indici di posizione mediana e quantili. x 50% mediana
TRANSCRIPT
Indici di posizione
Mediana e quantili
x
xf
50%50%
XMe
50.0:
50.0:
MeXP
MeFMeXP X
Mediana
Nn xxx 1
2122
21
NN
N
xx
x
MeN pari
N dispari
Successione ordinata
1x ix Ix
xp iX xp
Distribuzione di frequenza(carattere discreto)
ix
1x
ix
Ix
1p
ip
Ip
1
iX xF
50.0:min ii xFxMe
1F
iF
1
iX xpix
1
iX xF
0
1
2
3
0.20
0.30
0.20
0.10
0.20
0.70
0.90
1
1ix ix
xf X iX xp
Distribuzione di densità(carattere continuo)
1p
ip
1
iX xF
1F
iF
ii xx 1
10 xx
ii xx 1
12 ii xx1ip
1iF
ip1ip
2ix
50%
50.0: ii xFxMe
1ix ix
xf X iX xp
Distribuzione di densità(carattere continuo)
1p
ip
1
iX xF
1F
iF
ii xx 1
10 xx
ii xx 1
12 ii xx1ip
1iF
ip1ip
2ix
50%
50.01 iX xF
50.0iX xF
1ix ix
xf X iX xp
Distribuzione di densità(carattere continuo)
1p
ip
1
iX xF
1F
iF
ii xx 1
10 xx
ii xx 1
12 ii xx1ip
1iF
1ip ip
50%
150.0 iF h iX xf
iX
i
xf
Fh 150.0
hxMe i 1
Distribuzione di densità(carattere continuo)
1ix ix
xf X
1ip ip
50%
1
1
1
1
ii
ii
ii
iiXiX xx
FF
xx
xXxpxf
hxMe i 1
iX
i
xf
Fh 150.0
1
111
50.0
ii
iiii FF
FxxxMe
22
1122
21
pNpN
pN
xx
x
xx
x
MeNN
N
N pari
N dispari
y Intero superiore 33 41.3 56.4
pxFxMe ii :min
1
111
ii
iiii FF
FpxxxMe
Mediana
x
xf
1-pp
px
pxXP
pxFxXP
p
pXp
1:
:
Quantili d’ordine p
22
1122
21
pNpN
pN
xx
x
xx
x
MeNN
N
N pari
N dispari
y Intero superiore 33 41.3 56.4
pxFxMe ii :min
1
111
ii
iiii FF
FpxxxMe
Quantili d’ordine p
x
xf
0.25
1Q
Quartili
75.0
50.0
25.0
p
3
2
1
Q
MeQ
Q
xp
0.250.25
0.25
2Q 3Q
Rappresentazione a “scatola e baffi”
NxQQQx 3211
0.25
1Q
0.250.25
0.25
2Q 3Q
Rappresentazione a “scatola e baffi”
NxQQQx 3211
0.25
0.250.25
0.25
Box plot e diverse forme della distribuzione
Relazione tra media, moda e mediana
Mo Me M
MoMeM
MoMeM
MMeMo
MMeMo
MMeMo
n xn p xp1 0,05 0,10 0,032 0,75 0,25 0,183 0,41 0,50 0,384 0,59 0,75 0,675 0,70 0,90 0,736 0,227 0,388 0,019 0,2510 0,9711 0,6312 0,1413 0,0214 0,7115 0,27
=PERCENTILE($B$2:$B$16;D2)
tempo
x
1t 2t 3t 4t
Box plot e serie temporali di distribuzioni
Reparto 18 - Anno 2004Numero di ricoveri x posto letto
0
5
10
15
20
25
30
35
40
45
2 10 19 27 35 43 52 60 68 77 85 93 Altr o
Distribuzione del peso
3 4 5 6 7 8 9 10 11 12 13 14età 3 4 5 6 7 8 9 10 11 12 13 14età 3 4 5 6 7 8 9 10 11 12 13 14età 3 4 5 6 7 8 9 10 11 12 13 14età
Weight
AgeR
ep
arto
18
- A
nn
o 2
004
Nu
me
ro d
i ric
ove
ri x
po
sto
lett
o
05
10
15
20
25
30
35
40
45
210
19
27
35
43
52
60
68
77
85
93
Alt
ro
Dis
trib
uzio
ne d
el p
eso
ACER’sLongitudina
l Literacy and
Numeracy Study
(LANNS)
ACER’sLongitudina
l Literacy and
Numeracy Study
(LANNS)
Individual & Normative Progress
Individual & Normative Progress
L ongitud inal L i teracy and N um eracy Study (L L A N S)
A ustral ian C ounci l for E ducational R esearch
L I T E R A C Y SC A L E D E SC R I PT I O N & N O R M A T I V E D I S T R I B U T I O N S
Writes a variety of simple sentences; selects and controlscontent of own writing. L istens to a text and infers the reasonfor an event w ithout p icture clues. Uses full stops and capitalletters to separate sentences. Identifies the purpose of partsof a text (eg, glossary, caption).
Recognises implied meaning in a short section of a simplewritten text. Reads with word-for-word accuracy, an unseen,illustrated reader with a narrative structure, varied sentencesand a wide range of common vocabulary. Segments andblends to pronounce unfam iliar words correctly. Spells somecommon words with irregular patterns, eg., ‘Basket’. Controlscontent in writing, eg, selects specific details appropriate tothe piece, or includes some explanations, opinions orreasons.
From own reading or listening, identifies and explains keyevents, and follows steps in procedures of a picture storybook and early readers. Reads common words with difficultspelling patterns, eg, ‘because’. Spells some high frequencywords with common patterns. Manipulates sounds in words,eg, swaps ‘m ’ in ‘smell’ w ith ‘p ’ to make ‘spell’. Joins simplesentences using conjunctions
Offers simple explanations for a character’s behavior, andlocates explicit details from own reading or listening to picturestory books. Reads unseen early readers with moderateaccuracy (ie, om issions or substitutions do not consistentlymaintain meaning of text. Writes simple sentences that aremostly readable using phonetically plausible spelling for mostcommon words. Lists ideas with little elaboration..
After listening to a picture story book, includes several keyaspects in a retelling.
Reads simple common w ords. Identifiesall the sounds in simple words. Writes one main idea withmostly recognisable words.
Describes the main idea in an illustration after listening to apicture story book. Identifies writing and distinguishes w ordsand letters. Writes a string of letters or scribble.
Reads some very high frequency words. Recognises the sameinitia l sounds in short words. Writes some recognisable wordswith spaces. Communicates some meaning in writing
Describes an event or gives a lim ited retelling after listening toa picture story book. Reads a single word label by linking to theillustration. Names and sounds many letters. Writes own namecorrectly.
Locates the front of a picture story book. Identifies a word.
N o te : T h e in d ic a to r s li s te d o n th i s s id e o f t h e s c a le h a ve b e e nd er i v ed f ro m th e ta s ks co m p le te d in t h e L L A N S a s s e s s m en ts .O n ly a s e le c te d s a m p le o f th e s e in d ic a to r s h a s b e e n u s e d tod es c r ib e d e v e lo p in g a c h ie v e m e n t in l ite r a c y.
LLA
NS
Sca
le o
f deve
lopin
g li
tera
cy a
chie
vem
ent
9O th % tile75 th % ti le
50 th % ti le
25 th % ti le10 th % ti le
Achievem en tof a ll s tudentsin th e study
M ean cohort ach ievem ent
M alesF em ales
Explains a story complication and resolution in a picture storybook. L inks images and text to construct meaning from ownreading or listening. Reads with word-for-word accuracy, anunseen, factual early reader with a repetitive structure, variedcontent and some support from illustrations. Spells highfrequency words with a range of patterns. Writes a piece thatshows some overall coherence, eg, a sequence of events ora detailed list
A ngel ico J eff ersonW arra Schoo l o f E xcel lence
Australia
ACER’sLongitudina
l Literacy and
Numeracy Study
(LANNS)
ACER’sLongitudina
l Literacy and
Numeracy Study
(LANNS)
Individual & Normative Progress
Individual & Normative Progress
L ongitud inal L i teracy and N um eracy Study (L L A N S)
A ustral ian C ounci l for E ducational R esearch
L I T E R A C Y SC A L E D E SC R I PT I O N & N O R M A T I V E D I S T R I B U T I O N S
Writes a variety of simple sentences; selects and controlscontent of own writing. L istens to a text and infers the reasonfor an event w ithout p icture clues. Uses full stops and capitalletters to separate sentences. Identifies the purpose of partsof a text (eg, glossary, caption).
Recognises implied meaning in a short section of a simplewritten text. Reads with word-for-word accuracy, an unseen,illustrated reader with a narrative structure, varied sentencesand a wide range of common vocabulary. Segments andblends to pronounce unfam iliar words correctly. Spells somecommon words with irregular patterns, eg., ‘Basket’. Controlscontent in writing, eg, selects specific details appropriate tothe piece, or includes some explanations, opinions orreasons.
From own reading or listening, identifies and explains keyevents, and follows steps in procedures of a picture storybook and early readers. Reads common words with difficultspelling patterns, eg, ‘because’. Spells some high frequencywords with common patterns. Manipulates sounds in words,eg, swaps ‘m ’ in ‘smell’ w ith ‘p ’ to make ‘spell’. Joins simplesentences using conjunctions
Offers simple explanations for a character’s behavior, andlocates explicit details from own reading or listening to picturestory books. Reads unseen early readers with moderateaccuracy (ie, om issions or substitutions do not consistentlymaintain meaning of text. Writes simple sentences that aremostly readable using phonetically plausible spelling for mostcommon words. Lists ideas with little elaboration..
After listening to a picture story book, includes several keyaspects in a retelling.
Reads simple common w ords. Identifiesall the sounds in simple words. Writes one main idea withmostly recognisable words.
Describes the main idea in an illustration after listening to apicture story book. Identifies writing and distinguishes w ordsand letters. Writes a string of letters or scribble.
Reads some very high frequency words. Recognises the sameinitia l sounds in short words. Writes some recognisable wordswith spaces. Communicates some meaning in writing
Describes an event or gives a lim ited retelling after listening toa picture story book. Reads a single word label by linking to theillustration. Names and sounds many letters. Writes own namecorrectly.
Locates the front of a picture story book. Identifies a word.
N o te : T h e in d ic a to r s li s te d o n th i s s id e o f t h e s c a le h a ve b e e nd er i v ed f ro m th e ta s ks co m p le te d in t h e L L A N S a s s e s s m en ts .O n ly a s e le c te d s a m p le o f th e s e in d ic a to r s h a s b e e n u s e d tod es c r ib e d e v e lo p in g a c h ie v e m e n t in l ite r a c y.
LLA
NS
Sca
le o
f deve
lopin
g li
tera
cy a
chie
vem
ent
9O th % tile75 th % ti le
50 th % ti le
25 th % ti le10 th % ti le
Achievem en tof a ll s tudentsin th e study
M ean cohort ach ievem ent
M alesF em ales
Explains a story complication and resolution in a picture storybook. L inks images and text to construct meaning from ownreading or listening. Reads with word-for-word accuracy, anunseen, factual early reader with a repetitive structure, variedcontent and some support from illustrations. Spells highfrequency words with a range of patterns. Writes a piece thatshows some overall coherence, eg, a sequence of events ora detailed list
A ngel ico J eff ersonW arra Schoo l o f E xcel lence
Australia
ACER’sLongitudina
l Literacy and
Numeracy Study
(LANNS)
ACER’sLongitudina
l Literacy and
Numeracy Study
(LANNS)
Individual & Normative Progress
Individual & Normative Progress
L ongitud inal L i teracy and N um eracy Study (L L A N S)
A ustral ian C ounci l for E ducational R esearch
L I T E R A C Y SC A L E D E SC R I PT I O N & N O R M A T I V E D I S T R I B U T I O N S
Writes a variety of simple sentences; selects and controlscontent of own writing. L istens to a text and infers the reasonfor an event w ithout p icture clues. Uses full stops and capitalletters to separate sentences. Identifies the purpose of partsof a text (eg, glossary, caption).
Recognises implied meaning in a short section of a simplewritten text. Reads with word-for-word accuracy, an unseen,illustrated reader with a narrative structure, varied sentencesand a wide range of common vocabulary. Segments andblends to pronounce unfam iliar words correctly. Spells somecommon words with irregular patterns, eg., ‘Basket’. Controlscontent in writing, eg, selects specific details appropriate tothe piece, or includes some explanations, opinions orreasons.
From own reading or listening, identifies and explains keyevents, and follows steps in procedures of a picture storybook and early readers. Reads common words with difficultspelling patterns, eg, ‘because’. Spells some high frequencywords with common patterns. Manipulates sounds in words,eg, swaps ‘m ’ in ‘smell’ w ith ‘p ’ to make ‘spell’. Joins simplesentences using conjunctions
Offers simple explanations for a character’s behavior, andlocates explicit details from own reading or listening to picturestory books. Reads unseen early readers with moderateaccuracy (ie, om issions or substitutions do not consistentlymaintain meaning of text. Writes simple sentences that aremostly readable using phonetically plausible spelling for mostcommon words. Lists ideas with little elaboration..
After listening to a picture story book, includes several keyaspects in a retelling.
Reads simple common w ords. Identifiesall the sounds in simple words. Writes one main idea withmostly recognisable words.
Describes the main idea in an illustration after listening to apicture story book. Identifies writing and distinguishes w ordsand letters. Writes a string of letters or scribble.
Reads some very high frequency words. Recognises the sameinitia l sounds in short words. Writes some recognisable wordswith spaces. Communicates some meaning in writing
Describes an event or gives a lim ited retelling after listening toa picture story book. Reads a single word label by linking to theillustration. Names and sounds many letters. Writes own namecorrectly.
Locates the front of a picture story book. Identifies a word.
N o te : T h e in d ic a to r s li s te d o n th i s s id e o f t h e s c a le h a ve b e e nd er i v ed f ro m th e ta s ks co m p le te d in t h e L L A N S a s s e s s m en ts .O n ly a s e le c te d s a m p le o f th e s e in d ic a to r s h a s b e e n u s e d tod es c r ib e d e v e lo p in g a c h ie v e m e n t in l ite r a c y.
LLA
NS
Sca
le o
f deve
lopin
g li
tera
cy a
chie
vem
ent
9O th % tile75 th % ti le
50 th % ti le
25 th % ti le10 th % ti le
Achievem en tof a ll s tudentsin th e study
M ean cohort ach ievem ent
M alesF em ales
Explains a story complication and resolution in a picture storybook. L inks images and text to construct meaning from ownreading or listening. Reads with word-for-word accuracy, anunseen, factual early reader with a repetitive structure, variedcontent and some support from illustrations. Spells highfrequency words with a range of patterns. Writes a piece thatshows some overall coherence, eg, a sequence of events ora detailed list
A ngel ico J eff ersonW arra Schoo l o f E xcel lence
Australia
L’efficienza degli ospedali lombardi
Enrico Gori
Università di Udine
Numero di Ospedali
160165170175180185190195
1997 1998 1999 2000 2001 2002 2003 2004
Anno
Numero di Reparti
1500
1550
1600
1650
1700
1997 1998 1999 2000 2001 2002 2003 2004
Anno
Numero di Posti Letto
40000
45000
50000
55000
60000
1997 1998 1999 2000 2001 2002 2003 2004
Anno
Numero di Degenze(milioni)
1.90
1.95
2.00
2.05
2.10
2.15
1997 1998 1999 2000 2001 2002 2003 2004
Anno
Aumento della produttività
Numero di Ricoveri x posto letto
3234
3638
4042
44
1997 1998 1999 2000 2001 2002 2003 2004
Anno
Reparti presenti nel periodo 1997-2004nella Regione Lombardia
0 20 40 60 80 100 120 140
186
2728405
353025322931362311454650202149
5438161315123743427
1024528
345326492
1944175531
1433394147485156
Co
dic
e d
i re
part
o
Numero di ospedali con il reparto
Reparto 18 - Anno 2004Numero di ricoveri x posto letto
0
5
10
15
20
25
30
35
40
45
2 10 19 27 35 43 52 60 68 77 85 93 Altr o
Reparto 18 - Anno 2004Numero di ricoveri x posto letto
0
5
10
15
20
25
30
35
40
45
2 10 19 27 35 43 52 60 68 77 85 93 Altr o
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
Ricoveri / Posti Letto
Re
par
to 1
8 -
An
no
200
4N
um
ero
di r
ico
veri
x p
os
to le
tto
05
10
15
20
25
30
35
40
45
210
19
27
35
43
52
60
68
77
85
93
Alt
ro
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
Ricoveri / Posti Letto
Numero medio di degenti per posto letto
Reparto 18 Degenti per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 06 Degenti per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
70
80
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 27 Degenti per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
70
80
90
100
110
120
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 28 Degenti per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
70
80
90
100
110
120
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 40 Degenti per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
70
80
90
100
110
120
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 05 Degenti per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004
Sotto la media In media Sopra la media
Diminuzione
Stazionaria
Crescita
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
OSPEDALE 139
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
OSPEDALE 120
Reparto 18 Durata della degenza
(10°,50°,90° percentile)
0123456789
1011121314
1997 1998 1999 2000 2001 2002 2003 2004
Efficienza 2004
Tendenza
Stato al 2004 e tendenza nei livelli di efficienza
139
120
nessuno
Sotto la media In media Sopra la media
Diminuzione 120Stazionaria 139
Crescita nessuno
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
OSPEDALE 86OSPEDALE 84 OSPEDALE 3
Efficienza 2004
Tendenza
Stato al 2004 e tendenza nei livelli di efficienza
84
86
3
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
70
80
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
70
80
90
100
1997 1998 1999 2000 2001 2002 2003 2004
Reparto 18Ricoveri per posto letto
(10°, 50°,90° percentile)
0
10
20
30
40
50
60
1997 1998 1999 2000 2001 2002 2003 2004
OSPEDALE 162OSPEDALE 183 OSPEDALE 20
Sotto la media In media Sopra la media
Diminuzione 120 84Stazionaria 139 86
Crescita nessuno 3
Efficienza 2004
Tendenza
Stato al 2004 e tendenza nei livelli di efficienza
183
162
20
Sotto la media
(-1)
In media
(0)
Sopra la media
(+1)
Diminuzione
(-1)Molto
negativo (-2)Negativo
(-1)
In media
(0)
Stazionaria
(0)Negativo
(-1)
In media
(0)
Positivo
(+1)
Crescita
(+1)In media
(0)
Positivo
(+1)
Molto positivo (+2)
Efficienza 2004
Tendenza
Stato al 2004 e tendenza nei livelli di efficienza
Giudizio sulla base della classificazione
Ricoveri / Posti Letto
Ricoveri / Posti Letto
Sotto la media In media Sopra la media
Diminuzione 120 70 27 217In media 184 791 358 1333Aumento 31 67 168 266
Totale 335 928 553 1816
Trend EfficienzaEfficienza 2004
Totale
anno
RicoveriPosti letto
anno
RicoveriPosti letto
Incidenza di reparti classificati come molto inefficienti per tipo di reparto
0.00 0.05 0.10 0.15 0.20
12532130165038253715275
3128113618296
203549
4332454640237
10132442525456To
Nei reparti di tipo 12, 53 e 21
più del 15% degli ospedali
è classificato come molto inefficiente
anno
RicoveriPosti letto
anno
RicoveriPosti letto
Incidenza di reparti molto inefficienti per ospedale
0 0.2 0.4 0.6 0.8 1
561526910713192121177293645636881
116969
88164690105126742352646775
109130147
887727815517550839495
10617826308943157117
143169485515
2038
162166603337
170174
647
15682
18328
168179192167186171 L’incidenza di
reparti molto inefficienti a
livello di ospedale è variabile
Negli ospedali 56 e 152 tutti i reparti sono
molto inefficienti
anno
RicoveriPosti letto
anno
RicoveriPosti letto
IdRep Ospedali Somma Media Dev. Std. Min. Max. Elasticità % molto ineff18 135 7654 57 42 12 198 1.11 7.16 129 5597 43 30 4 181 1.03 6.8
40 98 4875 50 37 6 188 0.76 1.927 113 3976 35 28 10 249 0.76 8.928 90 3269 36 28 3 193 1.43 7.55 81 2097 26 19 3 123 0.85 8.8
32 64 1586 25 12 12 72 1.21 2.723 50 1530 31 20 3 104 0.89 1.830 68 1513 22 13 4 88 0.86 12.329 58 1172 20 9 4 47 1.27 6.931 50 1099 22 16 11 119 0.64 8.625 67 1083 16 8 3 62 0.76 10.750 29 1073 37 18 8 90 0.35 11.446 39 996 26 16 4 71 0.61 2.435 81 868 11 7 3 40 1.60 4.711 37 770 21 12 7 64 0.44 7.521 21 675 32 15 12 60 0.89 16.745 35 536 15 11 3 64 1.32 2.516 15 532 35 22 15 88 0.31 11.84 19 530 28 14 10 67 0.58 4.5
Una visione d’insieme
Reparto Ospedale Efficienza50 56 -250 78 -250 131 -250 157 -250 100 -150 189 -150 140 050 2 1
Reparto Ospedale Efficienza50 56 -250 78 -250 131 -250 157 -250 100 -150 189 -150 140 050 2 1
IdOsp IdRep IdAnno PLTot DEG/PL GGD/DEG56 50 1997 60 23 1156 50 1998 53 24 1256 50 1999 53 20 1256 50 2000 41 9 1178 50 1997 23 33 978 50 1998 23 30 1178 50 1999 17 36 1178 50 2000 17 22 1278 50 2001 17 15 1278 50 2002 17 16 1178 50 2003 17 18 1078 50 2004 17 17 10100 50 1997 80 10 26100 50 1998 78 9 20100 50 1999 40 8 14131 50 1997 12 15 16131 50 1998 12 7 16131 50 1999 12 0 15157 50 1997 22 35 4157 50 1998 22 13 5189 50 1997 37 19 20189 50 1998 37 15 23189 50 1999 35 16 22189 50 2000 35 15 22189 50 2001 35 15 23189 50 2002 35 14 23189 50 2003 35 12 26189 50 2004 35 6 25
% di reparti ancora aperti secondo la classificazione rispetto all'efficienza
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Moltonegativa
Negativa Nella norma Positiva Moltopositiva
Nonclassificabile
Classificazione efficienza
Percentuale di reparti inefficienti negli ospedali
0.0
10.0
20.0
30.0
40.0
50.0
Chiusi Aperti
Numero di Ospedali
160165170175180185190195
1997 1998 1999 2000 2001 2002 2003 2004
Anno
Indicatori e loro validità
esterna