezember 1913. (485) [Brief]: Brief des russischen Botschafters in Rom an den russischen Außenminister vom 8./21. April 1914. (486) Beilage zu obigem Briefe vom 8./21. April 1914. (486) [Brief]: Vertrauliches Schreiben des russischen Botschafters in Rom an den russischen Außenminister vom 11./24. Februar 1914. (488) [Brief]: Brief des russischen Botschafters in Paris an den russischen Außenminister vom 19. Juni / 2. Juli 1914. (490) Zwölftes Kapitel. Tripolis. ([492]) [Brief]: Sehr vertraulicher Brief des stellvertretenden russischen Außenministers an den russischen Geschäftsträger in Rom vom 13./ 26. August 1911. - Nr. 550. ([492]) [2 Briefe]: (1)Auszug aus einem vertraulichen Brief des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 30. August / 12. September 1911. (2)Telegramm des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 31. August / 13. September 1911. - Nr. 843. (493) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den stellvertretenden russischen Außenminister vom 13./26. September 1911. (494) [Brief]: Brief des russischen Botschafters in Paris an den stellvertretenden russischen Außenminister vom 14./27. September 1911. (495) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 18. September / 1. Oktober 1911. - Nr. 1357. (496) [Brief]: Telegramm des russischen Botschafters in Rom an den stellvertretenden russischen Außenminister vom 17./30. September 1911. (496) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 25. September / 8. Oktober 1911. (497) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Rom vom 9./22. Oktober 1911. - Nr. 1557. (497) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 24. Oktober / 6. November 1911. (498) [2 Briefe]: (1)Telegramm des russischen Botschafters in Paris an den stellvertretenden russischen Außenminister vom 19. Oktober / 1. November 1911. - Nr. 158. (2)Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in Paris vom 22. Oktober / 4. November 1911. (500) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 17./30. April 1912. - Nr. 111. (500) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 17./30. April 1912. - Nr. 112. (501) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 18. April / 1. Mai 1912. - Nr. 790. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 19. April / 2. Mai 1912. - Nr. 115. (502) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 19. April / 2. Mai 1912. - Nr. 116. (502) [Brief]: Brief des russischen Botschafters in Paris an den russischen Außenminister vom 26. April / 9. Mai 1912. (503) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 2./15. Mai 1912. - Nr. 126. (504) [Brief]: Telegramm des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 28. April / 11. Mai 1912. - Nr. 58. (505) [Brief]: Brief des russischen Botschafters in Paris an den russischen Außenminister vom 10./23. Mai 1912. (505) [3 Briefe]: (1)Telegramm des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 15./28. Mai 1912. - Nr. 69. (2)Telegramm des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 15./28. Mai 1912. - Nr. 70. (3)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 16./29. Mai 1912. - Nr. 1013. (507) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 17./30. Mai 1912. - Nr. 143. (508) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 17./30. Mai 1912. - Nr. 90. (508) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 18./31. Mai 1912. - Nr. 144. (509) [Brief]: Telegramm des russischen Geschäftsträgers in Rom an den russischen Außenminister vom 18./31. Mai 1912. (509) [Brief]: Auszug aus einem Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 24. Mai / 6. Juni 1912. (510) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 27. Mai / 9. Juni 1912. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 28. Mai / 10. Juni 1912. - Nr. 158. (511) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 28. Mai / 10. Juni 1912. - Nr. 159. (512) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 29. Mai / 11. Juni 1912. - Nr. 160. (512) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 1./14. Juni 1912. - Nr. 102. (513) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 31. Mai / 13. Juni 1912. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 4./17. Juni 1912. - Nr. 174. (514) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 4./17. Juni 1912. - Nr. 107. (515) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 5./18. Juni 1912. - Nr. 1146. (515) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 10./23. Juni 1912. - Nr. 1177. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 11./24. Juni 1912. - Nr. 176. (516) [Brief]: Auszug aus einem Briefe des russischen Botschafters in London an den russischen Außenminister vom 11./24. Juni 1912. (516) [Brief]: Bericht des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 30. Juni / 13. Juli 1912. - Nr. 34. (517) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 5./18. August 1912. - Nr. 583. (518) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 20. August / 2. September 1912. - Nr. 222. (518) [2 Briefe]: (1)Telegramm des russischen Botschafters in Rom an den russischen Außenminister vom 7./20. September 1912. - Nr. 90. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 1./14. Oktober 1912. - Nr. 262. (519) Dreizehntes Kapitel. Die Lage auf dem Balkan vor Ausbruch des ersten Balkankrieges. (520) [Brief]: Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister vom 28. April / 11. Mai 1912. - Nr. 54. (520) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 24. Juli / 6. August 1912. - Nr. 536. (520) [Brief]: Telegramm des russischen Gesandten in Cettinje an den russischen Außenminister vom 6./19. August 1912. - Nr. 125. (521) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 25. September / 8. Oktober 1912. - Nr. 2102. (521) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 25. September / 8. Oktober 1912. - Nr. 2102. ([522]) [Brief]: Auszug aus einem sehr vertraulichen Briefe des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 24. Mai / 6. Juni 1912. (525) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 7./20. Juni 1912. (527) [3 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 25. Juni / 8. Juli 1912. - Nr. 1266. (2)Telegramm des russischen Außenministers Sasonow an den russischen Gesandten in Sofia vom 25. Juni / 8. Juli 1912. (3)Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 7./20 September 1912. - Nr. 115. (528) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 7./20. Juli 1912. - Nr. 494. (528) [Brief]: Telegramm des russischen Gesandten in Belgrad Hartwig an den russischen Außenminister vom 8./21. Juli 1912. - Nr. 89. (529) [Brief]: Telegramm des russischen Gesandten in Belgrad Hartwig an den russischen Außenminister vom 10./23. Juli 1912. - Nr. 91. (529) [2 Briefe]: (1)Telegramm des russischen Botschafters in Wien an den russischen Außenminister vom 16./29. Juli 1912. - Nr. 54. (2)Telegramm des russischen Geschäftsträgers in Belgrad an das russische Außenministerium vom 7./20. August 1912. - Nr. 108. (530) [Brief]: Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister vom 14./27. September 1912. - Nr. 141. (530) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 17./30. September 1912. - Nr. 731. (531) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 17./30. September 1912. - Nr. 734. (531) [Brief]: Vertraulicher Brief des russischen Botschafters in Wien an den russischen Außenminister vom 4./17. Juli 1912. (532) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Geschäftsträger in Wien vom 5./18. August 1912. - Nr. 1566. (533) [Brief]: Telegramm des stellvertretenden russischen Außenministers an die russischen Vertreter in Paris und London vom 5./18. August 1912. - Nr. 1564. (534) [Brief]: Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 10./23. August 1912. - Nr. 152. (535) [Brief]: Vertraulicher Bericht des russischen Geschäftsträgers in Wien an den russischen Außenminister vom 2./15. August 1912. (535) [Brief]: Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 16./29. August 1912. (537) [Brief]: Telegramm des russischen Botschafters in Rom an den russischen Außenminister vom 8./21. August 1912. (537) [Brief]: Telegramm des russischen Geschäftsführers in Paris an den russischen Außenminister vom 19. August / 1. September 1912. (538) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 16./29. August 1912. (538) [Brief]: Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 7./20. September 1912. - Nr. 114. (539) [Brief]: Sehr geheimes Schreiben des stellvertretenden russischen Außenministers an den Vorsitzenden des Ministerrates Staatssekretär Kolowzew vom 10./23. Oktober 1912. (540) [Brief]: Bericht des russischen Botschafters in Paris Iswolsky an das russische Außenministerium vom 10./23. Oktober 1912. (542) [Brief]: Auszug aus dem Bericht des russischen Außenministers Sasonow an den Zaren über seine Auslandsreise im September-Oktober 1912. (546) Vierzehntes Kapitel. Die Großmächte während des Balkankrieges. ([551]) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 8./21. Oktober 1912. - Nr. 267. ([551]) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 8./21. Oktober 1912. - Nr. 268. (552) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 8./21. Oktober 1912. - Nr. 269. (553) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 8./21. Oktober 1912. - Nr. 270. (554) [Brief]: Persönlicher Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 9./22. Oktober 1912. (554) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 11./24. Oktober 1912. - Nr. 275. (556) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 11./24. Oktober 1912. - Nr. 2314. (557) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 15./28. Oktober 1912. - Nr. 282. (557) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 16./29. Oktober 1912. - Nr. 283. (558) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 17./30. Oktober 1912. - Nr. 284. (559) [Brief]: Sehr vertraulicher Brief des russischen Außenministers Sasonow an den russischen Botschafter in London vom 18./31. Oktober 1912. - Nr. 675. (560) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 18./31. Oktober 1912. - Nr. 2403. (562) [Brief]: Telegramm des russischen Außenministers an die russischen Botschafter in Paris und London vom 18./31. Oktober 1912. - Nr. 2405. (563) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 19. Oktober / 1. November 1912. - Nr. 290. (2)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 20. Oktober / 2. November 1912. (564) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 20. Oktober / 2. November 1912. - Nr. 2423. (564) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 20. Oktober / 2. November 1912. - Nr. 295. (565) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 22. Oktober / 4. November 1912. - Nr. 2455. (567) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 22. Oktober / 4. November 1912. - Nr. 298. (568) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 22. Oktober / 4. November 1912. - Nr. 299. (568) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 24. Oktober / 6. November 1912. - Nr. 2474. (569) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 25. Oktober / 7. November 1912. - Nr. 307. (570) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 25. Oktober / 7. November 1912. - Nr. 308. (570) [Brief]: Telegramm des russischen Gesandten in Belgrad Hartwig an den russischen Außenminister vom 27. Oktober / 9. November 1912. - Nr. 276. (571) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 23. Oktober / 5. November 1912. - Nr. 2461. (572) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 23. Oktober / 5. November 1912. - Nr. 2461. (573) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Rom vom 26. Oktober / 8. November 1912. - Nr. 2500. (574) [Brief]: Auszug aus einem Briefe des russischen Botschafters in Paris Iswolsky an den russischen Außenminister Sasonow vom 25. Oktober / 7. November 1912. (575) [Brief]: Eigenhändiger Brief Poincarés an den russischen Botschafter in Paris Iswolsky vom 22. Oktober / 4. November 1912. (576) [Brief]: Telegramm des russischen Außenministers an den russischen Gesandten in Belgrad vom 27. Oktober / 9. November 1912. - Nr. 2513. (577) [Brief]: Telegramm des russischen Außenministers an den russischen Gesandten in Belgrad vom 29. Oktober / 11. November 1912. - Nr. 2526. (578) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 28. Oktober / 11. November 1912. - Nr. 2540. (579) [Brief]: Auszug aus einem Telegramm des russischen Botschafters in London an den russischen Außenminister vom 29. Oktober / 11. November 1912. - Nr. 315. (580) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 30. Oktober / 12. November 1912. - Nr. 316. (580) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 1./14. November 1912. - Nr. 319. (581) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 1./14. November 1912. - Nr. 320. (581) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 1./14. November 1912. - Nr. 321. (582) [Brief]: Sehr vertraulicher Brief des russischen Außenministers an den russischen Botschafter in Paris vom 1./14. November 1912. (583) [Brief]: Projekt eines Briefes des russischen Botschafter in Paris Iswolsky an den französischen Außenminister Poincaré. (584) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 3./16. November 1912. - Nr. 323. (584) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 5./18. November 1912. - Nr. 324. (585) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 4./17. November 1912. - Nr. 369. (586) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 5./18. November 1912. - Nr. 372. (586) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 4./17. November 1912. - Nr. 369. (587) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 7./20. November 1912. - Nr. 376. (589) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 10./23. November 1912. - Nr. 383. (590) Fünfzehntes Kapitel. Die Londoner Botschafterkonferenz 1912. ([593]) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 10./23. November 1912. - Nr. 332. ([593]) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 11./24. November 1912. - Nr. 338. (594) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 12./25. November 1912. - Nr. 385. (595) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 12./25. November 1912. - Nr. 386. (595) [3 Briefe]: (1)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 12./25. November 1912. Nr. 388. (2)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 13./26. November 1912. - Nr. 390. (3)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 13./26. November 1912. - Nr. 342. (597) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 13./26. November 1912. - Nr. 345. (2)Telegramm des russischen Außenminister an den russischen Botschafter in London vom 14./27. November 1912. - Nr. 2738. (598) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 10./23. November 1912. - Nr. 330. (599) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 13./26. November 1912. - Nr. 392. (599) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 13./26. November 1912. - Nr. 393. (600) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 15./28. November 1912. - Nr. 348. (600) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 15./28. November 1912. - Nr. 347. (601) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 15./28. November 1912. - Nr. 349. (602) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 16./29. November 1912. - Nr. 351. (602) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 17./30. November 1912. - Nr. 2762. (603) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 18. November / 1. Dezember 1912. - Nr. 355. (604) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 21. November / 4. Dezember 1912. - Nr. 2781. (605) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 21. November / 4. Dezember 1912. - Nr. 2791. (2)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 21. November / 4. Dezember 1912. - Nr. 412. (606) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 22. November / 5. Dezember 1912. - Nr. 365. (606) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 22. November / 5. Dezember 1912. - Nr. 366. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 23. November / 6. Dezember 1912. - Nr. 368. (607) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 23. November / 6. Dezember 1912. - Nr. 369. (2)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 25. November / 8. Dezember 1912. - Nr. 2829. (608) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 26. November / 9. Dezember 1912. - Nr. 2836. (608) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 26. November / 9. Dezember 1912. - Nr. 2838. (609) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 26. November / 9. Dezember 1912. - Nr. 2837. (609) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 27. November / 10. Dezember 1912. Nr. 2845. (610) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 27. November / 10. Dezember 1912. - Nr. 429. (612) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 27. November / 10. Dezember 1912. - Nr. 431. (612) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 28. November / 11. Dezember 1912. - Nr. 384. (613) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 29. November / 12. Dezember 1912. - Nr. 387. (613) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 1./14. Dezember 1912. - Nr. 393. (614) Sechzehntes Kapitel. Die Lage auf dem Balkan Anfang 1914. ([615]) [Brief]: Sehr geheimer Brief des russischen Gesandten in Bukarest Poklewski-Koziell an den russischen Außenminister vom 11./24. Januar 1914. ([615]) [Brief]: Vertraulicher Brief des russischen Geschäftsträgers in Bukarest an den russischen Außenminister vom 4./17. Februar 1914. - Nr. 9. (618) [Brief]: Bericht des russischen Gesandten in Belgrad Hartwig an den russischen Außenminister vom 11./24. Februar 1914. - Nr. 7. (620) [Brief]: Vertraulicher Brief des russischen Außenministers Sasonow an den russischen Gesandten in Sofia vom 17. Februar / 2. März 1914. - Nr. 129. (621) [Brief]: Auszug aus einem Briefe des russischen Botschafters in Wien an den russischen Außenminister vom 21. März / 3. April 1914. (622) [Brief]: Telegramm des russischen Geschäftsträgers in Cettinje an den russischen Außenminister vom 13./26. März 1914. - Nr. 17. (624) [Brief]: Telegramm des russischen Geschäftsträgers in Cettinje an den russischen Außenminister vom 13./26. März 1914. - Nr. 18. (624) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Gesandten in Belgrad vom 16./29. März 1914. - Nr. 602. (2)Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister vom 17./30. März 1914. - Nr. 104. (625) [Brief]: Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister vom 17./30. März 1914. - Nr. 104. (626) [Brief]: Geheimer Brief des russischen Außenministers Sasonow an den russischen Gesandten in Belgrad vom 20. Februar / 5. März 1914. - Nr. 130. (626) [Brief]: Bericht des russischen Gesandten in Belgrad Hartwig an den russischen Außenminister vom 25. März / 7. April 1914. - Nr. 18. (628) [Brief]: Streng vertraulicher Bericht des russischen Gesandten in Belgrad an den russischen Außenminister vom 6./19. Mai 1914. - Nr. 26. (629) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Gesandten in Belgrad vom 24. Juni / 7. Juli 1914. - Nr. 1351. (2)Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 9./22. April 1914. - Nr. 69. (631) [2 Briefe]: (1)Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 13./26. April 1914. - Nr. 72. (2)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 16./29. April 1914. - Nr. 106. (632) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 23. April / 6. Mai 1914. (632) [Brief]: Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 30. April / 13. Mai 1914. - Nr. 84. (633) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 5./18. Mai 1914. - Nr. 122. (634) [2 Briefe]: (1)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 10./23. Mai 1914. - Nr. 125. (2)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 12./25. Mai 1914. - Nr. 126. (635) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 17./30. Mai 1914. - Nr. 134. (635) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 17./30. Mai 1914. - Nr. 135. (636) [2 Briefe]: (1)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 24. Mai / 6. Juni 1914. - Nr. 143. (2)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 6./19. Juni 1914. - Nr. 163. (637) [2 Briefe]: (1)Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 16./29. Juni 1914. - Nr. 121. (2)Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 17./30. Juni 1914. - Nr. 122. (638) Siebzehntes Kapitel. Rußland und die Militärmillion General Liman von Sanders. ([639]) [Brief]: Vertraulicher Brief des russischen Botschafters in Berlin an den russischen Außenminister vom 8./21. November 1913. ([639]) [2 Briefe]: (1)Telegramm des russischen Außenministers Sasonow an den russischen Geschäftsträger in London vom 12./25. November 1913. - Nr. 3230. (2)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 13./26. November 1913. - Nr. 790. (641) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 13./26. November 1913. - Nr. 555. (641) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 15./28. November 1913. - Nr. 795. (642) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 19. November / 2. Dezember 1913. - Nr. 798. (643) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 19. November / 2. Dezember 1913. - Nr. 799. (644) [Brief]: Telegramm des russischen Außenministers an den russischen Geschäftsträger in London vom 24. November / 7. Dezember 1913. - Nr. 3309. (644) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 26. November / 9. Dezember 1913. - Nr. 802. (645) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 26. November / 9. Dezember 1913. - Nr. 803. (645) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 26. November / 9. Dezember 1913. - Nr. 804. (646) [Brief]: Paraphrase eines Telegramms Sir E. Grey's an den englischen Botschafter in Konstantinopel vom 9. Dezember 1913. (647) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 27. November / 10. Dezember 1913. - Nr. 3334. (647) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 27. November / 10. Dezember 1913. - Nr. 3335. (648) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 28. November / 11. Dezember 1913. - Nr. 806. (648) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 27. November / 10. Dezember 1913. - Nr. 1039. (649) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 28. November / 11. Dezember 1913. - Nr. 3346 (650) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 29. November / 12. Dezember 1913. - Nr. 3349. (650) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 29. November / 12. Dezember 1913. - Nr. 3353. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 29. November / 12. Dezember 1913. - Nr. 807. (651) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 30. November / 13. Dezember 1913. - Nr. 1050. (651) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 1./14. Dezember 1913. - Nr. 813. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 1./14. Dezember 1913. - Nr. 814. (652) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 1./14. Dezember 1913. - Nr. 1054. (652) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 2./15. Dezember 1913. - Nr. 1055. (653) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 3./16. Dezember 1913. - Nr. 818. (654) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 3./16. Dezember 1913. - Nr. 819. (654) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 4./17. Dezember 1913. - Nr. 3388. (2)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 4./17. Dezember 1913. - Nr. 3404. (655) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 4./17. Dezember 1913. - Nr. 821. (655) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 5./18. Dezember 1913. - Nr. 822. (656) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 5./18. Dezember 1913. - Nr. 591. (656) [Brief]: Telegramm des russischen Außenministers an den russischen Geschäftsträger in London vom 7./20. Dezember 1913. - Nr. 3426. (657) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 7./20. Dezember 1913. - Nr. 1069. (657) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 7./20. Dezember 1913. - Nr. 1069. (658) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 7./20. Dezember 1913. - Nr. 1073. (659) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 8./21. Dezember 1913. - Nr. 3436. (660) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 16./29. Dezember 1913. - Nr. 833. (660) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 17./30. Dezember 1913. - Nr. 607. (661) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 17./30. Dezember 1913. - Nr. 608. (662) [Brief]: Telegramm des russischen Botschafters in Berlin an den russischen Außenminister vom 17./30. Dezember 1913. - Nr. 308. (662) [2 Briefe]: (1)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 18./31. Dezember 1913. - Nr. 837. (2)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 18./31. Dezember 1913. - Nr. 838. (663) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 19. Dezember 1913 / 1. Januar 1914. (664) [2 Briefe]: (1)Telegramm des russischen Botschafters in Berlin an den russischen Außenminister vom 19. Dezember 1913 / 1. Januar 1914. - Nr. 311. (2)Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 20. Dezember 1913 / 2. Januar 1914. - Nr. 3513. (666) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Geschäftsträger in London vom 22. Dezember 1913 / 4. Januar 1914. - Nr. 3541. (2)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 23. Dezember 1913 / 5. Januar 1914. - Nr. 840. (667) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 23. Dezember 1913 / 5. Januar 1914. - Nr. 841. (667) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 23. Dezember 1913 / 5. Januar 1914. - Nr. 843. (668) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 23. Dezember 1913 / 5. Januar 1914. - Nr. 617. (668) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 25. Dezember 1913 / 7. Januar 1914. - Nr. 847. (669) [2 Briefe]: (1)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 26. Dezember 1913 / 8. Januar 1914. - Nr. 849. (2)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 30. Dezember 1913 / 12. Januar 1914. - Nr. 850. (670) [Briefe]: Telegramm des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 30. Dezember 1913 / 13. Januar 1914. Nr. 3582. (671) [Brief]: Vertraulicher Brief des russischen Botschafters in Berlin Swerbejew an den russischen Außenminister Sasonow vom 3./16. Januar 1914. (671) Achtzehntes Kapitel. Die Grundzüge der russischen Meerengen-Politik. ([674]) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 10./23. Oktober 1911. - Nr. 245. ([674]) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 10./23. Oktober 1911. (675) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 11./24. Oktober 1911. - Nr. 655. (678) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 12./25. Oktober 1911. - Nr. 1589. (679) [Brief]: Auszug aus einem sehr vertraulichen Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 12./25. Oktober 1911. (679) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 13./26. Oktober 1911. - Nr. 250. (680) [Brief]: Privatbrief des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 20. Oktober / 2. November 1911. - Nr. 692. (681) [Brief]: Auszug aus einem Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 26. Oktober / 8. November 1911. (682) [Brief]: Privatbrief des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister vom 26. Oktober / 8. November 1911. (684) [2 Briefe]: (1)Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 11./24. November 1911. - Nr. 1862. (2)Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister Sasonow vom 13./26. November 1912. - Nr. 394. (686) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in Paris Iswolsky vom 17./30. November 1912. - Nr. 2764. (687) [Brief]: Sehr geheimer Brief des russischen Außenministers Sasonow an den russischen Botschafter in Paris vom 15./28. November 1912. - Nr. 787. (687) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister vom 20. November / 2. Dezember 1912. (690) [Brief]: Sehr vertraulicher Brief des russischen Außenministers Sasonow an den russischen Botschafter in London vom 18. April / 1. Mai 1913. - Nr. 381. (692) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 27. April / 10. Mai 1913. - Nr. 341. (694) Neunzehntes Kapitel. Deutsch-russische Beziehungen 1909 - 1914. ([696]) [Brief]: Vertraulicher Brief des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 20. März / 2. April 1909. ([696]) [Brief]: Vertraulicher Brief des russischen Außenministers Iswolsky an den russischen Botschafter in Berlin Osten-Sacken vom 18. Juni / 2. Juli 1909. (697) [Brief]: Bericht des russischen Botschafters in Berlin Osten-Sacken an den russischen Außenminister Iswolsky vom 12./25. Juni 1909. - Nr. 41. (701) [Brief]: Auszug aus einem vertraulichen Brief des russischen Botschafters in Berlin an den russischen Außenminister vom 30. Oktober / 12. November 1909. (701) [Brief]: Brief des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 5./18. März 1910. (702) [Brief]: Bericht des russischen Botschafters in Berlin an den russischen Außenminister vom 23. Juli / 5. August 1910. (703) [Brief]: Bericht des russischen Botschafters in Berlin an den russischen Außenminister vom 29. Oktober / 11. November 1910. - Nr. 103. (704) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 22. Mai / 4. Juni 1912. - Nr. 1062. (704) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 22. Mai / 4. Juni 1912. - Nr. 1061. (705) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 24. Juni / 7. Juli 1912. - Nr. 1260. (705) [Brief]: Vertraulicher Brief des russischen Außenministers Sasonow an den russischen Botschafter in London vom 25. Juni / 8. Juli 1912. (706) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister Sasonow vom 5./18. Juli 1912. (709) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 15./28. Februar 1913. - Nr. 184. (710) [Brief]: Vertraulicher Bericht des russischen Botschafters in Berlin Swerbejew an den russischen Außenminister Sasonow vom 1./14. März 1913. (710) [Brief]: Auszug aus einem ganz vertraulichen Bericht des russischen Botschafters in Berlin Swerbejew an den russischen Außenminister Sasonow vom 27. Februar / 12. März 1914. (713) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in Berlin Swerbejew an den russischen Außenminister Sasonow vom 27. März / 9. April 1914. (714) Zwanzigstes Kapitel. Deutsch-englische Beziehungen 1908 bis 1914. ([716]) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 12./25. November 1908. ([716]) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 21. Januar / 3. Februar 1909. (718) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 28. Januar / 10. Februar 1909. (722) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 2./15. Februar 1909. (722) [Brief]: Brief des russischen Geschäftsträgers in London Poklewski-Koziell an den russischen Außenminister vom 3./16. Februar 1909. (723) [Brief]: Brief des russischen Botschafters in Berlin Osten-Sacken an den russischen Außenminister Iswolsky vom 6./19. Februar 1909. (726) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 28. Januar / 10. Februar 1909. (727) [Brief]: Brief des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 15./28. Mai 1909. (728) [Brief]: Brief des russischen Geschäftsträgers in London an den russischen Außenminister vom 28. Oktober / 10. November 1909. (729) [Brief]: Bericht des russischen Botschafters in Berlin an den russischen Außenminister vom 30. Oktober / 12. November 1909. (730) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 23. Dezember 1909 / 5. Januar 1910. (731) [Brief]: Bericht des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 18./31. März 1911. (732) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in London an den russischen Außenminister vom 1./14. März 1911. (733) [Brief]: Auszug aus einem Briefe des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister vom 15./28. März 1911. (735) [Brief]: Brief des russischen Botschafters in London Benckendorff an den stellvertretenden Außenminister vom 9./22. November 1911. (737) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 26. Januar / 8. Februar (?) 1912. (738) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 26. Januar / 8. Februar 1912. - Nr. 27. (748) [Brief]: Vertraulicher Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 27. Januar / 9. Februar 1912. (749) [Brief]: Persönlicher Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 28. Januar / 10. Februar 1912. (751) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 31. Jannuar /13. Februar 1912. - Nr. 35. (754) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 31. Januar / 13. Februar 1912. - Nr. 36. (754) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 31. Januar / 13. Februar 1912. - Nr. 37. (755) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 4./17. Februar 1912. - Nr. 44. (756) [Brief]: Persönlicher Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 5./18. Februar 1912. (756) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 16. Februar / 1. März 1912. (761) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 2./15. März 1912. - Nr. 67. (762) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 2./15. März 1912. - Nr. 68. (763) [Brief]: Brief des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 16./29. März 1912. (763) [Brief]: Vertraulicher Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 25. April / 8. Mai 1912. (765) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 5./18. Mai 1912. (765) [Brief]: Bericht des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 11./24. Mai 1912. - Nr. 27. (767) [Brief]: Brief des russischen Geschäftsträgers in Berlin Schebeko an den russischen Außenminister vom 25. Mai / 7. Juni 1912. (769) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 23. November / 6. Dezember 1912. - Nr. 373. (770) [2 Briefe]: (1)Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 21. Dezember 1912 / 3. Januar 1913. - Nr. 465. (2)Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 27. Januar / 9. Februar 1913. - Nr. 91. (771) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London Benckendorff vom 30. Januar / 12. Februar 1913. - Nr. 276. (771) [2 Briefe]: (1)Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 31. Januar / 13. Februar 1913. - Nr. 105. (2)Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London Benckendorff vom 28. März / 10. April 1913. - Nr. 906. (772) [3 Briefe]: (1)Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 29. März / 11. April 1913. - Nr. 330. (2)Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 1./14. April 1913. - Nr. 344. (3)Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 6./19. April 1913. - Nr. 355. (773) [2 Briefe]: (1)Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London Benckendorff vom 3./16. Mai 1913. - Nr. 1263. (2)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Sasonow vom 6./19. Mai 1913. - Nr. 450. (774) [Brief]: Brief des russischen Botschafters in Berlin Swerbejew an den russischen Außenminister vom 31. Januar / 13. Februar 1914. (774) Einundzwanzigstes Kapitel. England, Frankreich, Rußland. ([777]) [Brief]: Brief des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 5./18. Juni 1908. ([777]) [Brief]: Brief des russischen Außenministers Iswolsky an den russischen Botschafter in Rom vom 20. November / 3. Dezember 1908. (779) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 27. April / 10. Mai 1910. (781) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 29. Mai/11. Juni 1910. Nr. 125 (781) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 2./15. Juni 1910. - Nr. 134. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 25. Juni / 8. Juli 1910. - Nr. 178. (782) [Brief]: Brief des russischen Botschafters in Paris an den russischen Außenminister vom 20. Januar / 2. Februar 1911. (782) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 18. Februar / 3. März 1911. (784) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 18. Februar / 3. März 1911. - Nr. 26. (784) [Brief]: Auszug aus einem Briefe des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 1./14. März 1911. (785) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 12./25. April 1911. (786) [Brief]: Auszug aus einer Denkschrift R. R. Rafalowitschs über den österreichischen Einfluß in französischen Banken vom 14. Mai 1914. (788) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 5./18. Mai 1912. - Nr. 74. (790) [Brief]: Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 20. Juli / 2. August 1912. - Nr. 136. (791) [Brief]: Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 24. Juli / 6. August 1912. - Nr. 141. (791) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Geschäftsträger in London vom 28. Juli / 10. Augst 1912. - Nr. 1520. (792) [Brief]: Bericht des russischen Außenministers Sasonow über die Verhandlungen mit dem französischen Außenminister Poincaré anläßlich seines Besuches in Petersburg im August 1912. (792) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 18./31. Mai 1912. (796) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 20. Mai / 2. Juni 1912. (798) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister Sasonow vom 24. Mai / 6. Juni 1912. (799) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 28. Juni / 11. Juli 1912. - Nr. 187. (800) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 3./16. Juli 1912. (801) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 4./17. Juli 1912. - Nr. 191. (802) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 23. November / 6. Dezember 1912. - Nr. 372. (802) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 28. November / 11. Dezember 1912. - Nr. 381 (803) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 14./27. Juni 1913. - Nr. 572. (804) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 30. Januar / 12. Februar 1914. - Nr. 252. (805) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 5./18. Februar 1914. - Nr. 39. (806) [Brief]: Vertraulicher Brief des russischen Außenministers Sasonow an den russischen Botschafter in Paris Iswolsky vom 20. März / 2. April 1914. - Nr. 23. (806) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 27. März / 9. April 1914. (808) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister vom 29. April / 12. Mai 1914. (809) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister vom 3./16. Mai 1914. (810) [Brief]: Vertraulicher und persönlicher Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 5./18. Mai 1914. (812) [Brief]: Vertraulicher und persönlicher Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 5./18. Mai 1914. (814) [Brief]: Brief Sir Edward Greys an den französischen Botschafter in London Paul Cambon vom 22. November 1912. (816) [Brief]: Brief des französischen Botschafters in London Paul Cambon an Sir Edward Grey vom 23. November 1912. (816) [Brief]: Sehr geheimer Brief des russischen Außenministers an den russischen Botschafter in London vom 15./28. Mai 1914. - Nr. 47. (817) Anlage zu obigem Briefe. (818) [Brief]: Geheimer Bericht des russischen Marineagenten in London an den Chef des russischen Admiralstabes vom 24. Mai / 6. Juni 1914. - Nr. 182. (820) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 29. Mai / 11. Juni 1914. (821) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 30. Mai / 12. Juni 1914. - Nr. 149. (822) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 31. Mai / 13. Juni 1914. - Nr. 150. (823) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 12./25. Juni 1914. - Nr. 167. (823) [Brief]: Sehr vertraulicher Brief des russischen Außenministers an den russischen Botschafter in London vom 12./25. Juni 1914. (824) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 19. Juni / 2. Juli 1914. (825) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in London an den russischen Außenminister vom 3./16. Juli 1914. (827) Einband ( - ) Einband ( - )

Sammelrezension von: 1. Inci Dirim / Paul Mecheril (Hrsg.): Migration und Bildung. Soziologische und erziehungswissenschaftliche Schlaglichter. Münster u.a.: Waxmann 2009 (292 S.; ISBN 978-3-8309-2109-7; 29,90 EUR); 2. Inci Dirim / Mechtild Gomolla / Sabine Hornberg / Paul Mecheril / Krassimir Stojanov (Hrsg.): Spannungsverhältnisse. Assimilationsdiskurse und interkulturell-pädagogische Forschung. Münster u.a.: Waxmann 2010. (212 S.; ISBN 978-3-8309-2130-1; 24,90 EUR).

2019 hat Thomas Hofmann den scheinbar ewigen Präsidenten Wolfgang Herrmann an der Spitze der TU München abgelöst. Was macht er jetzt anders? Ein Gespräch über das bayerische Genderverbot, die Reform des Wissenschaftszeitvertragsgesetzes, die Beziehungen zu China –  und Hofmanns Verständnis der unternehmerischen Universität.






Thomas Frank Hofmann, Jahrgang 1968, ist Lebensmittelchemiker und war von 2009 bis 2019 geschäftsführender Vizepräsident der Technischen Universität München (TUM) für Forschung und Innovation. Seit 2019 ist
er Präsident der TUM. Foto: Astrid Eckert / TUM.






Herr Hofmann, auf Betreiben von Ministerpräsident Markus Söder (CSU) ist Anfang April in Bayern das Genderverbot in Kraft getreten. Schulen, Hochschulen und Behörden ist die Verwendung
geschlechtersensibler Sprache von nun an ausdrücklich untersagt. Was bedeutet das für die Technische Universität München (TUM)?



 



Wir glauben, dass Diversität, ihre Förderung und Wertschätzung die Schlüssel sind für den Erfolg unserer Universität. Durch die Nutzung gendersensitiver Sprache versuchen wir seit Jahren eine
möglichst große Vielfalt an Talenten anzusprechen. Und das gelingt zunehmend gut, auch wenn wir wie auch andere technische Universitäten gerade bei weiblichen Studierenden und
Wissenschaftlerinnen weiterhin Aufholbedarf haben. Wir interpretieren das Verbot so, dass es für die Universität im Rahmen ihrer dienstlichen Aufgaben gilt, also beispielsweise bei der Erstellung
von Satzungen oder Promotionsordnungen etwa. In anderen Bereichen, wie beispielsweise in der Kommunikation innerhalb unserer Universitätsgemeinschaft verfahren wir im Bestreben einer weiteren
Steigerung unserer Vielfalt wie bisher. 



 



Also sämtliche Lehrveranstaltungen, Lehrunterlagen und Forschungsarbeiten fallen nach Ihrem Verständnis nicht unter das Verbot?



 



Soweit ist unser Verständnis, und ich bin sicher, dass die noch ausstehenden Ausführungsempfehlungen des Freistaats in dieser Form die Autonomie der Hochschulen nicht unnötig einschränken. 



 



"Dieser vermeintliche 'Genderzwang'
existiert doch gar nicht."



 



Ärgert es Sie, dass Wissenschaftsminister Markus Blume (CSU) als Beispiel für den vermeintlichen "Genderzwang" an bayerischen Hochschulen einen inzwischen gelösten Fall angeführt hat, der
sich, wie später herauskam, ausgerechnet an der TUM zugetragen hat?



 



Nein, zumal dieser vermeintliche "Genderzwang" doch gar nicht existiert. Dass die besagte Promotionsordnung gendersensitive Sprache nutzt, ist lediglich Zeichen unseres Inklusionsverständnisses.
Im Übrigen entspricht sie auch andernorts dem heutigen Standard. Wenn Sie die Promotionsordnung der TU Berlin oder auch der ETH Zürich anschauen, dann lesen die sich genauso. Die ganze Aufregung,
auch in den Medien, halte ich für unangemessen und vor allem für wenig zeitgemäß, zumal in diesen bewegten Zeiten Deutschland doch vor ganz anderen Herausforderungen steht. Wissenschaft,
Wirtschaft, Politik und Medien sollten ihre vereinten Kräfte besser auf innovative Lösungsansätze fokussieren, denn der laufende Wettbewerb um die Zukunftsstandorte der Welt wartet nicht auf
Deutschland!



 



Der Vorwurf lautete, dass einer Promovendin die Verleihung des Doktorgrades verwehrt worden sei, solange sie sich geweigert habe, auf dem Titelblatt das
Gendersternchen zu verwenden – was, wie Blume sagte, "sogar in der Promotionsordnung so vorgeschrieben ist". Laut dem Minister "ein klarer Fall von sprachlicher Übergriffigkeit". 



 



Es gab den Fall, dass sich die Veröffentlichung einer Dissertation wegen Diskussionen um Formulierungen auf dem Titelblatt der Dissertation verzögerte. Die Promovendin hatte ihre Prüfungen zuvor
bereits erfolgreich bestanden. Daran gab es keinen Zweifel. Die Promovendin hatte sich zudem gewünscht, den Titel "Doktor" als Bezeichnung des generischen Maskulinums zu erhalten statt
"Doktorin". Dies war lediglich der erste derartige Fall an der TUM seit Inkrafttreten der Neufassung der Promotionsordnung 2021. Deshalb hat sich der Ablauf etwas verzögert, was auch nicht mehr
vorkommen sollte. Da wir an der TUM möglichst große individuelle Freiheiten bezüglich geschlechterspezifischer Bezeichnungen gewähren, haben weibliche Promovierende natürlich die Möglichkeit, den
akademischen Grad "Doktor" oder "Doktorin" zu wählen, so auch in diesem konkreten Fall. Also erneut: kein Grund zur Aufregung.  



 



Ebenfalls von der Staatsregierung beschlossen wurde ein Entwurf für ein "Gesetz zur Förderung der Bundeswehr in Bayern", das nicht nur Zivilklauseln an bayerischen Hochschulen untersagt,
obwohl es gar keine gibt, sondern ein allgemeines Kooperationsgebot für die Hochschulen mit der Bundeswehr festschreibt. Stellt das Wissenschaftsministerium auf Antrag der Bundeswehr fest, dass
eine Kooperation für die nationale Sicherheit erforderlich sei, sollen die Hochschulen künftig sogar ministeriell zur Zusammenarbeit gezwungen werden. Eine Grenzüberschreitung?



 



Die grundgesetzlich verankerte Freiheit von Lehre und Forschung wird an der TUM mit höchster Wertigkeit gelebt und schließt aus meiner Sicht ein Verbot von Forschung zu Dual-Use-Technologien und
eine entsprechende Zivilklausel aus. Darum gab es an der TUM auch nie eine Zivilklausel. Außerdem bin ich der Überzeugung, dass wir uns keiner Technologie verschließen sollten, nur weil sie
gegebenfalls Dual-Use-Potential mit sich bringt, also neben zivilen auch für defensiv-militärische Zwecke genutzt werden könnte. Oft genug war es in der Vergangenheit doch sogar umgekehrt:
Zahlreiche Technologien wurden beispielsweise in den USA primär für militärische Zwecke entwickelt und führten dann, etwa in der Luftfahrt, zu innovativen Fortschritten in der zivilen Nutzung.
Unnötige Einschränkungen bei der Erforschung von Dual-Use-Technologien an der TUM wären somit zum Nachteil des Innovationsfortschritts im zivilen Bereich.



 



"Wenn der Staat seine Universitäten verstärkt für den Schutz der Bevölkerung in die Verantwortung nehmen will, hat dies aus meiner Sicht nichts mit einem
Verlust der Freiheit in der Wissenschaft zu tun."



 



Außerdem dürfen wir nicht leugnen, dass sich in den vergangenen zwei Jahren die Sicherheitslage in der Welt dramatisch verändert hat. Im Sinne einer friedlich ausgerichteten
Verteidigungspolitik sehe ich auch die Hochschulen gefordert, ihre technischen Entwicklungen und Innovationen auch zum Schutz unserer Bevölkerung, der freiheitlich demokratischen Grundordnung und
der nationalen Sicherheit zu nutzen. Wenn der Staat seine Universitäten nun verstärkt in die Verantwortung nehmen will, hat dies aus meiner Sicht nichts mit einem Verlust der Freiheit in der
Wissenschaft zu tun. Denn nicht für einzelne Forscher oder einzelne Forscherinnen soll das Gebot zur Kooperation gelten, sondern für die Hochschule als Institution. In die individuelle
Entscheidungsfreiheit wird aus meiner Sicht mit dem aktuellen Gesetzesentwurf an keiner Stelle eingegriffen.



 



Im Oktober 2019 haben Sie Wolfgang Herrmann nach 24 Jahren als TUM-Präsident abgelöst. Herrmann war eine Institution, er hat die Universität zu der gemacht hat, die sie heute ist. Und was
machen Sie jetzt anders als er, Herr Hofmann?



 



Wir sind seit 2019 noch besser geworden, in den Hochschulrankings weiter aufgestiegen und rapide gewachsen bei den Studierendenzahlen, während zahlreiche andere deutschen Hochschulen stagnieren
oder schrumpfen. Im aktuellen THE-Universitätsranking besetzen wir Platz 1 in Deutschland und der Europäischen Union. Diese Entwicklung der TUM ist auch Ergebnis mutiger Reformen seit 2019. Also
kein einfaches "Weiter so", sondern ständige Veränderung ist unser Gebot der Stunde im international galoppierenden Wettbewerb. In dieser Grundhaltung bin ich geistig sehr nahe bei Wolfgang
Herrmann. Wie er bin ich fest davon überzeugt, dass zur erfolgreichen Führung einer Universität Weitsicht, Veränderungsmut und Furchtlosigkeit gehören, immer wieder neu zu denken, innovative
Maßnahmen zu entwickeln und Überkommenes einfach zu lassen. Diese operative Agilität und Adaptierungsdynamik sind für zukünftigen Erfolg genauso wichtig wie eine möglichst große Diversität der
Talente. Und genau das macht die TUM als "unternehmerische Universität" aus. Aber natürlich gibt es Unterschiede zwischen Wolfgang Herrmann und mir. Viele sagen, dass der größte Unterschied in
unseren Führungsstilen liegt. Das mag sein und das ist gut so. Denn der Führungsstil muss zeitgemäß sein, um erfolgreich zu sein, und heute die kreative Kraft der gesamten
Universitätsgemeinschaft einbinden.



 



"Der
ewige Patriarch" lautete die Überschrift eines Porträts, das ich einmal über Ihren Vorgänger geschrieben habe. 



 



Mein Führungsstil ist inklusiv und kooperativ. Ich gebe die grobe Richtung vor, höre zu, stimme mich ab und lasse mich hin und wieder mit guten Argumenten auch gerne überzeugen. Und natürlich
braucht es manchmal am Ende mutige Entscheidungen, denn wir dürfen unsere Ziele nicht aus dem Blick verlieren.



 



Mutig ist zum Beispiel, dass die TUM als einzige Universität in Bayern die gesetzlichen Möglichkeiten nutzt und Studiengebühren für Nicht-EU-Ausländer einführt, und zwar in beträchtlicher
Höhe: zwischen 2000 und 6000 Euro pro Semester. Beunruhigt es Sie nicht, dass keine andere Hochschule mitzieht?



 



Ich kann nichts zu den Gründen sagen, warum andere die Studiengebühren nicht einführen wollen. Entscheidend ist doch, warum wir uns dazu entschieden haben, Gebühren für Studierende außerhalb der
Europäischen Union einzuführen. Als Universität mit internationalem Exzellenzanspruch wollen wir uns nicht nur in der Forschung, sondern gerade auch in der Lehre mit den Besten der Welt messen.
Beim Blick auf unsere internationalen Wettbewerber fällt sofort auf, welche enormen Summen die Spitzenuniversitäten in die Erneuerung des gesamten Lehrumfelds investieren, in neue
Infrastrukturen, in innovative Lehrtechnologien und -formate oder auch in die weitere Verbesserung der Betreuungsrelationen, die vielerorts völlig anders aussehen als bei uns. Das bedeutet für
uns: Um mithalten zu können, um Studiengänge auf höchstem internationalen Qualitätsniveau anbieten zu können und unsere Studierenden wirklich zukunftsfähig auszubilden, braucht es viel mehr Geld
als uns staatliche Mittel dazu zur Verfügung stehen. In ganz Deutschland ist die staatliche Grundfinanzierung der Hochschulen dazu nicht ausreichend. Daher wollen wir unsere Finanzierungsbasis
verbreitern und eingenommene Studiengebühren gezielt für die Verbesserung der Lehre einsetzen. Davon profitieren alle Studierenden, die nationalen wie die internationalen, und von den
bestausgebildeten Talenten ihre späteren Arbeitgeber.



 



Und Sie haben keine Sorgen, Sie könnten mit der Einführung internationale Studierende abschrecken? Baden-Württemberg schafft die Gebühren gerade wieder ab mit dem erklärten Ziel, dann wieder mehr Talente aus dem Ausland anziehen zu können. 



 



Es gibt da doch große Unterschiede zu uns. Erstens: Die Universitäten in Baden-Württemberg waren beim Anteil internationaler Studierender nicht ansatzweise auf unserem Niveau. Bei den
Master-Studiengängen liegen wir inzwischen bei 57 Prozent internationale Studierende. Zweitens war es ein politischer Fehler der Landesregierung in Baden-Württemberg, dass ein Großteil der
Gebühren gleich wieder eingezogen wurde, so dass eine spürbare Verbesserung der Lehrqualität eben nicht erreicht werden konnte. Doch nur spürbare Verbesserungen hin zu einem wirklich exzellenten,
modernen Lehr- und Lernumfeld werden internationale Studierenden trotz der (international ohnehin üblichen) Gebühren nach München bringen. Sicher wird es in den ersten zwei, drei Jahren
Schwundeffekte geben. Das zeigen die Erfahrungen aus den Niederlanden und anderen europäischen Ländern. Es hat sich aber gezeigt, dass an diesen Hochschulen anschließend die internationalen
Studierendenzahlen wieder hochgingen ­– und dann schnell über den Stand vor der Einführung der Studiengebühren hinausgeschossen sind.



 



"In international ausgerichteten Berufsfeldern
macht es heute keinen Sinn mehr,
einen Studiengang auf Deutsch anzubieten."



 



Aber rechtfertigen die Erträge überhaupt den Aufwand?



 



Das System fährt stufenweise hoch über mehrere Jahre, weil wir nur von neuen Nicht-EU-Studierenden Gebühren verlangen und nicht von denen, die schon bei uns sind. Außerdem wird es für bis zu 20
Prozent der Studierenden Erlass-Stipendien geben: für die absolut herausragenden Talente genauso wie für finanzschwächere Bewerber, weil wir andernfalls an Diversität verlören, wenn die soziale
Herkunft über den Universitätszugang entscheiden würde. Insofern tue ich mich schwer, einen konkreten Eurobetrag zu nennen. Aber wir rechnen mittelfristig schon mit einem signifikanten
zweistelligen Millionenbeitrag. 



 



2014 hatte Wolfgang Herrmann angekündigt, bis 2020 alle Masterstudiengänge auf Englisch umstellen zu wollen. Was ist eigentlich daraus geworden?



 



Das wurde als Ziel diskutiert damals, aber in dieser Absolutheit nie beschlossen. Wir haben den Anteil englischsprachiger Studiengänge seitdem organisch wachsen lassen, heute liegt er im Master
bei über 70 Prozent. Darunter sind etliche Studiengänge, die Sie zu großen Teilen auch auf Deutsch studieren können, die also im Prinzip zweisprachig sind. Wir erleben aber, dass der
Nachfragetrend immer stärker Richtung Englisch geht. Vor kurzem haben wir sogar den ersten Bachelor-Studiengang auf Englisch, für Luft- und Raumfahrt, gestartet, und seitdem ist die Bewerberlage
mehrfach überzeichnet mit Bewerberinnen und Bewerbern aus der ganzen Welt. Wir sehen: In international ausgerichteten Berufsfeldern macht es heute einfach keinen Sinn mehr, einen Studiengang auf
Deutsch anzubieten, sondern nur auf Englisch.



 



Wie aber soll das funktionieren, wenn ein Großteil der Lehrenden deutsche Muttersprachler sind? Führt das nicht zwangsläufig zu einer intellektuellen Verflachung, weil sich die Lehrenden
und Lernenden in einer Fremdsprache nicht so präzise ausdrücken können wie in ihrer eigenen?



 



Wir lassen bei der Beantwortung von Fragen in Klausuren in der Regel beide Sprachen zu. Sie können also, wenn die Frage auf Englisch gestellt ist, auch auf Deutsch antworten. Wir sehen aber, dass
für die meisten jungen Leute – unabhängig von deren Herkunft – die Kommunikation auf Englisch überhaupt kein Problem mehr ist. Sie sind damit aufgewachsen und dank Social Media und Internet ganz
anders darauf getrimmt als frühere Generationen.



 



Für die Studierenden mag das stimmen. Aber was ist mit ihren Profs?



 



Ich kann wieder nur für uns an der TUM sprechen, aber unsere Professorinnen und Professoren sind weltweit unterwegs und auf ihren Dienstreisen, bei Vorträgen und auch der Lehre gewohnt,
Englisch zu sprechen. Viele kommunizieren mit ihrem gesamten Mitarbeiterkreis nur auf Englisch. Trotzdem bieten wir über unser Sprachenzentrum Kurse an für Dozenten, die ihr Englisch verbessern
wollen. Und diejenigen, die aus dem Ausland zu uns kommen, unterstützen wir beim Deutschlernen. Und das tun wir vor allem, damit sie in Deutschland auch außerhalb der Hochschule sprechfähig sind
und sich integriert fühlen. Ohne Sprachkompetenzen ist es einfach schwieriger, ausländische Talente und deren Familien in Deutschland zu halten.



 



Die TUM ist unter anderem mit einem Verbindungsbüro in der Volksrepublik China vertreten. Im Oktober 2020 haben Sie persönlich eine sogenannte Flaggschiffpartnerschaft mit der
Tsinghua-Universität in China besiegelt. Bereuen Sie den Schritt inzwischen?



 



Keineswegs! Auch wenn der politische Druck auf die deutsch-chinesischen Beziehungen massiv zugenommen hat, stehen wir zu einer Stärkung der wissenschaftlichen Beziehungen mit ausgewählten
chinesischen Partneruniversitäten. Erst vergangene Woche bin ich nach China geflogen zum Besuch des Präsidenten der Tsinghua University, nachdem vergangenes Jahr eine chinesische Delegation der
Universität bei uns war. Auch die Besuche an der Tongji University und der Shanghai Jiao Tong University waren äußerst spannend und inspirierend. Denn wer glaubt, dass diese Universitäten etwas
von deutschen Universitäten lernen können, irrt sich grundlegend. Ich glaube, dass viele deutsche Universitäten von diesen Spitzenuniversitäten aus China lernen können!



 



"Generalverdacht hilft niemanden weiter
und entzieht jeder Zukunft die Grundlage."



 



Also alles wie immer in den Beziehungen zu Ihren chinesischen Partner?



 



Unsere Ziele sind beständig, aber der Blick und die Rahmenbedingungen haben sich verändert. Wir gehen heute mit großem Bedacht in unsere internationalen Partnerschaften. Wir schauen uns schon
sehr genau an, mit welchem Partner wir zu welchen Themen zusammenarbeiten, unter welchen Konditionen und mit welchen Standards wir kooperieren und wann wir es eben nicht tun. Und wir bereiten
unsere Mitarbeitenden vor; wir unterstützen sie mit Coachings, Reisehandys und Reisecomputern, bevor sie auf Dienstreise gehen. Ich halte es für einen kapitalen Fehler zu glauben, Deutschland
könnte sich aus einer Zusammenarbeit mit China zurückziehen. Nur durch internationale Spitzenallianzen werden wir unsere heutigen Herausforderungen wie beispielsweise zu Gesundheit oder
Klimaschutz lösen können und auch den Wirtschaftsstandort Deutschland sichern können.



 



Was antworten Sie einer Bundesforschungsministerin, die sagt: "Hinter jedem chinesischen Forscher kann sich die kommunistische Partei verbergen"?



 



Generalverdacht hilft niemanden weiter und entzieht jeder Zukunft die Grundlage! Aus der Geschichte können wir lernen: Unwissenheit und Ignoranz trennen die Welt, nur der Austausch verbindet
Menschen und Kulturen – und dies ist die Grundlage für Partnerschaften. Natürlich müssen wir dazu unsere Sicherheitsprotokolle anpassen und achtsamer sein als früher, aber wir müssen auch
die über viele Jahre aufgebauten Brücken bewahren, mit denen wir deutsche und chinesische Partner in Austausch bringen. Denn sind diese Brücken einmal abgebrannt, wird es Jahrzehnte dauern,
wieder Vertrauen aufzubauen.



 



Bayerns Staatsregierung brüstet sich damit, wie kein anderes Bundesland in die Wissenschaft und die Hochschulen zu investieren, Überschrift: "Hightech Agenda Bayern" (HTA). Laut Wissenschaftsminister Blume sind darüber
über 1000 neue Professuren entstanden und verstetigt worden, außerdem sind die Rahmendaten für die Hochschulfinanzierung schon bis 2027 vereinbart. Glückliches Bayern?



 



Mit der HTA hat Ministerpräsident Söder einen echten und weit sichtbaren Impuls gesetzt für Innovationen aus Bayern; dieser sucht bundes- und europaweit seinesgleichen. Andererseits wird es
überall im Land enger, auch bei uns. Ein insuffizienter Bauunterhalt oder die gestiegenen Energiekosten setzen uns wie alle anderen Hochschulen zunehmend unter Druck. In Verbindung mit der
unzureichenden Grundfinanzierung presst die Inflation die Hochschulen in ein Korsett, welches jeglichen Atem für die im heutigen internationalen Wettbewerb so dringend erforderlichen
Neuausrichtungen in Forschung und Lehre nimmt. Auf der anderen Seite müssen wir einsehen, dass die Staatshaushalte sowohl im Bund als auch in den Ländern momentan sehr belastet sind. Anstatt nur
mehr Geld zu fordern, müssen wir daher als Hochschulen selbst agiler werden und alte Zöpfe abschneiden, um dem Neuen eine Chance zu geben, beispielsweise den Ausbau der Unterstützung von
Ausgründungen und Start-ups. Denn nur mit neuer Wirtschaftskraft in Deutschland werden auch die Staatskassen wieder besser gefüllt werden, und das Land kann wieder in seine Hochschulen
investieren. Also, nicht Jammern bringt uns weiter, sondern Machen! 



 



Das mit der Agilität ist Ihnen, wie man merkt, sehr wichtig. Können Sie Ihren Anspruch mit ein paar Zahlen unterlegen?



 



Genau zu der Frage haben wir eine Studie durchführen lassen mit dem Ergebnis, dass jede Personalstelle, die der Freistaat bei uns an der TUM finanziert, im Schnitt 14 neue Arbeitsplätze in
unseren Start-ups generiert. Das kann sich doch sehen lassen und ist, neben tausenden Absolventen jedes Jahr und unseren Forschungsallianzen mit der Wirtschaft, ein ganz konkreter Return on
Investment.



 



Mit Verlaub: Solche Studien präsentieren viele Hochschulen und Forschungseinrichtungen, und jedes Mal kommen fast unglaubliche Zahlen dabei heraus. 



 



Unsere Zahlen sind belastbar. In der Wissenschaft streben wir vor allem nach neuem Wissen und Erkenntnissen, aber in einem nächsten Schritt übernehmen wir die Verantwortung dafür, dass aus dem
Wissen auch marktfähige Innovationen und neue Arbeitsplätze entstehen. Deshalb ermutigen wir alle Universitätsmitglieder, von den Studierenden bis zu den Professorinnen und Professoren, wenn sie
eine tolle Geschäftsidee haben, diese auch zu verfolgen. Und wir unterstützen sie dabei. Mit dem Ergebnis, dass heute fast 500 Gründungsteams durch die TUM gefördert werden und weitere 180
studentische Initiativen, über alle Fächer und Disziplinen hinweg. Gerade war eine Gruppe von Studierenden bei mir, die an einer Methan-Sauerstoff-Rakete arbeitet, um sie Ende des Jahres über die
100-Kilometer-Grenze hinaus in den Orbit zu schießen.



 



"Die Reduzierung der Höchstbefristung in
der Post-Doc-Phase ist ungerecht, denn sie ist zum Schaden der jungen Menschen selbst."



 



Wenn Sie so viel Wert auf das Schaffen neuer Arbeitsplätze in der Wirtschaft legen, was tun Sie für gute Arbeit an der eigenen Universität? Schließlich sehen sich die Hochschulen selbst
mit dem stärker werdenden Fachkräftemangel konfrontiert.



 



Ich danke Ihnen ausdrücklich für diese Frage, denn damit sind wir an einem Schlüsselpunkt angelangt. Wir Hochschulen müssen als Arbeitgeber attraktiver werden, uns dafür am eigenen Schlafittchen
packen und viel mehr tun für verlässliche Karrierewege auch unterhalb der Professur. So sind auch zahlreiche Stückelverträge hintereinander unfair gegenüber den jungen Menschen, die sich uns
anvertrauen. Die Ampel will zu diesem Zweck das Wissenschaftszeitvertragsgesetz (WissZeitVG) novellieren, doch das wird ins Auge gehen, wenn sie das falsche Modell wählt. Laut aktuellem Entwurf
sollen künftig nach der Promotion vier Jahre Befristung erlaubt sein und dann nochmal zwei Jahre – aber nur, wenn klar ist, dass die Person danach einen Dauervertrag erhalten kann. Dies kann aber
nur in wenigen Fällen erfolgen, so dass de facto für die meisten nach maximal viel Jahren als Postdoc Schluss wäre. Vier Jahre sind aber oft zu kurz, um sich über exzellente Forschung und
hochkarätige Veröffentlichungen tatsächlich für eine Professur zu qualifizieren. So täuscht der Reformvorschlag für das Wissenschaftszeitvertragsgesetz eine falsche Gerechtigkeit vor. Tatsächlich
ist die Reduzierung der Höchstbefristung in der Post-Doc-Phase ungerecht, denn sie ist zum Schaden der jungen Menschen selbst. Und sie wird einen enormen Brain Drain auslösen, entweder heraus aus
der Wissenschaft insgesamt oder hinein in ausländische Universitäten, die sich kein solch wissenschaftsfeindliches Korsett anziehen. 



 



Ihr Alternativvorschlag lautet also: Einfach die Regelung lassen, wie sie ist? 



 



Nein, ich unterstütze prinzipiell ein Tenure-Track-System für den wissenschaftlichen Mittelbau mit Nachdruck. Der aktuelle Gesetzesvorschlag ist allerdings verlogen! Statt den Befristungszeitraum
von maximal sechs auf vier Jahre zu kürzen, wäre es im Sinne einer Karriereplanbarkeit sicher sinnvoller, die realen Vertragslaufzeiten für Postdocs generell an die Förder- oder
Zuwendungsbescheide für Projekte anzupassen, anstatt sie mit Stückelverträgen zu gängeln. Wie auch immer macht die Umsetzung des aktuellen Gesetzentwurfs nur dann Sinn, wenn im dimensionalen
Ausmaß neue entfristbare Stellen an die Universitäten kommen. Und dies halte ich vor dem Hintergrund der heute knappen Staatskassen für schieres Wunschdenken. Die Politik muss sich der
Konsequenzen ihres Handelns schon bewusst sein!



 



Sie sagen, die Hochschulen seien gefragt, sich intelligente Konzepte für Karrierewege auch unterhalb der Professur zu überlegen. Welche fallen Ihnen da konkret für die TUM ein?



 



Das Wissenschaftsmanagement wird immer wichtiger und ist ein hoch attraktives Aufgabenfeld. Diese Kolleginnen und Kollegen tragen maßgeblich dazu bei, dass an der TUM Spitzenleistungen in
Forschung und Lehre erzielt werden. Deswegen haben wir zum Beispiel das berufsbegleitende Qualifizierungsprogramm TUM Science Manager aufgelegt. Es dauert zwischen 12 und 24 Monate und die
Teilnahme am Kursprogramm erfolgt während der Arbeitszeit – wird also bezahlt. 



 



"Als Franke müsste ich angesichts der Gründung
der TU Nürnberg jubeln, aber eine Spitzenuni lässt sich nicht mit der Brechstange schaffen."



 



Sie haben es vorhin gesagt: Die Hochschulfinanzierung wird auch in Bayern enger. Gleichzeitig hat der Freistaat vor wenigen Jahren die Technische Universität Nürnberg (UTN) neu gegründet,
übrigens mit tatkräftiger Unterstützung Ihres Vorgängers, und massive Investitionen versprochen.



 



Da sehen Sie, dass wir uns doch in einigen Dingen unterscheiden. 



 



Inwiefern? 



 



Als Franke müsste ich jubeln! Aber wenn wir in die Welt hinausschauen sehen wir, dass sich international führende Forschungsstandorte evolutionär und über lange Zeiträume hinweg entwickelt haben.
Eine Spitzenuni lässt sich nicht mit der Brechstange schaffen, sondern braucht Geld und vor allem Zeit – viel Zeit! Ein Professor in Stanford hat zu mir mal gesagt, eine wissenschaftliche
Top-Einrichtung zu schaffen, koste 100 Milliarden und dauere 100 Jahre. 



 



Erst neulich hat Ministerpräsident Söder einen Strategiewechsel verkündet: die Fokussierung der UTN auf das Thema
Künstliche Intelligenz. Sogar einen schnittigen neuen Titel hatte er im Angebot: "Franconian University of Artificial Intelligence".



 



Ich habe das nicht zu entscheiden. Ich persönlich würde eine Universität nicht thematisch einschränken, selbst wenn es sich wie bei der KI um eine disruptive Querschnittstechnologie handelt. Aber
ich glaube, das ist so auch nicht gemeint. 



 



Vielleicht sagen Sie das nur, weil Sie fürchten, dass die UTN ihnen demnächst Ihre KI-Talente abjagt. 



 



Das erwarte ich nicht, und es wäre auch kein sinnvoller bayerischer Ansatz, dass wir jetzt das Wildern beieinander anfangen. 



 



Wie aber wollen Sie überhaupt all die neuen KI-Lehrstühle besetzt bekommen, die in den vergangenen Jahren im Freistaat ausgelobt wurden?



 



Da sehe ich kein Problem. Wir haben praktisch alle Professuren der HTA besetzt – mit wirklich exzellenten Leuten. Es ist  nicht so, dass alle 150 sogenannten KI-Professuren in Bayern jetzt
mit Mathematikern und Informatikern besetzt werden, die KI-Grundlagenforschung machen. Davon gibt es in ganz Europa vielleicht 50 ernstzunehmende Leute. Aber die KI hat viele Facetten und
Anwendungsdomainen, in denen dann auch die Wertschöpfung von KI entsteht. In solchen Feldern haben wir zahlreiche Berufungen gemacht, wie beispielsweise in der Robotik, der Medizin, in den
Sozialwissenschaften und vieles mehr.



 



Wie passt es eigentlich zusammen, dass Sie an der TUM Spitzentechnologien und KI derart in den Mittelpunkt stellen, gleichzeitig aber gerichtlich bestätigt einen Bewerber abgelehnt haben
mit der Begründung, dessen Motivationsschreiben sei mithilfe Künstlicher Intelligenz erstellt worden? Warum sind Sie da nicht offener?



 



Weil das Motivationsschreiben die individuelle Prägung des Kandidaten zeigen soll. Welchen Sinn hätte es sonst? Etwas völlig Anderes ist es, wenn unsere Studierenden und Lehrenden ChatGPT oder
andere sogenannte Large Language Models im Studium einsetzen, das stimulieren wir mit Nachdruck. So wie sich der Taschenrechner zum bewährten Hilfsinstrument entwickelt hat, wird das auch mit
KI-Anwendungen sein. Darum bauen wir sie proaktiv in unsere Lehre ein, damit unsere Studierenden vorbereitet sind. Aber erklären, warum sie zu uns an die TUM kommen wollen, sollen unsere Bewerber
schon noch selbst. 



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Not Available ; The land resource inventory of Nageshanahalli-1 microwatershed was conducted using village cadastral maps and IRS satellite imagery on 1:7920 scale. The false colour composites of IRS imagery were interpreted for physiography and these physiographic delineations were used as base for mapping soils. The soils were studied in several transects and a soil map was prepared with phases of soil series as mapping units. Random checks were made all over the area outside the transects to confirm and validate the soil map unit boundaries. The soil map shows the geographic distribution and extent, characteristics, classification, behavior and use potentials of the soils in the microwatersheds. The present study covers an area of 686 ha in Koppal taluk and district, Karnataka. The climate is semiarid and categorized as drought - prone with an average annual rainfall of 662 mm, of which about 424 mm is received during south –west monsoon, 161 mm during north-east and the remaining 77 mm during the rest of the year. An area of about 61 per cent is covered by soils, 37 per cent by rock outcrops and two per cent by water bodies, settlements and others. The salient findings from the land resource inventory are summarized briefly below.  The soils belong to 12 soil series and 24 soil phases (management units) and 6 land use classes.  The length of crop growing period is 150 cm) soils.  About 37 per cent area has clayey soils at the surface, 13 per cent loamy soils and 11 per cent sandy soils at the surface.  About 48 per cent of the area has non-gravelly (200 mm/m) in available water capacity.  About 8 per cent area has nearly level (0-1%) and 53 per cent area has very gently sloping (1-3%) lands.  An area of about 26 per cent has soils that are slightly eroded (e1) and 35 per cent moderately eroded (e2) lands.  An area of about 3 per cent has soils that are slightly to moderately acid (pH 5.5-6.5), 16 per cent soils are neutral (pH 6.5-7.3), 41 per cent are slightly to moderately alkaline (pH 7.3 to 8.4) and 1 per cent are strongly alkaline (pH 8.4-9.0).  The Electrical Conductivity (EC) of the entire soils is 0.75%) in organic carbon.  Available phosphorus is medium (23-57 kg/ha) in about 11 per cent and high (>57 kg/ha) in 51 per cent area of the microwatershed.  About 337 kg/ha) in available potassium content.  Available sulphur is low (20 ppm).  Available boron is low (0.5 ppm) in about 57 per cent area and 5 per cent area is medium (0.5-1.0 ppm).  Available iron is sufficient (>4.5 ppm) in 24 per cent and deficient (0.6 ppm) in about 30 per cent area.  Available manganese and copper are sufficient in all the soils.  The land suitability for 28 major agricultural and horticultural crops grown in the microwatershed were assessed and the areas that are highly suitable (S1) and moderately suitable (S2) are given below. It is however to be noted that a given soil may be suitable for various crops but what specific crop to be grown may be decided by the farmer looking to his capacity to invest on various inputs, marketing infrastructure, market price and finally the demand and supply position. Land suitability for various crops in the microwatershed Crop Suitability Area in ha (%) Crop Suitability Area in ha (%) Highly suitable (S1) Moderately suitable (S2) Highly suitable (S1) Moderately suitable (S2) Sorghum 109(16) 141 (20) Pomegranate 53 (8) 278 (40) Maize 42 (6) 92 (13) Guava 53 (8) 126 (18) Bajra 42 (6) 183 (27) Jackfruit 53 (8) 126 (18) Red gram 42 (6) 199 (29) Jamun 10 (1) 320 (47) Bengalgram 67 (10) 183 (27) Musambi 119 (17) 211 (31) Groundnut 53 (8) 134 (20) Lime 119 (17) 211 (31) Sunflower 109 (16) 132 (19) Cashew 10 (1) 144 (21) Cotton 67 (10) 183 (27) Custard apple 119 (17) 237 (35) Chilli 42 (6) 58 (8) Amla 53 (8) 304 (44) Tomato 42 (6) 56 (8) Tamarind 10 (1) 231 (34) Drumstick 53 (8) 189 (27) Marigold 42 (6) 208 (30) Mulberry 53 (8) 211 (31) Chrysanthemum 42 (6) 208 (30) Mango 10 (1) 79 (12) Jasmine 42 (6) 56 (8) Sapota 53 (8) 126 (18) Crossandra 42 (6) 90 (13) Apart from the individual crop suitability, a proposed crop plan has been prepared for the 6 identified LUCs by considering only the highly and moderately suitable lands for different crops and cropping systems with food, fodder, fibre and horticulture crops that helps in maintaining productivity and ecological balance in the microwatershed.  Maintaining soil-health is vital for crop production and conserve soil and land resource base for maintaining ecological balance and to mitigate climate change. For this, several ameliorative measures have been suggested for these problematic soils like saline/alkali, highly eroded, sandy soils etc.  Drainage line treatment, soil and water conservation treatment plans have been prepared that would help in identifying the sites to be treated and also the type of structures required.  As part of the greening programme, several tree species have been suggested to be planted in marginal and submarginal lands, field bunds and also in the hillocks, mounds and ridges. That would help in supplementing the farm income, provide fodder and fuel, and generate lot of biomass which in turn would help in maintaining the ecological balance and contributes to mitigating the climate change. SALIENT FINDINGS OF THE SURVEY  The data indicated that there were 125 (59.24%) men and 85 (40.28%) women among the sampled households.  The average family size of landless farmers' was 4, marginal farmers' was 5.33, small farmers' was 5.23, semi medium farmers' was 4.64 and medium farmers' was 8.  The data indicated that, 39 (18.48%) people were in 0-15 years of age, 87 (41.23%) were in 16-35 years of age, 60 (28.44%) were in 36-60 years of age and 25 (11.85%) were above 61 years of age.  The results indicated that Nageshanahalli-1 had 28.44 per cent illiterates, 36.49 per cent of them had primary school education, 2.37 per cent of them had middle school education, 17.54 per cent of them had high school education, 9.48 per cent of them had PUC education, 0.95 per cent of them did diploma, 2.84 per cent of them had degree education and 0.95 per cent of them did masters.  The results indicate that, 90 per cent of households were practicing agriculture, 10 per cent of the households were agricultural laborers and 2.50 per cent were general labourers.  The results indicate that agriculture was the major occupation for 62.09 per cent of the household members, 10.90 per cent were agricultural laborers, 0.95 per cent were general labour, 0.47 per cent were in government service, 2.84 per cent were in private service, 20.85 per cent were students, 0.47 per cent were housewives and 0.95 per cent were children.  The results show that 100 per cent of the population in the micro watershed has not participated in any local institutions.  The results indicate that 15 per cent of the households possess thatched house, 62.50 per cent of the households possess Katcha house and 22.50 per cent of them possess pucca house.  The results show that 72.50 per cent of the households possess TV, 45 per cent of the households possess Mixer grinder, 40 per cent of the households possess bicycle, 40 per cent of the households possess motor cycle, 5 per cent of the households possess landline and 90 per cent of the households possess mobile phones.  The results show that the average value of television was Rs.8413, mixer grinder was Rs.2000, bicycle was Rs. 2000, motor cycle was Rs.37500, landline was Rs.2000 and mobile phone was Rs.2141.  About 7.50 per cent of the households possess bullock cart, 20 per cent of them possess plough, 2.50 per cent of the households possess seed/fertilizer drill, 20 per cent of them possess sprayer, 70 per cent of them possess weeder and 2.50 per cent of them possess chaff cutter. 2  The results show that the average value of bullock cart was Rs.23333, plough was Rs.894, the average value of seed/fertilizer drill was Rs.500, the average value of sprayer was Rs.1400, the average value of chaff cutter was Rs.2000, and the average value of weeder was Rs.83.  The results indicate that, 10 per cent of the households possess bullocks, 10 per cent of the households possess local cow, 7.50 per cent possess crossbred cow and 2.5 per cent possess goat.  The results indicate that, average own labour men available in the micro watershed was 6.83, average own labour (women) available was 12.61, average hired labour (men) available was 1.31 and average hired labour (women) available was 2.  The results indicate that, 80 per cent of the households opined that the hired labour was adequate and 12.50 per cent of the households opined that hired labour was inadequate.  The results indicate that, households of the Nageshanahalli-1 micro watershed possess 29.68 ha (54.74%) of dry land and 24.54 ha (45.26%) of irrigated land. Marginal farmers possess 4.80 ha (100%) of dry land. Small farmers possess 13.07 ha (79.93%) of dry land and 3.28 ha (20.07%) of irrigated land. Semi medium farmers possess 6.94 ha (39.28%) of dry land and 10.74 ha (60.72%) of irrigated land. Medium farmers possess 4.86 ha (31.58%) of dry land and 10.52 ha (68.42%) of the farmers possess irrigated land.  The results indicate that, the average value of dry land was Rs. 266,098.46 and average value of irrigated land was Rs. 484,713.06. In case of marginal famers, the average land value was Rs. 436,983.99 for dry land. In case of small famers, the average land value was Rs. 275,294.12 for dry land and Rs. 852,774.36 for irrigated land. In case of semi medium famers, the average land value was Rs. 201,515.15 for dry land and Rs. 539,992.46 for irrigated land. In case of medium famers, the average land value was Rs. 164,666.67 for dry land and Rs. 313,500 irrigated land.  The results indicate that, there were 17 functioning bore wells in the micro watershed.  The results indicate that, bore well was the major irrigation source in the micro water shed for 45 per cent of the farmers in micro watershed.  The results indicate that, the depth of bore well was found to be 44.96 meters.  The results indicate that, marginal, small, semi medium and medium farmers had irrigated area of 1.37 ha, 2.45 ha, 5.32 ha and 2.43 ha respectively.  The results indicate that, farmers have grown bajra (8.9 ha), groundnut (10.39 ha), maize (24.81 ha), paddy (9.12 ha), redgram (2.13 ha), sunflower (2.51 ha).  Marginal farmers have grown bajra, groundnut and sunflower. Small farmers have grown bajra, groundnut, maize, paddy and redgram. Semi medium farmers 3 have grown bajra, maize, paddy and redgram. Medium farmers have grown groundnut, maize and paddy.  The results indicate that, the cropping intensity in Nageshanahalli-1 micro watershed was found to be 89.28 per cent. In case of marginal farmers it was 100 per cent, small farmers it was 100 per cent, in case of semi medium farmers it was 87.18 and medium farmers it was 79.17 per cent.  The results indicate that, 75 per cent of the households have bank account and 40 per cent of the households have savings.  The results indicate that, 42.50 per cent of the households have availed credit from different sources.  The results indicate that, 29.41 per cent of the households have availed loan from commercial bank, 64.71 per cent of the households have availed loan from grameena bank, 5.88 per cent of them have availed loan from traders and another 5.88 per cent have availed loan from money lender.  The results indicate that, marginal, small, semi medium and medium farmers have availed Rs. 57500, Rs. 68571.43, Rs. 400000 and Rs. 83333 respectively.  The results indicate that, 93.75 per cent of the households have borrowed loan from institutional sources for the purpose of agricultural production and 6.25 per cent have borrowed for education.  The results indicate that, the main purpose of borrowing credit from private sources was agriculture production.  The results indicated that 68.75 per cent of the households did not repay their loan, 25 per cent partially paid their loan and 6.25 per cent have fully paid their loan borrowed from institutional sources.  Results indicated that 100 per cent of the households partially paid their loan borrowed from private sources.  The results indicate that, around 25 per cent of the households opined that the rate of interest was higher in institutional sources; another 56.25 per cent opined that the loan amount helped to perform timely agricultural operations and 18.75 per cent opined that the loan amount was adequate to fulfil the requirement.  The results indicate that, 100 per cent of the households opined that the loan amount was adequate to fulfil their requirements.  The results indicate that, the total cost of cultivation for groundnut was Rs. 58737.66. The gross income realized by the farmers was Rs. 79076.74. The net income from Groundnut cultivation was Rs. 20339.08, thus the benefit cost ratio was found to be 1:1.35.  The total cost of cultivation for sunflower was Rs. 37036.05. The gross income realized by the farmers was Rs. 31634.30. The net income from sunflower cultivation was Rs. -5401.75. Thus the benefit cost ratio was found to be 1:0.85. 4  The total cost of cultivation for paddy was Rs. 90393.46. The gross income realized by the farmers was Rs. 102073.97. The net income from paddy cultivation was Rs. 11680.51. Thus the benefit cost ratio was found to be 1:1.13.  The total cost of cultivation for maize was Rs. 240103.67. The gross income realized by the farmers was Rs. 50533.08. The net income from maize cultivation was Rs. -189570.58. Thus the benefit cost ratio was found to be 1:0.21.  The total cost of cultivation for bajra was Rs. 26893.55. The gross income realized by the farmers was Rs. 28194.14. The net income from bajra cultivation was Rs. 1300.59. Thus the benefit cost ratio was found to be 1:1.05.  The total cost of cultivation for redgram was Rs. 26893.48. The gross income realized by the farmers was Rs. 40997.50. The net income from redgram cultivation was Rs. 14104.02. Thus the benefit cost ratio was found to be 1:1.52.  The results indicate that, 7.50 per cent of the households opined that dry fodder was adequate and 15 per cent of the households opined that green fodder was adequate. The results also indicated that 10 per cent of the households opined that dry fodder was inadequate and 2.50 per cent opined that green fodder was inadequate.  The results indicate that the average annual gross income was Rs. 60,400 for landless farmers, for marginal farmers it was Rs. 82,608.33, for small farmers it was Rs. 165,115.38, for semi medium farmers it was Rs. 210,090.91 and for medium farmers it was Rs. 270,000.  The results indicate that the average annual expenditure is Rs. 15,259.84. For landless households it was Rs. 5,920, for marginal farmers it was Rs. 9,238.89, for small farmers it was Rs. 14,559.17, for semi medium farmers it was Rs. 18,735.54, and for medium farmers it was Rs. 26,000.  The results indicate that, the average additional investment capacity with the households for irrigation facility was Rs. 400 and for improved livestock management Rs. 125.  The results indicate that, government subsidy was the source of additional investment capacity for 7.5 per cent for irrigation facility and 2.5 per cent for improved livestock management.  The results indicated that, bajra, maize, paddy, redgram and sunflower were sold to the extent of 100 per cent and groundnut was sold to the extent of 99.28 per cent.  The results indicated that, about 65 per cent of the famers have sold their produce in regulated markets, 5 per cent of the farmers have sold their produce in cooperative marketing society and 42.5 per cent have sold their produce to agents/traders. 5  The results indicated that, 100 per cent of the households have used tractor as a mode of transportation for their agricultural produce and 5 per cent have also used truck as a mode of transportation.  The results indicated that, 42.50 per cent of the households have experienced soil and water erosion problems in the farm i.e., 16.67 per cent of the marginal farmers, 38.46 per cent of the small farmers, 54.55 per cent of semi medium and 100 per cent of medium farmers have experienced soil and water erosion problems.  The results indicated that, 55 per cent have shown interest in soil test which accounts for 100 per cent of marginal farmers, 84.62 per cent of the small farmers, 27.27 per cent of semi medium farmers and 40 per cent of medium farmers.  The results indicated that, 92.50 per cent of the households used fire wood, 5 per cent used LPG and 2.50 per cent of the households used dung cake.  The results indicated that, piped supply was the major source of drinking water for 47.50 per cent of the households, bore well was the source of drinking water for 47.50 per cent of the households in the micro watershed, open well and lake were the source of drinking water for 2.50 per cent of the households respectively.  Electricity was the major source of light for 100 per cent of the households in micro watershed.  The results indicated that, 35 per cent of the households possess sanitary toilet i.e. 20 per cent of the landless, 33.33 per cent of the marginal, 38.46 per cent of the small, 27.27 per cent of the semi medium and 60 per cent of the medium farmers.  The results indicated that, 97.50 per cent of the sampled households possessed BPL card and 5 per cent of the households did not possess PDS card.  The results indicated that, 42.50 per cent of the households participated in NREGA programme.  The results indicated that, cereals were adequate for 100 per cent of the households, pulses were adequate for 90 per cent, oilseeds were adequate for 2.5 per cent, vegetables were adequate for 2.5 per cent, fruits were adequate for 2.5 per cent, milk was adequate for 95 per cent, eggs were adequate for 87.5 per cent and meat was adequate for 12.5 per cent of the households.  The results indicated that, lower fertility status of the soil was the constraint experienced by 72.50 per cent of the households, wild animal menace on farm field (75%), frequent incidence of pest and diseases (37.50%), inadequacy of irrigation water (22.50%), high cost of fertilizers and plant protection chemicals (25%), high rate of interest on credit (15%), low price for the agricultural commodities (80%), lack of marketing facilities in the area (67.5%), lack of transport for safe transport of the agricultural produce to the market (67.50%), 6 inadequate extension services (65%), less rainfall (12.50%) and source of agri technology information (12.50%). ; Watershed Development Department, Government of Karnataka (World Bank Funded) Sujala –III Project

Not Available ; The land resource inventory of Hanumanahatti microwatershed was conducted using village cadastral maps and IRS satellite imagery on 1:7920 scale. The false colour composites of IRS imagery were interpreted for physiography and these physiographic delineations were used as base for mapping soils. The soils were studied in several transects and a soil map was prepared with phases of soil series as mapping units. Random checks were made all over the area outside the transects to confirm and validate the soil map unit boundaries. The soil map shows the geographic distribution and extent, characteristics, classification, behavior and use potentials of the soils in the microwatershed. The present study covers an area of 469 ha in Koppal taluk and district, Karnataka. The climate is semiarid and categorized as drought - prone with an average annual rainfall of 662 mm, of which about 424 mm is received during south–west monsoon, 161 mm during north-east and the remaining 77 mm during the rest of the year. An area of about 97 per cent is covered by soils and 3 per cent by rock outcrops, habitation and water bodies, settlements and others. The salient findings from the land resource inventory are summarized briefly below.  The soils belong to 15 soil series and 32 soil phases (management units) and 8 land management units.  The length of crop growing period is 150 cm) soils.  About 15 per cent has sandy soils at the surface, 43 per cent has loamy soils at the surface and 38 per cent has clayey soils at the surface.  About 35 per cent of the area has non-gravelly (200 mm/m) in available water capacity.  An area of about 8 per cent has nearly level (0-1%) and 87 per cent area has very gently sloping (1-3%) and 2 per cent has gently sloping (3-5%) lands.  An area of about 30 per cent has soils that are slightly eroded (e1) and 67 per cent moderately eroded (e2) lands.  An area of about 20 per cent are moderately acid (pH 5.5-6.0), 20 per cent are slightly acid (pH 6.0-6.5), 53 per cent are neutral (pH 6.5-7.3) and 5 per cent are slightly alkaline (pH 7.3-7.8) in soil reaction.  The Electrical Conductivity (EC) of the soils is 0.75%) in 89 per cent area of the soils.  Available phosphorus is high (>57 kg/ha) in the entire cultivated area in the microwatershed.  About 96 per cent of the soils are medium (145-337 kg/ha) and 337 kg/ha) in available potassium content.  Available sulphur is low (320 ppm) in the area of about 5 per cent soils.  Available boron is low (0.5 ppm) in about 95 per cent and medium (0.5-1.0 ppm) in 2 per cent area.  Available iron is sufficient (>4.5 ppm) in the entire area of the microwatershed.  Available zinc is deficient (0.6 ppm) in about 93 per cent area.  Available manganese and copper are sufficient in all the soils.  The land suitability for 31 major agricultural and horticultural crops grown in the microwatershed were assessed and the areas that are highly suitable (S1) and moderately suitable (S2) are given below. It is however to be noted that a given soil may be suitable for various crops but what specific crop to be grown may be decided by the farmer looking to his capacity to invest on various inputs, marketing infrastructure, market price and finally the demand and supply position. Land suitability for various crops in the microwatershed Crop Suitability Area in ha (%) Crop Suitability Area in ha (%) Highly suitable (S1) Moderately suitable (S2) Highly suitable (S1) Moderately suitable (S2) Sorghum 72 (15) 148 (31) Sapota 30 (6) 112 (24) Maize 8 (2) 212 (45) Pomegranate 30 (6) 177 (38) Bajra 88 (19) 190 (41) Musambi 95 (20) 112 (24) Groundnut 25 (5) 281 (60) Lime 95 (20) 112 (24) Sunflower 72 (15) 99 (21) Amla 126 (27) 304 (65) Red gram 8 (2) 164 (35) Cashew 8 (2) 135 (29) Bengalgram 65 (14) 186 (40) Jackfruit 30 (6) 112 (24) Cotton 65 (14) 156 (33) Jamun - 207 (44) Chilli 11 (2) 148 (31) Custard apple 161 (34) 269 (57) Tomato 11 (2) 148 (31) Tamarind - 134 (29) Brinjal 107 (23) 235 (50) Mulberry 59 (13) 262 (56) Onion 43 (9) 206 (44) Marigold 8 (2) 213 (45) Bhendi 43 (9) 299 (63) Chrysanthemum 8 (2) 213 (45) Drumstick 59 (13) 255 (54) Jasmine 8 (2) 148 (31) Mango - 69 (15) Crossandra 8 (2) 121 (26) Guava 8 (2) 134 (29)  Apart from the individual crop suitability, a proposed crop plan has been prepared for the 8 identified LMUs by considering only the highly and moderately suitable lands for different crops and cropping systems with food, fodder, fibre and other horticulture crops that helps in maintaining productivity and ecological balance in the microwatershed.  Maintaining soil-health is vital for crop production and conserve soil and land resource base for maintaining ecological balance and to mitigate climate change. For this, several ameliorative measures have been suggested for these problematic soils like saline/alkali, highly eroded, sandy soils etc.  Soil and water conservation treatment plan has been prepared that would help in identifying the sites to be treated and also the type of structures required.  As part of the greening programme, several tree species have been suggested to be planted in marginal and submarginal lands, field bunds and also in the hillocks, mounds and ridges. That would help in supplementing the farm income, provide fodder and fuel, and generate lot of biomass which in turn would help in maintaining the ecological balance and contribute to mitigating the climate change. SALIENT FINDINGS OF THE SURVEY  The data indicated that there were 90 (52.94%) men and 80 (47.06%) women among the sampled households.  The average family size of landless farmers' was 3, marginal farmers' was 5.85, small farmers' was 4.8, semi medium farmers' was 5.25, medium farmers' was 6 and large farmers' was 5.  The data indicated that, 52 (30.59%) people were in 0-15 years of age, 54 (31.76%) were in 16-35 years of age, 49 (28.82%) were in 36-60 years of age and 15 (8.82%) were above 61 years of age.  The results indicated that Hanumanahatti had 37.06 per cent illiterates, 25.88 per cent of them had primary school education, 4.71 per cent of them had middle school education, 20 per cent of them had high school education, 2.35 per cent of them had PUC education, 0.59 per cent had diploma, 1.18 per cent of them did ITI and 2.94 per cent of them had degree education.  The results indicate that, 66.67 per cent of households were practicing agriculture, 19.44 per cent of the households were agricultural labourers, 13.89 per cent were general labour and 2.78 per cent of them were students.  The results indicate that agriculture was the major occupation for 48.24 per cent of the household members, 5.88 per cent were agricultural laborers, 0.59 per cent were in private service, 30.59 per cent were students and 5.29 per cent were children.  The results show that 100 per cent of the population in the micro watershed has not participated in any local institutions.  The results indicate that 13.89 per cent of the households possess thatched house and 86.11 per cent of the households possess Katcha house.  The results show that 2.78 per cent of the households possess radio, 25 per cent of the households possess TV, 8.33 per cent of the households possess Mixer grinder, 5.56 per cent of the households possess bicycle, 41.67 per cent of the households possess motor cycle and 91.67 per cent of the households possess mobile phones.  The results show that the average value of radio was Rs.500, television was Rs.8555, mixer grinder was Rs.2000, bicycle was Rs. 2500, motor cycle was Rs.37000 and mobile phone was Rs.2281.  About 13.89 per cent of the households possess plough and 8.33 per cent of them possess weeder.  The results show that the average value of plough was Rs.1500 and the average value of weeder was Rs.80.  The results indicate that, 5.56 per cent of the households possess bullocks, 19.44 per cent of the households possess local cow and 5.88 per cent of them possess buffalo. 2  The results indicate that, average own labour men available in the micro watershed was 1.56, average own labour (women) available was 1.35, average hired labour (men) available was 7.65 and average hired labour (women) available was 6.26.  The results indicate that, 88.89 per cent of the households opined that the hired labour was adequate.  The results indicate that, households of the Hanumanahatti micro-watershed possess 13.17 ha (35.54%) of dry land and 23.89 ha (64.46%) of irrigated land. Marginal farmers possess 5.03 ha (100%) of dry land and 0.40 ha (7.44%) of irrigated land. Small farmers possess 8.13 ha (47.21%) of dry land and 9.10 ha (52.79%) of irrigated land. Semi medium farmers possess 6.29 ha (100%) of irrigated land. Medium farmers possess 2.83 ha (100%) of irrigated land and large farmers possess 5.26 ha (100%) of irrigated land.  The results indicate that, the average value of dry land was Rs. 500,983.41 and average value of irrigated land was Rs. 464,458.75. In case of marginal famers, the average land value was Rs. 675,080.38 for dry land and Rs. 1,482,000 for irrigated land. In case of small famers, the average land value was Rs. 393,233.83 for dry land and Rs. 725,177.93 for irrigated land. In case of semi medium famers, the average land value was Rs. 397,106.11 for irrigated land. In case of medium famers, the average land value was Rs. 211,714.29 for irrigated land and in case of large farmers it was Rs. 152,000 for irrigated land.  The results indicate that, there were 18 functioning bore wells in the micro watershed.  The results indicate that, bore well was the major irrigation source in the micro water shed for 50 per cent of the farmers.  The results indicate that, the depth of bore well was found to be 48.26 meters.  The results indicate that, marginal, small, semi medium, medium and large farmers had irrigated area of 0.40 ha, 9.10 ha, 6.30 ha, 2.83 ha and 5.26 ha respectively.  The results indicate that, farmers have grown bajra (4.86 ha), chilly (0.81 ha), green gram (0.81 ha), red gram (0.81 ha) and maize (27.66 ha).  Marginal farmers have grown bajra, chilly and maize. Small farmers have grown bajra, green gram, maize and red gram. Semi medium farmers have grown chilly and maize. Medium farmers have grown maize. Large farmers have grown bajra and maize.  The results indicate that, the cropping intensity in Hanumanahatti micro-watershed was found to be 82.62 per cent. In case of marginal farmers it was 100 per cent, small farmers it was 100.09 per cent, in case of semi medium farmers it was 85.85, medium farmers it was 100 per cent and in case of large farmers it was 38.46 per cent.  The results indicate that, 36.11 per cent of the households have bank account and 22.22 per cent have savings. 3  The results indicate that, 36.11 per cent of the households have availed credit from different sources.  The results indicate that, 84.62 per cent of the households availed loan from loan from grameena bank, 7.69 per cent of the households obtained loan from friends/relatives and another 7.69 per cent borrowed from cooperative bank.  The results indicate that the average credit borrowed was Rs.162692.31.  The results indicate that, 100 per cent of the households have borrowed loan from institutional sources for the purpose of agricultural production.  The results indicate that, the main purpose of borrowing credit from private sources was also agricultural production.  The results indicated that 91.67 per cent of the households did not repay their loan and 8.33 per cent of the households partially paid the loan that they borrowed from institutional sources.  Results indicated that 100 per cent of the households did not repay their loan borrowed from private sources.  The results indicate that, around 91.67 per cent opined that the loan amount borrowed from institutional sources helped to perform timely agricultural operations and 8.33 per cent opined that the loan amount was adequate to fulfil the requirements.  The results indicate that, around 100 per cent of the households opined that the credit borrowed from private sources helped to perform timely agricultural operations.  The results indicate that, the total cost of cultivation for maize was Rs. 25583.39. The gross income realized by the farmers was Rs. 38552.82. The net income from Maize cultivation was Rs. 12969.43, thus the benefit cost ratio was found to be 1:1.51.  The total cost of cultivation for redgram was Rs. 33089.66. The gross income realized by the farmers was Rs. 167466. The net income from redgram cultivation was Rs. 134376.34. Thus the benefit cost ratio was found to be 1:5.06.  The total cost of cultivation for bajra was Rs. 18570. The gross income realized by the farmers was Rs. 28775.50. The net income from bajra cultivation was Rs. 10205.50. Thus the benefit cost ratio was found to be 1:1.55.  The total cost of cultivation for Green gram was Rs. 19969.24. The gross income realized by the farmers was Rs. 123500. The net income from Green gram cultivation was Rs. 808.47. Thus the benefit cost ratio was found to be 1:6.18.  the total cost of cultivation for chilly was Rs. 56285.23. The gross income realized by the farmers was Rs. 93860. The net income from chilly cultivation was Rs. 37574.77. Thus the benefit cost ratio was found to be 1:1.67.  The results indicate that, 13.89 per cent of the households opined that dry fodder was adequate and 13.89 per cent opined that green fodder is adequate. 4  The results indicate that the average annual gross income was Rs. 63,333.33 for landless farmers, for marginal farmers it was Rs. 100,000, for small farmers it was Rs. 112,941.18, for semi medium farmers it was Rs. 118,500, for medium farmers it was Rs. 120,000 and for large farmers it was Rs. 135,000.  The results indicate that the average annual expenditure is Rs. 14,982.43. For landless households it was Rs. 7,583.33, for marginal farmers it was Rs. 7,836.73, for small farmers it was Rs. 9,603.56, for semi medium farmers it was Rs. 21,437.50, for medium farmers it was Rs. 80,000 and for large farmers it was Rs. 110,000.  The results indicate that, sampled households have grown 31 coconut and 5 mango tree in their fields. They have also planted 6 coconut trees in their backyard.  The results indicate that, households have planted 69 neem trees, 2 tamarind trees, 2 acacia and 5 banyan trees in their backyard.  The results indicated that, all crops were sold to the extent of 100 per cent.  The results indicated that, about 16.67 per cent of the famers have sold their produce in regulated markets, 66.67 per cent of the farmers have sold to local/village merchants and 2.78 per cent have sold their produce to agent/traders.  The results indicated that, 86.11 per cent of the households have used tractor as a mode of transportation for their agricultural produce.  The results indicated that, 50 per cent of the households have experienced soil and water erosion problems in the farm i.e., 28.57 per cent of the marginal farmers, 58.82 per cent of the small farmers, 100 per cent of semi medium, 100 per cent of medium and large farmers have experienced soil and water erosion problems.  The results indicated that, 83.33 per cent have shown interest in soil test which accounts for 100 per cent of marginal, small, semi medium, medium and large farmers.  The results indicated that, 94.44 per cent of the households used firewood and 5.56 per cent used LPG as a source of fuel.  The results indicated that, bore well was the major source of drinking water for 5.56 per cent of the households, piped supply was the source of drinking water for 47.22 per cent of the households and lake/tank was the major source of drinking water for 47.22 per cent of the households in the micro watershed.  Electricity was the major source of light for 100 per cent of the households in micro watershed.  The results indicated that, 47.22 per cent of the households possess sanitary toilet i.e. 50 per cent of the landless, 42.86 per cent of the marginal, 47.06 per cent of the small, 25 per cent of the semi medium, 100 per cent of the medium farmers and 100 per cent of the large farmers.  The results indicated that, 91.67 per cent of the sampled households possessed BPL card and 11.11 per cent of the households did not possess PDS card. 5  The results indicated that, 33.33 per cent of the households participated in NREGA programme.  The results indicated that, cereals were adequate for 100 per cent of the households, pulses were adequate for 97.22 per cent, oilseeds were adequate for 11.11 per cent, vegetables were adequate for 19.44 per cent, fruits were adequate for 8.33 per cent, milk was adequate for 94.44 per cent, eggs were adequate for 100 per cent and meat was adequate for 16.67 per cent.  The results indicated that, pulses were inadequate for 5.56 per cent of the households, oilseeds were inadequate for 88.89 per cent, vegetables were inadequate for 80.56 per cent, fruits were inadequate for 91.67 per cent, milk was inadequate for 2.78 per cent and meat was inadequate for 83.33 per cent of the households.  The results indicated that, lower fertility status of the soil was the constraint experienced by 80.56 per cent of the households, wild animal menace on farm field (33.33%), frequent incidence of pest and diseases (80.56%), inadequacy of irrigation water (80.56%), high cost of fertilizers and plant protection chemicals (80.56%), high rate of interest on credit (80.56%), low price for the agricultural commodities (83.33%), lack of marketing facilities in the area (83.33%), lack of transport for safe transport of the agricultural produce to the market (77.78%) and inadequate extension services (83.33%). ; Watershed Development Department, Government of Karnataka (World Bank Funded) Sujala –III Project

This research aims to know the potential effect of Intellectual Capital Performance (ICP) to the intensity of Intellectual Capital Disclosure (ICD). The independent variables used in this research are the components of ICP that consists of Value Added Human Capital (VAHU), Value Added Capital Employed (VACA), and Structural Capital Value Added (SCVA) that is measured by using the Value Added Intellectual Coefficient (VAIC™). While, the dependent variable used in this research is ICD that measured by a disclosure index and relevant scoring system. Company size and leverage are also used in the regression model as moderating variables. One year annual reports (2017) of banking sector companies registered on the Indonesia Stock Exchange (IDX) are analyzed in quantitative research type. The samples that listed on the IDX in 2017 are selected by using purposive sampling method with certain criteria and 33 banking sector companies are obtained. The analysis is made by multiple regression analysis and the data testing is conducted by using SPSS 22 and Eviews 9 which previously has been carried out the classic assumption test first. Results of this study indicate that: (1) Simultaneously, ICP component significantly affect ICD. However, each component of VAHU and SCVA does not significantly affect the ICD, only VACA significantly affects the ICD; (2) Simultaneously, with the moderation of company size, ICP does not significantly affect the ICD. Similarly, each component of VAHU, VACA and SCVA does not significantly affect ICD; and (3) Simultaneously, with the moderation of company leverage, ICP significantly affects ICD. 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Not Available ; The land resource inventory of Jabbalgudda-1 microwatershed was conducted using village cadastral maps and IRS satellite imagery on 1:7920 scale. The false colour composites of IRS imagery were interpreted for physiography and these physiographic delineations were used as base for mapping soils. The soils were studied in several transects and a soil map was prepared with phases of soil series as mapping units. Random checks were made all over the area outside the transects to confirm and validate the soil map unit boundaries. The soil map shows the geographic distribution and extent, characteristics, classification, behavior and use potentials of the soils in the Microwatershed. The present study covers an area of 449 ha in Koppal taluk and district, Karnataka. The climate is semiarid and categorized as drought - prone with an average annual rainfall of 662 mm, of which about 424 mm is received during south –west monsoon, 161 mm during north-east and the remaining 77 mm during the rest of the year. An area of about 58 per cent is covered by soil, 40 per cent by rock out crops and 2 per cent by water bodies, settlements. The salient findings from the land resource inventory are summarized briefly below  The soils belong to 7 soil series and 9 soil phases (management units) and 5 land use classes.  The length of crop growing period is 150cm) soils.  About 3 per cent loamy (sandy loam) and 55 per cent has clayey (sandy clay and clay) soils at the surface.  About 11 per cent of the area has non-gravelly (200mm/m) in available water capacity.  An area of about 4 per cent has nearly level (0-1%) and 54 per cent has very gently sloping (1-3%) lands.  An area of about 11 per cent is slightly eroded (e1) and 47 per cent is moderately eroded (e2).  An area of about 0.75%) in entire area of the microwatershed.  Available phosphorus is low (57 kg/ha) in 14 per cent of the soils.  Available potassium is medium (145-337 kg/ha) in 25 per cent and high (>337 kg/ha) in 33 per cent area of the soils.  Available sulphur is low (4.5 ppm) in 38 per cent of the area.  Available zinc is deficient (<0.6 ppm) in the entire area of the microwatershed.  Available manganese and copper are sufficient in the entire area.  The land suitability for 28 major agricultural and horticultural crops grown in the microwatershed was assessed and the areas that are highly suitable (class S1) and moderately suitable (class S2) are given below. It is however to be noted that a given soil may be suitable for various crops but what specific crop to be grown may be decided by the farmer looking to his capacity to invest on various inputs, marketing infrastructure, market price, and finally the demand and supply position. Land suitability for various crops in the microwatershed Crop Suitability Area in ha (%) Crop Suitability Area in ha (%) Highly suitable (S1) Moderately suitable (S2) Highly suitable (S1) Moderately suitable (S2) Sorghum - 177 (39) Pomegranate - 48(11) Maize - 159 (36) Guava - 27(6) Bajra - 192(43) Jackfruit - 27(6) Redgram - 47(11) Jamun - 20(5) Bengal gram - 193(43) Musambi - 48(11) Groundnut - 156 (35) Lime - 48(11) Sunflower - 48 (11) Cashew - - Cotton - 177(39) Custard apple - 193(43) Chilli - 156(35) Amla - 192 (43) Tomato - 173(39) Tamarind - 20(5) Drumstick - 48(11) Marigold - 177(39) Mulberry - 30(7) Chrysanthemum - 177 (39) Mango - 3(<1) Jasmine - 173(39) Sapota - 27(6) Crossandra - 173(39)  Apart from the individual crop suitability, a proposed crop plan has been prepared for the 5 identified LMUs by considering only the highly and moderately suitable lands for different crops and cropping systems with food, fodder, fibre and other horticulture crops.  Maintaining soil-health is vital for crop production and conserve soil and land resource base for maintaining ecological balance and to mitigate climate change. For this, several ameliorative measures have been suggested to these problematic soils like saline/alkali, highly eroded, sandy soils etc.,  Soil and water conservation and drainage line treatment plans have been prepared that would help in identifying the sites to be treated and also the type of structures required.  As part of the greening programme, several tree species have been suggested to be planted in marginal and submarginal lands, field bunds and also in the hillocks, mounds and ridges. That would help in supplementing the farm income, provide fodder and fuel, and generate lot of biomass which in turn would help in maintaining the ecological balance and contribute to mitigating the climate change. SALIENT FINDINGS OF THE STUDY  Results indicated that 35 farmers were sampled in Jabbalgudda-1 micro watershed among them 6(17.14%) were marginal farmers, 18 (51.43 %) were small farmers, 5 (14.29%) were semi medium farmers and 1 (2.86%) were medium farmers and 5 (14.29 %) landless farmers were also interviewed for the survey.  The data indicated that there were 162 population households were there in the studied micro watershed. Among them 96 (59.26%) men and 66 (40.74 %) were women. The average family size of landless was 4, marginal and medium farmers were 6, small and semi medium farmers were 5.  The data indicated that 31 (19.14%) people were in 0-15 years of age, 68 (41.98%) were in 16-35 years of age, 51 (31.48 %) were in 36-60 years of age and 12 (7.41%) were above 61 years of age.  The results indicated that the Jabbalgudda-1 had 34.57 per cent illiterates, 0.62 per cent were functional literates, 33.95 per cent of them had primary school education, 1.85 per cent of them had middle school, 11.73 per cent them had high school education, 7.41 per cent of them had PUC education, 0.62 per cent of them had diploma, ITI and masters, 3.09 per cent of them had degree education and 4.94 per cent them had others.  The results indicated that, 85.71 per cent of households practicing agriculture, 2.86 per cent of the household heads were agricultural labour and 11.43 per cent of the household heads were general labour.  The results indicated that agriculture was the major occupation for 65.43 per cent of the household members, 3.09 per cent were agricultural labourers, 8.64 per cent were general labours, 1.85 percent were in private sector, 16.67 per cent of them were students and 3.09 per cent of them were children. In case of landless households 4.76 per cent were agricultural labours, 66.67 per cent were general labourers, 4.76 per cent were in private service and 19.05 per cent were students. In case of marginal farmers 71.43 per cent were both agriculturist and 3.57 per cent were agricultural labour and 14.29 per cent were students. In case of small farmers 81.48 per cent of them were agriculturist, 2.47 per cent of them were agriculture labour, 1.23 per cent was in private service and 11.11 per cent of them were students. In case of semi medium farmers 61.54 per cent of the family members were agriculturist, 3.85 per cent were agriculture labour and in private service and 26.92 per cent of them were students. In case of medium farmers 50 per cent of the family members were agriculturist and 50 per cent of them were students.  The results showed 100 per cent of the farmers have not participated in any local institutions. 2  The results indicated that 91.43 per cent of the households possess Katcha house, 2.86 per cent of the households possess Pucca house and 5.71 per cent of them possess Thatched house.  The results showed that, 2.86 per cent of the households possess radio, 71.43 per cent of the households possess TV, 22.86 per cent of the households possess Mixer grinder and bicycle, 11.43 per cent of the households possess motor cycle and 80 per cent of the households possess mobile phones.  The results showed that the average value of radio was Rs.500, television was Rs. 9000, mixer grinder was Rs.1875, bicycle was Rs.6125, motor cycle was Rs.26250 and mobile phone was Rs.1682.  About 11.43 per cent of the households possess plough, 2.86 per cent of the households possess sprayer and 51.43 per cent of the households possess weeder.  The results showed that the average value of plough was Rs. 650, the average value of sprayer was Rs. 4000 and the average value of weeder was Rs. 50.  The results indicated that, 5.71 per cent of the households possess bullocks and 11.43 per cent of the households possess local cow. In case of small farmers, 5.56 per cent of households possess bullock and 16.67 per cent possess local cow. In case of semi medium farmers, 20 per cent of the households possess bullock and local cow respectively.  The results indicated that, average own labour men available in the micro watershed was 1.97, average own labour (women) available was 1.33, average hired labour (men) available was 8.19 and average hired labour (women) available was 6.90.  In case of marginal farmers, average own labour men available was 2, average own labour (women) was also 1.17, average hired labour (men) was 8.50 and average hired labour (women) available was also 4.33. In case of small farmers, average own labour men available was 2.06, average own labour (women) was 1.39, average hired labour (men) was 7.47 and average hired labour (women) available was 6.95. In case of semi medium farmers, average own labour men available was 1.80, average own labour (women) was 1.40, average hired labour (men) was 12.20 and average hired labour (women) available was 11.20. In medium farmers average own labour men available was 1, average own labour (women) was 1, average hired labour (men) was10 and average hired labour (women) available was 9.  The results indicated that, 88.57 per cent of the household opined that hired labour was adequate.  The results indicated that, households of the Jabbalgudda-1 micro watershed possess 24.25 ha (66.34 %) of dry land and 12.31 ha (33.66%) of irrigated land. Marginal farmers possess 3.36 ha (89.25%) of dry land and 0.40 ha (10.75%) of irrigated land. Small farmers possess 17.97 ha (79.23%) of dry land and 4.71 ha 3 (20.77%) of irrigated land. Semi medium farmers possess 2.92 ha (38.57%) of dry land and 4.65 ha (61.43%) of irrigated land. Medium farmers possess 2.54 (100%) of irrigated land.  The results indicated that, the average value of dry land was Rs. 350,325.38 and average value of irrigated was Rs. 633,541.60. In case of marginal famers, the average land value was Rs. 565,421.69 for dry land and Rs. 988,000.00 for irrigated land. In case of small famers, the average land value was Rs. 339,270.43 for dry land Rs. 870,017.18 for irrigated land. In case of semi medium famers, the average land value was Rs. 171,052.64 for dry land and Rs. 536,956.52 for irrigated land. In case of medium famers, the average land value was Rs. 315,151.52 for irrigated land.  The results indicated that, there were 12 functioning bore wells in the micro watershed.  The results indicated that, bore well was the major irrigation source for 34.29 per cent of the farmers.  The results indicated that on an average the depth of the bore well was 32.22 meters.  The results indicated that, in case of marginal farmers there was 0.40 ha of irrigated land, in case of small farmers there was 4.71 ha of irrigated land, in case of semi medium farmers there was 4.66 ha of irrigated land and medium farmers were having 1.21 ha of irrigated land. On an average there were 10.99 ha of irrigated land.  The results indicated that, farmers have grown bajra (6.19 ha), maize (18.24 ha), paddy (8.51 ha) and groundnut (0.45 ha) in kharif season. Marginal farmers have grown Maize, Bajra and paddy. Small farmers have grown bajra, maize, paddy and groundnut. Semi medium farmers have grown Maize and paddy. Medium farmers have grown only paddy.  The results indicated that, the cropping intensity in Jabbalgudda-1 micro watershed was found to be 92.10 per cent. In case of marginal and medium farmers it was 100 per cent, in case of small farmers cropping intensity was 89.99 per cent and in semi medium farmers it was 93.48 per cent.  The results indicated that, 14.29 per cent of the households have both bank account and savings. Among small farmers 16.67 percent of them possess bank account and savings respectively. 40 per cent of semi medium farmers possess bank account and savings correspondingly.  The results indicated that, 16.67 per cent of small and 40 per cent of semi medium farmers have borrowed credit from different sources.  The results indicated that, 20 per cent have availed loan in commercial bank and 80 per cent have availed loan from Grameena bank. 4  The results indicated that, small and semi medium, farmers have availed Rs. 110,000 and Rs. 115,000 respectively. Overall average credit amount availed by households in the micro watershed is 112,000.  The results indicated that, 100 per cent of the households have borrowed loan for agriculture production.  Results indicated that100 percent of the households have unpaid their institutional credit.  The results indicated that 100 per cent of the households were opined that institutional source of credit was helped to perform timely agricultural operations.  The results indicated that, the total cost of cultivation for bajra was Rs. 34882.89. The gross income realized by the farmers was Rs. 37944.06. The net income from bajra cultivation was Rs. 3061.16, thus the benefit cost ratio was found to be 1:1.09.  The results indicated that, the total cost of cultivation for maize was Rs. 35091.96. The gross income realized by the farmers was Rs. 41594.39. The net income from maize cultivation was Rs. 6502.43. Thus the benefit cost ratio was found to be 1:1.19.  The results indicated that, the total cost of cultivation for paddy was Rs. 128045.13. The gross income realized by the farmers was Rs. 130222.80. The net income from paddy cultivation was Rs. 2177.67. Thus the benefit cost ratio was found to be 1:1.02.  The results indicated that, the total cost of cultivation for groundnut was Rs. 110872.93. The gross income realized by the farmers was Rs. 276772.32. The net income from groundnut cultivation was Rs. 165899.39. Thus the benefit cost ratio was found to be 1:2.5.  The results indicated that, 14.29 per cent of the households opined that dry fodder and green fodder were adequate respectively.  The table indicated that, in case of landless, the average income from wage Rs. 124000. In case marginal farmers the average income from wage was Rs.28333.33 and agriculture was Rs.67666.67. In small farmers, the average income from wage was Rs. 29,166.67 and agriculture was Rs. 119,652.78. In semi medium farmers the average income from service/salary was Rs.27000, wage was Rs.2000 and agriculture was Rs.152040. In medium farmers the average income from agriculture was Rs.120000.  The results indicated that, in case of land less, the average expenditure from wage Rs. 85200. In marginal farmers, the average expenditure from wage was Rs.37333.33 and agriculture was Rs.39000 In small farmers, the average expenditure from wage was Rs.36777.78 and agriculture was Rs.59666.67. In semi medium farmers the average expenditure from service/salary was Rs.50000, 5 wage was Rs.6000 and agriculture was Rs.75600. In medium farmers the average expenditure from agriculture was Rs.60000.  The results indicated that, sampled households have grown 8 coconut trees in their field and also planted 1 coconut trees in their back yard.  The results indicated that, households have planted 29 neem trees in their field and 1 neem tree in their back yard.  The results indicated that, bajra, groundnut, maize and paddy crops were sold to the extent of 100 per cent respectively.  The results indicated that, 45.71 percent of the households have sold their produce to local/village merchant and 48.57 percent of the households sold their produce in regulated markets.  The results indicated that 94.29 per cent of them have used tractor as a mode of transport.  The results indicated that, 57.14 per cent of the households have experienced the soil and water erosion problems i.e. 66.67 percent of marginal farmers, 72.22 per cent of small farmers, 40 per cent of semi medium farmers and 100 percent of medium farmers.  The results indicated that, 80 per cent of the households have shown interest in soil testing.  The results indicated that, 77.14 percent used fire wood as a source of fuel and 22.86 per cent of the households have used LPG.  The results indicated that, piped supply was the source of drinking water for 31.43 per cent households, 45.71 per cent of them were using bore well for drinking water and 22.86 per cent of them were using lake/tank.  The results indicated that, electricity was the major source of light for 100 per cent of the households.  The results indicated that, 48.57 per cent of the households possess sanitary toilet i.e. 100 per cent of landless, 16.67 per cent of marginal, 44.44 per cent of the small, 40 per cent of the semi medium and 100 medium farmers had sanitary toilet facility.  The results indicated that, 94.29 per cent of the sampled households possessed BPL card and 8.57 per cent of the sampled households have not possessed BPL card.  The results indicated that, 48.57 per cent of the households participated in NREGA programme which included 100 per cent of the landless, 50 percent of the marginal, 38.89 per cent of the small, 20 per cent of the semi medium and 100 per cent of the medium farmers respectively.  The results indicated that, cereals, milk and egg were adequate for 100 per cent of the household correspondingly. Vegetables and fruits were adequate for 11.43 per 6 cent of the household respectively. Pulses, oilseed and meat were adequate for 91.43 per cent, 2.86 per cent and 8.57 per cent of the households.  The results indicated that, pulses, oilseed, vegetables, fruits and meat were inadequate for 8.57 per cent, 97.14 per cent, 88.57 per cent, 82.86 per cent and 91.43 per cent of the households.  The results indicated that, 85.71 per cent of the households experienced by lower fertility status of the soil was the constraint, wild animal menace on farm field (62.86%), frequent incidence of pest and diseases (48.57%), inadequacy of irrigation water (42.86%), high cost of Fertilizers and plant protection chemicals (42.86%), high rate of interest on credit (45.71%), low price for the agricultural commodities (85.71%), lack of marketing facilities in the area (71.43%), inadequate extension services (71.43%) and lack of transport for safe transport of the agricultural produce to the market (65.71%). ; Watershed Development Department, Government of Karnataka (World Bank Funded) Sujala –III Project

Social innovations are activities aiming at implementation of social objectives, including mainly the improvement of life of individuals and social groups, together with public policy and management objectives. The essay indicates and discusses the most important contemporary problems, solving of which requires social innovations.

Social innovations precondition the progress of civilisation. The world needs not only new technologies, but also new solutions of social and institutional nature that would be conducive to achieving social goals.

Social innovations are experimental social actions of organisational and institutional nature that aim at improving the quality of life of individuals, communities, nations, companies, circles, or social groups. Their experimental nature stems from the fact of introducing unique and one-time solutions on a large scale, the end results of which are often difficult to be fully predicted. For example, it was difficult to believe that opening new labour markets for foreigners in the countries of the European Union, which can be treated as a social innovation aiming at development of the international labour market, will result in the rapid development of the low-cost airlines, the offer of which will be available to a larger group of recipients. In other words, social innovations differ from economic innovations, as they are not about implementation of new types of production or gaining new markets, but about satisfying new needs, which are not provided by the market. Therefore, the most important distinction consists in that social innovations are concerned with improving the well-being of individuals and communities by additional employment, or increased consumption, as well as participation in solving the problems of individuals and social groups [CSTP, 2011]. In general, social innovations are activities aiming at implementation of social objectives, including mainly the improvement of life of individuals and social groups together with the objectives of public policy and management [Kowalczyk, Sobiecki, 2017]. Their implementation requires global, national, and individual actions. This requires joint operations, both at the scale of the entire globe, as well as in particular interest groups.

Why are social innovations a key point for the progress of civilisation? This is the effect of the clear domination of economic aspects and discrimination of social aspects of this progress. Until the 19th century, the economy was a part of a social structure. As described by K. Polanyi, it was submerged in social relations [Polanyi, 2010, p. 56]. In traditional societies, the economic system was in fact derived from the organisation of the society itself. The economy, consisting of small and dispersed craft businesses, was a part of the social, family, and neighbourhood structure. In the 20th century the situation reversed – the economy started to be the force shaping social structures, positions of individual groups, areas of wealth and poverty. The economy and the market mechanism have become independent from the world of politics and society. Today, the corporations control our lives. They decide what we eat, what we watch, what we wear, where we work and what we do [Bakan, 2006, p. 13].

The corporations started this spectacular "march to rule the world" in the late 19th century. After about a hundred years, at the end of the 20th century, the state under the pressure of corporations and globalisation, started a gradual, but systematic withdrawal from the economy, market and many other functions traditionally belonging to it. As a result, at the end of the last century, a corporation has become a dominant institution in the world. A characteristic feature of this condition is that it gives a complete priority to the interests of corporations. They make decisions of often adverse consequences for the entire social groups, regions, or local communities. They lead to social tensions, political breakdowns, and most often to repeated market turbulences. Thus, a substantial minority (corporations) obtain inconceivable benefits at the expense of the vast majority, that is broad professional and social groups. The lack of relative balance between the economy and society is a barrier to the progress of civilisation.

A growing global concern is the problem of migration. The present crisis, left unresolved, in the long term will return multiplied. Today, there are about 500 million people living in Europe, 1.5 billion in Africa and the Middle East, but in 2100, the population of Europe will be about 400 million and of the Middle East and Africa approximately 4.5 billion. Solving this problem, mainly through social and political innovations, can take place only by a joint operation of highly developed and developing countries. Is it an easy task? It's very difficult. Unfortunately, today, the world is going in the opposite direction. Instead of pursuing the community, empathic thinking, it aims towards nationalism and chauvinism. An example might be a part of the inaugural address of President Donald Trump, who said that the right of all nations is to put their own interests first. Of course, the United States of America will think about their own interests. As we go in the opposite direction, those who deal with global issues say – nothing will change, unless there is some great crisis, a major disaster that would cause that the great of this world will come to senses.

J.E. Stiglitz [2004], contrary to the current thinking and practice, believes that a different and better world is possible. Globalisation contains the potential of countless benefits from which people both in developing and highly developed countries can benefit. But the practice so far proves that still it is not grown up enough to use its potential in a fair manner. What is needed are new solutions, most of all social and political innovations (political, because they involve a violation of the previous arrangement of interests). Failure to search for breakthrough innovations of social and political nature that would meet the modern challenges, can lead the world to a disaster. Social innovation, and not economic, because the contemporary civilisation problems have their roots in this dimension.

A global problem, solution of which requires innovations of social and political nature, is the disruption of the balance between work and capital. In 2010, 400 richest people had assets such as the half of the poorer population of the world. In 2016, such part was in the possession of only 8 people. This shows the dramatic collapse of the balance between work and capital. The world cannot develop creating the technological progress while increasing unjustified inequalities, which inevitably lead to an outbreak of civil disturbances. This outbreak can have various organisation forms. In the days of the Internet and social media, it is easier to communicate with people. Therefore, paradoxically, some modern technologies create the conditions facilitating social protests. There is one more important and dangerous effect of implementing technological innovations without simultaneous creation and implementation of social innovations limiting the sky-rocketing increase of economic (followed by social) diversification. Sooner or later, technological progress will become so widespread that, due to the relatively low prices, it will make it possible for the weapons of mass destruction, especially biological and chemical weapons, to reach small terrorist groups. Then, a total, individualized war of global reach can develop. The individualisation of war will follow, as described by the famous German sociologist Ulrich Beck.

To avoid this, it is worth looking at the achievements of the Polish scientist Michał Kalecki, who 75 years ago argued that capitalism alone is not able to develop. It is because it aggressively seeks profit growth, but cannot turn profit into some profitable investments. Therefore, when uncertainty grows, capitalism cannot develop itself, and it must be accompanied by external factors, named by Kalecki – external development factors. These factors include state expenses, finances and, in accordance with the nomenclature of Kalecki – epochal innovations. And what are the current possibilities of activation of the external factors? In short – modest. The countries are indebted, and the basis for the development in the last 20 years were loans, which contributed to the growth of debt of economic entities. What, then, should we do? It is necessary to look for cheaper solutions, but such that are effective, that is breakthrough innovations. These undoubtedly include social and political innovations. Contemporary social innovation is not about investing big money and expensive resources in production, e.g. of a very expensive vaccine, which would be available for a small group of recipients. Today's social innovation should stimulate the use of lower amounts of resources to produce more products available to larger groups of recipients.

The progress of civilisation happens only as a result of a sustainable development in economic, social, and now also ecological terms. Economic (business) innovations, which help accelerate the growth rate of production and services, contribute to economic development. Profits of corporations increase and, at the same time, the economic objectives of the corporations are realised. But are the objectives of the society as a whole and its members individually realised equally, in parallel? In the chain of social reproduction there are four repeated phases: production – distribution – exchange – consumption. The key point from the social point of view is the phase of distribution. But what are the rules of distribution, how much and who gets from this "cake" produced in the social process of production? In the today's increasingly global economy, the most important mechanism of distribution is the market mechanism. However, in the long run, this mechanism leads to growing income and welfare disparities of various social groups.
Although, the income and welfare diversity in itself is nothing wrong, as it is the result of the diversification of effectiveness of factors of production, including work, the growing disparities to a large extent cannot be justified. Economic situation of the society members increasingly depends not on the contribution of work, but on the size of the capital invested, and the market position of the economic entity, and on the "governing power of capital" on the market. It should also be noted that this diversification is also related to speculative activities. Disparities between the implemented economic and social innovations can lead to the collapse of the progress of civilisation.

Nowadays, economic crises are often justified by, indeed, social and political considerations, such as marginalisation of nation states, imbalance of power (or imbalance of fear), religious conflicts, nationalism, chauvinism, etc. It is also considered that the first global financial crisis of the 21st century originated from the wrong social policy pursued by the US Government, which led to the creation of a gigantic public debt, which consequently led to an economic breakdown. This resulted in the financial crisis, but also in deepening of the social imbalances and widening of the circles of poverty and social exclusion. It can even be stated that it was a crisis in public confidence. Therefore, the causes of crises are the conflicts between the economic dimension of the development and its social dimension.

Contemporary world is filled with various innovations of economic or business nature (including technological, product, marketing, and in part – organisational). The existing solutions can be a source of economic progress, which is a component of the progress of civilisation. However, economic innovations do not complete the entire progress of civilisation moreover, the saturation, and often supersaturation with implementations and economic innovations leads to an excessive use of material factors of production. As a consequence, it results in lowering of the efficiency of their use, unnecessary extra burden to the planet, and passing of the negative effects on the society and future generations (of consumers). On the other hand, it leads to forcing the consumption of durable consumer goods, and gathering them "just in case", and also to the low degree of their use (e.g. more cars in a household than its members results in the additional load on traffic routes, which results in an increase in the inconvenience of movement of people, thus to the reduction of the quality of life).

Introduction of yet another economic innovation will not solve this problem. It can be solved only by social innovations that are in a permanent shortage. A social innovation which fosters solving the issue of excessive accumulation of tangible production goods is a developing phenomenon called sharing economy. It is based on the principle: "the use of a service provided by some welfare does not require being its owner". This principle allows for an economic use of resources located in households, but which have been "latent" so far. In this way, increasing of the scope of services provided (transport, residential and tourist accommodation) does not require any growth of additional tangible resources of factors of production. So, it contributes to the growth of household incomes, and inhibition of loading the planet with material goods processed by man [see Poniatowska-Jaksch, Sobiecki, 2016]. Another example: we live in times, in which, contrary to the law of T. Malthus, the planet is able to feed all people, that is to guarantee their minimum required nutrients. But still, millions of people die of starvation and malnutrition, but also due to obesity. Can this problem be solved with another economic innovation? Certainly not! Economic innovations will certainly help to partially solve the problem of nutrition, at least by the new methods of storing and preservation of foods, to reduce its waste in the phase of storage and transport. However, a key condition to solve this problem is to create and implement an innovation of a social nature (in many cases also political). We will not be able to speak about the progress of civilisation in a situation, where there are people dying of starvation and malnutrition.

A growing global social concern, resulting from implementation of an economic (technological) innovation will be robotisation, and more specifically – the effects arising from its dissemination on a large scale. So far, the issue has been postponed due to globalisation of the labour market, which led to cheapening of the work factor by more than ten times in the countries of Asia or South America. But it ends slowly. Labour becomes more and more expensive, which means that the robots become relatively cheap. The mechanism leading to low prices of the labour factor expires. Wages increase, and this changes the relationship of the prices of capital and labour. Capital becomes relatively cheaper and cheaper, and this leads to reducing of the demand for work, at the same time increasing the demand for capital (in the form of robots).

The introduction of robots will be an effect of the phenomenon of substitution of the factors of production. A cheaper factor (in this case capital in the form of robots) will be cheaper than the same activities performed by man. According to W. Szymański [2017], such change is a dysfunction of capitalism. A great challenge, because capitalism is based on the market-driven shaping of income. The market-driven shaping of income means that the income is derived from the sale of the factors of production. Most people have income from employment. Robots change this mechanism. It is estimated that scientific progress allows to create such number of robots that will replace billion people in the world. What will happen to those "superseded", what will replace the income from human labour? Capitalism will face an institutional challenge, and must replace the market-driven shaping of income with another, new one. The introduction of robots means microeconomic battle with the barrier of demand. To sell more, one needs to cut costs. The costs are lowered by the introduction of robots, but the use of robots reduces the demand for human labour. Lowering the demand for human labour results in the reduction of employment, and lower wages. Lower wages result in the reduction of the demand for goods and services. To increase the demand for goods and services, the companies must lower their costs, so they increase the involvement of robots, etc.

A mechanism of the vicious circle appears

If such a mass substitution of the factors of production is unfavourable from the point of view of stimulating the development of the economy, then something must be done to improve the adverse price relations for labour. How can the conditions of competition between a robot and a man be made equal, at least partially? Robots should be taxed. Bill Gates, among others, is a supporter of such a solution. However, this is only one of the tools that can be used. The solution of the problem requires a change in the mechanism, so a breakthrough innovation of a social and political nature. We can say that technological and product innovations force the creation of social and political innovations (maybe institutional changes). Product innovations solve some problems (e.g. they contribute to the reduction of production costs), but at the same time, give rise to others.

Progress of civilisation for centuries and even millennia was primarily an intellectual progress. It was difficult to discuss economic progress at that time. Then we had to deal with the imbalance between the economic and the social element. The insufficiency of the economic factor (otherwise than it is today) was the reason for the tensions and crises. Estimates of growth indicate that the increase in industrial production from ancient times to the first industrial revolution, that is until about 1700, was 0.1-0.2 per year on average. Only the next centuries brought about systematically increasing pace of economic growth. During 1700- 1820, it was 0.5% on an annual average, and between 1820-1913 – 1.5%, and between 1913-2012 – 3.0% [Piketty, 2015, p. 97]. So, the significant pace of the economic growth is found only at the turn of the 19th and 20th century. Additionally, the growth in this period refers predominantly to Europe and North America. The countries on other continents were either stuck in colonialism, structurally similar to the medieval period, or "lived" on the history of their former glory, as, for example, China and Japan, or to a lesser extent some countries of the Middle East and South America. The growth, having then the signs of the modern growth, that is the growth based on technological progress, was attributed mainly to Europe and the United States.

The progress of civilisation requires the creation of new social initiatives. Social innovations are indeed an additional capital to keep the social structure in balance. The social capital is seen as a means and purpose and as a primary source of new values for the members of the society. Social innovations also motivate every citizen to actively participate in this process. It is necessary, because traditional ways of solving social problems, even those known for a long time as unemployment, ageing of the society, or exclusion of considerable social and professional groups from the social and economic development, simply fail. "Old" problems are joined by new ones, such as the increase of social inequalities, climate change, or rapidly growing environmental pollution. New phenomena and problems require new solutions, changes to existing procedures, programmes, and often a completely different approach and instruments [Kowalczyk, Sobiecki, 2017].

A review article devoted to the book of Andrzej
Blikle – Doktryna jakości. Rzecz o skutecznym
zarządzaniu. As pointed out by the Author,
the book is a case of a work rare on the Polish
publishing market, written by an outstanding
scientist, who successfully runs a business
activity. The combination of practical experience
with theoretical knowledge gave a result
that may be satisfying both for practitioners
as well as theorists, and also those who want
to get to know the ins and outs of an effective
and efficient business management. The Author
of the review believes that it is an important
voice for shaping an inclusive socio-economic
system, which constitutes a value in itself. Although
the book is mainly concerned with
business management, its message has a much
wider dimension and is concerned with real
measures of wealth, money and people's lives.
The book was awarded The SGH Collegium of
Business Administration Award "For the best
scientific work in the field of business administration
in the years 2014-2015".

Andrzej Jacek Blikle Doktryna jakości. Rzecz o skutecznym zarządzaniu (The Doctrine of Quality. On Effective Management) Gliwice, Helion Publishing Company, 2014, p. 546

Introduction

One of the distinctive features of the contemporary economy and contemporary world is a kind of obsession of quantity which is related to thoughtless consumerism, unfavourable to the care for the quality of the work and the quality of the produced and consumed goods and services. It is accompanied by culture (or rather non-culture) of singleness. Therefore, the book The Doctrine of Quality by Andrzej Blikle is like a breath of fresh air.

It is a different perspective on the economy and the model of operation of enterprises, on the model of work and life of people. A. Blikle proves that it can be done otherwise. He proves it on the basis of careful studies of the source literature – as expected from a professor of mathematics and an economist, but also on the basis of his own experience gained during the scientific and educational work, and most of all through the economic practice. In the world governed by the obsession of quantity, characterised by fragility, shortness of human relationships, including the relationship of the entrepreneur – employee, A. Blikle chooses durability of these relations, creativity, responsibility, quality of work and production, and ethics. The Doctrine of Quality is a rare example of the work on the Polish publishing market, whose author is a prominent scientist, successfully conducting a business activity for more than two decades, which has contributed to the development of the family company – a known confectionery brand "A. Blikle". The combination of practical experience with theoretical knowledge gave a result that may be satisfying both for practitioners as well as theorists, and also those who want to get to know the ins and outs of an effective and efficient business management, or develop the knowledge on this topic. In an attractive, clear narrative form, the author comprehensively presents the complexities of business management, indicating the sources of success, but also the reasons and the foundations of failures.

At the same time, he presents these issues with an interdisciplinary approach, which contributes to thoroughness of the arguments and deeper reflections.

Holism, typical to this book, is also expressed in the focus of A. Blikle not only on the economic, but also on social and ecological issues. Here, the author points to the possibility and need of reconciliation of the economic interests with social interests, and the care for the public good. Analyses of this subject are presented using the achievements of many areas of studies, in addition to economic sciences, including mathematics, sociology, psychology, medicine, and others. This gives a comprehensive picture of the complexity of business management – taking into account its close and distant environment.

There are no longueurs in the book, although extensive (over 500 pages), or lengthy, or even unnecessary reasoning overwhelming the reader, as the text is illustrated with a number of examples from practice, and coloured with anecdotes. At the same time, the author does not avoid using expressions popular in the world of (not only) business. He proves that a motivational system which is not based on the approach of "carrot and stick" and without a devastating competition of a "rat race" is possible. The author supports his arguments with references not only to the interdisciplinary scientific achievements, but also to the economic historical experiences and to a variety of older and newer business models.

There is a clear fascination with the reserves of creativity and productivity in the humanization of work. In fact, the author strongly exposes the potential of productivity and creativity in creating the conditions and atmosphere of work fostering elimination of fear of the future. He shows that such fear destroys creativity. It is not a coincidence that A. Blikle refers to the Fordist principles, including the warning that manufacturing and business do not consist of cheap buying and expensive selling. He reminds that Henry Ford, a legendary creator of the development of the automotive industry in the United States, put serving the public before the profit. The Doctrine of Quality is at the same time a book – proof that one of the most dangerous misconceptions or errors in the contemporary understanding of economics is finding that it is a science of making money, chremastics. Edmund Phelps and others warned against this in the year of the outbreak of the financial crisis in the USA in 2008, reminding that economics is not a science of making money but a science of relations between the economy and social life [Phelps, 2008]. Economics is a science of people in the process of management. Therefore, by definition, it applies to social values and ethos. Ethos is a general set of values, standards and models of proceedings adopted by a particular group of people. In this sense, ethos and economics as a science of people in the process of management are inseparable. Detaching economics from morality is in contradiction to the classical Smithian concept of economics, as Adam Smith combined the idea of the free market with morality. He treated his first work, The Theory of Moral Sentiments, as an inseparable basis for deliberations on the nature and causes of the wealth of nations, which was the subject of the subsequent work of this thinker [Smith, 1989; Smith, 2012]. Identifying economics with chremastics would then mean that all actions are acceptable and desired, if their outcome is earnings, profit, money. The book of A. Blikle denies it. It contains a number of case studies, which also stimulate broader reflections. Therefore, and also due to the features indicated above, it can be a very useful teaching aid in teaching entrepreneurship and management.

The appearance of a book promoting the doctrine of quality and exposing the meaning of ethos of work is especially important because today the phenomenon of product adulteration becomes increasingly widespread, which is ironically referred to in literature as the "gold-plating" of products [Sennett, 2010, pp. 115-118], and the trend as "antifeatures", that is intentionally limiting the efficiency and durability of products of daily use to create demand for new products. A model example of antifeature is a sim-lock installed in some telephones which makes it impossible to use SIM cards of foreign operators [Rohwetter, 2011, p. 48; Miszewski, 2013]. These types of negative phenomena are also promoted by the development of systemic solutions aiming at the diffusion of responsibility [Sennett, 2010]. This issue is presented among others by Nassim N.N. Taleb, in the book with a meaningful title Antifragile: How to Live in a World We Don't Understand? The author proves that the economy and society lose their natural durability as a result of the introduction of numerous tools and methods of insurance against risks, but mostly by shifting the burden of risks on other entities [Taleb, 2012]. N.N. Taleb illustrates his arguments with numerous convincing examples and references to history, recalling, inter alia, that in ancient times there was no building control, but the constructors, e.g. of bridges had to sleep under them for some time after their construction, and the ancient aqueducts are still working well until today. So, he shows that a contemporary world, focused on quantitative effects, does not create a sound base for ethical behaviours and the care for the quality of work and manufacturing.

Andrzej Blikle points to the need and possibility of opposing this, and opposing to what the Noble Price Winner for Economics, Joseph Stiglitz described as avarice triumphs over prudence [Stiglitz, 2015, p. 277]. The phrase emphasised in the book "Live and work with a purpose" is the opposition to the dangerous phenomena listed above, such as for example antifeatures.

convincing that although the business activity is essentially focused on profits, making money, limited to this, it would be led to the syndrome of King Midas, who wanted to turn everything he touched into gold, but he soon realised that he was at risk of dying of starvation, as even the food turned into gold. What distinguishes this book is that almost every part of it forces in-depth reflections on the social and economic relations and brings to mind the works of other authors, but at the same time, creates a new context for them.

So, A. Blikle clearly proves that both the economy and businesses need social rooting. This corresponds to the theses of the Hungarian intellectual Karl Polanyi, who in his renowned work The Great Transformation, already in 1944 argued that the economy is not rooted in the social relations [Polanyi, 2010, p. 70]. He pointed to the risk resulting from commodification of everything, and warned that allowing the market mechanism and competition to control the human life and environment would result in disintegration of society. Although K. Polanyi's warnings were concerned with the industrial civilization, they are still valid, even now – when the digital revolution brings fundamental changes, among others, on the labour market – they strengthen it. The dynamics of these changes is so high that it seems that the thesis of Jeremy Rifkin on the end of work [Rifkin, 2003] becomes more plausible. It is also confirmed by recent analyses included in the book of this author, concerning the society of zero marginal cost and sharing economy [Rifkin, 2016], and the analyses concerning uberisation [Uberworld, 2016].

The book of Andrzej Blikle also evokes one of the basic asymmetries of the contemporary world, which is the inadequacy of the dynamics and sizes of the supply of products and services to the dynamics and sizes of the demand for them. Insufficient demand collides with the rapidly increasing, as a result of technological changes, possibilities of growth of production and services. This leads to overproduction and related therewith large negative implications, with features of wasteful economy of excess [Kornai, 2014]. It is accompanied by phenomena with features of some kind of market bulimia, sick consumerism, detrimental both to people and the environment [Rist, 2015]. One of the more compromising signs of the economy of excess and wasting of resources is wasting of food by rich countries, when simultaneously, there are areas of hunger in some parts of the world [Stuart, 2009].

At the same time, the economy of excess does not translate to the comfort of the buyers of goods – as in theory attributed to the consumer market. It is indicated in the publication of Janos Kornai concerning a comparative analysis of the features of socio-economic systems. While exposing his deep critical evaluation of socialist non-market systems, as economies of constant deficiency, he does not spare critical opinions on the capitalist economy of excess, with its quest for the growth of the gross domestic product (GDP) and profits. As an example of the economy of excess, he indicates the pharmaceutical industry, with strong monopolistic competition, dynamic innovativeness, wide selection for the buyers, flood of advertisements, manipulation of customers, and often bribing the doctors prescribing products [Kornai 2014, p. 202]. This type of abnormalities is not alien to other industries. Although J. Konrai appreciates that in the economy of excess, including the excess of production capacities, the excess is "grease" calming down and soothing clashes that occur in the mechanisms of adaptation, he also sees that those who claim that in the economy of excess (or more generally in the market economy), sovereignty of consumers dominates, exaggerate [Kornai, 2014, pp. 171-172], as the manufacturers, creating the supply, manipulate the consumers. Thus, there is an excess of supply – both of values as well as junk [Kornai, 2014, p. 176]. Analysing the economy of excess, J. Kornai brings this issue to the question of domination and subordination. It corresponds with the opinion of Jerzy Wilkin, according to whom, the free market can also enslave, so take away individual freedom; on the other hand, the lack of the free market can lead to enslavement as well. Economists willingly talk about the free market, and less about the free man [Wilkin, 2014, p. 4].

The economy of excess is one of the consequences of making a fetish of the economic growth and its measure, which is the gross domestic product (GDP) and treating it as the basis of social and economic activity. In such a system, the pressure of growth is created, so you must grow to avoid death! The system is thus comparable to a cyclist, who has to move forwards to keep his balance [Rist, 2015, p. 181]. It corresponds with the known, unflattering to economists, saying of Kenneth E. Boulding [1956], criticising the focus of economics on the economic growth, while ignoring social implications and consequences to the environment: Anyone who believes in indefinite growth in anything physical, on a physically finite planet, is either mad or an economist. [from: Rist, 2015, p. 268].

GDP is a very much needed or even indispensable measure for evaluation of the material level of the economies of individual countries and for comparing their economic health. However, it is insufficient for evaluation of the real level of welfare and quality of life. It requires supplementation with other measures, as it takes into account only the values created by the market purchase and sale transactions. It reflects only the market results of the activity of enterprises and households. Additionally, the GDP account threats the socially desirable and not desirable activities equally. Thus, the market activity related to social pathologies (e.g. functioning of prisons, prostitution, and drug dealing) also increase the GDP. It was accurately expressed already in 1968 by Robert Kennedy, who concluded the discussion on this issue saying that: the gross national product does not allow for the health of our children, the quality of their education or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages, the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage, neither our wisdom nor our learning, neither our compassion nor our devotion to our country, it measures everything in short, except that which makes life worthwhile [The Guardian, 2012].

While Grzegorz W. Kołodko even states that it should be surprising how it is possible that despite a number of alternative measures of social and economic progress, we are still in the corset of narrow measure of the gross product, which completely omits many significant aspects of the social process of reproduction [Kołodko, 2013, p. 44]. In this context he points to the necessity of triple sustainable growth – economic, social, and ecological [Kołodko, 2013, p. 377]. Transition from the industrial civilisation model to the new model of economy, to the age of information, causes a kind of cultural regression, a phenomenon of cultural anchoring in the old system. This type of lock-in effect - described in the source literature, that is the effect of locking in the existing frames and systemic solutions, is a barrier to development. The practice more and more often and clearer demonstrates that in the conditions of the new economy, the tools and traditional solutions turn out to be not only ineffective, but they even increase the risk of wrong social and economic decisions, made at different institutional levels.

All this proves that new development models must be searched for and implemented, to allow counteraction to dysfunctions of the contemporary economy and wasting the development potential, resulting from a variety of maladjustments generated by the crisis of civilisation. Polish authors who devote much of their work to these issues include G.W. Kołodko, Jerzy Kleer, or Maciej Bałtowski. Studies confirm that there is a need for a new pragmatism, new, proinclusive model of shaping the social and economic reality, a model which is more socially rooted, aiming at reconciling social, economic and ecological objectives, with simultaneous optimisation of the use of the social and economic potential [Kołodko, 2013; Bałtowski, 2016; Kleer, 2015]. There is more and more evidence that the barriers to economic development growing in the global economy are closely related with the rooting of the economy in social relations. The book of A. Blikle becomes a part of this trend in a new and original manner. Although the author concentrates on the analyses of social relations mainly at the level of an enterprise, at the same time, he comments them at a macroeconomic, sociological and ethical level, and interdisciplinary contexts constitute an original value of the book.

Conclusion

I treat the book of Andrzej Blike as an important voice in favour of shaping an inclusive social and economic system, in favour of shaping inclusive enterprises, that is oriented on an optimal absorption of knowledge, innovation and effective reconciliation of the interests of entrepreneurs with the interests of employees and the interests of society. Inclusiveness is indeed a value in itself. It is understood as a mechanism/system limiting wasting of material resources and human capital, and counteracting environmental degradation. An inclusive social and economic system is a system oriented on optimisation of the production resources and reducing the span between the actual and potential level of economic growth and social development [Reforma, 2015]. And this is the system addressed by Andrzej Blikle in his book. At least this is how I see it. Although the book is mainly concerned with business management, its message has a much wider dimension and is concerned with real measures of wealth, money and people's lives.

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[Resumen]. Introducción. Sitúa el objeto de la Tesis: establecer relaciones de vecindario entre arquitectura e ilusionismo en los puntos en que la primera se acerca a la segunda cuando el proyecto descansa en la creación de realidades de baja probabilidad, justificado en las cualidades universales de los efectos analizados: a-históricas, a-temporales, invariables. II. Magia, Ilusionismo, espacio e historia. Sitúa los límites de lo mágico. Qué se entiende por magia en esta investigación y qué tipos de magia resultan trasladables al espacio. El espacio arquitectónico es, más que nunca, una realidad percibida, escenarios donde lo real y lo imaginario son difíciles de separar porque se juega al límite (estructural, visual, cognitivo, etc,¿). Plantea las arquitecturas que resultan trasladables a la arquitectura. Desvincula de esta investigación la Magia negra, el Ocultismo, las arquitecturas con un claro acento en la percepción no ilusoria (salvo las relacionadas con la Memoria a Corto Plazo), la falsa arquitectura (Historicismo) y el espacio para la magia. Establece la cualidad sorpresa como vínculo decisivo entre arquitectura e ilusión. Establece las diferencias entre espacio mágico y espacio para la magia desde el punto de vista del mito, el culto y la creencia materializados en un espacio. Analiza la arquitectura animista, cosmológica y taoísta. Algunas de ellas constituyen los primeros efectos de Aparición en arquitectura. Sitúa los primeros efectos con base científica en arquitectura. Narra el cambio de paradigma entre la cultura humanista griega y la civil romana; en la primera, los efectos de Transformación y escamoteo buscaban el acto estético, sorprendente; en la segunda, el escamoteo se establecía principalmente con fines prácticos. En la Alta Edad Media la arquitectura se constituye en el escaparate de las creencias mediante la construcción de catedrales. Personifica la ruptura definitiva entre magia e ilusionismo en las figuras del sacerdote o chamán por un lado (a través del arquetipo), y de saltimbanqui por otro. Fe versus habilidad. Desvincula de esta investigación los espacios modulados a partir de algún sistema de relación de proporciones numéricas (espacio matemágico) como forma de alcanzar la perfección: la estera o tatami, el Modulor, el segmento áureo. También se separa de aquéllos espacios replanteados sobre el hombre vitrubiano y el cosmológico. El Prestidigitador, de Hyeronimus Bosch (ca. 1475-1505), se constituye en la primera representación donde la habilidad para la captación de la atención es empleada con la finalidad de engañar. Renacimiento y Barroco constituyen el apogeo de los efectos de Transformación en arquitectura. La integración del espectador en la escena urbana contiene un claro punto en común con la prestidigitación, intentando traspasar la cuarta pared invisible que lo separa de la audiencia si quiere dotar a sus maniobras de verosimilitud. Con la Revolución Industrial, la masa obrera se desplaza a las ciudades, transformando definitivamente su fisionomía. La magia, bebiendo de la misma revolución científica que transforma la arquitectura, se convierte en Física Recreativa. Aquí se equipara el comportamiento social de la población en el s. XIX, retratada por Walter Benjamin, con los Autómatas desarrollados por Jean Eugene Robert-Houdín. Establece un paralelismo entre la crítica radical a la arquitectura de Tafuri y el ansia del ser humano por construir humanoides que reproduzcan su comportamiento. Primeros estadios de la robotización y la domótica. Sitúa en la misma época los inicios de la arquitectura moderna y la magia moderna, a partir de la supresión del adorno en ambos escenarios. Adolf Loos es a la arquitectura lo que Robert-Houdín y algunos de sus coetáneos a la magia, eliminando de la presentación cualquier objeto que no debería estar ahí, con el fin de hacerla creíble. Lenguaje en arquitectura. III. Psicología de la decepción en el espacio. Atención y percepción. La percepción (con sus bases neuropsicológicas), como nexo vinculante entre arquitectura e ilusionismo. Se introduce una visión alternativa a las Teorías de la Gestalt, recorriendo los diversos momentos del cerebro del arquitecto en los últimos 500 años a través de un cuadro sinóptico elaborado a partir de la lectura de The Architect¿s Brain de H. F. Mallgrave. Sitúa la Psicología de la decepción en el espacio como relación entre arquitectura e ilusión. Desarrolla la generación de falsas esperanzas como base fundamental del engaño. Asimismo se definen los tres tipos de ilusiones: visuales, ópticas y cognitivas, que definen los tipos de discordancias entre la experiencia personal de un espacio y su verdadera realidad física. Incide en la captación de la atención como primer estadio de los cinco definidos por René Lavand (Atención-Interés-Asombro-Ilusión-Aplauso) en la cadena ilusoria. Establece los tres mecanismos de captación, merma o bifurcación de la atención: captación exógena, captación endógena y atención conjunta. Se adentra en las estructuras cognitivas incompletas y en el acto de rellenar información según la experiencia personal y lógica cuando los datos de los que dispone el observador resultan insuficientes. Se desarrollan los dos pilares fundamentales de la diversión atencional (ceguera al cambio y ceguera por desatención) y los aplica al espacio, estableciéndose un paralelismo entre espacio e ilusión a través de relaciones antagónicas: arquitecturas proyectadas desde el recuerdo de espacios precedentes versus el olvido en arquitectura y las geometrías de la desorientación. Analiza brevemente el recuerdo en la arquitectura de Zumthor, la literatura de Rasmussen, Pallasmaa y Merleau-Ponty y del neurólogo António Damásio. Se desarrolla la Memoria a Corto Plazo en arquitectura a través de la concatenación de espacios idénticos, espacios infinitos planos y espacios infinitos tridimensionales (relaciones topológicas). Ejemplifica esta situación en arquitectura a través del desarrollo de la duda en los espacios-laberinto; de la monotonía en los no lugares y elementos de edificación regidos por los procesos de industrialización y prefabricación; el Garten des Exiles de Daniel Libeskind como paradigma simbólico de estos condicionantes y el centro comercial como materialización del vínculo magia-propaganda-espacio para la sociedad de consumo. IV. Principios del Arte Mágico. Looshaus am Michaelerplatz (Adolf Loos). Introduce la relación causa-efecto en arquitectura apoyándose en la Looshaus am Michaelerplatz de Viena. El edificio de viviendas-taller del arquitecto austríaco constituye el mejor ejemplo transversal para ilustrar el tránsito hacia la arquitectura y magia modernas, además de introducir los principios del Arte Mágico, por tanto, principios universales a cualquier Bello Arte. Sobre el tratado de Nevil Maskelyne ¿Our Magic¿ se desarrolla el Principio de Coherencia en el espacio, a través de la composición in-coherente que es la fachada de la Michaelerhaus. Refuerza el principio causa-efecto desde su opuesto exacto. Establece la Unidad como primer Principio fundamental del Arte, estableciéndose un símil entre el ensamble del proyecto arquitectónico una rutina mágica de cartas o dados. También se desarrolla el Principio de Justificación, introduciendo detalles en la escena que están en desacuerdo con las reglas aceptadas, pero justificando su proceder con un cambio de paradigma, y se analiza el ejercicio de Loos desde el punto de vista del espectador medio de la época. El truco, el engaño,¿el sentido del Arte cuando éste resulta solo perceptible por unos pocos. V. Consideraciones teóricas en el espacio de la Ilusión. Plantea la Clasificación por Efectos o Acontecimientos Mágicos como la más adecuada para ordenar la estructura documental de la Tesis. Construye la clasificación de acontecimientos mágicos y reduce el esquema mediante la convergencia de los efectos tradicionales de veintiuna a Nueve Categorías, agrupando aquellas que según Lamont y Wiseman producen la misma respuesta psicológica ante el conflicto que plantean y las traslada al espacio. Relaciona secreto profesional y deontología en arquitectura con el desenmascaramiento en ilusionismo y establece un sistema narrativo de la estructura documental que no desenmascare ningún efecto que no haya sido desenmascarado ya pero que al mismo tiempo acerque las bases del ilusionismo al arquitecto. Finalmente, ofrece una lectura transversal de la Tesis desde tres puntos de vista: el principal, clasificando la arquitectura por acontecimientos mágicos, y dos secundarios, instrumentales, equiparando las herramientas del arquitecto, con los Fundamentos del ilusionismo. Esta triple lectura transversal persigue enriquecer el vocabulario de la arquitectura y se refleja en una tabla de múltiple entrada. VI. Las Nueve Categorías mágicas del espacio. VI.1 Aparición (un objeto aparece sin explicación aparente). Recorrido. Las apariciones se sirven de un escamoteo previo, fundamento que se desarrolla en este epígrafe, vinculándose a la arquitectura a través del minimalismo. Establece las diferencias entre enmascaramiento, simular, disimular y ardid: escotilla (dumbwaiter), puerta secreta, habitación secreta y casa secreta. VI.2 Desaparición (un objeto desaparece sin explicación aparente). Se ordenan las desapariciones en dos grandes grupos: el objeto desaparece realmente o el objeto permanece invisible ante el observador. Las desapariciones físicas se ordenan atendiendo a dos situaciones: unas en las que, aunque el objeto permanece allí, el recorrido del observador por el espacio produce el acontecimiento inverso a VI.1 (Kirche-am-Steinhof de Otto Wagner y Catedral de San Pablo de Sir Christopher Wren) y otras en las que el objeto desaparece realmente (automatismos en la Maison de Verre de Pierre Chareau). Las desapariciones sensoriales pueden mimetizarse con el lugar reproduciendo sus características reales (invisibilidad, reflexión, simetría) o imitarlo. En el primero, se analizan 4 Vigas de Solano Benítez y la Mirrored House de Dominique Stevens; en el segundo, aquellas actuaciones que se mimetizan con el lugar reproduciendo sus características con elementos físicos introducen el concepto arquitectónico de textura, para relacionar la arquitectura anónima, popular, con la arquitectura militar. El capítulo se remata con una breve mención a Jasper Maskelyne, el Mago de la Guerra. VI.3 Transposición (un objeto altera su posición en el espacio, pasando desde la posición A a la posición B). Concreta la diferencia entre transposición y metamorfosis. Establece el pasaje secreto como elemento arquitectónico funcional que habilita la transposición de personas en el espacio (Passetto di Borgo). Compara la puerta secreta y el pasaje secreto por su carácter esclusa versus filamento. La primera no se sirve del tiempo/recorrido. La segunda sí. La primera oculta; la segunda traslada. Se reconstruye el Apartamento Charles de Beistegui (Le Corbusier, 1931), ejemplo paradigmático de Traslación de elementos arquitectónicos. En el contexto surrealista del París de 1930, el movimiento realmente interesante a los efectos de prestidigitación no es el propio viaje mágico de las carpinterías del apartamento, sino los elementos que componen la escena y encubren la existencia de energía eléctrica (el candelabro del salón y la ocultación de los electrodomésticos en el apartamento). Se desarrolla el concepto de misdirection en arquitectura. Reflexiona sobre la Navaja de Ockham como explicación más sencilla y generalmente, más acertada al ilusionismo. Plantea la hipótesis de si Beistegui o el propio Le Corbusier podrían haber tenido conocimiento o contacto con el mago Jean-Eugéne Robert-Houdin. VI.4 Restauración (un objeto resulta dañado y posteriormente se devuelve a su estado original). Traslada la imposibilidad física del roto y recompuesto a las estructuras espaciales. Trabaja con objetos cuya ruptura permite obtener un nuevo objeto. Ejemplifica la restauración con piezas arquitectónicas cuyo comportamiento depende del ciclo de los elementos naturales, regresando a su configuración natural al término de este (Bathing-ghats en la India). Paisaje y resiliencia. Materiales de Cambio de Fase (PCM) en sistemas constructivos sostenibles y la viscoelasticidad (por ejemplo en materiales asfálticos). VI.5 Penetración (La materia parece moverse mágicamente a través de la materia). Desarrolla el concepto de conflicto a través del impacto y el suspense. Equipara la resolución del suspense con el momento Eureka! en ambas disciplinas (gestación del proyecto en arquitectura, 5º escalón de René Lavand (aplauso) en magia). Analiza la escalera del C.G.A.C. de Álvaro Siza en Santiago de Compostela como paradigma conflictivo basado en un efecto de penetración. Trabaja con el concepto de densidad y materia a través de materia y lo acerca a la arquitectura a través de la transparencia. Estudia la piel del edificio, clasificando su composición en materia inerte (acristalamientos con paneles de celdilla o estructuras penetrables por el observador) o en materia con sub-efecto de animación (fachadas-diafragma o fachadas homeostáticas). VI.6 Transformación (un determinado objeto cambia de aspecto (tamaño, color, forma, peso, etc). Los efectos de transformación espacial se ordenan en dos subgrupos principales, atendiendo a que dicha metamorfosis se consiga a partir de objetos estáticos o dinámicos: espacio inerte (VI.6.1) y espacio animado (VI.6.2). Las transformaciones en el espacio inerte se ordenan dependiendo de si la ilusión óptica se contiene en un plano o si ésta se materializa en las tres dimensiones y si la transformación se enriquece con sub-efectos de aparición (anamorfismos) o no. La primera permite desarrollar las relaciones figura-fondo en arquitectura comparándolas con el Arte Afín de las sombras chinescas, y vincula otros dos términos fundamentales en arquitectura e ilusionismo: perspectiva y forzaje. El espacio inerte tridimensional se concluye con el análisis del Triocruz de Bolivia y la Capilla de Santa María presso San Sátiro de Donato Bramante, que permite hablar de naturalidad, timing y cobertura, equiparándolos a los términos arquitectónicos cadencia, ritmo y oportunismo. La Habitación de Ames incide en el conflicto en la escala. Finalmente, el cuarto y último tipo de transformación espacial inerte se produce por clonación, como sucede en el American Bar de Adolf Loos en Viena. La transformación del espacio por animación de la materia se subdivide en dos grupos, dependiendo de si ésta se aprecia en planta (Habitación de Fermat) o en sección (Casa Floirac de Rem Koolhaas). VI.7 Características Extraordinarias (el comportamiento de un objeto solo resulta explicable si a éste se le presuponen unas características físicas extraordinarias). La traslación de los efectos de Características Extraordinarias (en adelante C.E.) a la arquitectura se ordena atendiendo al tipo de ilusión cognitiva que éstos producen. El truco de la Cuerda India ilustra perfectamente esta Categoría, por tratarse de un completo absurdo mecánico. Las subcategorías son la Invulnerabilidad, que engloba aquellas presentaciones donde el objeto resulta aparentemente invulnerable a las leyes físicas (el límite estructural a punzonamiento y su equiparación con las estructuas-fakir); la Inalterabilidad, que agrupa aquellos elementos en los que el conflicto no se produce en su presentación, sino en la propia estructura interna que los compone (se emplea la metáfora de la alquimia para aquellos procesos tecnológicos que modifican las características naturales de los materiales de construcción, convitiéndose en su peculiar elixir de la vida); la reflexión del sonido (a través del análisis de las estancias denominadas gabinete de secretos; y la animación de la materia, que analiza el grupo de efectos en función de si la animación proviene del propio objeto o si ésta se genera a partir del recorrido del observador en torno a la pieza (perspectiva de contorno). VI.8 Levitación (antigravitación de un objeto). Reflexiona sobre la aparición de las primeras estructuras a flexión pura (sin triangulación) y sobre el abuso que de esta configuración hace la arquitectura moderna. Recorre la tensegridad y el voladizo. Establece dos grandes sub-categorías en la conformación de la levitación, dependiendo de la ocultación (ingravidez, umbral, masa) o no del soporte (equilibrio, excentricidad y desplome). Finaliza analizando el fenómeno de levitación bajo la presentación de ruptura por tangencia (cortante). VI.9 Adivinación (predicción, clarividencia, anticipación, obteniendo un conocimiento previo de la situación). Introduce el vaticinio en arquitectura, donde los elementos culturalmente asumidos enseñan lo que hay detrás, anticipando el espacio. Recuerda aquellas experiencias donde el arquitecto se ha servido de la reflexión a modo de ¿ojos en la nuca¿. Introduce la verdadera invisibilidad en arquitectura como elemento de control del espacio a través de las nuevas tecnologías aplicadas al edificio y relaciona las experiencias de Robert-Houdín en la cancela de entrada a Le Prieuré con los primeros pasos de la domótica actual. VII. En conclusión. Ardidectura. Introducción. Justifica el interés en el método seguido en la investigación. Sitúa al conflicto como aspecto distintivo de ciertas arquitecturas. Comprueba la posibilidad de la clasificación de la arquitectura en función de un uso atípico de sus herramientas paralelas al ilusionismo. Espacio y tiempo. Similitudes y diferencias entre la arquitectura y el ilusionismo como artes de espacio y tiempo a la vez. Compara la construcción de la rutina mágica con la génesis del proyecto. Reflexiona acerca de la pesadez del tiempo en ambas. Tecnología y anticipación. Tecnología como agitador de ambas Artes e indicador del Estado del Arte. Ambas se retroalimentan de ella y esto es lo que genera el efecto: la anticipación. Vocabulario. Reflexiona sobre el vocabulario adquirido de otra disciplina y el valor de las herramientas universales en el Arte. Oficio. Arquitectura y prestidigitación como expresiones artísticas que emplean una habilidad científica. Se pregunta sobre cuáles son las leyes naturales más enraizadas en la arquitectura. Valora la dicotomía forma (apariencia) ¿ función (verdadera intención) y la existencia de una componente personal en el lenguaje del arquitecto que recurre al conflicto. Establece que rutina y construcción conducen al ansiado momento Eureka! Lápiz y varita se convierten en el interfaz entre el creador y su obra. La importancia del secreto profesional. In-genius locii. Entiende la conciencia absoluta del ¿dónde estoy¿ a partir del ingenio y desde la intuición, el uso que hace el arquitecto de ese in-genius locii en el espacio cotidiano. Reflexiona sobre el significado de una conciencia del espacio que no tienen otros oficios y sí comparte el ilusionismo. Se pregunta, de entre magos y arquitectos, quién podría haber descubierto antes la perspectiva.

From the introduction: 'The more you know about the Olympics, the less it is about sport'. (Bob Perry, Design director of Olympic Projects at Scott Carver Pty. Ltd, http://www.infolink.com.au). The Olympic Games as a mega sports event attracts millions of people from all over the world. New records, fascinating performances, scandals or gigantic celebrations are just some of the attractions provided by this event. One attraction for urban planners is the fact that the Games imply opportunities to promote urban development. From an urban planning perspective, the Olympic Summer Games in Barcelona 1992 set a new standard in defining success of an event of this scale. The city used the Games to promote urban development and planning strategies, profiting from the event in a long-term perspective. Furthermore, the city took another opportunity to find again a place on the 'global map" through the Olympic Games. The case of Barcelona is one of the mostly cited successful urban development initiatives connected with a mega sports event. Olympic Cities have taken the opportunity to promote urban development with the event very differently in the history of the Olympics. The International Olympic Committee (IOC) as the event-owner sets some requirements giving only a few cities the right to stage the event. These requirements are checked in the bidding process ending with the decision which city succeeds in getting the right of staging the event. Integrating the success of an Olympic City in terms of urban development and in terms of the bidding process, the main question from an urban planning perspective is: What is the relevance of Urban Development in the Bidding Process for Olympic Games? To answer the definition of the city's success in terms of urban development and the Olympic Games bidding process, it is helpful to investigate the role of Olympic Infrastructure with a view towards urban sustainability. As such, it is believed that respecting specific planning principles in the bidding process can help to (1) ensure sustainable urban development and (2) enhance the quality of the bid. - The first aspect is relevant for the success of the city in terms of urban development to benefit from the Games in a long time perspective. - The second aspect is relevant for the city's success in the bidding process to acquire the right for staging the Games. The aim of this thesis is to examine how the quality of the bid may respond to principles of sustainable urban development. Two main objectives are identified to reach the aim: 1. Identifying opportunities and threats connected to Olympic Infrastructure in the history of the Olympics in order to formulate six main principles of sustainable urban development for the Olympic Games. 2. Analyzing official bidding documents of the IOC connected with these principles in order to understand how sustainable urban development can be considered in the bidding process. The thesis will conclude with recommendations which can be realized in the bidding process striving to ensure the defined success for the city. Abstract: This thesis is structured in four major parts. Part I consists of chapter 2 and 3 and includes the theoretical framework and methodology of the thesis. Chapter 2 describes the character of mega-events and mega sports events in specific. Based on a concept of sustainable urban development, it will place mega sports events in the context of such a development, forming a theoretical approach for the thesis. Chapter 3 presents the methodology used. Part II consists of chapter 4 and 5 and provides an overall understanding of the Olympic Games in the context of urban development. Chapter 4 gives an overview of the characteristics of the Olympic Games in order to understand the event and its background. Chapter 5 examines the relationship between urban development and the Olympic Games. A model will be presented in order to define 'Olympic Urban Development" for the following sections of the chapter. The chapter will then continue with an historical overview of Olympic Urban Development and present the decisions determining the scale of development. Finally, chapter 5 concludes with the summary of opportunities and threats identified in a literature review of the Olympic Games. The research questions of Part II can be defined as follows: - What are the significant characteristics of the Olympics in terms of mega-event factors? - How can Olympic Urban Development be defined and modelled? - Which are the opportunities and threats for the built, natural, economic and social environment related to Olympic Urban Infrastructure? An intermediate result re-structures the identified opportunities and threats putting them in connection with the concepts presented in the theoretical part. Chapter 6 will conclude with a definition of six principles of sustainable urban development for planning the Olympic Games. The research question leading to the intermediate result can be defined as follows: - Which kind of principles may respond to a sustainable Olympic Urban Development? The second part ends with Chapter 7 in which relevant IOC documents about sustainable urban development will be presented. Part III sets the bidding process in connection with sustainable urban development. Chapter 8 provides relevant information to understand the bidding process, its different phases and the selection procedure. Chapter 9 finally analyses the official bidding documents of the IOC for the defined principles of sustainable urban development. Summaries and recommendations will introduce the main findings for each principle and respond to three main research questions: - Which parts in the bidding documents deal with the principle? - How relevant is the principle in the evaluation of the bid? - Which strategies support the quality of the bid and contribute to meet the objectives of the principle? Part IV includes the conclusion of the thesis and summarizes the main findings of the analysis.Inhaltsverzeichnis:Table of Contents: Preface0 Index1 List of Figures and Tables4 1.INTRODUCTION5 1.1Aim and purpose of the thesis5 1.2Structure of the thesis6 PART I: THEORETICAL FRAMEWORK AND METHODOLOGY 2.THEORETICAL FRAMEWORK9 2.1Mega Events9 2.2Factors of mega-events11 2.3Mega Sports Events12 2.3.1Phases of Mega Sports Events13 2.3.2Bidding14 2.3.3Impacts of Mega Sports Events14 2.4Physical Impact: Mega sports event Infrastructure18 2.5Sustainable Urban Development20 2.6Sustainable Urban Development in the context of a mega sports event22 2.7Definitions and Limitations23 3.METHODOLOGY25 PART II: UNDERSTANDING THE OLYMPIC GAMES IN THE CONTEXT OF URBAN DEVELOPMENT 4.Olympic Games Characteristics29 4.1History of the Olympic Games29 4.2The Olympic Movement30 4.3Olympic Games Factors31 4.4Olympic Games Phases35 5.Olympic Urban Development37 5.1Definition37 5.1.1Olympic Infrastructure38 5.1.2Urban Infrastructure38 5.1.3Modelling an Olympic City40 5.2History of Olympic Urban Development42 5.3Decisions determining Olympic Urban Development47 5.3.1Local distribution of Olympic Infrastructure48 5.3.2Funding Model50 5.3.3Expenditure on Olympic Infrastructure51 5.3.4Use of existing Olympic Infrastructure53 5.4Opportunities and Threats54 5.4.1Built environment54 5.4.2Natural Environment57 5.4.3Economic Environment60 5.4.4Social Environment61 5.4.5Summary64 6.Intermediate Result: Defining Principles of Sustainable Urban Development for Planning Olympic Infrastructure66 6.1Principles66 6.2Objectives68 7.Relevant IOC Documents on Sustainable Urban Development70 7.1Olympic Charter70 7.2Olympic Agenda 2170 7.3IOC Manual on Sports and the Environment72 7.4Olympic Games Study Commission73 PART III: THE BIDDING PROCESS IN THE CONTEXT OF SUSTAINABLE URBAN DEVELOPMENT 8.Olympic Games Bidding Process74 8.1History of the Olympic Games Bidding Process74 8.2The process78 8.2.1Phase 1: Candidature Acceptance Procedure (CAP)78 8.2.2Evaluation of the Working Group Report79 8.2.3Phase 2: Candidature Procedure83 8.3Selection of the Host City85 8.3.1Election Procedure85 8.3.2Decision Making in the Electing Procedure for a host city86 8.4Summary88 9.Analysing Principles of Sustainable Urban Development in the Bidding Process90 9.1Principle 1: Integrate Olympic Infrastructure in urban development plans92 9.1.1Phase 1: Candidature Acceptance Procedure92 9.1.2Evaluation in the Working Group Report92 9.1.3Phase 2: Candidature Procedure94 9.1.4Summary95 9.1.5Recommendations96 9.2Principle 2: Ensure Post-Event Use for Olympic Infrastructure97 9.2.1Phase 1: Candidature Acceptance Procedure97 9.2.2Evaluation in the Working Group Report98 9.2.3Phase 2: Candidature Procedure99 9.2.4Summary100 9.2.5Recommendations101 9.3Principle 3: Maximise the use of existing infrastructure by respecting the city's budget104 9.3.1Phase 1: Candidature Acceptance Procedure104 9.3.2Evaluation in the Working Group Report105 9.3.3Phase 2: Candidature Procedure107 9.3.4Summary107 9.3.5Recommendations108 9.4Principle 4: Ensure environmental standards for Olympic Infrastructure and accessibility to environmental goods109 9.4.1Phase 1: Candidature Acceptance Procedure109 9.4.2Evaluation in the Working Group Report109 9.4.3Phase 2: Candidature Procedure111 9.4.4Summary112 9.4.5Recommendations113 9.5Principle 5: Integration of citizens in the planning process of Olympic Infrastructure114 9.5.1Phase 1: Candidature Acceptance Procedure114 9.5.2Evaluation in the Working Group Report114 9.5.3Phase 2: Candidature Procedure115 9.5.4Summary116 9.5.5Recommendations117 9.6Principle 6: Stimulate improvement of Urban Infrastructure through Olympic Infrastructure118 9.6.1Phase 1: Candidature Acceptance Procedure118 9.6.2Evaluation in the Working Group Report119 9.6.3Phase 2: Candidature Procedure120 9.6.4Summary121 9.6.5Recommendations122 PART IV: CONCLUSION126 10.Conclusion126 10.1Conclusion of the analysis126 10.1.1Relevance of Sustainable Urban Development in the Bidding Process126 10.1.2How to respond to principles of sustainable urban development in the bid127 10.2General Conclusions130 10.2.1The interest of the IOC in Sustainable Urban Development130 10.2.2The real winner of a bidding process130 10.2.3Outlook on the future of the Games131 11.Appendix133 11.1References133 11.2Abbreviations137 11.3Extracts from Bidding Documents138 11.3.1Phase 1: Candidature Acceptance Procedure (CAP)138 11.3.2Evaluation: Working Group Report140 11.3.3Phase 2: Candidature Procedure142Textprobe:Text Sample: Chapter 5.4, Opportunities and Threats: This section study provides a discussion on opportunities and threats related to Olympic Infrastructure. Potential effects are presented and ordered according to the different environments of a city (section 2.4). The IOC officially uses the term 'Legacy' for potential post-event effects preferably underlining positive ones. The sources used in this literature review (Cashman, 2002; Essex Chalkley, 2003; Furrer, 2002; Matos, 2006; Liao Pitts, 2006; Preuss, 2006; Centre On Housing Rights and Evictions (COHRE), 2007; Ward, 2007; WWF, 2004) reflect the potential effects of the Olympics critically from different perspectives (researchers, NGOs, IOC related person). If applicable, the opportunities and threats are illustrated with examples. A summary is given in the end of this section as a basis for developing principles of sustainable urban development. As the potential effects have a multidimensional character, two selection criteria limit their number: - Time: The potential effect might occur at any period of the event but must have a relevance for the city in a long-time perspective. - Space: The potential effect might occur at a micro (e.g. dislocation) or macro (e.g. polycentric development) level but is relevant mainly for a city (not a region or nation). 5.4.1, Built environment: - Boost for urban development projects and urban renewal. Locational decision on Olympic Infrastructure opens the opportunity for a city to boost its urban development projects in favour of the city. There is a chance to connect a city's urban development strategy with Olympic Infrastructure projects. History of the Olympics shows that cities have dealt very differently with this opportunity (see section 4.1). Some have used the Olympics to reinvent the city while others have concentrated solely on the successful organization of the event itself. In many cases, Olympic Infrastructure is also used to trigger massive urban regeneration projects and the idea to create new centralities within the city. Development corridors can be focused through Olympic Infrastructure and stimulate urban development nearby. Strategic positioning of Olympic Infrastructure in specific urban areas may contribute to a polycentric development. This is especially true for the positioning of key Olympic Infrastructure represented by the Olympic Main Stadium, the main indoor halls and the aquatic centre. Barcelona 1992 is probably the most successful Olympics regarded to large-scale urban development. Urban planners of the city saw the Olympic Games as an useful instrument to achieve the objectives of development plans which had been the improvement of transport system, creation of new facilities, definition of central space and balancing the city. The initial authorized to make the first draft of the Olympic from an urban perspective was part of the Olympic Bidding Team and later entered into the Organizing Committee. The changes of the entire urban fabric connected to Olympic Infrastructure based on what was already existing in Barcelona became a best practice in terms of mega-event related urban development. - Changes of Urban Development plans in favour of the event/bid. Potential changes of existing urban development plans can occur in the preparation phase of the event due to tight time constraints. To speed up land acquisition for Olympic Infrastructure some cities approve special legislative acts and give power to Organizing Committees. Special building permits are created in the area where Olympic Infrastructure has to be built and can contribute to long-lasting procedural changes in the city. A special law for the Athens 2004 Games recognized the strategic significance of the Olympic Games to the evolution of the metropolitan area. The location of Olympic Infrastructure was determined as to be in accordance with the regional, environmental and urban development guidelines of the master plan of Athens. Through this legislation and the installation of special agencies it was possible to accelerate permits of Olympic Works. - Modernization and Upgrading of existing facilities. In terms of existing infrastructure, the Olympics bring the opportunity to upgrade and modernize sports facilities. This may also decrease financial risk. The main Olympic Stadium as the centrepiece of Olympic Infrastructure relies traditionally on public funding. Some Olympic Cities have strived to use existing facilities or refurbished ones for this major infrastructure project. Naturally, development of sports facilities had to be faced by almost all Olympic cities. Moscow 1980 and Barcelona 1992 used mainly existing sports facilities and refurbished existing Stadiums to Main Olympic Stadiums. Los Angeles 1984 used existing facilities to a large extent. - Unused large-scale facilities. The history of the Olympic Games shows that many Olympic sports facilities received poor post-Games usage. International Olympic Sports Federations have often pushed host cities to provide over-ambitious state-of-the-art facilities which are not in line with the local popularity of the sport. Furthermore, local agendas have often pushed for grandiose landmark legacies to be built in order to showcase the local economy and engineering ability. These objects might be designed over-sized and turn in a post-event period to 'White elephants'. They may neither integrate a long-term urban planning policy nor relate to the population's need for leisure and culture facilities. It is sometimes difficult to convince leading teams in specific sports to move their home ground to new Olympic Infrastructures. Another problem in this respect is the difficulty to attract large crowds to newly developed parts of the city away from trying to opportunity the citizens habits. The Olympic stadium of Sydney 2000 generated continuing losses at A$38 million/year six years after the event. The competition for sports events with other stadia in Sydney caused limited booking and shows the lack of post-use planning. 'Sydney Jurassic Park' is a symbolic expression used by criticizers of the post-use of Sydney Olympic Park. - Increase of Housing stock through Olympic Village. The Olympic Village is often located close to the sports facilities and represents the accommodation for the Olympic Family. It is an essential part of Olympic Infrastructure and has to be addressed by every hosting city. In many cases, Olympic Villages become residential areas for local people or halls of residences for a local university or college after the Games. Thus, an Olympic Village is a chance to increase the city's housing stock and provide facilities for alternative uses in a post-event period. 'In Barcelona and Sydney the former Olympic Villages now provide a mixture of housing that contributes to the cities' housing stock and adds a valuable source of revenue to cover Games-related expenditure'. - Improvement of transport infrastructure. As we have seen in the previous chapter, Olympic Infrastructure induces also the upgrade of the city's transport infrastructure. For an effective transport of athletes, spectators and officials during the event many host cities tend to expand their transport system Investment of previous Olympic Cities is often focused especially on underground or light rail system. Recent Olympic Cities (Athens and Beijing) invest in tram and overhead urban rail system due to high costs and implementation difficulties of underground transport. This may contribute to a better infrastructure for citizens and decreases traffic pressure in inner city and congestion. Asian Olympic Cities have strongly linked the Games to transport infrastructure. Between 1957 and 1964 Tokyo established 73 km underground, 13.2 km monorail and 500 km Shinkansen connecting Tokyo, Kyoto and Osaka. Seoul added 157.1 km to the length of its underground network from 1978 to 1993 for the preparation of the Games. Finally, Beijing extended its light rail length by 87.1 km before 2008. A strong reliance to public transport can be observed in Seoul and Tokyo through this investment related to Olympic Infrastructure. - Development of other Infrastructure. Furthermore, development of Olympic Infrastructure can be a driver for additional infrastructural improvements in the city, affecting the entire urban fabric. A basic infrastructure is needed serving Olympic facilities. Many cities have used the event as a catalyst to induce such investment and bring other infrastructure to a higher level appropriate for international visitors. Such investments can enhance the Quality of life for citizens, tourists and attract inward investment. Tokyo included the improvement of water supply system, higher public health standards for refuse collection, street cleaning, public toilets and three sewage disposal plants. Barcelona, Atlanta and Sydney invested in telecommunication systems through the staging of the event. Cultural and research facilities (Olympic Studies Centre, Olympic Museum) close to Olympic Infrastructure supporting the Olympic Cultural Programme were realized in many Olympic Cities. - Destruction of cultural heritage. There is a potential risk that Olympic Infrastructure may affect the cultural heritage of a city negatively. The potential risk seems to be higher for Olympic Cities approaching development in the inner city. Consequently, disregarding the laws may lead to the destruction of culturally built environment and displacement of residents. Infrastructure development for the Games of Beijing 2008 negatively affected the cultural heritage of the city. Demolition in Beijing was an ongoing process in the whole city, especially threatening the old 'hutong' and 'siheyuan' areas. According to reports of COHRE the violation of Cultural Heritage Protection laws and regulations effected both irreparably damaged cultural heritage and also violated residents' rights to adequate housing.

KRIEGSRÜSTUNG UND KRIEGSWIRTSCHAFT. ANLAGEN ZUM ERSTEN BAND Der Weltkrieg 1914 - 1918 (-) Kriegsrüstung und Kriegswirtschaft. Anlagen zum ersten Band (1,2) ( - ) Einband ( - ) Titelseite ([IV]) Titelseite ([V]) Impressum ([VI]) Vorwort. ([VII]) Inhaltsverzeichnis. ( - ) Erster Teil. Dokumente ( - ) A. Die militärische Rüstung des Reiches (Anlagen Nr. 1 bis 67) ([1]) Nr. 1 Militärkonvention zwischen Preußen und dem Königreich Sachsen vom 7. Februar 1867 ([1]) Nr. 2 Auszug aus dem Gesetz betreffend die Verpflichtung zum Kriegsdienste vom 9. November 1867 (5) Nr. 3 Auszug aus dem Vertrage betreffend den Beitritt Bayerns zur Verfassung des Deutschen Bundes vom 23. November 1870. (8) Nr. 4 Auszug aus der Reichsverfassung vom 16. April 1871 (10) Nr. 5 Auszug aus dem Reichsmilitärgesetz vom 2. Mai 1874 (13) Nr. 6 Der Chef des Generalstabes der Armee Generalfeldmarschall Graf v. Moltke an den Reichskanzler Fürsten von Bismarck (22) [Tabelle]: In Folge gesetzlich bestehnder 20jähriger Dienstpflicht beziffert sich demnach die französische Heeresstärke (22) [Tabelle]: An ausgebildeten Mannschaften exkl. Offizieren verfügt sonach Österreich im gemeinsamen Heer und dessen Reserven über rund (23) [2 Tabellen]: (1)Die frühere Kriegsstärke von wirtschaftlichen Kombattanten und nach Abzug der Ersatz-Truppen betrug (2)Einen Vergleich der vier Militärmächte gibt nachstehende Übersicht: (24) Nr. 7 Der Reichskanzler Fürst von Bismarck an den Kriegsminister General d. Infanterie v. Kameke (26) [Tabelle]: Im Jahre 1879 befanden sich - nur beim preußischen Kontingentsbereich - in den fünf Jahrgängen der Ersatzreserve erster Klasse, der die nicht zum aktiven Militärdienst eingezogenen, im allgemeinen diensttauglichen Mannschaften überwiesen wurden, (27) Nr. 8 Auszug aus dem Gesetz betreffend Änderungen der Wehrpflicht vom 11. Februar 1888 (28) Nr. 9 Der Kriegsminister General der Infanterie v. Verdy an den Reichskanzler Fürsten von Bismarck (33) Nr. 10. Der Reichskanzler Fürst von Bismarck an den Kriegsminister General der Infanterie v. Verdy (36) Nr. 11 Der Kriegsminister General der Infanterie v. Verdy an den Reichskanzler Fürsten von Bismarck (38) Nr. 12 Rede des Abgeordneten Generalfeldmarschalls Grafen v. Moltke in der Sitzung des Reichstages vom 14. Mai 1890 (43) Nr. 13 Vier Entschließungen der Haushaltskommission des Reichstages vom 16. Juni 1890 (45) Nr. 14 Der Reichskanzler v. Caprivi an den Kriegsminister Generalleutnant v. Kaltenborn-Stachau (45) Nr. 15 Bericht des Bayerischen Militärbevollmächtigten Generalmajors Ritter v. Haag an das Bayerische Kriegsministerium (51) Nr. 16 Der Kriegsminister Generalleutnant v. Goßler an den Chef des Generalstabes General der Kavallerie Grafen v. Schlieffen (57) Nr. 17 Der Chef des Generalstabes General der Kavallerie Graf v. Schlieffen an den Kriegsminister Generalleutnant v. Goßler (60) [Tabelle]: Nach einer überschläglichen, aus den Mitteilungen des Kriegsministeriums über die Zusammensetzung der Kriegsformationen gefertigten Berechnung ergibt sich für die Reserve-Infanterie-Bataillone der durchschnittliche Fortschritt aus folgenden Zahlen: (64) [Tabelle]: Die Bataillone bestanden: (65) Nr. 18 Der Kriegsminister General der Infanterie v. Goßler an den Chef des Generalstabes General der Kavallerie Grafen v. Schlieffen (68) Nr. 19 Der Generalquartiermeister im Generalstabe General der Infanterie Oberhoffer an den Kriegsminister General der Infanterie v. Goßler (72) Nr. 20 Der Chef des Generalstabes General der Kavallerie Graf v. Schlieffen an den Kriegsminister General der Infanterie v. Goßler (77) Nr. 21 Denkschrift des Kriegsministers Generals der Infanterie v. Goßler "betreffend die Gesetzesvorlagen zum Herbst 1902" (80) Nr. 22 Der Stellvertretende Kriegsminister Generalleutnant v. Einem an den Reichskanzler Grafen v. Bülow (84) Nr. 23 Aufzeichnungen des Kriegsministers Generalleutnants v. Einem (85) Nr. 24 Der Kriegsminister Generalleutnant v. Einem an den Chef des Generalstabes Generaloberst Grafen v. Schlieffen (87) Nr. 25 Der Chef des Generalstabes Generaloberst v. Schlieffen an das Kriegsministerium. (88) Nr. 26 Der Kriegsminister Generalleutnant v. Einem an den Chef des Generalstabes Generalobersten Grafen v. Schlieffen (90) Nr. 27 Der Chef des Generalstabes Generaloberst Graf v. Schlieffen an das Kriegsministerium (92) Nr. 28 Der Chef des Generalstabes Generalleutnant v. Moltke an das Allgemeine Kriegsdepartement (94) Nr. 29 Der Reichskanzler Fürst von Bülow an den Kriegsminister Generalleutnant v. Einem (95) Nr. 30 Der Kriegsminister Generalleutnant v. Einem an den Chef des Generalstabes Generalleutnant v. Moltke (96) Nr. 31 Der Kriegsminister Generalleutnant v. Einem an den Reichskanzler Fürsten von Bülow (98) a) Maschinengewehre. (98) [Tabelle]: Maschinengewehre. (98) b) Umbewaffnung der Feldartillerie. (99) [2 Tabellen]: (1)Es sind zur Zeit umbewaffnet: (2)Die Umbewaffnung der Reserve-Formationen erfolgt: (99) c) Ausgestaltung der Verkehrstruppen. (99) d) Bespannung der schweren Artillerie des Feldheeres. e) Lenkbares Luftschiff. f) Anderweite Uniformierung und Ausrüstung. (100) g) Umbewaffnung der Infanterie mit Gewehr 98. (100) 1. Preußen: (100) 2. Bayern: 3. Sachsen: 4. Württemberg: (101) h) Landesverteidigung. (101) Nr. 32 Der Chef des Generalstabes Generalleutnant v. Moltke an das Kriegsministerium (104) Nr. 33 Der Chef des Generalstabes General der Infanterie v. Moltke an den Kriegsminister Generalleutnant v. Einem (106) I. Infanterie. (106) II. Kavallerie. (107) III. Feldartillerie. (107) IV. Fußartillerie. (108) V. Pioniere. (109) VI. Train. (109) VII. Verkehrstruppen. (110) VIII. Gliederung der Armee. (111) Nr. 34 Der Chef des Generalstabes General der Infanterie v. Moltke an das Kriegsministerium (111) Nr. 35 Der Kriegsminister General der Kavallerie v. Einem an den Chef des Generalstabes General der Infanterie v. Moltke (114) 1. Was die Verstärkung der Feuerkraft der Infanterie durch Maschinengewehre (114) 2. Von den Hilfswaffen erkenne ich vor allem die Friedensorganisation der Fußartillerie 3. Auch hinsichtlich der Pioniere 4. Beim Train 5. Rechnet man nun für Verstärkung des Personals der Bezirkskommandos (115) 6. Verkehrstruppen verfügbar. (115) [Tabelle]: Als es im Herbst vorigen Jahres zur Ermittlung des Mehrbedarfs für die Reichsfinanzreform notwendig wurde, den Rahmen für die demnächstige Heeresverstärkung in großen Zügen festzulegen, habe ich die Genehmigung Seiner Majestät zu folgenden Vermehrungen bei den Verkehrstruppen erhalten: (115) [Tabelle]: Berechnung. (116) Nr. 36 Der Chef des Generalstabes General der Infanterie v. Moltke an das Kriegsministerium (117) Nr. 37 Der Chef des Generalstabes General der Infanterie v. Moltke an das Kriegsministerium (118) Nr. 38 Der Staatssekretär des Reichsschatzamtes Wermuth an den Kriegsminister General der Infanterie v. Heeringen (120) Nr. 39 Der Chef des Generalstabes General der Infanterie v. Moltke an das Kriegsministerium (123) Nr. 40 Der General-Inspekteur des Ingenieur- und Pionierkorps und der Festungen General der Infanterie Mudra an den Chef des Generalstabes General der Infanterie Moltke (125) Westliches Kriegstheater: (125) Östliches Kriegstheater. (127) Nr. 41 Denkschrift des Direktors des Allgemeinen Kriegsdepartements Generalmajors Wandel vom 29. November 1911 (132) Nr 42 Der Reichskanzler Dr. v. Berthmann Hollweg an den Kriegsminister General der Infanterie v. Heeringen (135) Zu Nr. 42 Der Staatssekretär des Reichsschatzamtes Wermuth an den Reichskanzler Dr. v. Bethmann Hollweg (135) Nr. 43 Der Kriegsminister General der Infanterie v. Heeringen an den Reichskanzler Dr. v. Bethmann Hollweg (138) Nr. 44 Der Reichskanzler Dr. v. Bethmann Hollweg an den Preußischen Kriegsminister und die Staatssekretäre der Reichsämter (141) Nr. 45 Der Staatssekretär des Reichsschatzamts an den Kriegsminister General der Infanterie v. Heeringen (143) Nr. 46 Der Kriegsminister General der Infanterie v. Heeringen an den Staatssekretär des Reichschatzamtes Kühn (144) Nr. 47 Der Staatssekretär des Reichsschatzamtes Kühn an den Kriegsminister General der Infanterie v. Heeringen (145) Nr. 48 Der Chef des Generalstabes General der Infanterie v. Moltke an das Kriegsministerium (146) Nr. 49 Der Kriegsminister General der Infanterie v. Heeringen an den Chef des Generalstabes General der Infanterie v. Moltke (148) Nr. 50 Der Chef des Generalstabes General der Infanterie v. Moltke an den Kriegsminister General der Infanterie v. Heeringen (149) Nr. 51 Der Kriegsminister General der Infanterie v. Heeringen an den Reichskanzler Dr. v. Bethmann Hollweg (150) Nr. 52 Der General-Inspekteur des Ingenieur- und Pionierkorps und der Festungen General der Infanterie Mudra an den Chef des Generalstabes General der Infanterie v. Moltke (152) Nr. 53 Der Kriegsminister General der Infanterie v. Heeringen an den Chef des Generalstabes General der Infanterie v. Moltke (155) Nr. 54 Der Chef des Generalstabes General der Infanterie v. Moltke an den Kriegsminister General der Infanterie v. Heeringen (156) Zu Nr. 54 Der Chef des Generalstabes General der Infanterie v. Moltke an den Reichskanzler Dr. v. Bethmann Hollweg (158) I. Teil. Die militärpolitische Lage Deutschlands. (158) II. Teil. (168) A. Heeresverstärkung. (168) B. Landesverteidigung. (172) [Tabelle]: Anlage zu Teil I. Vergleich der Streitkräfte Deutschlands, Österreichs und Rumäniens mit denen Frankreichs, Rußlands und der Balkanstaaten. (174) Zu Nr. 54 Der Kriegsminister General der Infanterie v. Heeringen an den Direktor des Allgemeinen Kriegsdepartements Generalleutnant Wandel (175) Nr. 55 Der Chef des Generalstabes General der Infanterie v. Moltke an das Kriegsministerium (175) Nr. 56 Der Kriegsminister General der Infanterie v. Heeringen an den Chef des Generalstabes General der Infanterie v. Moltke (178) Nr. 57 Der Chef des Generalstabes General der Infanterie v. Moltke an den Kriegsminister General der Infanterie v. Heeringen (181) Etatserhöhungen. (181) Neuformationen. (183) Nr. 58 Der Kriegsminister General der Infanterie v. Heeringen an den Chef des Generalstabes General der Infanterie v. Moltke (184) Nr. 59 Der Kriegsminister General der Infanterie v. Heeringen an den Chef des Generalstabes General der Infanterie v. Moltke (185) Nr. 60 Kaiser Wilhelm II. an den Kriegsminister General der Infanterie v. Heeringen (185) Nr. 61 Der Chef des Generalstabes General der Infanterie v. Moltke an den Reichskanzler Dr. v. Bethmann Hollweg (186) Nr. 62 Der Chef des Generalstabes General der Infanterie v. Moltke an den Reichskanzler Dr. v. Bethmann Hollweg (188) Nr. 63 Der Chef des Generalstabes General der Infanterie v. Moltke an den Reichskanzler Dr. v. Bethmann Hollweg (189) Nr. 64 Aktennotiz des Kriegsministers v. Heeringen (190) Nr. 65 Der Chef des Generalstabes Generaloberst v. Moltke an den Reichskanzler Dr. v. Bethmann Hollweg (192) Nr. 66 Der Kriegsminister Generalleutnant v. Falkenhayn an den Reichskanzler Dr. v. Bethmann Hollweg (193) Nr. 67 Der Chef des Generalstabes Generaloberst v. Moltke an den Reichskanzler Dr. v. Hollweg (196) B. Die wirtschaftliche Rüstung des Reiches (Anlagen Nr. 68 bis 86) (197) Nr. 68 Der Direktor des Militär-Ökonomiedepartements Generalleutnant v. Hartrott und der Wirkliche Geheime Kriegsrat Engelhard an das Allgemeine Kriegsdepartement (197) [Tabelle]: Die Bestände ad a sind nach dem Durchschnitt der Ernteerträge in Preußen für die Jahre 1878/82 (auf Grund der Preußischen Statistik, Heft LXXIII) anzunehmen: (198) I. Im Allgemeinen. (198) [2 Tabellen]: (1)Nach den Ermittlungen der Preußischen Statistik berechnet sich der Ernteertrag nach dem Durchschnitt der Jahre 1878/1882 auf den Kopf der Bevölkerung pro Jahr: (2)Es entfallen also aus der eigenen Produktion des Landes pro Tag auf den Kopf der Bevölkerung - ohne Unterschied des Lebensalters bzw. der Konsumtionsfähigkeit - (198) II. Im Einzelnen. (200) 1. Vieh. (200) 2. Brotmaterial. (201) 3. Gemüse. (201) 4. Kaffee. (202) 5. Hafer. (202) Nr. 69 Vereinbarung zwischen dem Preußischen Kriegsministerium und dem Österreichisch-Ungarischen Reichskriegsministerium vom 10. Mai 1892 (204) Nr. 70 Der Staatssekretär des Reichsmarineamts Admiral v. Tirpitz an den Kriegsminister Generalleutnant v. Einem (205) Nr. 71 Der Österreichisch-Ungarische Reichskriegsminister Feldzeugmeister Ritter v. Pitreich an den Preußischen Kriegsminister Generalleutnant v. Einem (207) Nr. 72 Der Präsident des Kaiserlichen Statistischen Amts Dr. van Borght an den Staatssekretär des Innern Dr. Grafen v. Posadowsky-Wehner (208) Nr. 73 Gutachten des Preußischen Statistischen Landesamts vom Juni 1906, erstatter von Professor Dr. Ballod (213) [Tabelle]: Was das eingeführte Futtergetreide anlangt, so kann es zum Teil durch die Verzehrung eines Teiles des Viehstandes gespart werden. (215) Nr. 74 Der preußische Minister für Landwirtschaft, Domänen und Forsten v. Podbielski an den Staatssekretär des Innern Dr. Grafen v. Posadowsky-Wehner (217) Nr. 75 Der Staatssekretär des Reichsmarineamts Admiral v. Tirpitz an den Staatssekretär des Innern Dr. Grafen v. Posadowsky-Wehner (218) Zu Nr. 75 Untersuchung des Reichmarineamts (219) [Tabelle]: Eine für das Reichs-Marine-Amt angestellte Untersuchung hat ergeben, daß ein verhältnismäßig geringer Teil des im Lande erzeugten Getreides heute den Eisenbahnbezirk, in welchem es angebaut wird, verläßt. (222) [Tabelle]: Die Zufuhren hauptsächlicher Textilrohstoffe betrugen: (223) Nr. 76 Der Chef des Generalstabes General der Infanterie v. Moltke an das Kriegsministerium (224) Nr. 77 Der Kriegsminister Generalleutnant v. Einem an das Reichsamt des Innern (224) Nr. 78 Der Direktor des Armeeverwaltungsdepartements Generalmajor Staabs an den Kriegsminister General der Infanterie v. Heeringen (226) I. Bedarf im Frieden und seine Deckung. (226) 1. Im allgemeinen. 2. Statistische Nachweisungen. (226) 3. Ernteerträge. (226) 4. Einfuhr und Ausfuhr. (227) 5. Einfuhrscheine. (228) 6. Die Mehreinfuhr nach dem Monatsbedarf berechnet. (229) a) Brotgetreide, Futtermittel. b) Kartoffeln, Hülsenfrüchte, Reis. c) Fleisch. (229) II. Bedarf Deutschlands im Kriege und seine Deckung. (229) 1. Allgemein. (229) 2. Brotfrucht. (229) 3. Fleisch. 4. Kartoffeln usw. 5. Verlust beim Nachschub. (230) 6. Ausgleich des Mehrbedarfs des Heeres durch Minderbedarf der Bevölkerung. (230) 7. Futtermittel. (231) 8. Berechnung der im ungünstigsten Fall einzuführenden Menge. (232) a) Ausfuhrverbot verringert Mehreinfuhrbedarf. (232) b) Einschränkung der Industrie macht Produkte für Ernährung der Menschen und Tiere frei. (232) c) Einfuhrbedarf zu den verschiedenen Jahreszeiten. (233) [3 Tabellen]: (1)An Brotgetreide hätten Anfang Mai gefehlt (2)ebenso Futtergetreide: (3)Hiernach waren im Frühjahr 1910 vorhanden: (234) 9. Möglichkeit der Einfuhr des Mehrbedarfs. (235) III. Bedarf der Armee im besonderen. (236) IV. Schlußfolgerungen. (238) [Tabelle]: Es fehlen durchschnittlich jährlich: (238) Nr. 79 Der Staatssekretär des Innern Dr. Delbrück an den Reichskanzler Dr. v. Bethmann Hollweg (239) Zu Nr. 79 Denkschrift des Reichsamts des Innern (240) [Tabelle]: Wir hatten von dieser Frucht nach Jahrhfünften folgende Durchschnittserträge vom Hektar zu verzeichnen: (240) [2 Tabellen]: (1)Seit 1908 haben wir denn auch regelmäßig eine erhebliche Mehrausfuhr an Roggen; es betrug nämlich: (2)Hierbei braucht nämlich auf den Kopf der heimischen Bevölkerung aus dem Auslande nur bezogen zu werden: (241) [Tabelle]: Es betrug der Schweinebestand im Reiche: (242) [3 Tabellen]: (1)So betrug z.B. die Einfuhr von Weizen: (2).,wenn man die Entwicklung unserer Weizenausfuhr berücksichtigt. Diese ist nämlich im gleichen Zeitraume ebenfalls gestiegen, und zwar von: (3)Zieht man die Ausfuhr von der Einfuhr ab, so ergibt sich: (243) [2 Tabellen]: (1)Im Kartoffelbau reicht kein anderes Land an uns heran. So betrug (1910) die Kartoffelernte: (2)Die bisherige Steigerung berechnet sich wie folgt: (245) [Tabelle]: Nach den hier veranstalteten Produktionserhebungen bestanden in der Champagne Kartoffeltrocknungsbetriebe (246) Nr. 80 Der Staatssekretär des Innern Dr. Delbrück an den Staatssekretär der Reichsämter, die Preußischen Staatsminister, den Admiralstab der Marine und den Generalstab der Armee (247) Nr. 81 Der Staatssekretär des Innern Dr. Delbrück und der Staatssekretär des Reichsamts Kühn an den Reichskanzler Dr. v. Bethmann Hollweg (248) [Tabelle]: Es würde sich demnach um folgende vom Reich aufzubringende Summen handeln: (251) Nr. 82 Denkschrift des Reichsamts des Innern an die Staatssekretäre der Reichsämter, die Preußischen Staatsminister, den Admiralstab der Marine und den Generalstab der Armee (253) Einleitung. (253) [Tabelle]: Die nachstehenden Zahlen zeigen das Wachstum der großen Städte, wie es sich seit dem 1. Dezember 1875 gestaltet hat. Es hatten (254) [Tabelle]: Der Jahresverbrauch pro Kopf ist in Deutschland im Vergleich zu den Jahren 1879 bis 1883 gewachsen bei: (254) 1. Teil. Gang der bisherigen Erörterungen. (255) Als wichtigste Fragen sind folgende im vergangenen Winter erörtert worden: (256) I. Die Frage der Ermittlung der verfügbaren Vorräte. (256) II. Zurückhaltung und Schonung der Vorräte im Mobilmachungsfalle. (257) III. Einfuhr von Getreide und Futtermitteln nach der Mobilmachung. (260) IV. Die Lage der Landwirtschaft im Kriegsfalle. (261) V. Die Lage der Industrie im Kriegsfalle. (262) VI. Besondere Maßnahmen wegen der Ernährung der Bevölkerung in den größeren Gemeinwesen, insbesondere in den Großstädten. (264) VII. Die Aufrechterhaltung des Verkehrs (mit Ausnahme des Personenverkehrs) im Inland im Mobilmachungsfalle. (266) 2. Teil. Vorschläge wegen der weiteren Behandlung der angeregten Fragen. (266) A. Die Ernährungsfrage. (267) B. Die Lage der Industrie im Kriegsfalle. (269) Schluß. (270) Nr. 83 Der Staatssekretär des Reichsamts Kühn an den Staatssekretär des Innern Dr. Delbrück (271) Nr. 84 Denkschrift des Geheimen Finanzrats Dr. Meydenbauer für den Preußischen Finanzminister Dr. Lentze vom 23. April 1914 (274) Einleitung. (274) [2 Tabellen]: (1)Ein Teil des früher verfütterten Roggens wird in der letzten Zeit durch Futtergerste ersetzt, deren Einfuhr rasch steigt: (2)Ebenso steigt die Einfuhr von Ölkuchen, Mais, Kleie und Ölfrüchten: (275) I. Versorgung mit Brotgetreide im Frieden. (276) II. Versorgung im Kriege. (277) III. Die Lagerung. Geschichtliches. (279) IV. Lagerungsverträge. (281) V. Lagerungsmengen. (282) [2 Tabellen]: (1)Das für die Franzosen traurige Beispiel des Falles von Metz wegen mangelhafter Proviantierung und schließlich auch der Fall von Paris dürfte als Lehre zu dienen haben. (2)Als zu versorgende große Städte in Zuschußgebieten kommen in Frage: (282) VI. Getreidebeschaffung und -kosten. (283) [2 Tabellen]: (1)Schließlich ist die jährliche Ankausprovision (2)Aus vorstehendem ergibt sich (284) VII: Staatsrechtliches. Kostenteilung. (285) VIII. Lagerung von Futtermitteln. (286) IX. Kühlhäuser. (287) Nr. 85 Der Chef des Generalstabes Generaloberst v. Moltke an den Staatssekretär des Innern Dr. Delbrück (287) Nr 86 Gesetz betreffend statistische Aufnahmen der Vorräte von Getreide und Erzeugnissen der Getreidemüllerei vom 20. Mai 1914 (291) C. Die finanzielle Rüstung des Reiches (Anlagen Nr. 87 bis 101) (293) Nr. 87 Der Preußische Finazminister Dr. v. Scholz an den Reichskanzler Fürsten von Bismarck (293) [2Tabellen]: (1)Am 15. d. M. betrug der Barbestand der Reichsbank (2)am 30. Oktober d. J. befanden sich nach den Ew. pp. voraussichtlich bekannten Mitteilungen des Reichsschatzamts in den bedeutenderen öffentlichen Kassen der größeren Privatinstitute des Reichs (293) Nr. 88 Auszug aus dem Protokoll der Sitzung des Preußischen Staatsministeriums vom 31. Mai 1891 (294) Nr. 89 Der Preußische Finanzminister Dr. Miquel an den Ministerpräsidenten v. Caprivi. (298) Nr. 90 Der Preußische Finanzminister Dr. v. Miquel an Kaiser Wilhelm II. (300) [Tabelle]: Die Reichsbank hatte nach dem Stande vom 15. Oktober d. Js. einen Barbestand (2) (302) Nr. 91 Das Reichsbankdirektorium an den Staatssekretär des Reichsschatzamts Freiherrn v. Thielmann (304) Nr. 92 Protokoll der Sitzung im Reichsschatzamt vom 1. April 1901 (308) [Tabelle]: Hiernach berechnet sich der Bedarf für das Reichsheer, und zwar: (308) [Tabelle]: Schätzungsweise wird hier eine Summe von 200 000 000 M in Rechnung zu stellen sein. Berücksichtigt man die hiernach verfügbaren Aktivkapitalien, und zwar (309) Nr. 93 Denkschrift des Reichsbankdirektoriums an den Preußischen Staatsminister Freiherrn v. Rheinbaben und an den Staatssekretär des Reichsschatzamts Freiherrn v. Thielmann vom 19. Juli 1902 (313) [Tabelle]: Der Gesamtbetrag der privaten Guthaben in Paris und den Sukkursalen beziffert sich (317) Anlage A Entwurf eines Gesetzes betr. die Reichskassenscheine und die Noten der Reichsbank (325) Anlage B. Entwurf eines Gesetzes betr. die Reichskassenscheine und die Noten der Reichsbank (325) Nr. 94 Der präsident des Reichsbankdirektoriums Dr. Koch an den Staatssekretär des Reichsschatzamts Freiherrn v. Stengel (326) [Tabelle]: Nach den von der Militär- und Marine-Verwaltung aufgestellten Nachweisungen sind zu Zwecken der Mobilmachung und der Kriegführung innerhalb der ersten 30 Tage: (326) [Tabelle]: Der Metallbedarf der Reichsbank beträgt nach dem Ausweise vom 6. Februar 1904: (327) Nr. 95 Der Preußische Finanzminister Freiherr v. Rheinbaben an den Staatssekretär des Reichsschatzamts Freiherrn v. Stengel (329) Nr. 96 Das Reichsbankdirektorium an den Staatssekretär des Reichsschatzamts Freiherrn v. Stengel (331) [Tabelle]: Das zum Vergleich herangezogene Portefeuille der Banque de France im Jahre 1870 betrug: (335) Nr. 97 Protokoll des kronrats vom 13. Februar 1906 (336) [Tabelle]: Finde er die Zustimmung des Parlaments, so würde die Situation etwa folgende sein: (339) Nr. 98 Der präsident des Reichsbankdirektoriums Havenstein an den Staatssekretär des Reichsschatzamts Sydow (342) [2 Tabellen]: (1)Tatsächlich hat sich während der beiden letzten Dezemberwochen die Wechsel- und Lombardanlage (2)der aus der Reichsbnak entnommene, in dem Abfluß des Metalls und in der Zunahme des Notenumlaufs zum Ausdruck gelangende Mehrbedarf an Barzahlungsmittel belief sich während des gleichen Zeitraumes (342) Nr. 99 Der Staatssekretär des Reichsschatzamts Wermuth an kaiser Wilhelm II. (343) Nr. 100 Der Reichskanzler Dr. v. Bethmann Hollweg an Kaiser Wilhelm II. (346) Nr. 101 Die für die finanzielle Mobilmachung vorbereiteten Gesetzentwürfe. (347) a. Entwurf eines Gesetzes betreffend die Feststellung eines Nachtrags zum Reichshaushaltsetat für das Rechnungsjahr 1914 (347) [Tabelle]: Nachtrag zum Reichshaushaltsetat für das Rechungsjahr 1914. (348) b. Entwurf eines Gesetzes betreffend die Ergänzung der Reichsschuldenordnung (348) c. Entwurf eines Darlehenskassengesetzes (349) d. Entwurf eines Gesetzes betreffend die Reichskassenscheine und die Banknoten e. Entwurf eines Gesetzes betreffend Änderung des Münzgesetzes (353) f. Entwurf eines Gesetzes betreffend die Abänderung des Bankgesetzes (354) Zweiter Teil. Anhang zur militärischen Rüstung des Reiches. Die Entwicklung der Waffengattungen im Rahmen der deutschen Heeresorganisation ([355]) I. Von der Reichsgründung bis zum Jahre 1888. Zu Text-Band Kapitel I. Hierzu Tabellen 1 bis 4 und 20, Skizze a. ([357]) Infanterie (Jäger). ([357]) Kavallerie. (359) Artillerie. (360) Technische Truppen (Ingenieur- und Pionierkorps, Eisenbahn-, Telegraphen- und Luftschiffertruppen). (363) Train. (367) II. Von 1888 bis zur Jahrhundertwende. Zu Text-Band Kapitel II. Hierzu Tabellen 5 bis 10, 20 und Skizze b und c. ([369]) Infanterie (Jäger). ([369]) Kavallerie. (371) Feldartillerie. (374) Fußartillerie. (377) Pioniere und technische Truppen (382) Train. (386) III. Von der Jahrhundertwende bis zum Jahre 1911. Zu Text-Band Kapitel III. Hierzu Tabellen 10 bis 13 und 20, Skizze c. ([388]) Infanterie (Jäger), Maschinengewehrtruppen. ([388]) Feldartillerie. (393) Fußartillerie. (396) Ingenieur- und Pionierkorps. (402) Verkehrstruppen. (407) IV. Von 1912 bis 1914. Zu Text-Band Kapitel IV. Hierzu Tabellen 14, 16 bis 18 und 20, Skizze d. ([419]) Infanterie (Jäger) und Maschinengewehrtruppen. ([419]) Kavallerie. (424) Feldartillerie. (426) Feldartillerie. (429) Pioniere. (432) Verkehrstruppen. (435) [Tabelle]: An Geldmitteln waren für das Militär-Flugwesen verausgabt worden: (441) Train. (443) Dritter Teil. Tabellen und Skizzen zur militärischen Rüstung des Reiches ([420]) Tabelle 1. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Jahre 1875. (Hierzu Skizze a.) ([422]) [Tabelle]: A. Gliederung. (450 - 451) B. Truppenetatstärken. C. Gesamtfriedenstärke (Etatstärke). (452) Tabelle 2. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Jahre 1882. (Hierzu Skizze a.) ([453]) [Tabelle]: A. Gliederung. (454 - 455) B. Truppenetatstärken. C. Gesamtfriedenstärke (Etatstärke). (456) Tabelle 3. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Jahre 1888. (Hierzu Skizze a.) ([457]) [Tabelle]: A. Gliederung. (458 - 459) B. Truppenetatstärken. C. Gesamtfriedenstärke (Etatstärke). (460) Tabelle 4. Das Deutsche Heer in der Kriegsformation nach dem Stande vom Jahre 1888. ([461]) A. Feldheer. (462) B. Besatzungsheer. C. Gesamtkriegsstärke. (464) Tabelle 5. Das Deutsche Heer in der Friedensorganisation nach dem Stande von Anfang 1890. (Hierzu Skizze b.) ([465]) [Tabelle]: A. Gliederung. (466 - 467) B. Truppenetatstärken. C. Gesamtfriedenstärke (Etatstärke). (468) Tabelle 6. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Herbst 1890. (Hierzu Skizze b.) ([469]) [Tabelle]: A. Gliederung. (470 - 471) B. Truppenetatstärken. C. Gesamtfriedenstärke (Etatstärke). (472) Tabelle 7. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Jahre 1893. (Hierzu Skizze b.) ([473]) [Tabelle]: A. Gliederung. (474 - 475) B. Truppenetatstärken. C. Gesamtfriedenstärke (Etatstärke). (476) Tabelle 8. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Jahre 1898. (Hierzu Skizze b.) ([477]) [Tabelle]: A. Gliederung. (478 - 479) B. Truppenetatstärken. C. Gesamtfriedenstärke (Etatstärke). (480) [Tabelle]: Tabelle 9. Das Deutsche Heer in der Kriegsformation nach dem Stande vom Jahre 1898. ( - ) Tabelle 10. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Jahre 1902. (Hierzu Skizze c.) ([481]) [Tabelle]: A. Gliederung. (482 - 483) B. Truppenetatstärken. (484) C. Gesamtfriedensstärke (Etatstärke). (485) [Tabelle]: Tabelle 11. Das Deutsche Heer in der Kriegsformation nach dem Stande von 1902. ( - ) Tabelle 12. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Jahre 1910. (Hierzu Skizze c). ([487]) [Tabelle]: A. Gliederung. (488 - 489) B. Truppenetatstärken. (490) C. Gesamtfriedensstärke (Etatstärke). (491) [Tabelle]: Tabelle 13. Das Deutsche Heer in der Kriegsformation nach dem Stande von 1910. ( - ) Tabelle 14. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Herbst 1911. (Hierzu Skizze c.) ([493]) [Tabelle]: A. Gliederung. (494 - 495) B. Truppenetatstärken. (496) C. Gesamtfriedensstärke (Etatstärke). (497) Tabelle 15. Übersicht über das militärische Kräfteverhältnis zwischen Dreibund und Entente nach dem Stande von 1911. (498) [2 Tabellen]: (1)I. Friedensstand (ohne Kolonialtruppen). (2)II. Kriegsstand (ohne Kolonialtruppen) (498) Tabelle 16. Das Deutsche Heer in der Friedensorganisation nach dem Stande vom Herbst 1912. (Hierzu Skizze d.) ([499]) [Tabelle]: A. Gliederung. (500 - 501) B. Truppenetatstärken. (502) C. Gesamtfriedensstärke (Etatstärke). (503) Tabelle 17. Das deutsche Heer in der Friedensorganisation nach dem Stande von 1913/1914. (Hierzu Skizze d.) ([505]) [Tabelle]: A. Gliederung. (506 - 507) B. Truppenetatstärken. (508) [Tabelle]: Tabelle 18. Das Deutsche Heer in der Kriegsformation bei Ausbruch des Weltkrieges. ( - ) C. Gesamtfriedensstärke (Etatstärke). (509) Tabelle 19. Übersicht über das militärische Kräfteverhältnis zwischen den Mittelmächten und der Entente nach dem Stande von 1914 (Kriegsbeginn). (510) [2 Tabellen]: (1)I. Friedensstand (ohne Kolonialtruppen). (2)II. Kriegsstand (ohne Kolonialtruppen). (510) Tabelle 20. Überblick über die Entwicklung der Kriegsetatstärken der wichtigeren Truppeneinheiten in der Kriegsformation des Deutschen Heeres. ([511]) Vorbemerkungen: ([511]) [Tabelle]: 1. Infanterie. (512) [Tabelle]: 1a. Maschinengewehrtruppen. (513) [Tabelle]: 2. Kavallerie. (514) [Tabelle]: 3. Feldartillerie. (515) [Tabelle]: 4. Fußartillerie. (517) [Tabelle]: 5. Pioniere. (520) [Tabelle]: Telegraphentruppen. (522) [Tabelle]: 7. Luftschiffertruppen. (524) [Tabelle]: 8. Fliegertruppen. (525) [Tabelle]: 9. Eisenbahntruppen. (525) [Tabelle]: 10. Kraftfahrtruppen. (527) [Tabelle]: 11. Train- und Etappen-Formationen. (528) [Tabelle]: Tabelle 21. Der Rüstungshaushalt der europäischen Mächte in der Zeit von 1902 bis 1913. (530) [Karte]: Skizze: A. Die Korpsbezirke des Deutschen Reiches im Jahre 1875. (531) [Karte]: Skizze: B. Die Korpsbezirke des Deutsche Reiches im Jahre 1890. (532) [Karte]: Skizze: C. Die Korpsbezirke des Deutsche Reiches im Jahre 1900. (533) [Karte]: Skizze: D. Die Korpsbezirke des Deutsche Reiches im Jahre 1912. (534) Einband ( - ) Einband ( - )